Faculty Manual 2014-2015
Faculty Manual 2014-2015 Phillipsburg High School 200 Hillcrest Boulevard Phillipsburg, New Jersey 08865 Main Office: (908) 454–6551 Guidance Office: (908) 213-2420 PREFACE Welcome to the 2014-2015 school year! As a member of the Phillipsburg High School faculty, it is important that you are familiar with school board regulations, state law, educational philosophy, and general information related to day-to-day procedures at PHS. The information contained in this manual must be read and understood by everyone to ensure consistent implementation of all policies and procedures. Changes or additions to the information in this manual will be issued throughout the school year. This manual is not a finished product, but a work in progress. Future revisions depend on your thoughtful consideration of ways to improve its efficiency and effectiveness. Please contact a building administrator if you have any questions, concerns or suggestions for improvement of this manual's contents. I look forward to working with each one of you to provide a safe, secure and intellectually challenging environment at PHS during this school year. Thank you! Gregory Troxell Principal September, 2014 ii DISTRICT MISSION STATEMENT Mission Statement The Phillipsburg School District, a proud and diverse learning community with a strong sense of tradition, ensures all students are afforded a safe, nurturing, and secure environment, while providing them with opportunities to be engaged in a rigorous and enriching program of study designed to prepare them for college and career. Mastery of the New Jersey Core Curriculum and Common Core State Standards empowers our graduates to become effective, lifelong learners and contributing members of their communities, representing the ideals of the Stateliner family. Beliefs In the Phillipsburg School District, we believe that… Each member of the school community is entitled to a safe, caring, learning environment. Every person is unique, important, and deserving of respect, understanding, and appreciation. Education is the shared responsibility of the student, school, home, and community. School success occurs when self-esteem is fostered and challenging work is meaningful. Daily attendance and participation maximize student achievement. Technological resources empower all stakeholders to succeed in an ever-changing society. Quality professional development drives innovation and continuous improvement within the school system. An engaging curriculum prepares students to become lifelong learners and contributing members of society. Membership in extra-curricular activities and athletics contributes to students’ overall well-being. iii TABLE OF CONTENTS PART I - Educational Philosophy and General Staff Information Values and Belief Statements ....................................................................................... .1 Professional Teaching Standards .................................................................................. 2 Common Principles ........................................................................................................ 6 Statement of Non-Discrimination/Affirmative Action ...................................................... 7 Board of Education Committee Appointments ............................................................... 8 Non-Discrimination/Affirmative Action .......................................................................... 10 Board Policy on Conduct.............................................................................................. 21 Board Policy on Dress.................................................................................................. 23 Board Policy on Drugs, Alcohol, Tobacco.................................................................... 24 Board Policy on Weapons and Dangerous Instruments .............................................. 30 Sexual Harassment/Intimidation Policy........................................................................ 31 Highly Qualified Teacher Information ........................................................................... 34 PART II – Administrative and Support Services Career Development Program ..................................................................................... 38 Child Abuse Reporting Procedures .............................................................................. 40 Crisis Management Plan .............................................................................................. 46 Home Instruction .......................................................................................................... 48 Phillipsburg Alternative Secondary School .................................................................. 50 School Counselor Program .......................................................................................... 51 S.H.A.R.P. .................................................................................................................... 54 Section 504 Notice ....................................................................................................... 58 PART III – Student Activities and Procedures Acceptable Use Policy ................................................................................................. 59 Attendance Policies ...................................................................................................... 62 Cellular Telephones and Electronic Portable Communication Devices ....................... 65 Building and Facilities Use After Hours ........................................................................ 66 Dance Decoration Rules .............................................................................................. 67 Dance Rules ................................................................................................................. 68 Field Trips .................................................................................................................... 69 Foreign Exchange Students ......................................................................................... 73 Fundraising .................................................................................................................. 74 Locker Facilities Use After Hours ................................................................................. 75 Press Release Information ........................................................................................... 76 Religious Holidays ........................................................................................................ 78 Student Records/Student Directory Information .......................................................... 80 Volunteer Aide Program ............................................................................................... 80 PART IV – Staff Procedures, Schedules and Assignments Part A - Staff Procedures General Staff Information ............................................................................................. 82 Opening Exercises in Homeroom ................................................................... 82 Arrival and Departure of Staff Members ......................................................... 83 Policy for Staff Members Leaving the Building During the Day ...................... 83 Teacher Accidents .......................................................................................... 84 Policy on Securing Classroom Area ............................................................... 84 Supervision Outside the Classroom................................................................ 85 Classroom Responsibilities ............................................................................. 85 iv Damage to School Property by Students ........................................................ 86 Stealing School Property ................................................................................ 86 Class Attendance Check ................................................................................. 86 Lights ............................................................................................................... 86 Students Using School Building ...................................................................... 86 Passing the Word ............................................................................................ 86 Covering Textbooks ........................................................................................ 87 Lockers ............................................................................................................ 87 Bulletin Board Use .......................................................................................... 87 Public Telephone ............................................................................................ 88 Visitors ............................................................................................................ 88 Corporal Punishment ...................................................................................... 88 Assembly Instructions .................................................................................................. 88 Care for Ill or Injured Students ..................................................................................... 89 Cellular Telephones ..................................................................................................... 91 Discipline Procedure and Supervision ......................................................................... 92 Emergency Closing of School ...................................................................................... 97 Evacuation Plans ......................................................................................................... 97 Grading System ......................................................................................................... 104 Honor Code Policy ..................................................................................................... 111 Independent Study ..................................................................................................... 112 Opportunity Period ..................................................................................................... 113 Student Teachers/Interns ........................................................................................... 116 Student Teachers ....................................................................................................... 117 Preparation for Substitute Teachers .......................................................................... 118 Teacher Absences ..................................................................................................... 123 Teacher Supervision Procedures ............................................................................... 124 Textbooks ................................................................................................................... 126 Travel Reimbursement ............................................................................................... 130 Worker’s Compensation Claims ................................................................................. 132 Xerox Machines ......................................................................................................... 132 Part B – Schedules (to be distributed) 2014-205 School Calendar .............................................................................................. Calendar of Meetings ....................................................................................................... Regular Bell Schedule...................................................................................................... Half Day Bell Schedule .................................................................................................... Ninety-Minute Delay Bell Schedule .................................................................................. Fire Drill Schedule ............................................................................................................ Part C – Tentative Staff Assignments (to be distributed) Faculty List ....................................................................................................................... Administrative Assignments ............................................................................................. Secretarial Assignments .................................................................................................. Parking ............................................................................................................................. Coverage Assignments .................................................................................................... AM/PM Duty Assignments ............................................................................................... Homeroom Assignments .................................................................................................. Detention/OP Assignments .............................................................................................. Co-Curricular Advisor Assignments ................................................................................. Student Activity Calendar ................................................................................................. Assembly Assignments .................................................................................................... Counselor Assignments ................................................................................................... v PHILLIPSBURG HIGH SCHOOL PROFESSIONAL TEACHING STANDARDS The InTASC Model Core Teaching Standards (April 2011) At A Glance The Learner and Learning Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patters of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Content Knowledge Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 6 Instructional Practice Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Professional Responsibility Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. 7 Statement of Non-Discrimination/Affirmative Action The Phillipsburg School District complies with Title VI of the Civil Rights Act of 1964 Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and the Age Discrimination Act of 1975, and their respective implementing regulations which prohibit discrimination on the basis of race, color, or national origin, sex, disability, and age, respectively. The District provides equal access and opportunity in employment as well as enrollment, in vocational and all other educational programs and activities, regardless of race, color, national origin, sex, disability, or age. Through the designated responsible personnel, the District will guarantee that no persons shall on the basis of sex, race, religion, creed, ancestry, national origin, affectional or sexual orientation, civil union status, social or economic status, and/or handicap be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity. Anyone who feels that his or her rights have been violated may file a grievance with the Phillipsburg School District through the Affirmative Action/Title IX/504 Officer. Board of Education Policies 4111.1/4211.1 Non-discrimination/Affirmative Action, 4118.4 Grievance Procedure – Discrimination Complaints and grievance forms, as well as the District’s 2007-2010 Comprehensive Equity Plan (CEP), are available in all of the district offices and on the Phillipsburg School District website - www.pburgsd.net. Affirmative Action/Title IX/504 Officer Dr. Marian Trapani Phillipsburg Board of Education Office 445 Marshall Street Phillipsburg, NJ 08865 908.213.2400 8 PHILLIPSBURG BOARD OF EDUCATION Committee Appointments by President Kevin DeGerolamo January 2014 Committee Athletic Buildings & Grounds Council Negotiations Board Member Bernard Brotzman, Chairperson Kevin Bayne William Spencer Richard Turdo James Hanisak, Chairperson Paul Rummerfield William Spencer William Taggart Cathy Morgan, Chairperson Bernard Brotzman Wayne Hann Rosemarie Person Robert Yale, Chairperson Kevin DeGerolamo Cathy Morgan Richard Turdo Committee Budget & Finance Board Member Rosemarie Person, Chairperson Bernard Brotzman Wayne Hann Robert Yale Curriculum/ William Spencer, Technology Chairperson Kevin Bayne Rosemarie Person Paul Rummerfield Personnel & Policy Richard Turdo, Chairperson Cathy Morgan William Taggart Robert Yale SPECIAL ASSIGNMENTS: Kevin DeGeralomo, S.B.Y.S Paul Rummerfield, Legislation William Spencer, W.C.S.B. Rosemarie Person, Urban Supts. Cathy Morgan, Skyland Foundation James Hanisak, NJSBA Delegate PHILLIPSBURG BOARD OF EDUCATION January 2014 ______________________________________________________________________________ ____________ Kevin J. DeGerolamo James Hanisak Bernard Brotzman Cathy Morgan Rosemarie Person Paul Rummerfield William J. Spencer Richard Turdo Robert D. Yale, Jr Kevin Bayne William Taggart Wayne Hann 9 President Vice-President Representative from Greenwich Representative from Lopatcong Representative from Pohatcong NONDISCRIMINATION/AFFIRMATIVE ACTION PURPOSE The Phillipsburg School District is committed to a positive and productive working and learning environment free from discrimination. Discrimination adversely affects morale and interferes with employees' and students' ability to work and learn. DEFINITIONS Gender-based Harassment - Gender-based harassment that include acts of verbal, nonverbal, physical aggression, intimidation, or hostility based on gender, but not involving conduct of a sexual nature, may be a form of sex discrimination if it is sufficiently severe, persistent, or pervasive and directed at individuals because of their gender. Quid Pro Quo Harassment - When a school employee explicitly or implicitly conditions another school staff member's conditions of employment, or a pupil's participation in an educational program or activity, or bases an educational decision on the pupil's submission to unwelcomed sexual advances, requests for sexual favors or other favors, or other verbal, nonverbal, or physical conduct of a sexual nature. Quid Pro Quo Harassment is equally unlawful whether the staff member or pupil resists and suffers the threatened harm, or submits and thus avoids the threatened harm. Hostile Environment Sexual Harassment - Sexually harassing conduct (which can include unwelcome sexual advances, requests for sexual favors or other favors, or other verbal, nonverbal, or physical conduct of a sexual nature) by an employee, by another pupil, or by a third party that is sufficiently severe, persistent, or pervasive as to limit a school staff member's ability to participate in a workplace environment or activity or a pupil's ability to participate in or benefit from an educational program or activity, or to create a hostile or abusive workplace or educational environment. SEXUAL HARASSMENT OF SCHOOL STAFF MEMBERS 3362 The Board of Education recognizes that an employee's right to freedom from employment discrimination includes the opportunity to work in an environment untainted by sexual harassment. Sexually offensive speech and conduct are wholly inappropriate to the harmonious employment relationships necessary to the operation of the school district and intolerable in a workplace to which the children of this district are exposed. Sexual harassment includes all unwelcome sexual advances, requests for sexual favors, and verbal or physical contacts of a sexual nature that would not have happened but for the employee's gender. Whenever submission to such conduct is made a condition of employment or a basis for an employment decision, or when such conduct is severe and pervasive and has the purpose or effect of unreasonably altering or interfering with work performance or creating an intimidating, hostile, or offensive working environment, the employee shall have cause for complaint. The sexual harassment of any employee of this district is strictly forbidden. Any employee or agent of this Board who is found to have sexually harassed an employee of this district will be 10 subject to discipline which may include termination of employment. Any employee who has been exposed to sexual harassment by any employee or agent of this Board is encouraged to report the harassment to an appropriate supervisor. An employee may complain of any failure of the Board to take corrective action by recourse to the procedure by which a discrimination complaint is processed. The employee may appeal the Board's action or inaction to the United States Equal Employment Opportunity Commission or the New Jersey Division of Civil Rights. Complaints regarding sexual harassment shall be submitted following the procedures outlined in Regulation No. 1530, Equal Employment Opportunity. The Affirmative Action Officer shall instruct all employees and agents of this Board to recognize and correct speech and behavior patterns that may be sexually offensive with or without the intent to offend. 29 C.F.R. 1604.11 Adopted: 10 November 2008 SEXUAL HARASSMENT OF TEACHING STAFF MEMBERS COMPLAINT PROCEDURE R 3362 Sexual harassment of school staff members is prohibited by the Board of Education. The Superintendent and school district staff will use the following methods to investigate and resolve allegations of sexual harassment of school staff members. A. B. Definitions 1. Gender-based Harassment - Gender-based harassment that includes acts of verbal, nonverbal, physical aggression, intimidation, or hostility based on gender, but not involving conduct of a sexual nature, may be a form of sex discrimination if it is sufficiently severe, persistent, or pervasive and directed at individuals because of their gender. 2. Hostile Environment Sexual Harassment - Sexual harassing conduct (which can include unwelcomed sexual advances, requests for sexual favors or other favors, or other verbal, nonverbal or physical conduct of a sexual nature) by a school staff member that is sufficiently severe, persistent, or pervasive to limit another staff member’s ability to participate in a workplace environment or activity, or to create a hostile or abusive workplace environment. 3. Quid Pro Quo Harassment - When a school staff member explicitly or implicitly conditions another school staff member’s conditions of employment on the staff member’s submission to unwelcomed sexual advances, requests for sexual favors, or other favors, or other verbal, nonverbal or physical conduct of a sexual nature. Quid Pro Quo Harassment is equally unlawful whether the staff member resists and suffers the threatened harm or submits and thus avoids the threatened harm. Grievance Procedure The following Grievance Procedure shall be used for an allegation(s) of harassment of school staff members by other school staff members: 11 1. 2. 12 Reporting of Sexual Harassment Conduct a. Any person with any information regarding actual and/or potential sexual harassment of a staff member must report the information to the school Building Principal, their immediate supervisor or the Affirmative Action Officer. b. The school district can learn of sexual harassment through other means such as from a witness to an incident, an anonymous letter, or telephone call. c. A report to the school Building Principal or an immediate supervisor will be forwarded to the school district Affirmative Action Officer within one working day, even if the school Building Principal or immediate supervisor feels sexual harassment conduct was not present. d. In the event the report alleges conduct by the Building Principal or the Affirmative Action Officer, the Superintendent will designate a school official to assume the Building Principal’s or Affirmative Action Officer’s responsibilities as outlined in Policy No. 3362 and this Regulation. Affirmative Action Officer’s Investigation a. Upon receipt of any report of potential sexual harassment conduct, the Affirmative Action Officer will begin an immediate investigation. The Affirmative Action Officer will promptly investigate all alleged complaints of sexual harassment, whether or not a formal grievance is filed and steps will be taken to resolve the situation, if needed. This investigation will be prompt, thorough, and impartial. The investigation will be completed no more than ten working days after receiving notice. b. When a school staff member provides information or complains about sexual harassment, the Affirmative Action Officer will initially discuss what actions the staff member is seeking in response to the harassment. c. The Affirmative Action Officer’s investigation may include, but is not limited to, interviews with all persons with potential knowledge of the alleged conduct, interviews with any staff member(s) who may have been sexually harassed in the past by the school staff member and any other reasonable methods to determine if sexual harassment conduct existed. d. The Affirmative Action Officer may request a staff member involved in the investigation to assist in the investigation. e. The Affirmative Action Officer will provide a copy of Board Policy and Regulation No. 3362 to all persons who are interviewed with potential knowledge, upon request, and to any other person the Affirmative Action Officer feels would be served by a copy of such documents. f. Any person interviewed by the Affirmative Action Officer may be provided an opportunity to present witnesses and other evidence. 3. 13 g. The Affirmative Action Officer and/or Superintendent will contact law enforcement agencies if there is potential criminal conduct by any party. h. The school district administration may take interim measures during an Affirmative Action Officer’s investigation of a complaint. i. The Affirmative Action Officer will consider particular issues of welcomeness based on the allegations. Investigation Results a. Upon the conclusion of the investigation, but not later than ten working days after reported to the Affirmative Action Officer, the Affirmative Action Officer will prepare a summary of findings to the parties. At a minimum, this summary shall include the person(s) providing notice to the school district and the staff member(s) who was alleged to be sexually harassed. b. The Affirmative Action Officer shall make a determination whether sexual harassment conduct was present. c. If the Affirmative Action Officer concludes sexual harassment conduct was not, or is not present, the investigation is concluded. d. If the Affirmative Action Officer determines that sexual harassment has occurred, the school district administration shall take reasonable and effective corrective action, including steps tailored to the specific situation. Appropriate steps will be taken to end the harassment such as counseling, warning, and/or disciplinary action. The steps will be based on the severity of the harassment or any record of prior incidents or both. A series of escalating consequences may be necessary if the initial steps are ineffective in stopping the harassment. e. In the event the Affirmative Action Officer determines a hostile environment exists, the Superintendent shall take steps to eliminate the hostile environment. The school district may need to deliver special training or other interventions to repair the educational environment. Other measures may include directing the harasser to apologize to the harassed staff member, dissemination of information, distribution of new policy statements or other steps to communicate the message that the Board does not tolerate harassment and will be responsive to any school staff member that reports such conduct. f. In some situations, the school district may need to provide other services to the staff member that was harassed, if necessary, to address the effects of the harassment on that staff member. Depending on the type of harassment found, these additional services may include an independent re-assessment of the harassed staff member’s work performance, counseling and/or other measures that are appropriate to the situation. 4. C. g. The Superintendent will take steps to avoid any further sexual harassment and to prevent any retaliation against the staff member who made the complaint, was the subject of the harassment, or against those who provided the information or were witnesses. The Affirmative Action Officer will inform the sexually harassed staff member to report any subsequent problems and will make follow-up inquiries to see if there has been any new incidents or retaliation. h. All sexual harassment grievances and accompanied investigation notes will be maintained in a confidential file by the Affirmative Action Officer. Affirmative Action Officer’s Investigation Appeal Process a. Any person found by the Affirmative Action Officer’s investigation to be guilty of sexual harassment conduct, or any person who believes they were sexually harassed but not supported by the Affirmative Action Officer’s investigation, may appeal to the Superintendent. The Superintendent will make his/her determination within ten working days of receiving the appeal. b. Any person who is not satisfied with the Superintendent’s determination may appeal to the Board. The Board will make its determination within forty-five calendar days of receiving an appeal from the Superintendent’s determination. Office Of Civil Rights (OCR) Case Resolution Persons not satisfied with the resolution of an allegation of sexual harassment by school district officials or the Board may request the Office of Civil Rights (OCR) of the United States Department of Education to investigate the allegations. 1. Any alleged victim of sexual harassment may appeal a decision of the Affirmative Action Officer, Superintendent, or the Board to the Office of Civil Rights (OCR). 2. Any person may report an allegation of sexual harassment to the OCR at any time. If the OCR is asked to investigate or otherwise resolve incidents of sexual harassment of school staff members, OCR will consider whether: a. The school district has a policy prohibiting sexual harassment and a grievance procedure; b. The school district appropriately investigated or otherwise responded to allegations of sexual harassment; and c. The school district has taken immediate and appropriate corrective action responsive to Quid Pro Quo or Hostile Environment Harassment. Issued: 10 November 2008 SEXUAL HARASSMENT Support Staff (M) 4352 14 The Board of Education recognizes that an employee's right to freedom from employment discrimination includes the opportunity to work in an environment untainted by sexual harassment. Sexually offensive speech and conduct are wholly inappropriate to the harmonious employment relationships necessary to the operation of the school district and intolerable in a workplace to which the children of this district are exposed. Sexual harassment includes all unwelcome sexual advances, requests for sexual favors, and verbal or physical contacts of a sexual nature that would not have happened but for the employee's gender. Whenever submission to such conduct is made a condition of employment or a basis for an employment decision, or when such conduct is severe and pervasive and has the purpose or effect of unreasonably altering or interfering with work performance or creating an intimidating, hostile, or offensive working environment, the employee shall have cause for complaint. The sexual harassment of any employee of this district is strictly forbidden. Any employee or agent of this Board who is found to have sexually harassed an employee of this district will be subject to discipline, which may include termination of employment. Any employee who has been exposed to sexual harassment by any employee or agent of this Board is encouraged to report the harassment to an appropriate supervisor. An employee may complain of any failure of the Board to take corrective action by recourse to the procedure by which a discrimination complaint is processed. The employee may appeal the Board's action or inaction to the New Jersey Division on Civil Rights or to the United States Equal Employment Opportunity Commission. Complaints regarding sexual harassment shall be submitted following the procedures outlined in Regulation 1530, Equal Employment Opportunity. The Affirmative Action Officer shall instruct all employees of this Board to recognize and correct speech and behavior patterns that may be sexually offensive with or without the intent to offend. 29 C.F.R. 1604.11 Adopted: 10 November 2008 SEXUAL HARASSMENT OF SUPPORT STAFF MEMBERS COMPLAINT PROCEDURE R 4352 Sexual harassment of school staff members is prohibited by the Board of Education. The Superintendent and school district staff will use the following methods to investigate and resolve allegations of sexual harassment of school staff members. A. 15 Definitions 1. Gender-based Harassment - Gender-based harassment that includes acts of verbal, nonverbal, physical aggression, intimidation, or hostility based on gender, but not involving conduct of a sexual nature, may be a form of sex discrimination if it is sufficiently severe, persistent, or pervasive and directed at individuals because of their gender. 2. Hostile Environment Sexual Harassment - Sexual harassing conduct (which can include unwelcomed sexual advances, requests for sexual favors or other favors, or other verbal, nonverbal or physical conduct of a sexual nature) by a school staff member that is sufficiently severe, persistent, or pervasive to limit another staff member’s ability to participate in a workplace environment or activity, or to create a hostile or abusive workplace environment. 3. B. Quid Pro Quo Harassment - When a school staff member explicitly or implicitly conditions another school staff member’s conditions of employment on the staff member’s submission to unwelcomed sexual advances, requests for sexual favors, or other favors, or other verbal, nonverbal or physical conduct of a sexual nature. Quid Pro Quo Harassment is equally unlawful whether the staff member resists and suffers the threatened harm or submits and thus avoids the threatened harm. Grievance Procedure The following Grievance Procedure shall be used for an allegation(s) of harassment of school staff members by other school staff members: 1. 2. 16 Reporting of Sexual Harassment Conduct a. Any person with any information regarding actual and/or potential sexual harassment of a staff member must report the information to the school Building Principal, their immediate supervisor or the Affirmative Action Officer. b. The school district can learn of sexual harassment through other means such as from a witness to an incident, an anonymous letter, or telephone call. c. A report to the school Building Principal or an immediate supervisor will be forwarded to the school district Affirmative Action Officer within one working day, even if the school Building Principal or immediate supervisor feels sexual harassment conduct was not present. d. In the event the report alleges conduct by the Building Principal or the Affirmative Action Officer, the Superintendent will designate a school official to assume the Building Principal’s or Affirmative Action Officer’s responsibilities, as outlined in Policy No. 4352 and this Regulation. Affirmative Action Officer’s Investigation a. Upon receipt of any report of potential sexual harassment conduct, the Affirmative Action Officer will begin an immediate investigation. The Affirmative Action Officer will promptly investigate all alleged complaints of sexual harassment, whether or not a formal grievance is filed and steps will be taken to resolve the situation, if needed. This investigation will be prompt, thorough, and impartial. The investigation will be completed no more than ten working days after receiving notice. b. When a school staff member provides information or complains about sexual harassment, the Affirmative Action Officer will initially discuss what actions the staff member is seeking in response to the harassment. 3. 17 c. The Affirmative Action Officer’s investigation may include, but is not limited to, interviews with all persons with potential knowledge of the alleged conduct, interviews with any staff member(s) who may have been sexually harassed in the past by the school staff member and any other reasonable methods to determine if sexual harassment conduct existed. d. The Affirmative Action Officer may request a staff member involved in the investigation to assist in the investigation. e. The Affirmative Action Officer will provide a copy of Board Policy and Regulation No. 4352 to all persons who are interviewed with potential knowledge, upon request, and to any other person the Affirmative Action Officer feels would be served by a copy of such documents. f. Any person interviewed by the Affirmative Action Officer may be provided an opportunity to present witnesses and other evidence. g. The Affirmative Action Officer and/or Superintendent will contact law enforcement agencies if there is potential criminal conduct by any party. h. The school district administration may take interim measures during an Affirmative Action Officer’s investigation of a complaint. i. The Affirmative Action Officer will consider particular issues of welcomeness based on the allegations. Investigation Results a. Upon the conclusion of the investigation, but not later than ten working days after reported to the Affirmative Action Officer, the Affirmative Action Officer will prepare a summary of findings to the parties. At a minimum, this summary shall include the person(s) providing notice to the school district and the staff member(s) who was alleged to be sexually harassed. b. The Affirmative Action Officer shall make a determination whether sexual harassment conduct was present. c. If the Affirmative Action Officer concludes sexual harassment conduct was not, or is not present, the investigation is concluded. d. If the Affirmative Action Officer determines that sexual harassment has occurred, the school district administration shall take reasonable and effective corrective action, including steps tailored to the specific situation. Appropriate steps will be taken to end the harassment such as counseling, warning, and/or disciplinary action. The steps will be based on the severity of the harassment or any record of prior incidents or both. A series of escalating consequences may be necessary if the initial steps are ineffective in stopping the harassment. e. In the event the Affirmative Action Officer determines a hostile environment exists, the Superintendent shall take steps to eliminate the hostile environment. The school district may need to deliver special training or other interventions to repair the educational environment. Other measures may include directing the harasser to apologize to the harassed staff member, dissemination of information, distribution of new policy statements or other steps to communicate the message that the Board does not tolerate harassment and will be responsive to any school staff member that reports such conduct. 4. C. f. In some situations, the school district may need to provide other services to the staff member that was harassed, if necessary, to address the effects of the harassment on that staff member. Depending on the type of harassment found, these additional services may include an independent re-assessment of the harassed staff member’s work performance, counseling and/or other measures that are appropriate to the situation. g. The Superintendent will take steps to avoid any further sexual harassment and to prevent any retaliation against the staff member who made the complaint, was the subject of the harassment, or against those who provided the information or were witnesses. The Affirmative Action Officer will inform the sexually harassed staff member to report any subsequent problems and will make follow-up inquiries to see if there has been any new incidents or retaliation. h. All sexual harassment grievances and accompanied investigation notes will be maintained in a confidential file by the Affirmative Action Officer. Affirmative Action Officer’s Investigation Appeal Process a. Any person found by the Affirmative Action Officer’s investigation to be guilty of sexual harassment conduct, or any person who believes they were sexually harassed but not supported by the Affirmative Action Officer’s investigation, may appeal to the Superintendent. The Superintendent will make his/her determination within ten working days of receiving the appeal. b. Any person who is not satisfied with the Superintendent’s determination may appeal to the Board. The Board will make its determination within forty-five calendar days of receiving an appeal from the Superintendent’s determination. Office Of Civil Rights (OCR) Case Resolution Persons not satisfied with the resolution of an allegation of sexual harassment by school district officials or the Board may request the Office of Civil Rights (OCR) of the United States Department of Education to investigate the allegations. 1. 18 Any alleged victim of sexual harassment may appeal a decision of the Affirmative Action Officer, Superintendent, or the Board to the Office of Civil Rights (OCR). 2. Any person may report an allegation of sexual harassment to the OCR at any time. If the OCR is asked to investigate or otherwise resolve incidents of sexual harassment of school staff members, OCR will consider whether: a. The school district has a policy prohibiting sexual harassment and a grievance procedure; b. The school district appropriately investigated or otherwise responded to allegations of sexual harassment; and c. The school district has taken immediate and appropriate corrective action responsive to Quid Pro Quo or Hostile Environment Harassment. Issued: 10 November 2008 SEXUAL HARASSMENT OF PUPILS 5751 The Board of Education will not tolerate sexual harassment of pupils by school employees, other pupils, or third parties. Sexual harassment of pupils is a form of prohibited sex discrimination. School district staff will investigate and resolve allegations of sexual harassment of pupils engaged in by school employees, other pupils (peers), or third parties. The Board shall establish a grievance procedure through which school district staff and/or pupils can report alleged sexual discrimination, including sexual harassment which may include quid pro quo harassment and hostile environment. Definitions: 1. Quid pro quo harassment occurs when a school employee explicitly or implicitly conditions a pupil’s participation in an educational program or activity or bases an educational decision on the pupil’s submission to unwelcomed sexual advances, requests for sexual favors, or other favors, or other verbal, nonverbal, or physical conduct of a sexual nature. Quid Pro Quo Harassment is equally unlawful whether the pupil resists and suffers the threatened harm or submits and thus avoids the threatened harm. 2. Hostile environment sexual harassment is sexually harassing conduct (which can include unwelcomed sexual advances, requests for sexual favors, or other favors, or other verbal, nonverbal, or physical conduct of a sexual nature) by an employee, by another pupil, or by a third party that is sufficiently severe, persistent, or pervasive to limit a pupil’s ability to participate in or benefit from an educational program or activity, or to create a hostile or abusive educational environment. This Policy protects any “person” from sex discrimination; accordingly both male and female pupils are protected from sexual harassment engaged in by school district employees, other pupils, or third parties. Sexual harassment, regardless of the gender of the harasser, even if the harasser and the pupil being harassed are members of the same gender is 19 prohibited. Harassing conduct of a sexual nature directed toward any pupil, regardless of the pupil’s sexual orientation, may create a sexually hostile environment and therefore constitute sexual harassment. Nonsexual touching or other nonsexual conduct does not constitute sexual harassment. The regulation and grievance procedure shall provide a mechanism for discovering sexual harassment as early as possible and for effectively correcting problems. The Superintendent, or designee, will take steps to avoid any further sexual harassment and to prevent any retaliation against the pupil who made the complaint, was the subject of the harassment, or against those who provided the information or were witnesses. The school district staff can learn of sexual harassment through notice and any other means such as from a witness to an incident, an anonymous letter or telephone call. This policy and regulation on sexual harassment of pupils shall be published and distributed to pupils and employees to ensure all pupils and employees understand the nature of sexual harassment and that the Board will not tolerate it. The Board shall provide training for all staff and age-appropriate classroom information for pupils to ensure the staff and the pupils understand what type of conduct can cause sexual harassment and that the staff know the school district policy and regulation on how to respond. In cases of alleged harassment, the protections of the First Amendment must be considered if issues of speech or expression are involved. Free speech rights apply in the classroom and in all other programs in the public schools. The Superintendent, or designee, will formulate, interpret, and apply the policy so as to protect free speech rights of staff, pupils and third parties. In addition, if the Board accepts federal funds, the Board shall be bound by Title IX of the Education Amendments of 1972 prohibiting sexual harassment of pupils. Title IX applies to all public school districts that receive federal funds and protects pupils in connection with all the academic, educational, extra-curricular, athletic, and other programs of the school district, whether they take place in the school facilities, on the school bus, at a class or training program sponsored by the school in a school building or at another location. United States Department of Education - Office of Civil Rights Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties (1997) Adopted: 10 November 2008 SEXUAL HARASSMENT OF PUPILS R 5751- Regulations Sexual harassment of pupils is prohibited by the Board of Education. The Superintendent and school district staff will use the following methods to investigate and resolve allegations of sexual harassment of pupils engaged in by school employees, other pupils (peers), or third parties. A. 20 Definitions 21 1. Quid Pro Quo Harassment - When a school employee explicitly or implicitly conditions a pupil’s participation in an educational program or activity or bases an educational decision on the pupil’s submission to unwelcomed sexual advances, requests for sexual favors, or other favors, or other verbal, nonverbal, or physical conduct of a sexual nature. Quid Pro Quo Harassment is equally unlawful whether the pupil resists and suffers the threatened harm or submits and thus avoids the threatened harm. 2. Hostile Environment Sexual Harassment - Sexual harassing conduct (which can include unwelcomed sexual advances, requests for sexual favors, or other favors, or other verbal, nonverbal, or physical conduct of a sexual nature) by an employee, by another pupil, or by a third party that is sufficiently severe, persistent, or pervasive to limit a pupil’s ability to participate in or benefit from an educational program or activity, or to create a hostile or abusive educational environment. 3. Notice - The school district has notice if it actually “knew, or in the exercise of reasonable care, should have known” about the harassment. If an agent or responsible employee of the school district received notice, the school district is deemed to have notice. The school district may receive notice in many different ways: a. A pupil may have filed a grievance or complained to a teacher about fellow pupils harassing him/her. b. A pupil, parent, or other pupil may have contacted other appropriate school personnel. c. An agent or a responsible employee of the school district may have witnessed the harassment. d. The school district may obtain information in an indirect manner such as staff, community members, newspapers, etc. 4. Constructive Notice - A school district will be in violation if the school district has “constructive notice” of a sexually hostile environment and fails to take immediate and appropriate corrective action. Constructive notice exists if the school district “should have” known about the harassment and if the school district would have found out about the harassment through a “reasonable diligent inquiry.” 5. Gender-based Harassment - Gender-based harassment that includes acts of verbal, nonverbal, or physical aggression, intimidation, or hostility based on gender, but not involving conduct of a sexual nature, may be a form of sex discrimination if it is sufficiently severe, persistent, or pervasive and directed at individuals because of their gender. 6. Title IX of the Education Amendments of 1972 - Title IX applies to all public school districts that receive federal funds and protects pupils in connection with all the academic, educational, extra-curricular, athletic, and other programs of the school district, whether they take place in the school facilities, on the school bus, at a class or training program sponsored by the school at another location, or elsewhere. Title IX protects any “person” from sex discrimination; accordingly both male and female pupils are protected from sexual harassment engaged in by school district employees, other pupils, or third parties. Title IX prohibits sexual harassment regardless of the gender of the harasser even if the harasser and the pupil being harassed are members of the same gender. Although Title IX does not specifically prohibit discrimination on the basis of sexual orientation, sexual harassment directed at gay or lesbian pupils may constitute sexual harassment as prohibited by Title IX. Harassing conduct of a sexual nature directed toward gay or lesbian pupils may create a sexually hostile environment and therefore be prohibited under Title IX. 22 7. Grievance Procedure - The grievance procedure provides for prompt and equitable resolution of discrimination complaints, including complaints of sexual harassment. The grievance procedure provides the school district with a mechanism for discovering sexual harassment as early as possible and for effectively correcting problems. 8. Office Of Civil Rights (OCR) - The OCR of the United States Department of Education has federal government’s enforcement authority of Title IX. 9. Unwelcomeness - In order to be actionable as harassment, sexual conduct must be unwelcomed. Conduct is unwelcomed if the pupil did not request or invite it and “regarded the conduct as undesirable or offensive.” The school district will be concerned about the issue of welcomeness if the harasser is in a position of authority. 10. Acquiescence - Acquiescence in the conduct or the failure to complain does not always mean the conduct was welcome. The fact that a pupil may have accepted the conduct does not mean that he/she welcomed it. The fact the a pupil willingly participated in conduct on one occasion does not prevent him/her from indicating that the same conduct has become unwelcome on a subsequent occasion. On the other hand, if a pupil actively participates in sexual banter and discussions and gives no indication he/she objects, then the evidence generally will not support a conclusion that the conduct was unwelcomed. 11. Sufficiently Severe, Persistent, or Pervasive Conduct - In determining whether conduct is sufficiently severe, persistent, or pervasive, the conduct should be considered from a subjective and objective perspective. In making this determination, all relevant circumstances should be considered: a. The degree to which the conduct affected one or more pupils’ behavior. The conduct must have limited a pupil’s ability to participate in or benefit from his/her education or altered the conditions of the pupils educational environment. b. The type, frequency, and duration of the conduct. c. The identity of and relationship between the alleged harasser and the subject or subjects of the harassment. d. The number of individuals involved. B. e. The age and gender of the alleged harasser and the subject or subjects of the harassment. f. The size of the school, location of the incidents, and context in which they occurred. g. Other incidents at the school. h. Incidents of gender-based, but non-sexual harassment. Grievance Procedure The following Grievance Procedure shall be used for an allegation(s) of Harassment of Pupils by School Employees, Other Pupils, or Third Parties: 1. Reporting of Sexual Harassment Conduct a. 23 Any person with any information regarding actual and/or potential sexual harassment of a pupil by any school employee, other pupils, or third parties must report the information to the school Building Principal, their immediate supervisor or the Affirmative Action Officer. (1) If the Building Principal deems it appropriate, he/she may immediately notify the parent(s) or legal guardian(s) of the alleged harasser(s) or alleged victim(s) upon receipt of any information prior to notifying the Affirmative Action Officer. (2) The Building Principal will not disclose the name(s) of the alleged harasser(s) or alleged victim(s) to the other party. b. The school district can learn of sexual harassment through other means such as from a witness to an incident, an anonymous letter or telephone call. c. Nothing in the Policy and Regulation on Pupil Sexual Harassment shall preclude the Building Principal, or designee, from complying with the provisions of Policy No. 5600 - Pupil Discipline in order to maintain the health, safety and welfare of staff and/or pupils. d. A report from the school Building Principal or an immediate supervisor will be forwarded to the school district Affirmative Action Officer within one working day, even if the school Building Principal or immediate supervisor feels sexual harassment conduct was not present. e. Upon receipt of an allegation and/or report, the Affirmative Action Officer shall immediately notify the parent(s) or legal guardian(s) of any alleged harasser(s) and victim(s) for which a report has been filed even if the Building Principal has previously notified the parent(s) or legal guardian(s). f. 2. 24 The Affirmative Action Officer shall notify the parent(s) or legal guardian(s) of all involved pupils and any other involved individuals of the process to be followed in investigating a report or complaint. Affirmative Action Officer’s Investigation a. Upon receipt of any report of potential sexual harassment conduct, the Affirmative Action Officer will begin an immediate investigation. The Affirmative Action Officer will promptly investigate all alleged complaints of sexual harassment, whether or not a formal grievance is filed and steps will be taken to resolve the situation, if needed. This investigation will be prompt, thorough, and impartial. The investigation will be completed no more than ten working days after receiving notice. b. When a pupil or the parent(s) or legal guardian(s) of a pupil provides information or complains about sexual harassment of the pupil, the Affirmative Action Officer will initially discuss what actions the pupil or parent(s) or legal guardian(s) is seeking in response to the harassment. c. The Affirmative Action Officer’s investigation may include, but is not limited to, interviews with all persons with potential knowledge of the alleged conduct, interviews with any pupils who may have been sexually harassed by any school employee, other pupils, or third parties and any other reasonable methods to determine if sexual harassment conduct existed. d. The Affirmative Action Officer will request, if relevant to an investigation, the parent(s) or legal guardian(s) of any pupil involved in the investigation to assist in the investigation to determine if sexual harassment conduct exist(ed). e. The Affirmative Action Officer will provide a copy of the Board Policy and Regulation to all persons who are interviewed with potential knowledge and to any other person the Affirmative Action Officer feels would be served by a copy of such documents. f. The Affirmative Action Officer will explain the avenues for formal and informal action, including a description of the grievance procedure that is available for sexual harassment complaints and an explanation on how the procedure works. g. Any person interviewed by the Affirmative Action Officer may be provided an opportunity to present witnesses and other evidence. h. The Affirmative Action Officer and/or Superintendent may contact law enforcement agencies if there is potential criminal conduct by any party. i. The school district administrators may take interim measures during an Affirmative Action Officer’s investigation of a complaint in order to alleviate any conditions which prohibits the pupil from assisting in the investigation. j. If elementary or middle school pupils are involved, it may become necessary to determine the degree to which they are able to recognize that certain sexual conduct is conduct to which they can or should reasonably object and the degree to which they can articulate an objection. The Affirmative Action Officer will consider the age of the pupil, the nature of the conduct involved, and other relevant factors in determining whether a pupil had the capacity to welcome sexual conduct. k. The Affirmative Action Officer will consider particular issues of welcomeness if the alleged harassment relates to alleged “consensual” sexual relationships between a school employee and a pupil. l. 25 (1) If elementary or middle school (grades K-8) pupils are involved, welcomeness will not be an issue. Sexual conduct between a school employee and an elementary pupil will not be viewed as consensual. (2) If secondary (grades 9-12) pupils are involved, there is a strong presumption that sexual conduct between a school employee and a secondary pupil is not consensual. (3) In cases involving older secondary and post-secondary pupils and older secondary and post-secondary special education pupils, the Affirmative Action Officer will consider the following to determine whether a school employee’s sexual advances or other sexual conduct could be considered welcome: (a) The nature of the conduct and the relationship of the school employee to the pupil, including the degree of influence, authority, or control the employee has over the pupil. (b) Whether the pupil was legally or practically unable to consent to the sexual conduct in question. If there is a dispute about whether harassment occurred or whether it was welcome (in a case which it is appropriate to consider whether the conduct could be welcome) determinations should be based on the totality of the circumstances. The following types of information may be helpful in resolving the dispute: (1) Statements made by any witnesses to the alleged incident. (2) Evidence about the relative credibility of the alleged harassed pupil and the alleged harasser. (3) Evidence that the alleged harasser has been found to have harassed others may support the credibility of the pupil claiming harassment. m. 26 (4) Evidence of the allegedly harassed pupil’s reaction or behavior after the alleged harassment. (5) Evidence about whether the pupil claiming harassment filed a complaint or took other action to protest the conduct soon after the alleged incident occurred. (6) Other contemporaneous evidence such as did the pupil write about the conduct and his/her reaction to it soon after it happened in diary or letter and/or tell friends or relatives. The scope of a reasonable response also may depend upon whether a pupil, or parent(s) or legal guardian(s) reporting harassment asks that the pupil’s name not be disclosed to the harasser or that nothing be done about the harassment. The Affirmative Action Officer: (1) Will provide an overview of harassment policy [and Title IX if applicable] to the pupil, parent(s) or legal guardian(s) guardian which shall include the prohibition of retaliation. In the event the pupil, parent(s) or legal guardian(s) request the pupil’s name remain confidential, the Affirmative Action Officer will inform the pupil, parent(s) or legal guardian(s) that the request may limit the school district’s ability to respond. (2) Will evaluate the confidentiality request in the context of its responsibility to provide a safe and nondiscriminatory environment for all pupils. The factors to be considered shall be the seriousness of the alleged harassment, the age of the pupil harassed, whether there have been any other complaints or reports against the alleged harasser. And the rights of the accused individual to receive information about the accuser and the allegations if a formal proceeding with sanctions may result. (3) May use other means available to address the harassment. Steps that may be taken to limit the effects of the alleged harassment and prevent its reoccurrence without initiating a formal complaint and revealing the identity of the complainant. These steps may require sexual harassment training at the site where the problem occurred, taking a pupil survey concerning any harassment problems that may exist, or other systematic measures where the alleged harassment occurred. (4) By conducting a limited investigation without revealing the name of the pupil sexually harassed, may be able to learn about or confirm a pattern of harassment based on claims of different pupils that were harassed by the same individual. The Affirmative Action Officer may place an individual on notice of allegation of harassing behavior and counsel appropriately without revealing, even indirectly, the identity of the pupil who notified the school district. 3. 27 Investigation Results a. Upon the conclusion of the investigation, but not later than ten working days after reported, the Affirmative Action Officer will prepare a summary of findings to the parties. At the least this shall include the person(s) providing notice to the school district and the pupil(s) who were alleged to be sexually harassed. b. The Affirmative Action Officer shall make a determination whether sexual harassment conduct was present. c. If the Affirmative Action Officer concludes sexual harassment conduct was not, or is not present, the investigation is concluded. d. If the Affirmative Action Officer determines that sexual harassment has occurred, the school district administrators and staff shall take reasonable, age-appropriate, and effective corrective action, including steps tailored to the specific situation. Appropriate steps will be taken to end the harassment such as counseling, warning, and/or disciplinary action, as specified in pupil and/or staff discipline policies and regulations. The steps will be based on the severity of the harassment or any record of prior incidents or both. A series of escalating consequences may be necessary if the initial steps are ineffective in stopping the harassment. e. In the event the Affirmative Action Officer determines a hostile environment exists, the school district administrators and staff shall take steps to eliminate the hostile environment. The school district administrators may need to deliver special training or other interventions to repair the educational environment. Other measures may include directing the harasser to apologize to the harassed pupil, dissemination of information, distribution of new policy statements or other steps to communicate the message that the Board does not tolerate harassment and will be responsive to any pupil that reports such conduct. f. In some situations, the school district administrators may need to provide other services to the pupil that was harassed if necessary to address the effects of the harassment on that pupil. Depending on the type of harassment found, these additional services may include an independent re-assessment of the harassed pupil’s work, re-taking a course with a different instructor, tutoring and/or other measures that are appropriate to the situation. g. The school district administrators will take steps to avoid any further sexual harassment and to prevent any retaliation against the pupil who made the complaint, was the subject of the harassment, or against those who provided the information or were witnesses. The Affirmative Action Officer will inform the sexually harassed pupil and his/her parent how to report any subsequent problems and make follow-up inquiries to see if there has been any new incidents or retaliation. h. 4. C. All sexual harassment grievances and accompanied investigation notes will be maintained in a confidential file by the Affirmative Action Officer. Affirmative Action Officer’s Investigation Appeal Process a. Any person found by the Affirmative Action Officer’s investigation to be guilty of sexual harassment conduct, or any pupil who believes they were sexually harassed but not supported by the Affirmative Action Officer’s investigation, may appeal to the Superintendent. The Superintendent will make his/her determination within ten working days of receiving the appeal. b. Any person who is not satisfied with the Superintendent’s determination may appeal to the Board. The Board will make its determination within forty-five calendar days of receiving an appeal from the Superintendent’s determination. Office Of Civil Rights (OCR) Case Resolution Parents or pupils not satisfied with the resolution of an allegation of sexual harassment by the school district officials or the Board may request the Office of Civil Rights (OCR) of the United States Department of Education to investigate the allegations. 1. Any alleged victim of sexual harassment may appeal a decision of the Affirmative Action Officer, Superintendent, or the Board to the Office of Civil Rights (OCR). 2. Any person may report an allegation of sexual harassment to the OCR at any time. If the OCR is asked to investigate or otherwise resolve incidents of sexual harassment of pupils, including incidents caused by employees, other pupils, or third parties, OCR will consider whether: 3. a. The school district has a policy prohibiting sex discrimination under Title IX and an effective Title IX grievance procedure; b. The school district appropriately investigated or otherwise responded to allegations of sexual harassment; and c. The school district has taken immediate and appropriate corrective action responsive to Quid Pro Quo or Hostile Environment Harassment. If the school district officials have taken the steps described in 2 above, the OCR will consider the case against the school district resolved and take no further action other than monitoring compliance with any agreement between the school district and the OCR. This shall apply in cases in which the school district was in violation of Title IX, as well as those in which there has been no violation of Title IX. Issued: 10 November 2008 28 BOARD POLICY ON CONDUCT AND DRESS The Board of Education believes that the appearance and dress of teaching staff members is an important component of the educational program of this school district. The attitude of teaching staff members about their professional responsibilities and the importance of education in the lives of their pupils are reflected in their dress and appearance. Accordingly, in order to create an atmosphere of respect for teachers and an environment conducive to discipline and learning, the Board establishes the following rules for the dress of teaching staff members in the performance of their professional duties: 1. Staff members are expected to dress in appropriate professional/business casual attire: For females, that means suites, dresses, skirts or pants with blouses/shirts or sweaters; For males, that means dress/casual pants, jackets with a dress/casual shirt, turtleneck, or sweater – a tie is optional; 2. The clothing and appearance of all teaching staff members shall be clean and neat; 3. No clothing may be worn that constitutes a danger to health or safety to the wearer or to others, and no clothing may be worn that interferes with the instructional program; 4. A teaching staff member may request a waiver of this dress code for the performance of particular duties; such waivers may be granted by the Principal; 5. The Building Principal or the teaching staff member’s supervisor, as appropriate, shall determine whether a violation of this dress code has occurred and shall discuss the violation with the teaching staff member concerned. Where a single violation so warrants or violations recur, the Principal or supervisor may enter a reprimand in the teaching staff member’s file and may recommend more stringent disciplinary measures. January 2013 29 INAPPROPRIATE STAFF CONDUCT The Phillipsburg Board of Education recognizes its responsibility to protect the health, safety, and welfare of all pupils within its school district. Furthermore, the Board recognizes there exists a professional responsibility for all school staff to protect a pupil's health, safety and welfare. The Board strongly believes that school staff members have the public's trust and confidence to protect the well being of all pupils attending the school district. In support of this Board's strong commitment to the public's trust and confidence of school staff, the Board of Education holds all school staff to the highest level of professional responsibility in their conduct with all pupils. Inappropriate conduct and conduct unbecoming a school staff member will not be tolerated in this school district. The Board recognizes and appreciates the staff-pupil professional relationship that exists in a school district's educational environment. This policy has been developed and adopted by this Board to provide guidance and direction to avoid actual and/or the appearance of inappropriate staff conduct and conduct unbecoming a school staff member toward pupils. School staff's conduct in completing their professional responsibilities shall be appropriate at all times. School staff shall not make inappropriate comments to pupils or about pupils and shall not engage in inappropriate language or expression in the presence of pupils. School staff shall not engage in inappropriate conduct to or with pupils. School staff shall not engage or seek to be in the presence of a pupil beyond the staff member's professional responsibilities. School staff shall not provide transportation to a pupil in their private vehicle or permit a pupil into their private vehicle unless there is an emergency or in a special circumstance that have been approved in advance by the Building Principal/immediate supervisor and the parent/legal guardian. A school staff member is always expected to maintain a professional relationship with pupils and school staff members shall protect the health, safety and welfare of school pupils. A staff member's conduct will be held to the professional standards established by the New Jersey State Board of Education and the New Jersey Commissioner of Education. Inappropriate conduct or conduct unbecoming a staff member may also include conduct not specifically listed in this Policy, but conduct determined by the New Jersey State Board of Education, the New Jersey Commissioner of Education and/or appropriate courts to be inappropriate or conduct unbecoming a school staff member. School personnel and volunteer are required to report to their immediate supervisor or Building Principal any possible violations of this Policy. In the event the report alleges conduct by the Building Principal or the immediate supervisor, the school staff member may report directly to the Superintendent. In addition, school personnel having reasonable cause to believe a pupil has been subjected to child abuse or neglect or acts of child abuse or neglect as defined under N.J.S.A. 9:6-8.10 are required to immediately report to the Division of Youth and Family Services in accordance with N.J.A.C. 6A:1610.1 et seq. and inform the building principal or immediate supervisor after making such report. However, notice to the Building Principal or designee need not be given when the school staff member believes such notice would be likely to endanger the referrer or child(ren) involved or when the staff member believes that such disclosure would be likely to result in retaliation against the child or in discrimination against the referrer with respect to his/her employment. Reports may be made in writing or with verbal notification. The immediate supervisor or Building Principal will notify the Superintendent of all reports, including anonymous reports. The Affirmative Action Officer will investigate all reports with a final report to the Superintendent of Schools. The Superintendent, upon reviewing the Affirmative Action Officer's investigation report, may take such appropriate action as necessary and as provided for in the law. This may 30 include, but is not limited to, notifying law enforcement, notifying the Division of Youth and Family Services in accordance with N.J.A.C. 6A:1610.2 et seq. and/or any other measure provided for in the law. This Policy will be distributed to all school staff and provided to staff members at anytime, upon request. Leqal References: N.J.S.A. 18A:6-10 Dismissal and reduction in compensation of persons under tenure in public school system N.J.S.A. 18A:11-1 General mandatory powers and duties N.J.S.A. 18A:27-4 Power of boards of education to make rules governing employment of teacher, etc., employment there under N.J.S.A. 18A:28-5 et seq. N.J.C.A. 6A:16-10.1 et seq. Hicks v. Pemberton Bd. of Ed., 1975 S.L.D. 332 Quiroli v. Linwood Bd. of Ed., 1974 S.L.D. 1035 Carlstadt Teachers Ass'n v. Carlstadt Bd. of Ed., App. Div., unreported decision (docket no. A1469-80-T4, decided March 26, 1982), 1982 S.L.D. 1448 BOARD POLICY ON DRESS The Board of Education has adopted explicit policies regarding dress. Teachers should familiarize themselves with them. DRESS CODE - PHILLIPSBURG HIGH SCHOOL The Phillipsburg Board of Education has adopted a dress code for its students. Students are expected to dress in a modest manner that is appropriate for school and in accordance with standards of good taste. DRESS CANNOT BE DISRUPTIVE TO THE SCHOOL ENVIRONMENT. The following is considered inappropriate for school and discipline remains at the discretion of the administration: Although the code allows for flexibility, the following are items of attire which will be expressly forbidden: 1. Tube tops, off the shoulder tops, spaghetti strap tops, strapless garments, halter tops, backless shirts, tank tops (three inch rule), muscles shirts, midriff shirts, tops which expose cleavage and see through or revealing clothing; 2. Shorts, pants and skirts worn lower than the hip line. Any clothing that exposes undergarments or anatomy; 3. Dresses, skirts and shorts shorter than approximately knee length; 4. Gym, exercise-type shorts; 5. Spandex clothing and tights; tights must be covered by skirts or shirts of approximately knee length; 6. Cut-off clothing not properly tailored or seamed; 7. Trousers/slacks with studs or gaudy accessories such as wrist/ankle bands with spikes, waist chains or similar fad items; 8. Clothing which advertises alcohol or drugs, or which is offensive to ordinary taste, obscene or immoral, gun or weapon–related, gang related, may have multiple interpretations, or promotes a counter culture inconsistent with a public school; 9. Flip-flops, blacksoled hiking boots, cleated footwear, spikes or similar footwear; 10. Bare feet; 31 11. Headbands, bandanas or hats; 12. Outerwear in classrooms 13. Students will be allowed to bring backpacks to school as well as the nylon sport bags. These backpacks and bags must be kept in the student's locker throughout the day. They are not permitted to be carried throughout the building. Pupils failing to abide by the dress code will be required to contact a parent(s) or legal guardian(s) to obtain appropriate attire and be subject to in-school suspension. 4. Dress Policy for Physical Education and Health – Middle and High School Pupils will be required to change into the following clothes for participation in physical education classes: a. b. c. d. e. Sneakers and socks; Garnet or gray shorts; White, garnet, or gray T-shirts (or golf style shirts); Sweat shirts (may be worn over the shirt if it is cold); and Wind pants or sweat pants (over the shorts, for outside classes). Pupil dismissal from class for such attire will be at the discretion of the teacher and a demerit will be awarded. Pupils are required to change into and out of appropriate gym clothes during their regularly scheduled gym periods. 32 BOARD POLICY ON SUBSTANCE ABUSE The Board of Education recognizes that a pupil’s abuse of harmful substances seriously impedes that pupil’s education and threatens the welfare of the entire school community. The Board is committed to the prevention of substance abuse and the rehabilitation of substance abusers by educational means, but will take the necessary and appropriate steps to protect the school community from harm and from exposure to harmful substances. Accordingly, the Board will establish and maintain a comprehensive substance abuse intervention, prevention, and treatment referral program in the schools of this district. Definitions N.J.S.A. 18A:40A-9 N.J.A.C. 6A:16-1.3; 6A:16-4.1 For the purposes of this policy: “Substance” means alcoholic beverages, controlled dangerous substances, including anabolic steroids, as defined at N.J.S.A. 24:21-2 and N.J.S.A. 2C:35-2, any chemical or chemical compound which releases vapors or fumes causing a condition of intoxication, inebriation, excitement, stupefaction, or dulling of the brain or nervous system, including, but not limited to, glue containing a solvent having the property of releasing toxic vapors or fumes as defined at N.J.S.A. 2C:35-10.4 and over-the-counter and prescription medications which are improperly used to cause intoxication, inebriation, excitement, stupefaction, or dulling of the brain or nervous system. “Substance abuse” means the consumption or use of any substance for purposes other than for the treatment of sickness or injury as prescribed or administered by a person duly authorized by law to treat sick and injured human beings. “Evaluation” means those procedures used by a certified or licensed professional to make a positive determination of a pupil’s need for programs and services which extend beyond the general school program by virtue of learning, behavior, or health difficulties of the pupil or the pupil’s family. “Intervention” means those programs, services, and actions taken to identify and offer help to a pupil at risk for learning, behavior, or health difficulties. “Referral for treatment” means those programs and services offered to a pupil or his or her family to help implement the recommendations of an evaluation or in response to the family’s request for assistance with a learning, behavior, or health difficulty. “School grounds” means and includes land, portions of land, structures, buildings, and vehicles, when used for the provision of academic or extracurricular programs sponsored by the school district or community provider and structures that support these buildings, such as school district wastewater treatment facilities, generating facilities, and other central services facilities including, but not limited to, kitchens and maintenance shops. School grounds also includes other facilities as defined in N.J.A.C. 6A:26-1.2, playgrounds, and recreational places owned by local municipalities, private entities or other individuals during those times when the school district has exclusive use of a portion of such land. Discipline N.J.S.A. 18A:40A-10; 18A:40A-11 N.J.A.C. 6A:16-4.1(c)2.; 6A:16-6.3(a) The Board prohibits the use, possession, and/or distribution of alcohol or other drugs on school grounds, including on school buses or at school-sponsored functions according to N.J.S.A. 18A:40A-9, 10, and 11. 33 A pupil who uses, possesses, or distributes a substance, on or off school premises, will be subject to discipline. Discipline will be graded to the severity of the offenses, the nature of the problems and the pupil’s needs. Discipline may include suspension or expulsion. The Board may establish consequences for a pupil not following through on the recommendations of an evaluation for alcohol or other drug abuse and related behaviors. The Superintendent and/or designee will notify the appropriate law enforcement agency pursuant to N.J.A.C. 6A:16-6.3(a). Instruction N.J.S.A. 18A:40A-1 et seq. N.J.A.C. 6A:16-3.1 The Board shall provide a comprehensive program of prevention, intervention, referral for evaluation, referral for treatment, and continuity of care for pupil alcohol, tobacco, and other drug abuse. Identification, Evaluation, and Intervention N.J.S.A. 18A:40A-11 through 18A:40A-17 N.J.A.C. 6A:16-3.1; 6A:16-4.1; 6A:16-4.2; 6A:16-4.3 Any educational staff member or other professional to whom it appears that a pupil may be under the influence of alcohol or other drugs on school grounds, including on a school bus or at a school-sponsored function shall report the matter in accordance with N.J.A.C. 6A:16-4.3(a)1. An immediate medical examination shall be conducted and a written report of the medical evaluation shall be furnished to the parent(s) or legal guardian(s) of the pupil, the Building Principal, and the Superintendent in accordance with N.J.A.C. 6A:16-4.3(a)2 - 4.3(a)8. If the written report of the medical examination is not provided within twenty-four hours of the referral of the pupil, the pupil shall be allowed to return to school until such time as a positive determination of alcohol or other drug use is received from the physician. If the written report of the medical evaluation verifies that alcohol or other drugs do not interfere with the pupil’s physical or mental ability to perform in school, the pupil shall be immediately returned to school. If there is a positive determination from the medical examination indicating the pupil’s alcohol or other drug use interferes with his or her physical or mental ability to perform in school, the pupil shall be returned to the care of the parent(s) or legal guardian(s) as soon as possible and attendance at school shall not resume until a written report verifies the pupil’s alcohol or other drug use no longer interferes with his or her physical and mental ability to perform in school. Removal of a pupil with a disability shall be in accordance with N.J.A.C. 6A:14. While a pupil is at home because of the medical evaluation or after the pupil returns to school, an appropriately certified school staff member(s) will conduct an alcohol and other drug assessment of the pupil and a reasonable investigation of the situation and may initiate referral alcohol or other drug abuse treatment in accordance with N.J.A.C. 6A:16-4.3(a)12, 4.3(a)13, and 4.3(a)14. Whenever any teaching staff member, certified or non-certified school nurse, or other educational personnel shall have reason to believe a pupil has used or may be using anabolic steroids, that person shall report the matter in accordance with N.J.A.C. 6A:16-4.3(b)1. The Building Principal or designee upon receiving such report shall immediately notify the parent(s) or legal guardian(s) and Superintendent and shall arrange for an examination of the pupil as 34 soon as possible to determine whether the pupil has been using anabolic steroids in accordance with N.J.A.C. 6A:16-4.3(b)2. The Superintendent will disclose to law enforcement authorities the identity of the pupil pursuant to the requirements of N.J.A.C. 6A:16-4.3(b)3. A written report of the examination shall be provided by the examining physician to the parent(s) or legal guardian(s), Building Principal, and Superintendent. If it is determined the pupil has used anabolic steroids, an appropriately certified school staff member(s) shall interview the pupil and others to determine the extent of the pupil’s involvement with and use of anabolic steroids and the possible need for referral for treatment in accordance with N.J.A.C. 6A:16-4.3(b)5. If the results of a referral for evaluation have positively determined the pupil’s involvement with and use of anabolic steroids represents a danger to the pupil’s health and well-being, an appropriately certified school staff member(s) shall initiate a referral for treatment to agencies and/or private practitioners as outlined in N.J.A.C. 6A:16-4.3(b)6. In-Service Training N.J.S.A. 18A:40A-15(b) The Board directs the Superintendent to develop a program of in-service training for all teaching staff members involved in the instruction of pupils. The Board will provide time for the conduct of the program during the usual school schedule. In-service training shall prepare teachers to instruct pupils on substance abuse and inform teachers about the nature of substances, the symptomatic behavior associated with substance abuse, the availability of rehabilitation and treatment programs, the legal aspects of substance abuse, and Board policy and regulations on substance abuse. Outreach to Parents N.J.S.A. 18A:40A-16; 18A:40A-17 N.J.A.C. 6A:16-4.1(c)7. The Board will provide an outreach program to parent(s) or legal guardian(s) of pupils that includes information on the district’s substance abuse curriculum, the identification of substance abusers, and rehabilitation organizations and agencies. The Superintendent is directed to develop the program in consultation with local agencies recommended by the Commissioner and to offer the program at times and in places convenient to parent(s) or legal guardian(s) on school premises or in other suitable facilities. Records §408 of the Drug Abuse Prevention, Treatment, and Rehabilitation Act, 42 U.S.C., and Implementing Regulations, 42 CFR Part 2 N.J.S.A. 18A:40A-7.1 Notations concerning a pupil’s involvement with substances may be entered on his/her records, subject to Policy No. 8330 regarding confidentiality and limited access. All such notations shall be expunged when they are no longer required for the counseling or discipline of the pupil or when the pupil leaves school. Information regarding a pupil’s involvement in a school intervention or treatment program shall be kept strictly confidential in accordance with §408 of the Drug Abuse Prevention, Treatment, and Rehabilitation Act, 42 U.S.C. 290 ee-3, and implementing regulations, 42 CFR Part 2. 35 If an elementary or secondary pupil involved in a school-based drug or alcohol counseling program provides information during the course of a counseling session in that program which indicates that the pupil’s parent(s) or legal guardian(s) or other person residing in the pupil’s household is dependent upon or illegally using a substance as that term is defined in N.J.S.A. 18A:40A-9, that information shall be kept confidential and may be disclosed only with the pupil’s written consent, to another person or entity whom the pupil specifies in writing in the case of a secondary pupil, or to a member of the pupil’s immediate family or the appropriate school personnel in the case of an elementary pupil; pursuant to a court order; to a person engaged in a bona fide research purpose, except that no names or other information identifying the pupil or the person with respect to whose substance abuse the information was provided, shall be made available to the researcher; or to the Division of Youth and Family Services or to a law enforcement agency, if the information would cause a person to reasonably suspect that the elementary or secondary pupil or another child may be an abused or neglected child. Nonpublic School Pupils N.J.S.A. 18A:40A-5; 18A:40A-17c The Board will lend to pupils attending nonpublic schools located in this district and to the parent(s) or legal guardian(s) of such pupils educational materials on substance abuse prepared and supplied by the Commissioner. The loan of such materials shall be at no cost to the district. Civil Immunity N.J.S.A. 18A:40A-13, 18A:40A-14; N.J.A.C. 6A:16-4.3(c) No civil action of any kind shall lie against any employee, officer or agent of the Board because of actions taken under the education statutes on substance abuse, N.J.S.A. 18A:40A-1 et seq., provided the skill and care given is that ordinarily required and exercised by other such employees, officers and agents of the Board. Any educational or non-educational school staff member who in good faith reports a pupil to the Building Principal or designee in compliance with N.J.A.C. 6A:16-4.3 shall not be liable in civil damages as a result of making such a report, as specified in N.J.S.A. 18A:40A-13 and 14. Reporting Pupils to Law Enforcement Authorities N.J.A.C. 6A:16-6.3(a) The Superintendent, or designee, shall report pupils to law enforcement authorities if the staff member has reason to believe a pupil is unlawfully possessing or in any way involved in the distribution of controlled dangerous substances, anabolic steroids, or drug paraphernalia, pursuant to N.J.A.C. 6A:16-6.3(a). The Superintendent will not report pupils who have voluntarily sought treatment or counseling for a substance abuse problem provided the pupil is not involved or implicated in a current drug distribution activity. The Superintendent or designee may, but need not disclose to law enforcement authorities the identity of a pupil suspected to be under the influence of alcohol and/or controlled dangerous substances, pursuant to N.J.A.C. 6A:16-4.3(a), or a pupil suspected to have used or who may be using anabolic steroids, pursuant to N.J.A.C. 6A:16-4.3(b), and who is referred for a medical evaluation, pursuant to N.J.A.C. 6A:16-4.3(a) or (b), as appropriate, for the purposes of providing appropriate health care for the pupil and for determining whether the pupil is under the influence of alcohol or other drugs or has been using anabolic steroids, provided the pupil is not reasonably believed to be in possession of a controlled dangerous substance or drug paraphernalia, and is not reasonably believed to be involved or implicated in drug distribution activities. 36 Policy Review and Accessibility N.J.S.A. 18A:40A-10; 18A:40A-11 N.J.A.C. 6A:16-4.2(a) & (b) The Board will annually review the effectiveness of Policy and Regulation 5530 on pupil alcohol and drug abuse. The Board shall solicit parent(s) or legal guardian(s), pupil and community input, as well as consult in the review process with local alcohol or other drug abuse prevention, intervention and treatment agencies licensed by the New Jersey Department of Human Services. This policy and regulation shall be made available annually, at the beginning of the school year, to all school employees, pupils, and parent(s) or legal guardian(s). Each newly hired employee and transferred pupil will be offered this policy and implementing regulations on his/her arrival in the district. N.J.S.A. 18A:40A-1 et seq.; 18A:40A-7.1 et seq. N.J.A.C. 6A:16-4.1 et seq. Adopted: 10 November 2008 37 BOARD POLICY ON WEAPONS AND DANGEROUS INSTRUMENTS The Board of Education is committed to providing a safe school environment to all pupils attending the public schools. To provide this safe learning environment, the Board of Education will implement policies and procedures regarding pupil offenses involving firearms, as defined in N.J.S.A. 2C:39-1(f) and 18 U.S.C. ß921, according to the requirements of The Zero Tolerance For Guns Act, pursuant to N.J.S.A. 18A:37-7 through N.J.S.A. 37-12. Any pupil convicted or adjudicated delinquent for possession of a firearm or committing a crime while in possession of a firearm or found knowingly in possession of a firearm on any school property, on a school bus, or at a school-sponsored function shall be immediately removed from the school’s regular educational program for a period of not less than one calendar year and placed in an alternative education school or program pending a hearing before the Board of Education to remove the pupil. Any pupil who assaults a pupil, teacher, administrator, Board member, or other school district employee, with a weapon other than a firearm on school property, on a school bus, or at a school-sponsored function must be immediately removed from the school’s regular education program and placed in an alternative education school or program, pending a hearing before the Board of Education. The Superintendent determines whether the pupil is prepared to return to the regular education program or whether the pupil remains in the alternative education program or other educational placement. The Superintendent’s decision must be made in accordance with school district policy and New Jersey Administrative Code. If the pupil is disabled, the pupil’s placement is determined by the Child Study Team and the pupil’s parent(s) or legal guardian(s) in accordance with N.J.A.C. 6A:14 et seq., Special Education. If a pupil is removed from the regular education program and a placement in an approved alternative education program is not available, or if the Superintendent determines that it is not in the best interest of the pupil and the school to modify the conditions for the removal and placement of the pupil, the school district will provide home or out-of-school instruction in accordance with Policy 2481. Pupils with disabilities who exhibit dangerous or violent behavior, may be removed immediately from the school setting and be disciplined in accordance with Policy No. 2460 and Regulation No. 2460.6. The Board of Education will adopt policies and procedures to ensure cooperation between school staff and law enforcement authorities pursuant to N.J.A.C. 6A:16-6.1. N.J.S.A. 18A:37-1 et seq. N.J.A.C. 6A:14-2.8 et seq.; 6A:16-5 et seq. through 6A:16-9 et seq. 38 EQUAL EDUCATIONAL OPPORTUNITY POLICY The Phillipsburg School District, through the designated, responsible personnel, will guarantee that no persons shall on the basis of sex, race, religion, creed, ancestry, national origin, social or economic status and/or handicap be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity. Any staff member wishing to review the entire policy should contact the Principal's office with their request. 39 LETTER TO PARENTS RE: HIGHLY QUALIFIED TEACHER INFORMATION September 2014 Dear Parent/Guardian: The Elementary and Secondary Education Act was our country’s most important education law. This law was revised and is now called, “No Child Left Behind Act”. No Child Left Behind (NCLB) was designed to make changes in teaching and learning that will help our students achieve more in school. The law requires that all schools receiving federal funds must inform parents of their right to ask schools about the qualifications of their child’s teachers. Our schools receive federal funding and we are happy to share this information with you. We believe that nothing is more important to your child’s education than having a well-prepared and highly qualified teacher. The law requires that all teachers must meet a specific, legal definition of “highly qualified” in order to teach in schools that receive federal funding. The legal definition of a “highly qualified teacher” has three parts. It states that the teacher must have: 1. 2. 3. A four-year college degree; A regular teaching certificate/license; and Proof of their knowledge in the subject they teach New Jersey has the most qualified teachers in the country and we are extremely proud of the quality of the teaching staff in the Phillipsburg School District. All of our regular teachers have college degrees and many have advanced degrees. The State of New Jersey has always required a teaching certificate/license for all teachers. In Phillipsburg, our teachers continue their own learning through professional development activities and they are evaluated each year to make sure that their teaching skills remain at the highest possible level. Most teachers already meet this legal definition of “highly qualified.” All teachers hired after the beginning of the 2002-03 school year were required to meet this definition. Veteran teachers, hired before the 2002-2003 school year, who had not yet met the legal definition of “highly qualified” had until the end of the 2005-2006 school year to do so. To ensure that every child in every classroom has a highly qualified teacher, the State of New Jersey and our school district are working together to help teachers meet the requirements of the federal law by providing several options. Teachers are able to take a new test, or they can demonstrate their expertise through a combination of college coursework, professional development activities, and experience. A highly qualified teacher knows what to teach, how to teach, and has a full understanding of the subject matter being taught. We believe that every teacher in our school district is fully qualified and dedicated to teaching your child and we will do everything possible to help our teachers who may not yet meet the legal definition required by the federal government. I encourage you to support your child’s education and to communicate with his or her teacher on a regular basis. By partnering together – families and educators – we can provide your child with the best education possible. Sincerely, George Chando Superintendent of Schools CARTA PARA LOS PADRES DE FAMILIA ASUNTO: INFORMACIÓN DE MAESTROS QUE ESTÁN SUMAMENTE CALIFICADOS Estimado padre/tutor: Septiembre, 2014 El Acto de Educación Elemental y Secundaria titulado, “No Child Left Behind Act” (NCLB), es una de las leyes de educación más importante de nuestro país. No Child Left Behind se diseñó para hacer cambios en la enseñanza y aprendizaje que ayudarán a nuestros estudiantes lograr más en la escuela. La ley requiere que todas las escuelas que reciben fondos federales deben informar a los padres de familia de su derecho de preguntar a las escuelas acerca de los requisitos de los maestros de su niños. 40 Nuestras escuelas reciben fondos federales y nosotros estamos felices de compartir esta información con ustedes. Creemos que nada es más importante sobre la educación de sus niños que tener un maestro bien preparado y sumamente calificado. La ley requiere que todos los maestros deben cumplir con una definición específica y legal de “sumamente calificados” para enseñar en las escuelas que reciben fondos federales. La definición legal de un “maestro sumamente calificado” tiene tres partes. Indica que el maestro debe tener lo siguiente: 1. 2. 3. Un diploma colegial de cuatro años; Un certificado docente regular/ licencia; y Prueba de sus conocimientos en la materia que ellos enseñan. Nueva Jersey tiene algunos de los maestros más calificados en el país y nosotros estamos muy orgullosos de la calidad del personal docente en el distrito escolar de Phillipsburg. Todos nuestros maestros regulares tienen los diplomas colegiales y muchos tienen grados avanzados. El Estado de Nueva Jersey siempre ha requirido un certificado docente/licencia para todos los maestros. En Phillipsburg, nuestros maestros continuan su propio aprendizaje a través de actividades de desarrollo profesional y nuestros maestros se evaluán cada año para cerciorarse que sus habilidades docentes se quedan en le nivel más alto posible. La mayoría de los maestros ya satisfacen esta definición legal de “sumamente calificado.” Todos los maestros que se emplearón después del principio del año escolar 2002-03 se les requirió a que cumplán con esta definición. Los maestros veteranos empleados antes del año escolar 2002-03 que no satisfacen la definición legal de “sumamente calificado” tenían hasta el fin del año escolar 2005-06 para cumplir. Para asegurar que cada niño en cada aula tenga un maestro sumamente calificado, el Estado de Nueva Jersey y nuestro distrito escolar están trabajando juntos para ayudar a los maestros a cumplir los requisitos de la ley federal proporcionando varias opciones. Los maestros son capaces de tomar una prueba nueva, o ellos pueden demonstrar su pericia a tráves de una combinación de deberes colegiales, las actividades del desarrollo professional, y sus experiencias. Un maestro sumamente calificado sabe que enseñar, como enseñar, y tiene una comprensión repleta del tema de enseñanza. Creemos que cada maestro en nuestra escuela es calificado completamente y es dedicado a enseñar a su niño y nosotros haremos todo lo posible para ayudar a nuestros maestros quienes todavía no cumplen con la definición legal requerida por el gobierno federal. Yo les animo que apollen a la educación de su niño y a que se comuniquen con el maestro regularmente. Trabajando juntos, las familias y educadores, podemos proporcionar a su niño con la mejor educación posible. Sinceramente, George Chando Superintendent of Schools 41 PART II ADMINISTRATIVE AND SUPPORT SERVICES Phillipsburg High School Freshman Transition Transition Mission: The Phillipsburg High School Freshman Transition provides the strategies and support that freshmen need in order to make a successful transition from eighth to ninth grade. Support Mechanisms: The Freshman Transition is the link from eighth grade to ninth grade. Support mechanisms are the core of the Transition. Through these supports, students are given tangible ways to make the transition from the nurturing middle level environment to the high intensity and rigorous academic expectations of the high school. In addition, parents are given the opportunity to play a vital role in their child’s formative ninth grade experience. Components of the Transition In of the 8th grade year, an evening orientation program is held for incoming freshmen and parents. This meeting is designed to highlight academic opportunities, athletic and co-curricular options and provide a tour of the high school. In addition, our ninth grade summer reading lists are distributed at this time. In , high school counselors visit all 8th grade schools and guide our incoming freshmen through the academic scheduling process. In addition, our 9th Grade Assistant Principal, athletic coaches, band director, and/or class advisors visit with each 8th grade and discuss valuable opportunities, relay important upcoming dates, and encourage association with some aspect of student life within the high school. In the a social activity is designed exclusively for incoming freshmen so they get acquainted with all the members of their incoming 9 th grade class. All students are invited to a dance or picnic to initiate the process of developing the potential friendships that will play a vital role in a successful high school experience. In students are invited to Phillipsburg High School to become familiar with the campus, their homeroom, classrooms, lunchroom, and personal lockers. In addition, a parent meeting is held in the evening of that week to meet the administration, review procedures and policies, and answer questions or concerns. To conclude, our Student Council presents a fashion show on the “do’s” and “do not’s” of our dress code. 42 Phillipsburg High School Senior Learning Experience The Phillipsburg High School Senior Learning Experience Program is an initiative of the New Jersey Department of Education that provides eligible students the opportunity to utilize their last year of high school to gain purposeful real-life experiences. This program allows seniors who are in good academic standing, to focus on their interests and abilities and serves as an alternative to high school classes. The program emphasizes, creates, maintains, and encourages diverse and multiple paths for student success. It is designed to clarify career goals, explore career possibilities, develop employment skills, or make the transition between school and employment or further education and training. Students attend classes at Phillipsburg High School for half of the school day and are engaged in one of the following self-designed option programs the remaining part of the day: Warren County Community College Enrollment Students enroll at Warren County Community College on a part-time basis. Three credit hours per semester may be paid by Phillipsburg High School. Students may enroll for more than three credits at their own expense. Dual Enrollment - Warren County Community College Students in this program must be enrolled in a Phillipsburg High School Advanced Placement course. Tuition will be waived and credits may be transferred to most two- or four-year colleges. Art Experience at Lafayette College Students attend an art enrichment program at Lafayette College. Self-Designed Experiences – Internship, Volunteerism/Community Service, Mentorship, Apprenticeship, Independent Study Students may design their own alternative educational experience. This experience is subject to guidance counselor and administrative approval. Grading Students successfully enrolling in and completing a Senior Learning Experience will receive a Pass/Fail grade and 5 credits per semester. Academic Requirements 100 credits by the end of the Junior year. Proficient on both sections of HSPA. (Class of 2015) Cumulative 2.5 GPA at the end of the Junior Year. No out-of-school suspension incidents during the preceding two marking periods. No more than 6 lates to school or 5 unexcused absences during the preceding two marking periods. Student Responsibilities Student agrees to: 1. Maintain a 2.5 Grade Point Average during the Senior Learning Experience. 2. Arrange school schedule to be available to leave campus early or arrive late. 3. Arrange own transportation (Transportation is solely the responsibility of the student). 4. Maintain regular attendance both in school and at the Senior Learning Experience. This includes notifying the school when unable to report to the Senior Learning Experience. 5. Demonstrate honesty, punctuality, courtesy, cooperative attitude, proper health and grooming habits, appropriate dress and willingness to learn. 6. Talk to counselor about any difficulties arising during the Senior Learning Experience. 43 CHILD ABUSE REPORTING PROCEDURES The following procedures have been established at Phillipsburg High School to comply with N.J.S.A. 9:6-8.40 and to provide a systemic procedure for giving assistance to students. 1. 2. Matters of Child Abuse may become known to a staff member in several ways. a. The teacher observes evidence of physical abuse or becomes suspicious of behavior that may evidence the abuse/neglect syndrome. b. The student conveys information to a staff member indicating that there is abuse or neglect ongoing. c. An interested “other” conveys information to a staff member that abuse or neglect is ongoing. ON BECOMING AWARE OF POSSIBLE ABUSE, THE STAFF MEMBER’S FIRST RESPONSE IS TO NOTIFY SUSPICION TO THE BUILDING PRINCIPAL. The Principal will then follow the protocol as outlined in district policy. N.J. POLICIES AND PROCEDURES FOR REPORTING CHILD ABUSE AND NEGLECT as revised and endorsed by the N.J. Department of Education, November 1984 1. “Any person having reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse shall report the same promptly to the Division of Youth and Family Services by telephone or otherwise N.J.S.A. 9:6-8.10”. 2. “Anyone acting pursuant to this Act in making of a report under this Act shall have immunity from any liability, civil or criminal, that might otherwise be incurred or imposed. Any such person shall have the same immunity with respect to testimony given in any judicial proceeding resulting from such report N.J.S.A. 9:6-8:13”. 3. “Any person knowingly violating the provision of this Act including the failure to report an act of child abuse having reasonable cause to believe that any act of child abuse has been committed, is a disorderly person N.J.S.A. 9:6-8:14”. Important Considerations of the State Board of Education Policy and the N.J. Statutes 1. New Jersey public schools shall cooperate in cases of abuse and neglect by early identification and reporting of suspected cases to duly constituted authorities whether or not substantial corroborative evidence is available. 2. As soon as the school employee has reason to believe that a child may have been abused, neglected, or otherwise needs protection, he must make a report to D.Y.F.S. Identification of Child Abuse or Neglect 1. 44 Child abuse, in general, refers to acts of commission such as beating, excessive corporal punishment, or inappropriate sexual activity. 2. Child neglect, in general, refers to acts of omission such as failure to provide adequate physical or emotional care. 3. Recognizing a child’s need for protection is of primary importance regardless of the form of maltreatment. The suspicion of abuse/neglect should be based on the child’s behavior, and/or changes over a period of time. The abuse may not necessarily be injury to the child. It is sufficient to suspect that abuse has occurred when a child complains of having been sexually molested or of pain, which he or she says has resulted from an inflicted injury. In such cases, the report should be made. 4. Employees should be aware that abused children typically explain injuries attributing them to accidents in play or to sibling conflict. Any doubt about reporting suspected situations is to be resolved in favor of the child and the report made immediately. In any case, no employee should attempt to press a child on the subject of parental or guardian abuse to validate the suspicion of child abuse. Validation of suspected abuse is the responsibility of the Division of Youth and Family Services. Reporting Child Abuse or Neglect 1. 2. School personnel are to call D.Y.F.S. immediately if abuse or neglect is suspected (877652-2873). Information to be reported is: a. Name and address of the student. b. Name and address of parents/guardians. c. Age and sex of student. d. Nature and extent of the injuries or description of the neglect. e. Other pertinent information that will assist in establishing the cause of injury. Persons named in the D.Y.F.S. report may be contacted to provide additional information. a. School personnel are not required to verify or prove the existence of abuse or neglect. b. D.Y.F.S. is responsible for determining facts and of formulating a suitable plan for remedying the situation. c. Every assistance is to be given to D.Y.F.S. in gathering information and in talking with the student. d. All records are to be released on request by D.Y.F.S. and student interviews in the presence of a school official are to be coordinated by the school. Impact of Reporting/Non-Reporting Abuse or Neglect 45 1. Anyone reporting such in good faith, participates in the investigation or judicial proceedings resulting from a report of such abuse or neglect, is immune from civil liability or criminal penalty. 2. Failure to report such abuse could result in the filing of charges by D.Y.F.S. against such a person as a disorderly person, an offense carrying a penalty of up to a $500 fine, six months in jail or both. In addition, such failure to report abuse or neglect could result in a lawsuit by affected parties with the possibility of substantial damages if it were established that the school employee had prior knowledge or suspicions, which if reported, might have prevented further injury to the child. Phillipsburg High School Procedures for Reporting Incidents Relating to Adolescent Mental Health Concerns other than Child Abuse (Drug or alcohol abuse, chronic depression, behavioral) The following procedures have been established at Phillipsburg High School to assist students and parents in reporting crises in a systematic and meaningful manner. Although N.J. Statutes do not obligate a reporting of these types incidents, failure to report abnormal or prolonged atypical behavior could incur liability for negligence in civil actions, should such behavior result in serious harm or injury to that person or others. 46 1. Incidentals of Adolescent Mental Health that should be reported are: a. Communications by a student or others of chronic depression or suicidal anxiety. b. Unusual physical or emotional changes in a student, or other atypical conditions. 2. Incidents may be observed directly by staff, may be reported to staff by others, or may be conveyed by the student directly. 3. When such incidents become apparent, the staff member’s first response is to report this information to the nurse. The nurse then initiates the appropriate subsequent actions including the involvement of the counselor and the notification of the principal. The nurse also assists in making available student information for the counselor as well as offering supportive roles for the student or staff member. 4. The School Counselor becomes a pivotal person at this point in offering advice to the staff member, working with the nurse and offering support to the student if urgent and needed at this time. In addition, the counselor seeks to involve the parents by making them aware of the nature of the problem and of offering for their consideration the involvement of “significant others” in handling the issue at hand. Such support personnel include; Family Guidance, D.Y.F.S., Catholic Charities, A.A.A., private counseling services, and others. 5. Staff members have no obligation beyond reporting such incidents to the noted people. However, personal involvement with a student in crisis is not improper, and, if a student appears to welcome that support, the staff member should continue assisting the student in whatever way is appropriate. 6. Critical to the school’s support to a student in such a situation is the involvement of parents at the earliest possible and/or appropriate time. Coupled with that contact should be a simultaneous offer of several alternatives to follow “in seeking professional assistance”. General Assistance Information 1. Warren County Family Guidance Crisis Hotline (908-454-5141) Washington, N.J. assists in “juvenile-family” crisis. Suicide, runaway, drug and alcohol abuse are common causes for intervention on such an “emergency basis”. 2. Morris County offers a program for Survivors of Suicide victims (S.O.S.) For information call (201-543-2649). 3. Division of Youth and Family Services provides assistance to families and juveniles. Caseworkers assist in child abuse and neglect and related juvenile problems. (908-6897000) Washington, N.J. - Toll free hotline is (1-877-652-2873). 4. Warren Hospital provides outpatient alcohol and drug counseling for alcoholics, polyaddicted, and family members. In addition, absent contact with other agencies or counselors in emergency situations, outpatient attention may be appropriate. (908-8596700). 47 5. Local police provide invaluable assistance in first aid and back-up assistance; Phillipsburg 454-1121; the townships: Pohatcong 454-9836, Greenwich 859-0909, Lopatcong 859-2211; Alpha 454-2103; Bloomsbury 479-4200 or 479-4546; N.J. State Police 689-2193, Washington, N.J. barracks. 6. Other substance abuse resources are: 7. a. Norwescap School Alcohol Programs - Outpatient counseling and referral services for adolescent alcohol/drug abusers, and children of abusing parents. School education and awareness programs. 835-1723 b. Warren Hospital Alcohol/Drug Recovery Center - 859-6787 c. Al-Anon/Ala-Teen - 973-744-8686 d. Alcoholics Anonymous - 800-245-1377 e. Narcotics Anonymous - 1-800-992-0401. f. N.J. Drug Hotline - 1-800-225-0196. Sexually Transmitted Diseases/Pregnancy On occasion students may approach a teacher for information regarding sexually transmitted diseases or pregnancy. We strongly advise teachers to encourage students to: a. talk with their school counselor or school nurse b. discuss the matter with their parents Assistance to an 18 Year Old Independent On occasion we have been called upon to assist our students who for any of a variety of reasons have been forced to live outside of a family unit. Juvenile services are not available to the 18 year old and he/she must seek assistance in the same way indigent/homeless adults would. In all cases in which a teacher or staff member becomes aware that such a condition exists, we advise you to do the following: 1. Maintain close contact with the student or source of information to gain insight to the extent of the circumstances; is this a temporary condition, can the condition be addressed through conferences, counseling, etc.? 2. Contact the student’s counselor and/or school nurse so that the school may assist in the student’s basic needs. 3. Services that are available to such youth are medical assistance, housing and legal council. “Medicaid Special” is available for 18-21 year olds and provides assistance for expectant mothers. 48 4. The General Assistance Program (GAP) is administered on a municipal level and inquiries should be directed to the respective municipal welfare worker. For Phillipsburg residents, please call 454-5500 -ext. 236. 5. Crisis Intervention (454-5141) is an answering service for people who are having problems. It offers information about the alternatives available in a given situation. 49 CRISIS MANAGEMENT PLAN RESPONSE TO STUDENT/TEACHER SUICIDE/DEATH 1. The Principal will verify the death and pertinent facts from the police. 2. Superintendent of Schools will be notified. Put in action the planned news media control procedures as follows: a. b. c. The Superintendent of Schools will be the designated spokesperson. Press release will be controlled by the Superintendent’s office. The Superintendent of Schools will designate the areas for the press. The Board of Education office would be best to avoid the disruption of the school day or school activities. 3. The following staff would be designated to assist students and be the Emergency/Crisis Response Team: school nurse, administration, school counselor personnel, child study team, all trained school base staff and student assistance coordinators. This group, each without specific teaching assignments, will meet to be briefed on the crisis and to implement the arrangements for servicing students. 4. Procedures to be determined by the Emergency/Crisis Response Team: (Meet as soon as possible after crisis). a. b. c. d. e. f. g. h. i. 5. Emergency Faculty Meeting should be scheduled as soon as possible. (AM if crisis occurs at night or weekend) a. b. c. d. e. f. g. 6. 50 Identify interventions needed - review facts. Identify at-risk students and staff. If news is received during the school day, arrangements should be made for immediate escort of siblings to their home. Review teachers’ schedules and clerical staff assignments. Mrs. Trent will arrange for substitutes if necessary. Notify the high school staff using the phone chain if necessary. Determine agenda for the first faculty meeting. Draft a statement for faculty and parents if needed. Set a time to evaluate the process after day one. Determine additional personnel and agencies to be contacted including Middle School and District Staff as well as community agencies. Arrange for staffing of counseling groups during the day. Disclose all relevant facts - Principal. Explain any special schedule or programs during the day. Allow time for immediate staff reactions. Explain how to direct students that were close to the deceased or students considered at-risk for possible suicidal ideation or attempts. Review planned school response to media. Emphasize the Superintendent of Schools is the spokesperson. All contacts with the media should be referred to the Central Office. Encourage staff to dispel rumors. Tell staff to plan for a faculty meeting at the close of the day. During Day One - Emergency/Crisis Response Team may: a. b. c. d. 7. Follow-up faculty meeting (PM). a. b. 8. Assess need for after school or evening follow-up. Plan for the next day. Evaluate the current day’s plan. Following Day or within 24 hours. a. b. c. 10. This meeting should allow the staff to express feelings and reactions to the crisis. This meeting should allow input from the staff to determine continuing interventions. The Emergency/Crisis Response Team should meet to review and assess the response. a. b. c. 9. Individually or collectively identify high-risk students or staff who may require immediate intervention. Contact parents or relatives of students or staff and determine if assistance is needed. Recommend appropriate community service as necessary. Provide opportunities for students and staff to express their feelings. Continue providing support for groups and individuals. Refer students to SHARP, SBYS, school counselors, or other trained staff. Continue the normal routine as soon as possible. Post Crisis Follow-up. The Emergency/Crisis Response Team should meet to evaluate the entire process and determine modifications. The following people will be responsible for contacting school personnel: High School Principal Superintendent of Schools School Counselor Staff High School Administration Child Study Team Department Supervisors 51 Nurses POLICIES AND PROCEDURES FOR HOME INSTRUCTION The Superintendent shall recommend for home instruction to the Board of Education those applications which the Office of Special Services has approved. Instruction shall be for a minimum anticipated duration of two weeks and for at least five hours per week over a three day period, but fewer hours may be approved when the medical inspector certifies such to be advisable. Home instruction may be provided by a properly certified teacher only. Application for Board approval must designate the reason for the request, the probable duration of such instruction, the assigned tutor, the disabling condition, the student’s physician, and the grade and school most recently assigned to. The sending districts to Phillipsburg High School have the right to operate their own home instruction program. Phillipsburg may cooperate with each such district. HOMEBOUND INSTRUCTION PROCEDURES AND RESPONSIBILITIES Any student that will be unable to attend school for two weeks or more is eligible for home instruction. Within each building, an individual (designated by the building principal) will be responsible for arranging for home instruction and completing the required paper work. It is important that parents be advised of this service when school personnel are made aware of an extended absence. Although the specific details for carrying out this plan will vary from building to building, the general chain of responsibility will be as follows: 1. Parent--obtains and presents to the school a licensed physician’s statement regarding the reasons why the student requires home instruction (diagnosis) and the duration that instruction will be required. 2. Principal/Designee--fills out classification report and: 3. 52 a. Sends original medical excuse and classification memo to the School Physician, Health Office, Phillipsburg High School. b. Sends copies of same to the Administrator, Office of Special Services, Journal of Commerce Building. c. Changes the student to an inactive attendance register if the absence will be more than three (3) weeks. d. Notes medical problem on IEP, under Item ID, and completes information under Item G (starting date and duration), advises school nurse of request for home instruction, arranges for home instructor and provides that teacher with IEP form. Home instructor may begin immediately if deemed necessary by the principal/designee and pending receipt of school physician classification. School Physician--reviews request for home instruction and if appropriate, classifies the student as “Eligible for Home Instruction” and forwards classification memo to Office of Special Services. 4. Home Instructor--contacts regular classroom teacher/teachers and obtains information required to provide home instruction to the student, including the information requested on IEP form: Items I and J. The home instructor will meet with the school nurse and parent to discuss plan for individualized home instruction and will make any additions or modifications based on those meetings; returns IEP to principal/designee. 5. Principal/Designee--forwards IEP to Office of Special Services for further processing; advises attendance recorder within the building of the actual date student is placed on home instruction rolls. 6. Office of Special Services--seeks approval of Board of Education for home instruction. When home instruction is recommended for a student by the Child Study Team, copies of classification memo and IEP are forwarded to County Office for approval from the Child Study Team Supervisor. Appropriate District records are maintained for State and Federal reports. 7. Principal/Designee--will keep an ongoing record of the number of hours each student is provided home instruction and will forward this information as well as the date the student returns to school to the Office of Special Services. 8. Classroom Teacher - Upon notification of a student’s placement on home instruction/ incarceration/rehabilitation, the teacher will receive a Homework Request Form from the Guidance Office. All work (including quizzes, tests and exams) must be returned to the Guidance Office within 24 hours. Until the student returns to school, the teacher is responsible for submitting work to the guidance office on an ongoing basis. 53 PHILLIPSBURG ALTERNATIVE SECONDARY SCHOOL Admission Procedures Application for entry must be recommended, supported, and completed by the high school’s guidance counselor. The parents, the student's guidance counselor, teachers, or representatives of social agencies connected with the high school may initiate such recommendations. Students and their parent(s) or guardian(s) are expected to visit the alternative school site and participate in an interview with the alternative school staff prior to consideration of admission. Prior to placement in the program, the IPP will be developed outlining student program goals and objectives. The alternative education program is designed to meet the needs of at-risk students who are not eligible for special education and related services. Additionally, this program is not designed to address the specialized needs of students who have learning disabilities. Students who are eligible for special education and related services will not be denied access to alternative education programs; however their educational placements must be determined by their individual needs as specified in their Individualized Education Plans or IEP”. Unfortunately, due to budget considerations and program restrictions, only a certain number of students will enable the program to maintain its unique features, while providing a low student-teacher ratio, which affords teachers the opportunities to establish personal relationships with students and to offer students individual attention to student learning and behavioral needs. The program will be limited to provide the optimum program design so as to allow the program to achieve its goals and objectives. 1. With appropriate staff, student-parent-staff meetings will then occur to begin admission process and/or eventual admission to the program 2. 90 students have been budgeted for the program for school year 2014-2015; students will be screened by staff based upon their academic, attendance, and behavioral records (to see if the program best fits their needs) and then those selected to participate will be scheduled according to their needs stipulated in the Individual Program Plan (IPP). 3. IPP’s will then be developed by staff, students, and parents or guardians to schedule appropriate classes for credit accumulation. 4. If program capacity has not been met, students who have disenrolled or those termed “dropouts" may also be contacted, and the admission procedure once again would be in effect. 5. During the 2nd semester freshman students, who have been identified by their guidance counselor as potential candidates for the P.A.S.S. Program, would also be eligible, pending upon program restrictions and guidelines. Students from grades 10-12 throughout the semester would also be identified for possible admission. 6. Incoming freshmen students from the Middle School or from our cluster school districts will be considered for enrollment after the first semester based upon appropriate recommendations. 7. Students not immediately enrolled will be placed on a waiting list. Individual Program Plan The principal or his/her designee shall be responsible for the approval and placement of students in their alternative education program. Individual Program Plans (IPP’S) will be kept on file in the principal’s office and are subject to review by staff. The IPP serves as the vehicle for planning each student’s educational needs. It provides the student, parent(s) or guardian(s), and PASS personnel with an overall strategy to guide the implementation of agreed-upon educational experiences and program activities with the goal to successfully graduate from high school and transition to post secondary training and/or employment. The IPP will be developed in consultation with appropriate staff members who are familiar with students’ needs. The IPP will focus on issues including attendance, behavior and curriculum, clearly delineating goals that 54 students will attain upon program completion. It will provide students a record of the credits earned and documentation that the student successfully meets the Core Curriculum Content Standards. Yearly analysis and plans for ensuing years will occur prior to the start of the upcoming school year. The principal or his/her designee will provide a signature indicating agreement to the student’s plan. Graduation Requirements 1. All student requirements must be documented in the IPP. 2. All students must meet the same graduation requirements as PHS students. Program Completion Students can complete the program by transitioning a return to the high school setting or can complete graduation requirements and receive a Phillipsburg High School diploma while enrolled in the alternative education program. This will be reviewed and stipulated during the IPP process. 1. Regular Course Completion: Those courses students still need to meet state and local graduation requirements. 2. Program Completion Option: Students who have completed the course but did not receive a passing final grade. Credit for these courses can be attained by indicating through documentation specific curriculum proficiencies. First, all students under this option must keep a daily portfolio of all classroom-related activities. Second, students will also be required to demonstrate their knowledge of each topic through teacher-assigned project work, whether by written research, a performance of some kind related to the topic, or an exhibition. This mutually agreed project work would be necessary for credits. Finally, all students will be required to pass a comprehensive examination upon completion of the course. 3. Master of Proficiency: Students who have met the necessary course requirements or proficiencies for a specific curricular area by passing a comprehensive test or who have undergone a series of assessments to award credit. 4. Credit Restoration: Students who have taken the course and have met all of the course requirements, but have not received credit. Credit can be awarded through attendance, behavioral, and/or academic contracts. 5. Course Descriptions: Each course taught in the P.A.S.S. Program follows the course proficiencies, scope and sequence from each of the high school departments while maintaining an individualized learning approach to each atrisk students in the program. Health and Physical Education Each student is required to pass health and physical education every year in high school. Classes use the high school facilities and the Firth Youth Center for activities, which also include bowling and roller-skating. Each student is given a solid foundation of knowledge regarding wellness, as they develop the tools necessary for lifelong fitness. As mandated by the state of New Jersey, students will understand basic health information and exhibit physically -active, healthy lifestyles. Service Learning Activities Supporting at-risk students with appropriate preparation learning activities, program training, a service project, and an opportunity for reflection and expression of learned outcomes, the P.A.S.S. Program views service learning as an important and necessary part for the education of at-risk secondary students. Academic learning, problem solving skills, self-esteem issues, and attitudes towards others when working together on a project are a positive effect on 55 students through community service. Students will be working in elementary schools, on a horse farm, at senior centers, at the food bank, and throughout the community twice a month throughout the school year. Advocacy The Phillipsburg Alternative Secondary School has a very small teacher to student ratio and the school culture inherently has a high level of optimism which emphasizes and encourages positive interactions between teachers and students. This personal connection will address the individual needs of each student by assigning a personal advocate to review student attendance, academic, and behavioral progress. The advocate and the student will work together to enable student success in many areas of the student’s high school career. Guidance Services Providing students with regular academic guidance as well as individual, group and transitional counseling, the PASS Program promotes personal and social development in students through these services. Daily group guidance, academic counseling sessions, daily individual conflict resolution counseling, and small group guidance are all a part of the program. 56 SCHOOL COUNSELOR PROGRAM The purpose of the Phillipsburg High School counselor program is to facilitate the educational process. Counseling is the pivotal service of the school counselor program through which the individual counselor seeks to help the student meet current and future self-situational conditions more satisfactorily and self-reliantly. This is accomplished through mutual communications, exchanging of interpretations, developing perceptions and working out evaluations. The school counselor’s functions include counseling, providing information, making referrals, developing learning programs, interpreting facts, orienting students, maintaining records, and a multitude of other duties. These functions can be broken into two sub-categories; one is direct service to people which embodies students, parents, teachers, and community and other significant things in the lives of pupils. The second is supporting activities such as pupil, environment studies, program development and compilation of information. THE FUNCTIONS OF THE SCHOOL COUNSELOR Counseling and school counselor services are provided by professionally prepared school counselors. The school counselor works closely with teachers, administrators, school and community resource personnel and parents as he/she focuses upon the developmental problems and concerns of the child. His/her primary obligation is to the individual and his/her progress. Although the school counselor is not exclusively responsible for the following functions, he/she is the staff member whose job is to see that these are accomplished effectively and efficiently. The school counselor is to: 1. Plan and develop an organized program of counseling and school counselor services in the school. 2. Counsel with students individually and in small groups. 3. Assume the role of leader and consultant in the school’s pupil appraisal program. 4. Assist students in educational and vocational planning. 5. Refer students and parents to other specialists. 6. Provide placement information for students, teachers, administrators and parents. 7. Help parents understand the school and their children. 8. Conduct in-service work with administrators and teachers. 9. Design and conduct local research and evaluation. 10. Assist in school public relations. 57 SERVICES AND PROCEDURES 1. School counselor appointments - A student initiates a conference with his counselor by signing the appointment sheet on the school counselor office bulletin board. This should be done at least a day in advance. On the day of the conference, a pass will be issued to the student during homeroom period. Students assigned to a study area must report to the area and have the teacher sign the pass before coming to the school counselor office. Counselors will use the above procedure for appointments which they initiate. 2. Student permanent records - The high school permanent records are kept in the school counselor office safe. They are available upon request to the school counselor secretary. In compliance with the Privacy Act, they are confidential and are not to be taken from the office. Elementary records which are kept in the counselor’s file may be used by teachers for reference purposes. 3. Homebound instruction - Teachers interested in participating in the homebound instruction program should make their availability known to the assigned guidance counselor. The homebound instructor will work in conjunction with the assigned classroom teacher through the mediation of the counselor. Conflicts will be resolved by the supervisor of school counselor. 4. Parent conferences - Conferences may be initiated by students, parents, teachers or counselors. Members of the school counselor staff will coordinate such meetings. 5. Referrals to special services - Teachers may refer students with exceptional physical or emotional problems to the special services team. A child study team pupil referral form may be processed through the student’s counselor. 6. Testing - Standardized tests are administered at pre-announced times throughout the school year. Teachers are instrumental in this program as readers or proctors. SPECIFIC SCHOOL COUNSELOR ASSIGNMENTS TESTING COORDINATOR A designated counselor will implement the testing program and report results which will be presented to the administrator of school counselor services. The counselor shall provide information and statistics in relation to the testing program upon request of members of the administration. COLLEGE INFORMATION COORDINATOR A designated counselor will oversee the college counseling program. The coordinator will help coordinate the Mini-College Fairs and Alumni Day Assembly. This counselor will also distribute college and financial aid information to juniors and seniors throughout the year. SCHOLARSHIP COORDINATOR/FINANCIAL AID A designated counselor will supervise and coordinate the advertisement of scholarships and distribution of applications. The coordinator will collect pertinent information regarding scholarships and financial aid. In addition this counselor will coordinate the awards assembly with the principal and assistant principal. 58 SCHEDULING COORDINATOR A designated counselor will implement the orientation and scheduling program with the approval of the administrator of school counselor services. This will include coordinating counselors to meet with elementary principals, teachers and student leaders, test coordination, meetings and open houses for parents and students, scheduling and orientation program at the beginning of the school year. VOCATIONAL PROGRAM CO-ORDINATOR A counselor will serve as a liaison between Warren Tech. representatives, armed forces recruiters and our student body. The counselor will assist the school counselor secretary in setting up conferences between these representatives and the student body. 59 S.H.A.R.P. The S.H.A.R.P. (Student Help and Referral Program) is a broad-brushed, multi-disciplinary system designed to provide support, information, and intervention strategies as they relate to the educational, behavioral, and developmental needs of our students. The S.H.A.R.P. team is the umbrella or screening system of which PAC (Pupil Assistance Committee) and Section 504 may eventually be components. The process includes a tier system with different options utilized at each juncture. The initial tier is the completion of the S.H.A.R.P. referral form. The next tier is the reviewing of the referral by the S.H.A.R.P. team to determine a course of action. The team's proceedings are generally covered by Federal Confidentiality regulations. The 3rd tier is generally to refer outside or to set up a PAC meeting. The 4th tier is Section 504, which is for students displaying a handicapping situation, which impedes on a major life activity or IDEA which is a referral to the CST (Child Study Team) for possible evaluation under Special Education guidelines. A referral may be directed to the S.H.A.R.P. team when a student is exhibiting chronic or problematic behaviors or attitudes, which impede his/her personal or academic growth. An example would be when a student's behavior/discipline report has numerous infractions listed. These infractions are often "Red Flags" for deeper problems. Prior to referring a student for support services and/or intervention, every effort shall be made to provide student assistance in the regular school setting. Should the student’s educational situation be such that a referral is warranted, documented evidence shall be provided. Students identified as being potentially educationally disadvantaged (handicapped), and considered to require services beyond those available within the regular public school program, shall be referred to the Child Study Team or a Section 504 Committee after the PAC Action Plan has been implemented and documented. The following procedures have been developed to assist staff, administrators, and parents, should a referral be warranted Tier I The S.H.A.R.P. Referral Form A. The referring person may consult with the Principal, counselor and B. The referring individual(s) (i.e. parent, teacher, etc.) shall complete a S.H.A.R.P. Referral Form and return it to the counselor/S.A.C. Tier II A. B. C. D. E. F. G. H. The S.H.A.R.P. Team will review the case and recommend options: Crisis / Suicide / Depression / Child Abuse Counseling or Groups Student Assistance / Substance Abuse Interventions Academic / Behavioral / Discipline Plans School Based / Agencies referrals PAC / Section 504 / CST / Speech / O.T. / P.T. Alternative Class / Programs / School Health / Physical / Community Resource/Agency Monitor / Case Management / Review Tier III The Pupil Assistance Committee (PAC) Action (Documentation of Interventions) A. If the student appears to be at a level where further intervention is needed, the Pupil Assistance Committee (PAC) shall be implemented. B. The PAC shall consist of certain S.H.A.R.P. Team members and others, who will jointly develop intervention strategies for non-handicapped students. (Utilize the PAC action plan/documentation of Interventions Form). C. The School Counselor generally will act as the case manager in all PAC meetings. 60 D. E. F. Appropriate school personnel will implement and monitor the action plan strategies. The PAC shall evaluate and report results to the S.H.A.R.P. S.H.A.R.P. Team recommendations-1. Modifications 2. Referral to CST 3. Section 504 4. Closure Tier IV Child Study Team (CST) Referral When Applicable Child Study Team referrals shall follow the regular CST referral for education process. Be sure there is documentation of interventions. (See CST blue folder Section 504 of the Rehabilitation Act of 1973 Procedures: • Student is referred/identified by parent, teacher, CST member, Counselor etc. • The referral is forwarded to the S.H.A.R.P. Team Coordinator with all available material and information. • A Section 504 Committee meets to evaluate the request for eligibility under provision of Section 504. • A Post-Evaluation Committee Meeting Form is sent to parents, scheduling an Accommodation Plan meeting. • The Accommodation Plan meeting is held and appropriate and reasonable accommodations are implemented. S.H.A.R.P. The Procedure Referral Source & Types of Referral • • • A referral may be made to the S.H.A.R.P. Team by any staff member. Referral forms will be kept in the School Counselors' Office, Student Office, Nurse’s Office, and S.A.C. Office. It will be assumed that the staff member has already attempted some level of intervention. The types of referrals deemed appropriate are the chronic problematic student, the atrisk individual who is manifesting red flag behaviors, the student with an apparent substance abuse situation or related issue, and/or the student with significant academic / behavioral difficulties. Confidentiality in regard to the referral form must be kept in accordance with regular professional ethics. Upon Receipt of a Referral • • • As the S.H.A.R.P. Team receives referrals; it will begin to initiate an investigation process. The referral is brought before the S.H.A.R.P. Team, at which time the S.A.C. may designate the appropriate team member to gather basic information about the referral. When possible, the Team, based on that information, in conjunction with other data, will select one of three options. The coordinator of the S.H.A.R.P. Team (S.A.C.), on occasion may forego the decision options and defer to executive decision. Confidentiality is mandatory. Option 1 - No Action 61 • No further action will be taken. The file will be put on inactive status for 1 year. If no subsequent information, file will be destroyed. (S.A.C. = charge person) Option 2 - Monitoring • If it is felt by the Team and/or S.A.C. that more data is essential or that the referral may be inappropriate, a monitoring process will commence. Utilize the SHARP Monitoring Form. • On the confidential tracking system will be date(s) when that person will be reviewed. Generally, the monitoring intervals will be periodically or as needed. • At the end of each interval, the S.H.A.R.P. Team will discuss the progress of that referral. The School Counselor of that referral and the S.A.C. are the charge person(s). Option 3 - Review / Recommend a Course of Action • When it is decided that a course of action is necessitated, eight major categories are available: I. Academic or Discipline Problem a. Outside or above the accepted norm b. Possible Child Study Team Referral • Process would be the regular procedures utilized by the Child Study Team. • Resources available would be School Counselor, Child Study Team, S.A.C., Professional Counselor, or family. II. Health/Physical Problem a. Conditions which deviate from the norm b. Charge Person = Counselor of Student / Nurse • Process would be the regular systematic and procedural avenue used in that building. • Resources would be School Nurse, School Physician, School Based, S.A.C.,Warren Hospital and/or family. • Outcome = Back to S.H.A.R.P. Team III. Apparent Suicidal Tendency and/or Depressive Episode/Crisis Charge Person = Counselor of Student • Process would be the regular procedures utilized by the School Department. However, depending on the level of the situation, the Crisis Management Plan may be enacted and/or the County Crisis Response Team contacted. • Resources: Child Study Team, Family, S.A.C., School Based Family School Outcome = Back to S.H.A.R.P. Team IV. 62 Student Assistance / Substance Abuse Charge Person = S.A.C. • When a referred student exhibits inappropriate behavior generally associated with chemical misuse, abuse, and/or dependency. Also, definite consideration will be made to related issues such as dysfunctional family situations including, but not limited to children of alcoholics. • Process includes a Pre-Assessment piece, which will utilize interviews with the student, surveys/self evaluation, and other data, which may be needed. Generally 1 to 3 sessions are required. The S.A.C. may opt to continue the Pre-Assessment with the administration of the Student Abuse Scale (SASSI). • The Assessment at this juncture will consist of moving to the next level which consists of two responses: * Negative Response = Refer back to S.H.A.R.P. Team for monitoring. * Positive Response = Move on to next level which has resource options: A. Private Treatment = this can be either in-patient or outpatient. The S.A.C. has the capability to coordinate either. B. Individual Counseling = would be used as an incremental intervention which would assist in ordering the referral at that level of which they may fall. * Process would include one-on-one counseling, generally motivational counseling designed to emphasize the need for change. C. School Groups - When it appears that the referral can benefit from the group environment and process. Groups will be facilitated by S.A.C., School Based counselors, CST staff, and/or appropriately trained staff. V. Child Abuse Problem When there is reason for concern that there may be some level of abuse occurring, either physical, sexual, or emotional, the process would be in accordance with state regulation that all incidents of child abuse must be reported. VI. Anti-Social Behavior Behavior which is above and beyond the generally acceptable social levels of the district or behaviors which are flagrantly against district philosophy and policy, such as gangs or cults. VII. Pupil Assistance Committee (PAC) This is a teacher generated system for assistance with strategies and/or interventions which can be implemented with students who are still experiencing difficulties in the classroom. Utilize PAC forms and process. VIII. Section 504 of the Rehabilitation Act of 1973 Section 504 prohibits discrimination against individuals with disabilities in any program receiving federal financial assistance. Under Section 504, the definition of an “individual with a disability” is a person who has a mental or physical impairment which substantially limits one or more Major Life Activities, such as seeing, hearing, speaking, breathing, learning, or working. IX. 63 Child Study Team Evaluation = CST Referral Section 504 Policy Notice The Phillipsburg School District does not discriminate on the basis of disability with regard to admission, access to services, treatment, or employment in its programs or activities. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities in any program receiving federal financial assistance. The Americans with Disabilities Act (A.D.A.) applies to employers who have over fourteen employees regardless of federal financial assistance. Under both Acts, the definition of an “individual with a disability” is a person who: 1. Has a mental or physical impairment which substantially limits one or more major life activities, such as seeing, hearing, speaking, breathing, learning, or working; or 2. Has a record of such impairment; or 3. Is regarded as having such an impairment. The District will evaluate, identify, and provide free appropriate education to all students who are individuals with disabilities under Section 504 and/or the A.D.A. Parents of these students are entitled to procedural safeguards, including individual notice and an impartial hearing. The District will provide reasonable accommodations to each employee and qualified employment applicant covered by Section 504 or the A.D.A. unless it would impose an undue hardship on the operation of the program. Each of the programs of the District will be readily accessible to individuals with disabilities when viewed in its entirety. The District will furnish auxiliary aids and services to students, employees, parents, and members of the public who have disabilities to the extent necessary for communications with other persons, unless it will result in an undue burden on, or a fundamental alteration in the program. The District has a grievance procedure for disability discrimination complaints. For a description of this procedure, or any further relevant information, including the District’s updated selfevaluation, contact the Section 504 Coordinator: 64 PART III STUDENT ACTIVITIES AND PROCEDURES ACCEPTABLE USE POLICY A. Introduction The Phillipsburg School District Technology Committee presents this Acceptable Use Policy (AUP) for student and professional use of the Internet. It is important that educators, parents and their children read, discuss and understand this AUP before using Internet services. The Internet is an electronic network of computers with millions of participants worldwide who could share information, learn concepts and research subjects. Increasing numbers of schools, libraries, government agencies and commercial and non-profit organizations offer Internet services. Students need to be encouraged to utilize Internet services to promote the exchange of information and further education and research in accordance with the goals of the Phillipsburg Public Schools. It should also facilitate academic development, personal growth, and respect for diversity through technology use, information gathering, critical thinking, evaluation skills and communication skills. Use of Internet should promote freedom of access to information as a fundamental right of citizens in a democratic society. B. Terms and Conditions With this educational opportunity also comes responsibilities and consequences for users. Access to Internet services is provided to students who act in considerate, responsible and ethical manner. The following items outline basic responsibilities of the Phillipsburg School District: 1. 2. 3. Educators are responsible for development of research skills for students to access the Internet. Research skills currently taught through the public school curriculum, such as selection and critical evaluation of source material, apply to electronic media in the same manner as traditional print materials. The Phillipsburg School District will make every reasonable effort to reduce the risk of student exposure to objectionable materials. NOTE: If you prefer that your son/daughter not be provided this educational opportunity, please notify the building administrator. C. Code of Ethics 1. 2. 65 Users will not communicate inaccurate, inflammatory of offensive ideas or language. Users will not access the Internet for exchange of offensive materials of any kind (verbal, visual, or auditory). 3. 4. D. Users will not use Internet for private, commercial, political, or religious purposes or any illegal activity. Users will conform to copyright laws regarding reasonable use. Responsibility 1. 2. 3. 4. Users should be courteous, sensitive, and considerate of others. If in doubt about a message, do not send it.* Users should never give any password to others. Users should never give out their home address, phone number or those of anyone else. Users are urged to report any problems or violations to school officials immediately. *Communications on the Internet are often public in nature and are monitored routinely by Internet providers and/or law enforcement agencies such as the Federal Communications Commission (FCC) and the Federal Bureau of Investigation (FBI). E. Consequences 1. 2. 3. F. Key Notes 1. 2. 3. 4. G. Disciplinary actions regarding inappropriate student behavior will be determined at the building level consistent with existing practices. Violations will result in loss of Internet access privileges. When applicable, law enforcement agencies may be involved. Students are not permitted flash drives or CD’s in school because of the potential problems viruses pose to the school district’s computers. Floppy disks are one way viruses pass among computers. Special circumstances may warrant the use of flash drives but such circumstances must be approved by the school’s technology coordinator. The school district provides an interface on every student computer so as to provide ease of access to educational programs; a user-friendly environment conducive to student learning; and to maintain pre-set parameters on the student computers that keep them functioning efficiently and effectively. Internet access is made available to all students via the school district’s networked computers. Students must be familiar with the district’s internet “Acceptable Use Policy” before using these machines. Violations of the above guidelines will result in disciplinary actions. Students Pictures/Writing/Art Work on the PSD Internet Web Page The following is a permission slip allowing a student's photo, writing, art work or live video to be included on the home page. 66 Dear Parents, The Phillipsburg School District is on the Internet at: http://www.pburgsd.net We have a home page on the World Wide Web. The purpose of this home page is to inform people about our school and to share work created by students and staff. Your child's teacher is considering putting student photos, writing, art work or live video on our school home page. Because this document can be seen by people all over the world, there is a separate permission form. As per our district's Acceptable Use Policy: Pictures of students will be included only under these conditions: Groups of ten or more students involved in an activity can be included, but they will be identified only with the name of the activity. Permission is not required for large group photos. Smaller groups or individuals can only be included if the parent (or student who is of age) signs the district's Internet publication consent form. Students will not be identified in pictures unless there is a special reason for doing so, such as recognition for receiving an award. In such cases, a parent or guardian (or student who is of age) must sign the Internet Publication Consent form. Please sign and return the slip below: If you have any questions, please contact . The phone number at the school is . Thank you. Principal: Teacher PSD Internet Web Page/Video Permission Slip I give permission for my child's photos, writing, art work or live video to be included on the home page. I understand that this document is located on the World Wide Web (WWW) and can be seen throughout the world by people with access to the WWW through the Internet. Student name: Teacher: Parent Signature: Date: April 26, 2001/Phillipsburg School District 67 ATTENDANCE POLICIES (Refer to Student Manual for philosophy, objectives and procedures) A. B. Teachers are encouraged to discuss student policies with their students. 1. Students are to notify their parents that school law does not permit anyone to be absent from school for any reason except illness. If there is an emergency, prior permission must be granted by the grade level assistant principal. All other absences are illegal without specific school permission. 2. Students are further reminded that if they are ill and do not come to school that day, they are not permitted on the streets or may not participate in school or social activities on that day. State regulations require this. Teacher obligations for Student Attendance. 1. 68 Consistent with the attendance check coding, teachers are to assume all absences are cumulative unless they receive notice to the contrary. Such notice will be noted by the following informational memos. a. Authorized non-cumulative application form. b. Notations for field trips, suspensions, or specifically noted excuses on the attendance. c. Field trip lists available when students leave when attendance is updated. d. Student activity lists for special meetings such as Student Council, Honor Society, or athletic team lists. Their meetings are to be noted on the daily bulletin for your information. e. Special appointment slips from school counselors or administrators. 2. A teacher may note a non-cumulative absence for a student at his own discretion if another teacher has requested the student to be out of a class for legitimate and appropriate reasons. These types of absences, however, should be kept to a minimum. 3. Students have 2 weeks from the date of absence to verify that such absences are non-cumulative. After that expiration, a student is subject to disciplinary action. The absence will ultimately be granted as non-cumulative if it can be verified. An absence can be reversed only through the Attendance Appeal Process. 4. On days when a teacher is absent, the substitute has been authorized to take attendance by writing out the names of all absentees. When the regular teacher returns, he should review the previous day’s attendance with the class for accuracy. Conflicts should be resolved at this point, and, if necessary, involve the appropriate administrator to have the substitute document the absence. C. 5. It is the teacher’s responsibility to assure the accuracy of absence notation and the filing of warning letters and letters of credit loss. Administrators will screen obvious conflicts or errors and mediate, rectify or uphold credit loss. Teachers who do not hold students accountable for absenteeism or who do not properly document such absenteeism, are failing to uphold Board of Education Policy. 6. Teachers must maintain accurate attendance records in their grade books. Student - Late Entrance or Early Leave. Students entering school late between 7:38 to 7:44 a.m. must enter the small gym doors and sign in with the staff on duty. They should remain in the small gym area until the ringing of the bells to first block. Students entering school after 7:44 a.m. or leaving early must sign-in or out of the main office and use the middle door. The only exception for signing out would be groups; athletes, and those on field trips, whose names are to be submitted to the student office by the teacher in charge. However, these students are also to exit through the front door in order to continue control of entering and leaving the building. D. Main Office Attendance Responsibilities. All absences/tardies will receive a call home to notify parents of the absence/late from school. Continued unwarranted absences may result in the filing by the truant officer of a five day notice ordering the parent to send the student to school. Truancies or continued absences after this first legal filing will each be then subject to court hearing and possible court-imposed fine. Parent permission cannot be given for reasons other than those listed below unless approved in advance by the school. Likewise, an 18 year old may not arbitrarily excuse his actions in his own recognizance without prior authorization by the school. An enrolled student, regardless of age, is under full authority of the school. 1. Illness of the student or serious illness in the family. 2. Death in the family. 3. Religious holiday. 4. Medical or dental appointment. With regard to religious holidays Chapter 322, P.L. 1951 the following regulations exist: 69 1. Any student absent from school because of a religious holiday may not be deprived of any award or of eligibility or opportunity to compete for any award because of such absence. 2. Students who miss a test or examination because of absence on a religious holiday must be given the right to take an alternate test or examination. 3. To be entitled to the privileges set forth above, the student must present a written excuse signed by a parent or person standing in place of a parent. 70 4. Any absence because of a religious holiday must be recorded in the school register or in any group or class attendance record as an excused absence. 5. Such absence must NOT be recorded on any transcript or application or employment form or on any similar form. CELLULAR TELEPHONES AND ELECTRONIC PORTABLE COMMUNICATION DEVICES ”Electronic Portable Communication Devices” are defined to include portable two-way telecommunication devices, including but not limited to cellular telephones, walkie-talkies, personal digital assistants, and other hand-held computing devices (when such device is being used as a communication device). This definition will also include any new technology developed for similar purposes. Excluded from this definition is any device with communication capabilities that has been approved for instructional purposes. To avoid disruption of the instructional process, except as provided below or in an emergency situation where the safety of staff or students is involved, students shall not display, use, activate, or permit “Electronic Portable Communication Devices” to be activated in any school building during the instructional day. The instructional day includes, but is not limited to, study halls, lunch break, class changes, and any other structured or non-structured instructional activity that occurs during the normal school day. Students are responsible to ensure that their devices are turned off and out of sight. “Electronic Portable Communication Devices” may be activated, displayed, or used before or after the end of the instructional day or at after-school activities by students, provided they do not interfere with any after-school activity and their use conforms to directives of the school administration and/or the staff member overseeing such activity. Evidence of unlawful or disruptive use will result in disciplinary action according to the discipline guidelines as specified in the school’s handbook and/or reports to law enforcement authorities. Students shall be mindful of the disruptive effect to others when making or receiving calls on “Electronic Portable Communication Devices” during an after-school activity (indoor or outdoor sports events, club meeting, etc.) and endeavor to use reasonable efforts to minimize inconveniences and discourtesy to others. “Electronic Portable Communication Devices” may be carried on a Board of Educationowned/leased school bus or vehicle by students while students are being transported to and/or from school or a school-sponsored activity. While “Electronic Portable Communication Devices” may be transported, they must be concealed in a backpack, pocketbook, or other container. The use, activation, or display of any such “Electronic Portable Communication Devices” on a bus is prohibited without consent of the staff member in charge of the experience. Evidence of unlawful or unauthorized use will result in disciplinary action in accordance with the school’s Student Code of Conduct. The Phillipsburg Board of Education will assume no responsibility in any circumstance for the loss/destruction/damage or theft of “Electronic Portable Communication Devices” or for any communication bill associated with the authorized or unauthorized use of said devices. Students will be responsible for locating such lost/stolen items. Legal References: N.J.S.A. 2C:33-19 N.J.S.A. 18A:37-1 N.J.S.A. 6A:14-2.8 71 Paging devices possession by students Submission of students to authority Discipline/suspension/expulsion BUILDING AND FACILITIES USE AFTER HOURS As a result of many continued disciplinary problems occurring within the building after 2:56 p.m. involving such matters as thefts and vandalism and as a safeguard against negligence due to improper supervision, the following procedures are to be followed by all staff members: 1. No students are permitted access to any classroom in the building unless in the presence of their teacher supervisor. 2. Students may use the first floor hallways for running only if accompanied on the floor by their coach. Running will be permitted after 3:30 p.m. 3. Use of large group rooms (gym, cafeterias or auditorium) will be available to groups providing a supervisor is present and notice of the use has been given to the office of student affairs. This includes use of the locker room by any groups and/or students. 4. Use of large group rooms is confined to the immediate areas of use. 5. Students found violating these regulations will be subject to discipline. 6. Teachers failing to follow these guidelines will be held responsible for negligent supervision. 7. Because outside groups periodically use the facilities, please see Mrs. Harper in the main office to obtain a Request for After Hours Building Use form. 8. Use of the building or facilities by any non-school sponsored group must be approved by the Board of Education. Applications for use are available from the Principal’s secretary. 72 FIELD TRIPS General Information 1. Any time a teacher arranges for students to be transported out of the building, approval of this action as a field trip must be obtained. This includes site visitations, as a part of classroom instruction, club activities out of the building, intramurals, etc. All student activity trips must be finalized with an assistant principal. All curricular trips must be finalized with the appropriate administrator. No arrangements or commitments should be made without first obtaining tentative clearance through your department director. 2. Field trips can be a vital, interesting and integral part of the total school program. The experiences students gain through field trips is immeasurable and, when planned carefully, to support, enhance, or reinforce the classroom lesson, the student is given the opportunity to see what has been studied in a greater perspective. 3. Field trips will be permitted to places of educational value providing prior administrative and Board approval has been received. Such trips which are primarily of amusement value or educationally unrelated may be approved if the activity is on a day when school is not in session. An educational visitation during the day does not preclude an evening spent in a theater or similarly acceptable place of amusement. However, field trips which will return late in the evening should take place on Friday or on a day before a holiday. 4. There is no set number of maximum field trips for any one department or for the entire school. Teachers should use discretion at all times in planning trips, noting particularly the merits of such a trip. Teachers should also attempt to ascertain what trips are available for their particular classes and should schedule them as quickly as possible. 5. Chaperones for field trips should be the teacher(s) normally in charge of those students i.e. club advisor, class teacher. When numbers exceed a reasonable ratio (10 students to 1 adult), additional chaperones should be used. Teachers are encouraged to seek non-teaching personnel i.e. parents of students or the teacher’s spouse, teacher aide, or other teachers who share supervision of a considerable number of the students on the present trip. 73 a. We want to minimize the loss of professional teaching services to other students as a result of such trips. Therefore, trips should attempt to maximize the numbers of students attending who are under the supervision of the sponsoring teacher(s). b. To involve teachers from other departments who have no academic “tie-in” to the trip is to be avoided. Similarly, involving teachers within the department whereby substitutes are required to teach students left behind is to be avoided. c. All chaperones for trips must be reviewed with the appropriate administrator. The names of these people and their association with the trip must appear on the field trip form or be submitted, in a timely manner, when such people are identified. 6. Time should be scheduled as accurately as possible in order that students as a group can be controlled with ease and returned promptly to school or their homes after the trip. A timetable of events should be forwarded to the respective department supervisor or administrator in charge. 7. All field trips will require building administrator’s approval and notice to the Superintendent. Trips requiring overnight stays and those beyond 150 miles round trip must be approved not only by the building Principal and the Superintendent, but also by the Board of Education by means of a Board Agenda item, formally adopted at the monthly Board meetings. Exceptions to this procedure would be State athletic competitions held at distances beyond these limits. These trips will not require Board action items. If specific dates cannot be noted initially on the forms, it is permissible to note the beginning date and to indicate “periodically through May.” a. 8. 74 Private carrier - a teacher may choose to contract a carrier independent of the Business Manager. In these circumstances the following is to be observed: 1) All monies collected for such a trip are to be deposited with the school comptroller. 2) Because Board of Education Insurance provides appropriate coverage on such trips, limitations are imposed in order not to abrogate the validity of that coverage. Recommended carriers are to be cleared through the assistant principal. Failure to follow this procedure may incur teacher liability for injury and/or property loss in the event such carrier does not meet School District guidelines and restrictions. b. Board arranged carrier - arrangements are to be made through an assistant principal who in turn will clear the availability of buses through the transportation coordinator. The Board may cover costs for transportation; however, the respective departments will be billed through line item budget deduction, therefore, all trips must be approved by and signed for by Department Directors. If the trip is held on days when school is not in session, there will be a cost added for the service of the driver. (Time and a half after hours and Saturdays, double time Sundays and triple time on holidays.) Teachers must consult with department directors to assure funds are available for their trip. Otherwise, the teacher and students will have to pay for this expense. c. Use of private vehicles - these arrangements are severely restricted and are used sparingly and only as a last resort. A special permission slip must be filed by the student. The driver must also have on file at the Board office a certificate of insurance which will indicate the minimum coverage on the vehicle. The owner of the car must be aware that in the event of an accident, damages will first be assessed against the private vehicle driver. The balance, if any, will be covered by the Board insurance. Submission deadlines - because of the very serious liabilities that can arise on field trips, it is absolutely necessary that all trips be submitted for approval to the Superintendent prior to the trip. THESE REQUESTS MUST BE IN THE BOARD OFFICE AT LEAST 15 DAYS PRIOR TO THE TRIP. 9. 10. Paperwork required - procured from the Main office. a. Teacher personal leave - one filed for each staff member chaperoning. Note #5 and indicate a field trip to your destination. b. Field trip request form - one form is filed for the trip and should note all information requested as precisely as possible and should note the nature of the expense to the Board of Education. c. Student list - this must be filed 48 hours in advance with the main office to check for restricted students and to provide the attendance office with records for absenteeism. This must be xeroxed for distribution to the necessary staff. However, the column of Guardian Name and Telephone Number should be omitted prior to xeroxing process. d. Permission slips - blank forms are available in the main office from a secretary and must be signed by the parents. These must be returned to the teacher who turns them over to the secretary in the main office prior to the trip departure. e. Field trip itinerary - this form identifies time schedules, costs, points of visitations and other miscellaneous information. f. Field trip evaluation - at the conclusion of the trip, the teacher is to submit this form to the assistant principal. This form will be used randomly with students to assess trips being taken. g. S.H.A.R.P. medical form - in the event any student violates the substance abuse policy of the district, this form is to be presented to the parents or when appropriate, the hospital providing treatment. Trip sponsor should Xerox additional copies and carry them for the duration of the trip. It is recommended that teachers who schedule field trips should review health and safety issues regarding students with the school nurse(s) at least a week, preferably two weeks before a field trip, to discuss all medical concerns of pertinent students, identify medication concerns, and review emergency procedures should one occur on the trip. Field Trip Restricted List 1. Specific violations which will result in students being restricted from field trips are included in the following: disorderly conduct in transit which interferes with the safety of the bus or other vehicles, including lewdness, throwing objects in or out of the bus, or leaving seats; lateness at appointed meeting places; leaving the specified geographic boundary limitations; leaving the specific site (museum, theater, etc.) without permission of the teacher in charge; insubordination, drinking alcoholic beverages of any kind, regardless of the age of the consumer; the possession of alcoholic beverages of any kind on the person of the student, and the use or possession of any drugs during the field trip. 2. Any student who consumes or carries alcoholic beverages or in any way commits an illegal act regardless of arrest or prosecution will face suspension and be forbidden privilege of future trips during the school year. 75 3. These rules must be reviewed with students in specific detail during a class session preceding a field trip by the teacher who accompanies the student on the trip. 4. Not reviewed with students - Chaperones are reminded that the same professional standards apply to field trips as the classroom. The best example is established by staff members abstaining from alcoholic beverages at all times during the field trip and be in conscientious adherence to the same principles of discipline and decorum one would expect of teachers in the classroom. Field Trip Expectations 1. Field trips serve to enforce, expand and to a large degree broaden one’s understanding of a particular subject under study. For this reason, all students are encouraged to attend field trips. 2. All students are required to bring to their teacher a signed permission slip either giving them permission to attend a field trip or not giving them permission to attend a field trip. 3. Where there is an expenditure of money to purchase a theatre ticket, a fare ticket, etc., students have an option as to whether they go or not. Teachers should attempt to keep expenses to students at a minimum. If financial assistance for a student is needed, the teacher should consult with the administrator. 4. When a parent indicates on the field trip permission slip that he does not want his son or daughter to attend the trip, the student is excused and attends all other classes on the day of the scheduled trip. Dress for Field Trips 1. School Board dress policy is applicable to all field trips. 2. The type of field trip or the place to be visited may require a variance to this code for which the teacher should give guidelines. (i.e.: more appropriate attire would be expected of students visiting the Shubert Theatre as opposed to those seeing the Phillies at Vet Stadium) Liability for Unauthorized Field Trips The Board of Education does not endorse, support, or assume liability in any way for any staff member of this district who takes students on trips not approved by the Board of Education or Superintendent. No staff member may solicit students of the district for such trips within the facilities or on the school grounds of the district without Board permission. 76 FOREIGN EXCHANGE STUDENTS Any agency or person wishing to make arrangements to have a foreign exchange student attend the public schools of Phillipsburg shall proceed as follows: 1. The agency must contact the family in the district in which the student will reside. 2. The sponsoring family will contact the chief school administrator of their resident school district and present, in writing, a request for permission for the student to attend, on a tuition basis, the Phillipsburg schools. 3. The sending district administrator will inform the sending Board of Education of the request. If the sending district board approves the request, the board secretary or district administrator will request, in writing, to the superintendent of Phillipsburg schools that the student be permitted to attend Phillipsburg schools with the understanding that the sending district will pay the tuition charges. 4. The Phillipsburg superintendent will confer with the affected building administrator of the district. Based on their agreement, the request will be presented to the board for its decision. The decision of the Phillipsburg Board of Education will be transmitted to all parties concerned. 5. If the exchange student will be residing in the town of Phillipsburg, the sponsoring family will contact the Phillipsburg superintendent and request, in writing, permission to allow the student to attend Phillipsburg schools. The superintendent, after conferring with the affected building administrator, will present a recommendation to the board for its decision. The decision of the Phillipsburg Board of Education will be transmitted to all parties concerned. FOREIGN EXCHANGE STUDENTS NON-RESIDENTS The Board of Education and staff approve and encourage the school district’s participation in the Foreign Exchange Student Program. This program is of great value not only to the student, but also to the student body of the school receiving the student. The cultural exchange is mutually beneficial to all. Students who have visited Phillipsburg in the past have all been fine, capable young people and a credit to their native land. It is our policy to allow a maximum of 4 exchange students yearly who will be residing within the town of Phillipsburg to attend without charge, upon recommendation by the superintendent of schools and approved by the Board of Education If the student will reside in any of the sending school districts, the procedure outlined in the administrative regulations, including the charging of tuition, shall be followed. 77 FUND RAISING Student groups are permitted to sponsor fund raising activities to raise monies that are not ordinarily available through the school budget. Because formal authorization by the Superintendent of Schools is required for each request, applications must be submitted three (3) weeks before the activity actually begins. Nothing should be purchased or contracted until such approval has been given. Applications can be procured from the secretary in the main office and are to be returned to her for review by an administrator. Faculty advisors are responsible for the accounting procedures. Students are to deliver monies to the advisor, who in turn, will deliver monies to the school accountant who will deposit monies to the respective accounts and make disbursements from those accounts. GUIDELINES TO BE FOLLOWED FOR THE SALE OF PRODUCTS IN ORDER TO RAISE FUNDS 1. The sale price of the item shall be reasonable. 2. The profit per item shall not be exorbitant. 3. Only reputable vendors will be chosen as suppliers. 4. The purpose of the fund raising activity should be the type that Board funds would not normally cover. 5. Please be specific in indicating the areas of solicitation such as: which schools, parts of the town or townships. If door to door solicitation is used, a plan should be devised to insure that householders are not solicited by several sellers of the same item. 6. All transactions and accounting of funds must be approved by the building principal. 7. The application must be submitted to the Superintendent three weeks before the fund raising activity begins. 78 LOCKER FACILITIES USE AFTER HOURS Consistent with the policy established by the administration and athletic department 2/1/77, the following procedures are to be followed: 1. The locker room facilities may be used only by those students supervised by a staff member. 2. The designated staff member or his staff designee must be present in the locker room when his group is using these facilities. 3. All doors to the locker room (3 in total) are to be locked on leaving the room. 4. Athletes who have evening practice will enter the building through the doors in the gym lobby. Those driving should park in the student lot. Parking on campus by students is not permitted at any time. 5. The outer locker room door will be secured promptly at 3:15 p.m. 6. Students in the area without supervision will be immediately dismissed and subject to discipline. 7. Staff members permitting the violation of these procedures will be held accountable and be subject to formal reprimand. 8. All head coaches, directors and chairpersons are to convey this policy and implications to their subordinates. 79 PRESS RELEASE INFORMATION The job of the classroom teacher or the club advisor is to assist in creating positive publicity for the school and its students. The following forms are given for staff use. The information can be summarized as follows: Thank you – Assistant Principals Special classroom activities (projects, films, outside speakers, etc.) Field trips Special assembly, concert, play, etc., which needs publicity Students in class who have received special award or recognition Meetings, conferences, or workshops attended by staff members Award, special recognition, or publication by staff members Future events or activities Picture? When? Additional comments Please note the above items on the following Press Release Form 80 Phillipsburg High School Student Activities Press Release Worksheet (908) 454-6551 (Date) TO: CONTACT PERSON: RE: WHO: WHAT: WHERE: WHEN: WHY: SUMMARY: Example of an appropriate summary Peer Mediation Reduces Violence in Schools Superintendent Dr. Anne Lennon announced today that the Peer Mediation Program conducted over the past three years in the Westin Public Schools has had a significant impact on reducing the violence in the city's schools. The findings of the recent evaluation by Words and Numbers Research, Inc. documented a measurable effect in reducing the incidence of fighting-related suspensions. The Peer Mediation Program provides 15 hours of training to students in the basics of conflict resolution and then assigns students to mediate conflicts among their peers. Peer mediations typically deal with interracial incidents, property thefts, and disputes involving gossip, name calling, and threats. The program began in 1990 with a private foundation grant and will conclude in 1995. Since its inception, 425 high school students have been trained as peer mediators and have participated in 568 cases, of which 494 or 87% were successful with written agreements between disputing students. Taken from "How Smart Schools Get and Keep Community Support" 81 RELIGIOUS HOLIDAYS The following is a list of religious holidays for the 2014-2015 school year The Board of Education has the right to add any bona fide religious holiday to the list for its own schools. Some parents might ask for an excused absence for their child on every day listed as a religious holiday for members of their faith, while others might request an excuse for only part of some of the days listed. Please note that there are times when the religious holidays of more than one faith will fall on the same day. 2014-2015 School-Year July 9 July 13 July 13-15 July 24 July 29-31 August 1 August 1 August 5 August 6 August 10 August 15 August 17 August 29 September 1 September 7 September 8 September 14 September 22 September 24-26 September 25-26 September 26 and 27 October 3-4 October 4 October 5-13 82 Observance July 2014 Martyrdom of the Bab (Baha’i) Asalha Puja Day (Buddhist) Ulambana/Obon (Buddhist) Laylat as-Qadr (Islam) Eid al Fitr (Islam) August 2014 Fast in Honor of the Holy Mother of Lord Jesus (Eastern Orthodox Christian) Lammas (Christian and Wicca) Tisha B’Av (Jewish) Transfiguration of the Lord (Eastern Orthodox Christian) Raksha Bandhan (Hindu) Feast of the Assumption of the Blessed Virgin Mary (Christian) Dormition of the Theotokos (Eastern Orthodox Christian) Krishna Janmashtami (Hindu) Ganesha Chaturthi (Hindu) September 2014 Ecclesiastical Year begins (Orthodox Christian) His Holiness Sakya Trizin’s Birthday (Buddhist) Nativity of Mary (Christian) Nativity of the Theotokos (Eastern Orthodox Christian) The Elevation of the Holy Cross (Eastern Orthodox Christian) Mabon (Wicca) Rosh Hashanah (Jewish) Feast of Trumpets (Church of God, Philadelphia Church of God) Simcat Torah (Jewish) October 2014 Yom Kippur (Jewish) Day of Atonement (Christian, Church of God, Philadelphia Church of God) Navaratri (Hindu) October 9-15 October 14 * October 14 ** October 15-18 October 16 October 16 October 17 October 20 October 20 October 23 October 25 November 1 November 1 November 2 November 12 November 15 November 17 November 21 November 24 November 26 November 28 December 1 December 8 December 8 December 17-24 December 21 December 25 December 25 December 26 January 1 January 3* January 5 January 6 January 6 January 6 83 Sukkot (Jewish); Feast of Tabernacles (Church of God, Philadelphia Church of God) Hajj Day (Islam) Duserra (Hindu) Eid al Adha (Islam) Last Great Day (Church of God, Philadelphia Church of God) Shemini Atzeret (Jewish) Simcat Torah (Jewish) Birth of B’ab (Baha’i) Installation of the Scriptures as Guru Granth (Sikh) Diwali (Deepavali, Hindu, Jain and Sikh) Al Hijra – 1st Muharram (Islam) November 2014 All Saints’ Day (Christian) Samhain-Beltane (Wicca) All Souls’ Day (Christian) Birth of Baha’u’llah (Baha’i) Advent/Nativity Fast begins (Eastern Orthodox Christian) Guru Nanak Dev Sahib Birthday (Sikh) The Presentation of the Theotokos to the Temple (Eastern Orthodox Christian) Guru Tegh Bahadur Martyrdom (Sikh) Day of Covenant (Baha’i) Ascension of ‘Abdu’l Baha (Baha’i) December 2014 First Sunday of Advent (Christian) Bodhi Day (Buddhist) Immaculate Conception (Christian) Hanukkah (Jewish) Yule (Wicca and Christian) Christmas (Christian) The Nativity of Christ (Eastern Orthodox Christian) Zarathosht Diso (Zoroastrian) January 2015 Gantan-sai (Shinto) Mawlid an Nabi (Islam) Birthday of Guru Gobind Singh Sahib (Sikh) Feast of Epiphany (Christian and Eastern Orthodox Christian) Feast of Theophany (Eastern Orthodox Christian) Nativity of Christ (Armenian Orthodox) January 7 January 13 January 14 February 2 February 2 February 4 February 4 February 15 February 17 February 17 February 18 February 19 February 19 February 23 February 26 through March 1 March 5 March 6* March 6 March 18 March 20 March 21 March 21 March 21 March 25 March 26 March 28 March 29 April 2 April 3 April 3 April 4 April 4 April 4 April 4-11 April 5 84 Feast of the Nativity (Orthodox Christian) Maghi (Sikh) Makar Sankranti (Hindu) February 2015 The Presentation of Our Lord to the Temple (Eastern Orthodox Christian) Imbolic-Candlemas (Wicca and Christian) Vasant Panchami (Hindu) Tu B’shvat (Jewish) Nirvana Day (Buddhist) Shrove Tuesday (Christian) Maha Shivaratri (Hindu) Ash Wednesday (Christian) Chinese New Year (Confucian, Daoist, Buddhist) World Religion Day (Baha’i) Clean Monday (Eastern Orthodox Christian) Intercalary Days (Baha'i) March 2015 Purim (Jewish) Hola Mohalla (Sikh) Holi (Hindu) L. Ron Hubbard’s Birthday (Church of Scientology) Ostara (Wicca) Narouz (Zoroastrian) Naw Ruz (Baha’i) Chandramana Yugadi (Hindu) The Annunciation/The Annunciation of the Virgin Mary (Eastern Orthodox Christian; Christian) Khordad Sal (Zoroastrian) Rami Navami (Hindu) Palm Sunday (Christian) April 2015 Holy Thursday (Christian) Holy Friday (Christian) Mahavir Jayanti (Jain) Lazarus Saturday (Eastern Orthodox Christian) Theravadin New Year (Buddhist) Hanuman Jayanti (Hindu) Pesach (Jewish) Easter (Christian) April 5 April 6 April 8 April 9 April 10 April 12 April 13 April 14 April 14 April 14 * April 15 April 15 April 15-21 April 21 April 21 April 24 April 25 April 29 May 1 May 2 May 2 May 4 May 7 May 13 May 21 May 24 May 24-25 May 29 May 31 June 1 June 8 June 16 June 18 June 21 June 30 85 Palm Sunday (Eastern Orthodox Christian) Easter Monday (Christian) Buddha’s Birthday (Buddhist) Holy Thursday (Eastern Orthodox Christian) Holy Friday (Eastern Orthodox Christian) Pascha (Easter) (Eastern Orthodox Christian) Bright Monday (Eastern Orthodox Christian) Baisakhi (Sikh) Passover (Philadelphia Church of God) Souramana Yugadi (Hindu) First Day of Unleavened Bread (Church of God) Lord’s Evening Meal (Christian, Jehovah’s Witness) Days of Unleavened Bread (Philadelphia Church of God) Last Day of Unleavened Bread (Church of God) First Day of Ridvan (Baha’i) Yom Ha’Azmaut (Jewish) The 11th Panchen Lama’s Birthday (Buddhist) Ninth Day of Ridvan (Baha’i) May 2015 Beltane (Wicca) Ascension of Our Lord (Eastern Orthodox Christian) Twelfth Day of Ridvan (Baha’i) Buddha Day – Visakha Puja (Buddhist) Lag B’Omer (Jewish) Lailat al Miraj (Islam) Declaration of the Bab (Baha’i) Pentecost (Christian) Shavuot (Jewish) Ascension of Baha’u’llah (Baha’i) Pentecost (Eastern Orthodox Christian) June 2015 Lailat al Bara’ah (Islam) Holy Apostles Fast Apostles (Eastern Orthodox Christian) Martyrdom of Guru Arjan Dev Sahib (Sikh) Ramadan (Islam) Litha (Wicca) Synaxis of the 12 Apostles (Eastern Orthodox Christian) STUDENT RECORDS/STUDENT DIRECTORY INFORMATION To facilitate the continuity of a student’s educational program, there is a need for the collection, maintenance and dissemination of educational records. These records shall contain information relating to the health, education and welfare of students. For these records to be used in supporting the student’s education, it is necessary that the students, parents, professional staff of the district and other agencies and individuals have access to appropriate portions of the contents, but in accordance with the guidelines stipulated in Board policy as adopted by the Phillipsburg School District. A copy of this policy is available upon request to the Office of the Superintendent. Parents/guardians desiring to review the contents of their student’s records should contact the student’s school counselor at the high school. There are times during the school year that certain student record information is made public to enhance or further a student’s and/or district’s educational program. The Phillipsburg Board of Education has adopted the following information as “directory information”. Student’s name, address, telephone number, grade level, date & place of birth, dates of attendance, major field of study, participation in officially recognized activities, weight & height relating to athletic team membership, degrees, awards, the most recent educational agency attended and other similar information. The school district accords educational, occupational and military recruiters access to student information directories. If parents/guardians or adult pupils desire to be excused from participation in all recruitment programs or from having their name appear in student information directories for all recruitment purposes, they should make this intent known in writing to the high school principal within two weeks after the beginning of each school year or within two weeks after registration. VOLUNTEER AIDE PROGRAM The Phillipsburg Board of Education encourages citizens and staff members to assist the school district in ways that will enhance the school program. Volunteers shall be designated by and serve at the discretion of the Superintendent of Schools or his/her designee upon approval by the Board. They will be supervised by the appropriate certified professional staff member to whom they are assigned. Under no circumstances will volunteers be involved in the instruction of students except as permitted by New Jersey State school law. Volunteers carrying out prescribed functions under the supervision of designated professional staff members shall be covered by the Board’s liability insurance policy. 86 COMMUNITY RELATIONS REPLACEMENT CITIZENS’ AND STAFF ASSISTANCE TO SCHOOL PERSONNEL The certified staff member who recommends a volunteer to participate in a school program shall obtain basic data about the person. Basic data should include: 1. Volunteer’s name. 2. Address. 3. Telephone number. 4. Areas of interest and categories of activities volunteers will serve. 5. Hours and days when available. The above data should appear as a Board agenda item with the name of the certified staff member recommending the person (s). Positive Board action is mandatory before a volunteer may assist in any program. Typical areas in which volunteer services can be rendered are in sports, for transportation drivers, in the library and classrooms, for field trips, and as resource persons in academic areas. The certified personnel who arranges to have volunteers assist in any program should send letters of appreciation after the volunteers have completed the assignments. Staff personnel who wish participation of volunteer students or staff members from other school districts for participation in any of our programs must use the following procedure: 1. The originator of the plan obtains approval of his/her department head and building Principal. 2. His/her building Principal obtains the approval of the Superintendent. 3. Our district building administrator or his/her designee clears the plan with the other district’s building administrator whose students or staff member will be participating in our program. After this procedure is completed, a Board agenda item must be initiated by our district’s building Principal for Board action and liability insurance coverage. For implementation of this policy, each building administrator or his/her designee will keep on file the following information: 1. A brief description of the roles and responsibilities of all categories wherein volunteers will be serving. 2. A roster of all volunteers serving in the building, listed after each name the category of activity in which they will be engaged and the person responsible for supervision. 87 PART IV – STAFF PROCEDURES, SCHEDULES AND ASSIGNMENTS A – STAFF PROCEDURES GENERAL STAFF INFORMATION The following is intended as a guide for all teachers. A. Opening Exercises in Homeroom 1. Attendance procedures will be the responsibility of the homeroom period teachers. Accuracy is extremely important! Students should not be allowed to leave their homeroom until AFTER attendance is taken. THIS RESPONSIBILITY MAY NOT BE DELEGATED TO A STUDENT. It is a good practice to call out the names of students who are absent for accountability reasons. 2. The Pledge of Allegiance to the Flag of the United States is required by state law. All rooms should have an American flag. Replacement flags are available by notifying the supplies coordinator. Students with conscientious objections to this pledge need not recite and are not required to stand during its recitation. However, as a matter of respect, they are required to sit quietly. 3. Daily announcements will be televised or read over the intercom during homeroom. Announcements for the daily bulletin must be submitted to the main office prior to 11:00 a.m. the day before they are to be read. Forms are available in the Main Office and must be signed by a faculty member. 4. Conference passes (or other information) for those students who are absent should be placed in the absentee folder and returned to the main office. 5. A student that has a note for a non-cumulative absence referral should be given a conference pass and sent to the attendance office to personally complete the necessary forms after attendance is taken. 6. Designated hall supervisors will collect attendance cards and forward them to the attendance office. 7. Homeroom teachers are to be present in their respective rooms at 7:25 a.m. 8. Teachers must have a seating chart for homeroom period and students are required to sit in assigned seats. 9. Students are to remain quiet during the reading of announcements. Any student talking or causing a disturbance should be disciplined according to the Code of Conduct to prevent future incidents. B. Arrival and Departure of Staff Members The school day for teachers begins at 7:25 a.m. and ends at 3:01 p.m. Homerooms are to be open by 7:25 a.m. and all teachers are to be at their respective assignment at this time. 88 Teachers are required to sign in daily by 7:25 a.m. in the main office. Teachers are required to check their own mailboxes each morning. When a teacher leaves the building at the end of the day, that teacher is to sign out on the designated sheet with the respective department supervisor. C. Policy for Staff Members Leaving the Building During the Day Consistent with the contract provisions, Article VIII Section A, teachers may leave the building without requesting permission from the building principal during their scheduled duty-free lunch periods, but they must indicate their leaving and returning by signing the designated sheets in the Main Office. At all other times permission to leave must be secured from your department director, or in his or her absence, from a building administrator. Sign out and in procedures are to be followed. At no time should teachers allow students to run personal errands that require the student to leave school property. The noted form will be used in the violation of this policy and will be documented in the teacher’s personnel file. (see next page) Staff members may use their preparation period on pay day for banking purposes and must sign-out before leaving and sign-in on return. If the last period is used for these purposes, teachers must sign back in before the Opportunity Period begins. The sign-out sheet for such purposes during the day will be located in the main office. If Directors are absent on any day, sign-out for that department will be in the main office. Teachers signing out after 3:01 p.m. will sign-out in the main office. These designated areas are listed below. Department English Math Science World Language Music, Art Business Agriculture Social Studies Industrial Technology Family & Consumer Sci. Physical Education School Counselors' Office Special Education Nurses Librarian 89 Director Mr. Ditze Ms. Chipaloski Ms. Chipaloski Mr. Gonzalez Mr. Ditze Mr. Gonzalez Mr. Gonzalez Mr. Gonzalez Mr. Gonzalez Mr. Gonzalez Mr. Fisher Mrs. Schinstine Mrs. Trent Mrs. Trent Mr. Ditze Room Library Library Library Library Library Library Library Library Library Library Athletic Office Guidance Office Library POLICY FOR STAFF MEMBERS ENTERING/LEAVING THE BUILDING (Name) (Date) Staff members will be responsible for signing in and signing out at all times. The below violation has been recorded in your personnel file. Staff members are to secure administration approval when leaving building on a regular school day. Sign In/Out roster in Main Office. Staff members are to use preparation period to cash checks on payday. Sign In/Out Roster in Main Office. Staff members are to sign out with their Dept. Director at the end of the day. Sheets are available at 3:01 P.M. You failed to sign out on . This is the It has been recorded that you have been late on ______________. time. It has been noted that you called in to report a lateness to work on __________________ for the following reason: This is the call. (I appreciate your call) It has been recorded that you failed to sign-in on D. ____. Teacher Accidents If you are injured during the school day, report these circumstances immediately to the school nurse. An accident report should be completed. Report all accidents regardless of how minor. E. Policy on Securing Classroom Area 1. When you leave your room and it is unoccupied, doors should be closed and lights turned out. 2. In the event of a teacher's absence in the following areas - the library, industrial tech areas, locker rooms, laboratories, science and computer and lab storage, music rooms, nurses' office and family and consumer science rooms - it is the responsibility of the supervisor or, in his/her absence, the assistant principal, to monitor the respective area. These areas are potentially dangerous to students and should be under teacher supervision at all times. 3. Before you leave the classroom for the day, all windows should be closed. should be left in an orderly manner and the door should be closed behind you. F. Class Interruptions 1. Every effort will be made to avoid class interruptions. Interruptions by notices from the office, other teachers, parents, distribution of supplies will be held to a minimum. No 90 Desks agent or salesman is permitted to interview teachers in the building during classes; such appointments should be held during preparation periods. 2. Teachers are not to leave their classrooms or study halls during the period. If, however, an emergency arises, the teacher should use the intercom to ask for temporary assistance. 3. To minimize interruptions during instruction: G. a. All p.m. announcements are to be made at 2:07 p.m. b. No p.m. announcements will be read without administrative approval. c. No announcements will be approved by those administrators unless there is a urgency to them. These include cancellations or information unavailable before the Daily Bulletin was printed and which must be read before the following morning’s first period. Supervision Outside the Classroom Every teacher is responsible for supervision throughout the building. Break up any loitering in the halls. Correct any improper student conduct whenever you may find it. It is mutual cooperation that makes a school situation successful. Check rest rooms frequently for smoking or loitering. All offenders should be sent to the appropriate grade level administrator. H. Classroom Responsibilities 1. Teachers should set an example for students by being on time for class and are to remain in class throughout the period. The teacher should be the last one to leave the classroom at the end of the period. 2. Teachers are responsible for the condition of the room that they occupy, regardless if it is a single period or a full school day. Teachers should set standards of good housekeeping. Be alert for student vandalism of school furniture and equipment. Do not allow students to sit on heating units or window ledges. Teachers may not permit students to open or close the windows. Insist on a clean room and if necessary, allow time for clean up before dismissal. 3. The following should be carried out: 91 a. Have students clear desks of everything before dismissal. b. Keep the floor clear of waste paper at all times. c. Keep students seated until the passing bell rings. d. Students should not be permitted to arrange classroom furniture without teacher approval. Keep desks away from walls. e. Teachers' desks should be presentable at the end of each period. Respect the teacher who must use the room the next period. I. Damage to School Property by Students "Any student who shall cut, deface or otherwise injure any school house furniture, fences, outbuildings, or other property of the school district, shall be subject to the student code and his parents or guardians shall be liable for damages to the amount of the injury to be collected by the Board of Education in any court having jurisdiction together with costs of the action." (NJSl8A: l4-5l) J. Stealing School Property Students who steal school property will pay all costs to either restore and/or replace that which was stolen. The grade level administrator will confer with the student's parents on this violation. K. Class Attendance Check Teachers must maintain accurate attendance records using the following: present, absentunexcused, absent-excused. If a student is absent from class for a period of time but it is not noted in Genesis, he or she may send an incident report in Conduct, which will be handled by Administration. L. Lights Staff members are requested to not leave the lights on in classrooms, auditorium, gymnasium, or at any other place in the building when they are not necessary. Be particularly careful that they are turned out when leaving the area. The sponsor of an activity is responsible for the lights. M. Students Using School Building Students using any area of the school building for rehearsal, practice or games, must be supervised at all times by a teacher. The teacher must be the last to leave. If the faculty sponsor cannot be present, students may not be scheduled for a meeting. All props used for plays and dances must be returned to the proper place. No students are permitted access to any classroom in the building after 2:56 p.m. unless in the presence of their teacher supervisor. Use of large group rooms (gymnasium, cafeterias, weight room, and auditorium) will be available to all groups providing a supervisor is present and notice of the use has been given to the main office. This includes use of the locker room by any group and/or students. Use of large group rooms is confined to the immediate areas of use. Students found violating these regulations will be subject to discipline. Teachers failing to follow these guidelines will be held responsible for negligent supervision. N. Passing the Word In every case of an irregularity, such as disciplinary action, accident or unusual happening of any kind, be sure to pass the word to the administration promptly and completely. It is 92 embarrassing, as well as poor public relations, to have telephone calls coming into the office during the school day concerning school happenings about which the office is not informed. O. Covering Textbooks Textbooks must be covered at all times. These covers should be renewed whenever their condition warrants it. Any neat cover will be satisfactory. The subject teachers are to check the books they distributed to see that they are properly covered. P. Lockers 1. Students will be assigned a hall locker and gym locker. One is in the corridor for books and the other is in the gym dressing room to be used only for gym clothes and athletic equipment. 2. Each student is assigned a locker in the corridor for storage of books. The administration of Phillipsburg High School strongly encourages students to not give their combination to friends and to LOCK all possession in their lockers. A privately owned lock cannot be used. There are times when an inspection must be made of lockers and the private lock will only hamper inspection. A student can expect to have the lock cut from the locker should it be one not issued by the school. As lockers are the property of the school, they can be searched at anytime, without notice, by school administration. It is understood that if a student elects to not use a school-issued lock, that the school assumes no responsibility for loss and/or damage to property in the locker. Furthermore, if a student loses a lock, then the student is responsible for replacement of that lock. "The superintendent may request the use of drug detection dogs to search our buildings if there is reasonable suspicion of any controlled dangerous substance (CDS) use. Places and/or items that might be subject to such canine inspection are lockers, desks, handbags/purses, backpacks and other portable containers, outer clothing and vehicles brought on school grounds. THE DISTRICT RESERVES THE RIGHT TO INSPECT ANY STUDENTS LOCKER OR OTHER STORAGE AREA AT ANY TIME IN ACCORDANCE WITH N.J.S.A. 18A:36-19.2" 2. The gym locker will be assigned by the physical education instructors. The combination padlocks will be available for purchase from the physical education teachers at a cost of $5.00. 3. A privately owned lock cannot be used. There are times when an inspection must be made of lockers and the private lock will only hamper this inspection. A student can expect to have the lock cut from the locker should it be one not issued by the school. 4. Any damage to lockers or any lock not functioning properly must be reported to the Main Office immediately. Q. Bulletin Board Use Any announcements regarding student activities should be placed on the bulletin boards located at the end of each hall on both floors. 93 R. Public Telephone The use of the public telephone by students during the school day should be restricted to before school, lunchtime and after school. Making a telephone call will not be an acceptable excuse for being tardy. (Cell phones may be on the person but not in service at any time for calls or text messaging from 7:25 AM until 2:56 PM inside the school building.) S. Visitors Visitors to the school are required to register at the security desk. In order for a student to have a guest come to school, the student must first secure permission from a member of the administration 24 hours in advance of the visit. When consent is given, it is given for a full day visitation. Persons seeking to visit the school without a host or hostess from the school or without an appointment with a faculty member are denied the privilege. All visitors are required to wear a visitor's pass. Staff members who see visitors not wearing visitors' passes are required to immediately inform an administrator. Visitors are not permitted during exam periods. T. Corporal Punishment No corporal punishment shall be inflicted upon any pupil; however, a teacher does have the right to use reasonable and necessary force: 1. 2. 3. 4. 94 to quell a disturbance to obtain possession of weapons or other dangerous objects for self defense for the protection of persons and property (NJS18A:61) ASSEMBLY INSTRUCTIONS Group Assemblies in the Auditorium and the Large Gym The class will be loaded according to procedures in this handbook or as indicated on the morning bulletin. The homeroom bell will be delayed until the group is loaded into the assembly area. Teacher Assignments for Assemblies Homeroom teachers are to accompany their groups to the assembly. If only one group is in the assembly and the regular class day continues, the teacher has an obligation to go to his assigned class. If half of that class is in the assembly, the teacher must still remain with those in the classroom. Teachers having classes who during a given period are in assembly must report to assembly for supervision. Teachers who have a preparation period are not obligated to go to the assembly unless so instructed. If an assembly runs into a second period, teachers report to their normal area of supervision or to the assembly as noted above. Teachers having a preparation period are not obligated to remain. Termination of the Assembly The end of the assembly will be indicated by a double bell. If the assembly runs slightly over one period, the students will be dismissed at the conclusion to spend at least 1/2 of the period in class. If the assembly runs considerably into next period, at the conclusion of the assembly the group will be kept in the assembly through that second period. ASSEMBLY LOADING OF LARGE GYM The loading of the large gymnasium for assemblies will take into consideration the sizes of the respective classes. Freshmen and Seniors will be seated in the visiting stands, (the boys’ locker room side) and the Sophomores and Juniors in the home stands, (the girls’ locker room side). Because such an assembly involves the meeting of the entire student body, all teachers are to be present at the assembly with the exception of designated staff who will line the floor and dismiss students row by row. FRESHMEN: Visiting Stands (Right Side – Far End) Hall supervisors will dismiss each freshman homeroom and enter the gym on the right side – far end, closest to the ticket office. SOPHOMORES: Home Stands (Left Side – Far End) At the same time as the freshman movement, hall supervisors will dismiss each sophomore homeroom and enter the gym on the left side – far end, closest girls’ locker room. JUNIORS: Home Stands (Left Side – Near End) After the loading of the freshmen and sophomores, hall supervisors will dismiss each junior homeroom and enter the gym on the left side – near end, closest to the girls’ locker room. 95 SENIORS: Visitor’s Stands (Right Side – Near End) At the same time as the junior movement, hall supervisors will dismiss each senior homeroom and enter the gym on the right side – near end, closest to the boys’ locker room. Student Council members should sit with their respective grade levels. 96 CARE FOR ILL OR INJURED STUDENTS The safety and health of a sick or injured pupil is the primary responsibility of every staff member. The following procedures are to serve as guidelines for all school personnel: 1. The teacher in charge shall notify the office and/or ask for the nurse, school physician or trainer to attend the sick or injured pupil. 2. In the event a member of the medical staff is not available, a person competent in first aid should be called or the emergency squad. 3. The teacher should comfort the pupil and try to determine the extent of the injury. Do not move the student if the emergency squad is called. 4. In a serious injury: 5. 6. 97 a. Emergency squad is called first and then emergency treatment should be applied by a person skilled in first aid treatment, if possible. b. Notify parents/guardians, if time permits, so they may choose a hospital or physician. c. If parents/guardians are not available or the injury requires immediate treatment, see that the pupil is promptly taken to the hospital. d. If a pupil is taken home, be sure someone is there to receive him/her. e. Stay with pupil until the parents/guardians or his representative takes over. f. Fill out accident reports promptly and completely and submit immediately to designated authorities. g. The teacher in charge, school nurse, or administrator shall notify the parents/guardians of all circumstances relating to the accident or injury. h. Inform the principal of all actions taken In a minor injury: a. Apply simple first aid and have student report to the nurse. b. Fill out accident reports and send to designated people. c. If advisable, phone or send a note home with the student. Illness a. Refer to the nurse or school physician if possible. b. Notify the person in charge of the building. c. A parent/guardian must come to the school and take the student home. d. Do not take the pupil home unless someone is there to receive him/her. e. The following individuals are authorized by law to administer medication to students in schools: 5. A school physician 6. A certified or noncertified school nurse 7. A substitute school nurse (RN) employed by the district 8. The student's parent/guardian 9. A student who is approved to self-administer in certain life-threatening conditions as pursuant N.J.S.A. 18A: 40-12.3 and 12.4 10. School employees who have been trained and designated by the certified school nurse to administer epinephrine in an emergency pursuant to N.J.S.A. 18A: 40-12.5 and 12.6 The Board of Education may not be held responsible beyond the administration of first aid. Its liability ends when its personnel puts a sick or injured pupil in the care of the parents/guardians or constituted medical authorities. In the handling of ill and injured pupils, the Board of Education is not authorized to provide medical or dental care beyond first aid. 98 CELLULAR TELEPHONES The staff is prohibited from the use of personal cell phones or other ”Electronic Portable Communication Devices” while they are performing their assigned duties to the extent their use interferes with a person’s job related responsibilities, except in an emergency situation where the safety of staff or students is involved. For teachers, this includes class time and duty periods. Personal cell phones may be used during planning/free periods, lunch periods, and before and after the regular workday. During meeting time, personal cell phones should be turned off and not used. The Superintendent will monitor the use of district-issued cell phones. Use of cellular/wireless devices in motor vehicle No staff member, in the performance of duties associated with their responsibilities as a member of the Phillipsburg School District, may use a cell phone while operating a motor vehicle pursuant to the New Jersey Statute banning hand-held cell phones while driving, except when the telephone is a hands-free wireless telephone. If any employee is contacted on a cell phone or communication device issued by the school district, and is operating a motor vehicle, the individual should park in a safe area off of the roadway before responding. The use of a cell phone while driving a school bus is prohibited. The law permits school bus drivers to use cell phones when the bus is parked in a safe area off the roadway or in emergency situations. The only exceptions to this policy are as follows: a. The operator of a vehicle has a reason to fear for his/her life or safety, or believes a criminal act may be committed against himself/herself or another person. b. The operator is using the phone to report to appropriate authorities a fire, traffic accident, serious road hazard, medical emergency, hazardous materials emergency or to report the operator of another vehicle who is driving reckless, careless or otherwise unsafe manner, or who may appear to be under influence of drugs or alcohol. The district will not be responsible for payment of, or reimbursement for, any fine incurred by an employee who is found in violation of this statue. Legal References: P.L. 202, c. 120 (A-445) P.L. 103-382, Improving America’s Schools Act of 1997 New Jersey Statue C.39:4-97.3 N.J.S.A. 2C:33-19 Paging devices, possession by students N.J.S.A. 2C:39-1 Definitions N.J.S.A. 2C:39-6 Exemptions N.J.S.A. 18A:6-1 Corporal punishment of students N.J.S.A. 18A:36-19.2Student locker or other storage facility; inspections; notice to students N.J.S.A. 18A:37-1 Submission of students to authority N.J.S.A.18A:37-2 Causes for suspension or expulsion N.J.S.A. 6:29-10.1 et seq. Safe & drug-free schools N.J.S.A. 6A:14-2.8 Discipline/suspension/expulsion 99 DISCIPLINE PROCEDURE AND SUPERVISION To facilitate handling the number of students who periodically need discipline, the following procedure has been adopted. General - Teachers should not consider themselves policemen, yet they have a responsibility of correcting misbehavior as it occurs, and of taking the necessary steps for resultant discipline. Students who have violated school policies are subject to your authority. Classroom Management of Discipline - All classroom discipline is to be handled primarily by the classroom teacher. A teacher’s ability to control a student is not exclusively based on teacher authority, but significantly on the degree of inter-personal influence that the teacher has been able to achieve. The positive effects of student-teacher rapport cannot be understated. A lot of mileage can be gained when positive relationships are developed between teacher and student. The below guidelines are strongly recommended: 1. Teachers should consider the following: a. Interpersonal influence should be utilized initially and should be sufficient in 90% of the cases. b. Conferences with counselors and/or parents for ongoing problems should attempt to redress developing discipline problems. c. Written assignments, if given, should be for disciplinary infractions (late to class, misconduct, etc.) Unfinished homework should be dealt with academically by graded assignments or incompletes but not with writing assignments or conduct reports. d. Teacher-initiated OP detentions. 2. Teachers should avoid the following: a. Physical “handling” of students in disciplinary encounters. Identify students by I.D. cards and utilize Genesis Conduct Tab. Students should only be restrained or touched in self-defense or when necessary to protect others or the student from himself. b. Caustic, hypercritical, derogatory remarks and harangues given in front of other students; i.e., “you’re stupid, lazy, a bum, etc.” c. Verbal remarks that demean, belittle or affront student’s self-esteem; i.e., “you’ll never amount to anything.” d. Reading out test scores or marking period final grades in front of the class. (Achievement is a private and confidential matter.) Confidentiality is essential. Teachers must recall the importance of safeguarding a student’s privacy. Their learning problems, behavioral actions and others should not be discussed socially, but only if the communication will benefit another teacher in dealing with that student or if such discussion will ultimately help the student in the long run. The rule of thumb should be, “Is this the way I’d want my own child to be treated?” 3. 100 Specific classroom response includes: a. After the initial warning for misconduct, it is then desirable to follow-up subsequent, continued misconduct during the same period, with some type of b. 4. visible, objective reprimand, such as a writing assignment, movement to another area of the room, or an additional academic assignment. If a student continues to persist after the above is followed, or if the misbehavior is so severely disruptive that you cannot continue the class, order the student to report to the grade level administrator and follow-up such action with: 1) use of the intercom to advise the office staff that this particular student is being removed from class for misconduct with a pass to report to the office. 2) a written Conduct Incident in Genesis sent to the grade level administrator's office as soon as possible at the end of the period. If a student is removed from class: a. Do not isolate yourself in another classroom with that disruptive student. b. Do not leave your classroom unattended, particularly to attend to such a student. c. Do not permit such a student to be left unattended in a classroom or similarly isolated area. The above noted procedures are recommended to assure similar treatment of all students by all teachers, to prevent the disruption of instruction by unruly students, and to safeguard teachers from extraordinary harangues and exposure to severely non-compliant students. Students who routinely exhibit ongoing misbehavior or who exhibit atypical or extraordinary misconduct should be systematically dealt with by: teacher/student conference after class, extra assignment related to the lesson, School Counselors' Office intervention, telephone the parents, teacher/student conference after school hours or the next school day. School Management of Discipline -As noted previously, students who have violated school policies are subject to your authority. It is recommended that you note the name of the student and forward it with notation of time, period and date to the student office. The behavior will be noted and processed and notices will be forwarded to the teacher. Disciplinary Process - The following procedures have been established as the graduated process for enforcing discipline at Phillipsburg High School. It has been set up for consistency in enforcement and visibility for staff members. There may be deviations from the procedure, but this would be the exception. Those students who live beyond a one mile radius of the school are required by law to be transported home if mandatorily detained after school hours. In most instances, parents have been cooperative and provide this transportation. Teachers should note the New Jersey State Law prohibits detaining students after the regular school hours unless the parent agrees to provide transportation. DO NOT REQUIRE YOUR STUDENTS TO REMAIN AFTER SCHOOL UNLESS YOU HAVE MADE SUCH PARENT CONTACT. A. B. 101 Classroom Misconduct 1. Teachers are to use the Genesis Conduct Tab showing repeated actions and their attempts to cope with the behavior. 2. Class referral properly filed will result in detention and a conference with the appropriate administrator and the teacher if necessary. Study Hall, Halls, Lavatories and Cafeterias C. 1. Teachers are to use the Genesis Conduct Tab unless there is a severe incidence of insubordination or misconduct. A conduct report must be filed by the teacher and must be filled out completely before it will be acted upon. If the misconduct is severe, you should see the appropriate administrator as soon as possible to provide all necessary information. 2. Specific acts of student misconduct are fully documented in the Student Handbook. Teachers are expected to read it and comply with the guidelines as pertain to teachers. Serious Misconduct Requiring Immediate Action If a student at any time becomes grossly offensive and/or presents a threat to the safety of teachers or students, he/she is to be sent with a pass to the appropriate grade level administrator immediately. Use the intercom to notify office staff. A student should never be physically touched in removing him from the room unless he or she is an immediate threat to another person or themselves. Then a teacher may use only that force necessary to dispel the aggression. Should a student refuse to leave the room, notify the administrator via intercom immediately. Consider it undesirable disciplinary procedure to take a student to a private area for a verbal reprimand. With continued misbehavior, a phone call to the parents or parent conference or School Counselor's conference might be more desirable in determining the cause for such behavior. D. Hall Passes No students are permitted in the halls during class time without the designated hall pass. Conference slips are acceptable hall passes. Written notes by teachers are unacceptable as they are too easily duplicated. Please be conscientious of your responsibilities to keep our students in the areas to which they have been assigned. E. After School Detention Detention is held on Monday, Tuesday, Wednesday, and Thursday only in the in-school suspension room. Detention is not held on Friday. The in-school supervisor will monitor all aspects of after-school detention. Students arriving after 2:19 p.m. are late and are not permitted to enter. All students should bring study work with them and will not be permitted to go to their locker to retrieve work. If there is a question at any time during detention, students must raise their hand. Any bathroom and/or water fountain privileges are at the discretion of the in-school supervisor. Students must complete the writing assignment first and then should begin study work until detention is released at 2:56 p.m. Talking, note writing, sleeping, putting feet up on chairs, etc is not permitted. F. Conference Pass Process Teachers may arrange for students to make up work, to audit class or to work in a class area by utilizing a Student Pass Form. It is important that the following procedure be followed. Further, it must be explicitly understood that when a teacher arranges for such a conference, the supervision responsibility for that student becomes that of the conference teacher. Students are not permitted to leave study hall without a legitimate reason. 1. 102 The teacher is to fill out the pass for the student in ink. 2. The teacher should arrange the conference only during the student’s study period and only when the teacher will be present in the conference area. 3. The student is to be instructed by the conference teacher to: a. Present the pass to the study hall teacher to sign at the beginning of the study period. b. The study hall teacher is to sign the pass as the PERIOD TEACHER. c. The student is then to “SIGN-OUT” of study hall for purposes of attendance recording. d. The conference pass will serve as a hall pass and is to be given to the conference teacher for admittance to the room. In order to ensure the authenticity of conference passes, colored passes will be used throughout the year. The specific color being used during a given time period will be communicated to the staff via the bulletin. Teachers who engage students in conferences without following these procedures are responsible for the inappropriate supervision which they have initiated. G. Classroom Computer Procedures The following guidelines should be implemented in the classrooms with computers: 1. Assign students permanent seating positions when using a computing lab. In the case of vandalism or other troubles, this will help us determine who the individual(s) involved are. 2. Do not have the students turn off the machines at the end of each period. Turn the computers on each morning and then off at the end of the day. Each computing lab should have these two functions assigned to the first period teacher (turn the computers on) and the last teacher in the room at the end of the day (turn the computers off.) 3. The following actions by students are inappropriate: disconnecting any of the peripherals/power supplies/networking cables; changing the monitor/computer control settings; getting behind the computing interface ;damaging any of the computing equipment and/or furniture (this includes graffiti); opening any piece of computing equipment; using disks without permission from the technology coordinator; violating the district’s internet “Acceptable Use Policy.” All such student actions should be stopped at once and reported to the administration as a discipline referral. 4. If you sign up to bring a class(es) to the library to use the computing facilities, you are to escort your class and assist with the use of the technology. If you have a substitute in for you on the day(s) you are scheduled to go to the library, assign other work instead. 103 5. If you have a substitute in for you on the day(s) you are scheduled to be in a computing lab, assign other work instead. Do not make the substitute responsible for operating the equipment. Also instruct the substitute to have all the equipment turned off so as not to tempt the students to use the equipment. Department directors are responsible to assist in your absence. This situation places the substitute in an unfair position and is costly in terms of computing repairs and instructional downtime. 6. Teachers may use disks with the school’s computers but should check the disk(s) for viruses each time you place it in a different machine. 104 EMERGENCY CLOSING OF SCHOOL SCHOOL CLOSING DUE TO WEATHER CONDITIONS If a decision can be reached to close school in the evening, staff members already alerted to conditions are asked to listen to WEST-AM/WLEV-FM, WHXT-FM/99.9, WAEB 790-AM or B104 FM, WFMZ-FM, Channel 69, WZZO/95.1. If it becomes necessary to wait until morning to close school, the radio station will be notified by 6:00 a.m. The school office will be open when possible with administrators, secretaries and custodians available. Teachers will be notified through the Automated Alert System by a recorded message with further directions. Schedule below: Snow day call assignments Superintendent calls: Principal Principal calls: Assistant Principals, Athletic Directors, Head Custodian, Principal’s Secretary Principal’s secretary calls - all secretarial personnel and aides Head Custodian - All custodial staff EVACUATION PLANS Certain areas of the building require special concern for building evacuation. Please note the following and notify your students of the procedure. Room 149 & Exit 14 Study hall is to use the outside exit. Students are to proceed along the walkway past the gym and to Liner Blvd. The study hall teacher is to lead the class the entire length of the sidewalk to the softball field. Shops/Greenhouse Area Use Exit 17, by the AG. shop and go onto the brick walk, past the greenhouse and to the full extent of the arboretum in order to accommodate all classes. Industrial technology teachers are to assure this compliance. Agricultural science teachers are to monitor access at the crossing point. M-1, M-2, and South Driveway Use Exits in those rooms and have students go to the brick walkway in the arboretum and walk toward the footbridge. The noted teachers are to monitor access at the crossing point: Music teachers or the teacher utilizing M-1 & M-2 during the period of evacuation. Auditorium and South Driveway Front Use the exits in that room at the rear of the room. One teacher is to lead the group and proceed down the steps, past the driveway to the area beneath the footbridge and remain with the group in that area. An assigned guidance counselor is to maintain a station at the south driveway and Hillcrest Blvd. to keep students moving and to open the driveway as necessary if emergency vehicles need to exit. 105 Main Exit and Hillcrest Blvd. Two guidance counselors are to maintain a station at the front walk and Hillcrest Blvd. to direct students coming out of the main entrance to follow the walkway up to the large gym sidewalk. Nurses Troubleshoot and assist concerns with handicapped. Gym Teachers All physical education department members are to assist in fire drills to assure that students move to the full lengths of the areas designated. Students coming from the rear of the building are to proceed to the outfield area of the softball field. A physical education teacher should monitor this line in cooperation with classroom teachers. A second physical education teacher should remain at the top of the sidewalk at the fire hydrant to separate the students coming from the front of the building from those coming from the rear. Trailers 01 & 02 Students in the trailers designated 01 and 02 exit the trailers and follow the walking path behind the large gymnasium toward the softball field (sidewalk). Trailers 03, 04, 05, 06 Students in the trailers designated 03, 04 and 05 and 06 exit the trailers and follow the walking path behind the large gymnasium toward the softball field (sidewalk). Trailers 07, 08, 09, 10, 11, 12, 13, 14 Exit trailer and follow the walking path toward Belvidere Rd. Trailers 15, 16, 17, 18, 19, 20, 21 Exit trailers and proceed to the brick path (walkway) in the Arboretum. Trailers 22, 23, 24, 25 Exit trailers and proceed to Barrymore St. and follow the sidewalk toward Lincoln St. Trailers 26, 27, 28, 29, 30, 31 sidewalk toward Lincoln St. Exit trailers and proceed to Ferguson St. and follow the Administrative assistance will be provided in the following areas: Assistant Principal Main Building-inspection Assistant Principal Front of building/footbridge area 106 ALTERNATE EVACUATION ROUTES There may come a time when an exit will be blocked on either the first or second floor because of emergency reasons. Lines of students traveling in the direction to that exit will continue in that direction to the next nearest exit available. Do not turn around. As a further explanation, lines will pass each other at the closed exit and go on to the next exit. Following are examples: A. SECOND FLOOR 1. If Exit 2 cannot be used, students from Rooms 247, 248, 249, 250, 201 will continue in the direction they are going and use Exit 4. 2. If Exit 4 cannot be used, students from Rooms 211, 212, 213, 215 will proceed in the direction they are going and use Exit 12. 3. If Exit 12 is closed, students from Rooms 222, 227, 229 will proceed in the direction they are going and use Exit 14. 4. If Exit 14 is closed, students from Rooms 238, Library, 240, 241, 243 will proceed in the opposite direction and use Exit 17. B. FIRST FLOOR 1. If Exit 3 is blocked, students from Rooms 104, 103, 102, 101 will proceed in the direction they are going and use Exit 4. 2. Students from Rooms 124, 127, 129 will proceed in the direction they are going and use Exit 4. 3. If Exit 4 is blocked, students in Rooms 145, 140, 142 will use Exit 17. 4. If Exit 17 is closed, students in Room 146, 148, 149A, 149B, 149C, 149D, 152,159A, 159B, 159C, 159D, 161 will proceed to Exit 2. RULE OF THUMB - If the exit is closed - move to the next door in the way you are presently moving. In the event that temporary emergency housing is needed for students attending Phillipsburg High School: Students are to meet first in the designated area on campus and then proceed to the locations approved for occupancy. Stadium: Grade 9 Grade 10 Grade 11 Grade 12 107 Section A Section B Section E Section H Alliance Church Grace Lutheran Church Pilgrim Presbyterian Church Central Fire House (Firth & Marshall St.) AIR RAID DRILL NATIONAL ALERT SIGNALS The National and State signals are as follows: TAKE COVER SIGNAL - Fluctuating 3 minute blast A REAL ALERT SIGNAL - 3 minute blast (steady) THE ALL CLEAR SIGNAL - 5 minute blast (steady) Emphasize to your students that they should not be alarmed or excited and that these drills are made in preparation for something indefinite but which may happen. All teachers are to stress the seriousness of these raids and are to see that proper order is maintained. There shall be positively no talking in the halls and the homeroom teachers are to enforce this. The Warning Bell Ring shall be one long ring and two short rings and the All Clear Signal shall be five short rings of the classroom bell. On signal, teachers will accompany their pupils to the designated position in halls and remain in such position until drill is completed. Students are to stand by their lockers. In the event of air raid drills, outside classes will be notified by the siren. There will be one long and two short blasts of the siren. Bring classes in as soon as possible and have them report to their stations. Cafeteria employees will report to stations in hall immediately outside the cafeteria. SPECIAL INSTRUCTIONS FOR A REAL ALERT 1. An alarm will be sounded as indicated above. 2. Students will immediately report to their homerooms 1. Hall supervisors will receive special instructions which they will relay to the faculty and students. In an impending air raid, the following procedures would be taken: We will follow our evacuation plan-lock down and wait for instructions. ** In the event the intercom does not work, the administrators will communicate with hall supervisors/staff and students with a portable PA. A WORD OF WARNING - If there is not sufficient time between the Alert Signal and the Take Cover Signal, everyone will remain in the lock down mode. Be on notice that under no conditions will students leave their assigned stations without direct orders from the Grade Level Administrator. BOMB THREAT 108 1. When a call has been received in the office to the effect that a bomb has been placed in our school, whether we consider it a hoax or a fact, all students must follow the evacuation plan (this may be a lock down or an immediate dismissal following the fire drill procedure) this will be communicated to the entire school until the Phillipsburg police, security, and perhaps the county prosecutors office have searched the premises and have indicated to us that the school is safe and can be occupied again. 2. In order to cause the least amount of confusion, we will leave the building following the same procedures that we do when we have a fire drill. However, if circumstances dictate otherwise, (i.e., Intruder, 0 Tolerance violation, extremely cold weather, ice, etc.) we will lock down and then exit according to our evacuation plan procedure procedures. 3. All staff members who do not have a class at the time of the bomb threat are to report to the office to assist if possible or remain in a safe space. **Refer to the latest revision of the Evacuation Plans for assignments rev-8/9/04 approved by R. Hay-Energy Management Director, Phillipsburg, N.J. EMERGENCY EVACUATION PROCEDURES PHILLIPSBURG HIGH SCHOOL (Upon completion of the District Crisis Management Plan, these pages may change) If for some reason it is necessary to evacuate the building, the following procedure will be used: (see attached diagram) Fire/Drill 2014-15 A. SECOND FLOOR 1. Students in the hallways in the front of the building, face in the direction of the small gym and exit from the northeast stairway (Exit 4), proceed down the walk in front of the small gym and up the sidewalk towards the baseball field. 2. Students in the hallways in the vicinity of the faculty room, face in the direction of the front of the building and exit from the southeast stairway (Exit 2), proceed down steps in front of the auditorium and continue down the hill to the overpass bridge on the highway. Area of 229, 227, 225, 222, 220, 219 use Exit 12. Go out doors at bottom of stairwell, proceed up walkway to Liner Blvd. 3. Students in the hallways in the rear of the building, face in the direction of the large gym and exit from the northwest stairway (Exit 14), proceed along the rear walk by the girl’s locker room and follow this walk to Liner Blvd. Continue on the sidewalk on the athletic field side. (Between Ferguson and Barrymore Sts.) B. FIRST FLOOR 109 1. Students in the hallways in the front of the building, face the exit in the middle of the building and use middle (Exit 3). Proceed down the front sidewalk and turn right and continue down the walk to the overpass bridge on the highway. 2. Students in the hallways in the vicinity of Room 104 and the CAD Lab (Room 167), face the front of the building and use middle (Exit 3). 3. Students in the hallways near the large gym, face the rear of the building and follow the walk to the baseball grandstand. 4. Students in the hallways in the rear of the building, face the CAD Lab (Room 167) and use (Exit 17) near the AG. Shop, proceed to the walk in the arboretum, turn right and walk toward Belvidere Rd. 5. Students in the trailers designated 01 and 02 exit the trailers and follow the walking path behind the large gymnasium to Liner Blvd. Stay on the sidewalk alongside the athletic fields (baseball, tennis, softball). 6. Students in the trailers designated 03, 04 and 05 and 06 exit the trailers and proceed toward the large gym into the arboretum, turn right and walk toward Belvidere Rd. using the brick walkway. Students in Trailers 07, 08, 09, 10, 11, 12, 13, 14 exit the trailer and proceed on the brick path toward Belvidere Rd. Students in Trailers 15-21 exit the trailer and proceed to the brick path in the arboretum. Students in Trailers 22-25 (Liner Blvd.) exit the trailers and proceed to Barrymore St. Follow sidewalks toward Lincoln St. Students in Trailers 26-31 (Liner Blvd.) exit the trailers and proceed to Ferguson St. Follow sidewalks toward Lincoln St. FIRST FLOOR 1. North Hall - move to NW stairwell And Exit 14. 2. West Hall - move south to Exit 17 And down steps to west campus. 3. South Hall - move east to auditorium and then north to middle door, Exit 3, proceed to curb and to the north walk. 4. East Hall - proceed to middle Exit 3, and as in #3 above. 5. Large group areas: C149 - Exit 15 directly onto campus and north to boys gym. C111 - directly out front of auditorium and south to footbridge. C133 - directly out front of small gym and north along Liner Blvd. 110 SECOND FLOOR 1. North Hall - move to Exit 12 near Room 221 and exit to north campus. 2. West Hall - move north to Exit 14 and exit onto north campus. 3. South Hall - move east to Exit 2 and south by auditorium front and to footbridge. 4. East Hall - move north to Exit 4 and out by small gym entrance to Door, curb and north to Line Blvd. 5. Shop and Music areas: Wood, Agriculture, and Auto Shops: move to hallway and use Exit 17 to driveway and to brick walk west to Fairview Ave. Music Rooms: - exit doors in respective rooms, Exit 24 and 25 and go to brick walk south campus. During building evacuations, all teachers must accompany students and must leave the building for purposes of supervision. 111 GRADING SYSTEM 1. Marking Periods Marking Period 1st 2nd 3rd 4th 2. Start End 8/25 10/30 1/21 4/8 10/29 1/20 4/1 6/9 Achievement Grades Students' achievement in respective courses is measured according to the following coding. All teacher evaluations of students that are entered into grade books, must conform to this system. A B C D F F P ME WF I N 3. Grade Reporting - 5 Credit Courses a. 5. 112 Student achievement in 5 credit courses is to be reported by four grading periods, each carrying a weight of 25%. For a student to successfully complete a 5 credit course, he/she must attain a minimum grade of 60. Grade Reporting - 2.5 Credit Courses a. 6. Numerical Span 90-100 80-89 70-79 60-69 Below 60 Fail (pass/fail courses only) Pass (pass/fail courses only) Medical Excuse, Phys. Ed. Withdraw Failing Incomplete Grade No Credit (Absences) Student achievement in 2.5 credit (semester) courses is to be reported by two grading periods, each carrying a weight of 50%. Health and Physical Education a. Consistent with New Jersey State law, all students must successfully pass Health and Physical Education for each year they attend high school. b. Course failure or an incomplete in any activity or in Health precludes the awarding of credit in the course in that level and the course will need to be repeated. 7. 8. c. Students who have a verified full year’s medical excuse, excluding them from physical activity, must, however, take Health for the respective year in school. For students having such medical exclusions verified, the final grade awarded will be “ME”, with one credit awarded upon the successful completion of Health. d. For Physical Education, the marking period grade is based on participation (50%), skill proficiency (25%), and written test (25%). Students absent more than 60% will receive a failure for the participation level. Also, students overtly refusing to participate, or who act in an uncooperative manner to jeopardize the safety of others in the program, will receive a demerit for each offense. Each demerit accounts for 15 points of the 100 point total allotted for participation. Verified non-cumulative absences modify the 60% participation figure. Policy Pertaining to Incomplete Grade a. If a student is absent, they have five OP days to make up missed work. If the work is not made up, the grade will become a zero. b. If a student is absent at the end of a marking period the same five OP days apply. These are the ONLY students who will receive an “I” on their verification sheet. At the end of the five OP days, a final verification sheet will be given to those teachers who had issued an “I”. At that point they (the teacher) MUST change the “I” to a numerical grade. c. If a student is present, but does not hand in work completed to the satisfaction of the teacher, it is up to the teacher to have a written policy, which addresses unfinished work. All unacceptable work must be assigned a numerical grade before the last day of the marking period. e. Extenuating circumstances (EC), due to an IEP, a 504 plan or a health issue, may be granted. This (EC) must be approved by the supervisor of guidance. f. In Physical Education, a ME is given as a grade for a student, who has a documented medical excuse and cannot participate in Physical Education. They are not required to make up the work. A final grade of ME can be given for the year. In this case, 1 (one) credit will be given if the student passes Health. Grading Systems Levels All courses offered have been classified into three levels according to degree of difficulty and the amount of work required in that course. COURSE LEVEL DESCRIPTIONS Students taking Level "2" (AP/Honors) level courses will confront a broader scope, a more indepth investigation of topics, and a more intensive workload than those taking Level "1" or Level "0" courses. Students taking AP/Honors level courses will have assigned summer work as part of the course requirements. 113 The Level "2" and Level "1" courses will prepare students for a post high school education. Level "0" courses are designed for students who may wish to enter directly into a career path or study in a post-secondary certification program. COURSE LEVEL PREREQUISITES Please refer to pgs. 4-5 of the Course of Study booklet. For a list of the levels of specific courses as well as the conversion table for cumulative averaging, refer to the "2014-2015 Course of Study Booklet." 9. The Board of Education has approved participation in Warren County Dual Enrollment Program. Students enrolled in the following Advanced Placement Courses will earn college credit as indicated, which can be transferred to the college or university they choose to attend. High School Courses (credits) 10. College Courses College Credits AP Calculus AB or BC (5 crs) MAT 201 AP History (5 crs) HIS 113-114 AP Statistics (5crs) MAT 151 AP Chemistry (10 crs) CHE 164-165 AP Biology (10 crs) BIO 162-163 AP Comp. Science (5crs) CSC 121 AP English Lit. (5 crs) ENG 140-141 AP Envir. Science (5 crs) BIO 165 Course Grade Averaging 4 credits 3 credits 3 credits 4 credits 3 credits 3 credits 4 credits Students marking period average (25% each) will be averaged for the course grade. A numerical average of at least 60 in order to receive credit in that course. 11. 114 Averaging, Rank, and Honors Designation Policy -- 2002 a. Individual student averages will be calculated for each school year based on weighted grades as outlined in the Course of Study book on pages 4-5. b. Student averages are to be calculated by multiplying credits attempted times the quality points earned for each course elected. The total quality points for the year, divided by the credits attempted for that year, will give the yearly average. The total accumulated quality points, divided by the total accumulated credits, will give the student's accumulated average. All averages will be rounded to the fourth decimal point. c. Class rank will be calculated at the end of each year of high school and again at the end of the third marking period of the senior year. Class rank will be determined by placing the cumulative averages from highest to lowest. 12. 13. d. The student(s) with the highest academic average will be declared the valedictorian(s) for the class. The second highest academically averaged student(s) will be declared the salutatorian(s) for the class. In the event of a tie for the highest cumulative average at the end of the year, the student that has elected the most credits in the highest level courses will be declared the valedictorian. To be declared valedictorian or salutatorian, the student must have completed the required number of credits for graduation in mainstreamed courses and be in residence for the entire year. e. Students will be eligible for the quarterly honor roll if they earn no grade lower than and 80% in each subject course of one complete marking period. Students will be eligible for the quarterly high honor roll if they earn no grade lower than a 90% in each subject during the course of one complete marking period. f. A ranking average of 4.5 will be used to establish a candidate list for the National Honor Society. g. A ranking average between 4.5-4.9999 will be given honor graduate recognition. A ranking average of 5.0 and above will be used to establish a candidate list for high honor graduate recognition Procedures for Students Going Off Roll a. The parent must sign the withdrawal form. b. The school counselor will: Verify the student’s age from the permanent record. 2. Record the reason for leaving and the date on the permanent record. 3. Fill out a schedule on the withdrawal form. 4. Conduct an exit conference and provide the student with information on School Based Youth Services Program, and other educational opportunities. c. The student takes the withdrawal form to the subject teachers, study hall teachers, librarian and finally to the appropriate grade level administrator. (Teachers are not to initial the sheet until borrowed materials have been returned and outstanding obligations have been fulfilled). d. The School Counselors' Office also gives a copy of the withdrawal form to the attendance secretary who notes the off roll in the register and advertises this status on the daily attendance sheet. Procedure for Student Who Does Not Come into School or Refuses to Adhere to Previously Described a. 115 1. The appropriate Grade Level Assistant Principal will notify student’s counselor to remove student. 14. b. After verifying the student’s age, a letter is sent to the student’s parents notifying them of the school’s intention to terminate the student. c. The School Counselors’ Office will complete the withdrawal record form. Documentation Documentation is critical and must be maintained accurately by the teacher according to the following criteria: 15. 16. a. A sufficient number of grades, as determined by the department director as being appropriate, must be recorded for each grading period so as to provide a fair, reasonable and accurately weighted average of each student’s effort and achievement. Each grade should be differentiated at the bottom of the sheet with regard to percent of the weighting and the type evaluation it represents (i.e.: test, quiz, homework, etc.) b. Teachers have the option to determine subjectively the quality of student work. The grades recorded in the teacher’s grade book, however, must conform to the high school’s grading policy and must be entered consistent with the numerical span. These numerical or percentage grades will subsequently be converted to final term letter grade consistent with average conversion table. c. Teachers are to document the following information: student name, homeroom, school counselor, and textbook number. Each page of the gradebook should indicate the class period, the marking period, and course title. Final grades should indicate the marking period grades, the final exam grade, and the final average awarded. d. A student’s absence is to be recorded in a manner that the month, day and nature of the absence (excused or unexcused) is readily discernable for others. Permanent Record Books a. The permanent record books are legal documents attesting a student’s academic record and contains all of a student’s final grades in courses. b. Homeroom teachers are required to up-date the permanent record book for the co-curricular activities of each student assigned to their homeroom. This requirement should be completed by the end of May of each academic year. c. Permanent record books are stored in the fireproof vault in the Office and may not be taken out of that office or left outside the vault at night except for counselor use or with administrative approval. Graduation Requirements District boards of education shall develop, adopt, and implement requirements for a Stateendorsed diploma which include the following: 116 a. Local high school graduation requirements include: Participation in a local program of study of not fewer than 125 credits in courses designed to meet all of the Core Curriculum Content Standards, including, but not limited to, the following credits: 1. Twenty credits aligned to grade 9 to 12 standards, including English 1, 2, 3, 4; 2. Fifteen credits including Algebra 1 content (effective with the 2008-2009 9th grade class), Geometry content (effective with the 2010-2011 9th grade class), and a third year of math that builds upon Algebra 1 and Geometry and prepares students for college and 21st century careers (effective with the 2012-2013 9th grade class); 3. Fifteen credits including laboratory Biology (effective with the 2008-2009 9th grade class), Chemistry, Environmental Science or Physics (effective with the 2010-2011 9th grade class); and an additional lab/inquiry-based science (effective with the 2012-2013 9th grade class); 4. Fifteen credits including histories and integrated civics, economics, geography, and global content; in addition, 2.5 credits in financial, economic, business and entrepreneurial literacy (effective with the 20102011 9th grade class) 5. At least 5 credits for each year of enrollment for health and physical education 6. At least 5 credits in visual and performing arts and 5 credits in career/technical education. 7. At least 5 credits in world languages 8. b. Local student attendance requirements; c. Any other requirements established by the district board of education; d. Any statutorily mandated requirements for earning a high school diploma; and e. The Class of 2015 must demonstrate proficiency in all sections of the HSPA or ASHA process applicable to the class graduating in the year they meet all other graduation requirements. 1. 117 2.5 credits in Economics The applicable sections of the HSPA or ASHA process shall follow the schedule provided by the Department pursuant to N.J.A.C. 6A:8-4.1(a) for the implementation of New Jersey's Core Curriculum Content Standards. 2. f. Students who enter an adult high school and make continuous progress toward completion are held accountable for the Statewide assessment in effect at the time they meet all other graduation requirements. Until superseded by the requirement under "V - 5" above, the requirement that students (unless explicitly exempted by an IEP) perform at or above the proficient level in all sections of the High School Proficiency Assessment (HSPA) or SRA process applicable to their class as per the schedule provided by the Department for the implementation of New Jersey's Core Curriculum Content Standards. HONOR CODE POLICY - 11/2/93 All students are encouraged to follow the Code of Honor in order to gain the most from their courses and program of study. Infractions of that Code will not be tolerated at Phillipsburg High School. The importance of students doing their own work and of being honest cannot be stressed enough. 1. 2. 3. Plagiarism: Copying another’s work and submitting it as his/her own is plagiarism. Plagiarism may occur by copying another’s work “word for word” or by using another’s ideas as if they were your own. a. A student who presents a paper that has been extensively copied from another source will receive a failing grade for the assignment and be required to redo a new assignment selected by the teacher and submitted prior to the end of year make-up deadline, in order to avoid receiving an incomplete for the course. b. Casual or incidental plagiarism may be unintentional and will be a matter for teacher discretion based on student knowledge of proper footnoting. Such offenses, however, may result in losing academic points for the assignment. Cheating on Tests: Students who falsify information or receive work that is not their own, or who offer their work for others to present as if it were the other’s work are cheating. a. Those who offer their work for others to present as their own may be referred to the administrator for disciplinary action. b. Those cheating on tests (using crib sheets or copying from others) will receive a “0” for the assignment. That “0” will be averaged into the final term grade. Dishonesty: Students' actions that are known to be wrong or that violate the explicit rules of a class are infractions of the honor code and this may result in teacher disciplinary action or may be referred to the grade level administrator for disciplinary action. Such behavior includes stealing, misrepresenting facts, and other deliberate actions of misconduct. Staff members who have reason to suspect a student has violated this code should immediately address it with the student’s school counselor. The counselor shall then convene a meeting with all concerned parties to review the incident and the impact on the student’s academic standing in the course. 118 INDEPENDENT STUDY Independent study is meant to be an academically enriching experience. It is not meant to replace an existing course in the Course of Study. An independent study will receive a Pass/Fail grade, which will be recorded on the transcript, but will not be calculated into the GPA. Independent study credit is available to any student that has : 1. Completed 60 credits toward graduation 2. Achieved a grade of “C” or better in all available courses in the subject requested 3. Completed an Independent Study application signed and approved by the student, parent, independent study teacher, department director, and counselor. OPPORTUNITY PERIOD At the end of the school day on Monday, Wednesday, and Thursday of each week, students will be able to participate in a variety of activities from 2:19 p.m. to 2:56 p.m. On Tuesday and Friday, all students will be dismissed at 2:19 p.m. to accommodate professional staff development activities. The purpose of the Opportunity Period is to expand the educational and extra-curricular activities previously offered to students. During the designated student days, students will be able to receive academic tutoring and schedule make-up sessions with academic teachers. Students will also have the opportunity to use the facilities of the high school (computer labs, vocational shops and classrooms, library, gym and commons area) under the supervision of professional staff. The extracurricular program will also be expanded to accommodate club activities and meetings, as well as an intramural program. Late buses will be available for students who ride district sponsored bus transportation. Tuesday and Friday of each week have been designated for professional staff activities. Department supervisors will coordinate curricular staff development activities for their respective departments on these days. Faculty meetings and department meetings have been scheduled for these days. On the designated student days, Monday, Wednesday, and Thursday of each week, staff members will make themselves available in classrooms assigned by their supervisor for students who wish to involve themselves in a variety of academic activities. These remaining room assignments are in addition to any designated large group areas or extra-curricular activities taking place with faculty advisors. The following set of parameters are to be employed in an effort to effectively manage the Opportunity Period. 1. Students wishing to meet with a teacher to make-up work or receive individualized instruction must report to the teacher's room. They may move from one teacher to another during OP. All students should be encouraged to leave the building if they are not meeting with a teacher. 2. Co-curricular Activities - Student organizations conducting meetings or activities should schedule meetings using the OP Monthly Calendar on the counter in the Main Office. 119 Notice of the activity or meeting should occur on the daily bulletin one day in advance and the notice should also identify the room location. Students participating in these activities will not be required to receive a pass. 3. 120 Teacher Detention - If a staff member prefers to have a student serve detention with them, he/she should issue a teacher detention pass and instruct the student to report to a designated area. a. Students are to report to the teacher’s opportunity period room assignment for teacher detention indicated on the pass. b. Students are to remain under supervision of the respective teacher until dismissed. c. All teachers will receive packets of detention passes. Teachers should provide a detention pass to the student who is staying for detention. This pass should be given at least 24 hours before the detention is to be served. d. If a student fails to report to a teacher detention, a behavior referral should be submitted with the original offense of the student explained as well as the failure to take teacher detention. e. Work for each student will be at the discretion of the teacher. RELEASE OF STUDENTS TO GUARDIANS The attached type format should be used in emergency situations. Because we periodically become enmeshed in such complications, it is worthwhile to be familiar with such procedures to alleviate potential liability. The form requires that we: 1. 2. Briefly and, generally, state the problem at hand and your concerns. Verify the release with the guardian’s signature, witnessed in writing by two school personnel. It is always wise to involve administrative personnel, but that may not always be possible. This format is recommended and can be individually developed. (Provide a brief statement of the problem) -----------------------------------------------------------------------------------------------------------I, , assume full responsibility for the release of my son/daughter consistent with your concerns for his/her present emotional state and will provide for his/her needs accordingly. (Date) (Parent/Guardian) Witnesses to the release of the above student under the conditions noted. (Date) (Release statement must be witnessed by 2 people) 121 STUDENT TEACHERS/INTERNS The board encourages the Superintendent to cooperate with colleges and universities in the placement of student teachers/administrative interns in the district’s schools. Student teachers/administrative interns shall be placed with experienced staff members who agree to perform this service. The Superintendent shall recommend and the board approve the selection and placement of student teachers and administrative interns. Student teachers/interns shall comply with the requirements of law regarding health examinations. The supervising teacher and principal shall be responsible for the conduct of student teachers while serving in the schools of this district. The Superintendent shall be responsible for administrative interns. Student teacher/interns shall be allowed to participate in school activities where their contributions would be appropriate to the educational program of the school. The Superintendent administrator shall ensure the equitable distribution of student teachers/interns throughout the district. No remuneration will be provided to student teachers or administrative interns. Legal References: N.J.S.A. 18A:6-7.1 through –7.5 Criminal history record; employee in regular contact with pupils; grounds for disqualification from employment; exception ... N.J.S.A. 18A:11-1 General mandatory powers and duties N.J.S.A. 18A:16-2 through –5 Physical examinations; requirement ... N.J.S.A. 18A:16-6 Indemnity of officers and employees in certain criminal actions N.J.S.A. 18A:54-20 Powers of board (county vocational schools) 4122(b) N.J.A.C. 6:8-3.2 Staffing N.J.A.C. 6:11-7.3(e) Curriculum N.J.A.C. 6:11-7.4 Supervision of practicum students N.J.A.C. 6:29-2.3(a)3 Testing for tuberculosis infection Possible Cross References: *4111 Recruitment, selection and hiring *4112.4 Employee health *4121 Substitute teachers *4123 Classroom aides *6162.4 Community resources Adopted: 1978 Revised: 1/2001 In the event of a discrepancy between the printed Board Policy and the Board Policy posted on the Internet, the printed Board Policy shall take precedence. 122 STUDENT TEACHERS Members of the staff are requested to observe the following policies and procedures when assigned a student teacher. A. Orientations The student teacher is to spend the first two weeks of the normal ten week program in observation. In addition, he/she should become acquainted with the school plant, offices of the medical staff, administrative personnel and school counselors. He/she should become familiar with the availability of visual aids, lab equipment, duplicating machines, professional and student library materials and possess a copy of the course of study. B. Hours of Duty The student teacher will arrive at the school at the time designated for staff members and will remain until the regular hour of departure for all teachers. He/she will sign-in and out as our established procedure requires. C. Lesson Planning Detailed lesson plans by the student teacher will be prepared for each class assigned. They should be submitted to the cooperating teacher two days in advance for approval. D. Conferences Frequent conferences with the student teacher are extremely necessary to provide constructive criticism, meaningful suggestions and important evaluations of his progress. E. Scheduling the Student Teacher’s Activities 1. Two weeks of observation with limited classroom duties such as taking attendance, recording homework, distributing supplies, grading tests, tutoring and similar tasks. 2. Eight weeks wherein the student teacher takes responsibility for an increasing number of classes as he demonstrates to the cooperating teacher his ability to do so. 3. The student teacher is expected to participate in homeroom and club activities, assist in study hall, library or cafeteria duty and to assume the normal responsibilities of a total teaching program. 4. Liability responsibility requires that the master teacher must be in all classes at all times while the student teacher is with students. 123 PREPARATION FOR SUBSTITUTE TEACHERS The most serious of all problems that is associated with teacher absence is the loss of instructional time of students. A substitute cannot continue the lesson in quite the same manner of the regular classroom teacher, and, consequently, teacher absences can be detrimental to the regular instructional program. RATES FOR TEACHER PAY The rates for teachers performing additional duties beyond their regularly contracted services is as follows: Class Coverage (Instructional) Chaperone Duty Mileage Reimbursement A. $39.00 per period $34.00 per hour $.31 per mile The Regular Lesson Plan To minimize the impact of such teacher absences, consider the following when planning your lesson: 1. Enhance the lesson stated in the lesson planner or create a different lesson with a minimum of three distinct activities suitable for an extended block of time. 2. Define the process to be used by the substitute in conducting the lesson. 3. Clarify any terminology, concepts or ideas that are not common understanding, so that the substitute can properly convey the basic issues of the lesson. 4. Specifically state what it is you want the substitute to teach on that day. In developing this lesson, the teacher should remember the following: a. It is usually undesirable to have a substitute begin a new unit of work. b. Dialogue between students and substitutes can frequently be rigid; consequently, an entire period should not be devoted to “discuss” a given topic. Offer multiple options. c. If audio-visual materials are to be used, expressly state where to locate the materials, whether the equipment has been ordered, and what follow up is to be utilized by the substitute. For example, a follow-up study guide of a film might be implemented here. Prior to any absence the teacher has the responsibility to have ready the following materials for substitute use: 124 1. Lesson plans should be communicated to respective department directors prior to teacher absence or to the secretary. Lesson plans should be separated according to period. If there are handouts, they should be duplicated and separated according to periods. The secretary is not responsible for making copies. 2. Up-to-date seating charts are to be available for the substitute. Student names and homerooms are to be indicated. Also, provide enough copies of the lesson inclusive of any supplemental materials. 3. A student or students should be designated in each class to provide casual assistance for the substitute (supplemental texts, paper, errands, etc.) Their names should appear on the sub information sheets. 4. Teachers should develop in their students a positive-receptive attitude regarding substitutes. Substitutes are required to fill out forms for the assistant principal noting absences, activities and problems that arose. The following materials will benefit you in keeping your plans in proper order for substitutes and observations: 1. Maintain lesson planner for the current week- Mon. - Fri. (inclusive). 2. The planning should indicate a basic outline of the lesson. This should include the page or pages with a general mention being made on the subject matter which is to be covered. Tests, field trips, the starting of a new unit should all be included as plans. 3. Keep your lesson planner up to date at all times, as to be able to quickly produce a paper copy. 4. The following materials should be available in a plan book at all times for a substitute or observer: a. A copy of all seating charts. Keep them updated. b. A copy of your schedule and duties should be provided. c. List the textbooks and authors used in the teaching of each subject. d. The names of pupils receiving remedial instruction or removed from the class for specialized instruction during the school day. e. Include any other information you feel will be necessary for the substitute teacher or observer so that his/her day will be effective and valuable to the students. Teachers working with substitutes are encouraged to introduce them to other staff members in the faculty lounge and other areas to make them welcome. B. 125 The Emergency Lesson Plan There may come a time when it is inappropriate or impractical for the regular lesson plan to be followed in your absence. For example: you are starting a new unit or the material is so unique and comprehensive, a substitute should not present it. Consequently, the use of an all purpose plan for your course may be desirable. This emergency plan is to be prepared initially by dates to be published and given to your department director who will review it and forward the plans to the secretary. As these plans are used, it becomes the teacher’s responsibility to immediately replace them. The emergency plan should build upon previously taught concepts and not merely become “busy work”. However, note that whenever possible, the regular plan will be followed by the substitute teacher. Emergency lesson plans are also expected to include a minimum of three distinct activities for the period. Sample emergency lesson plans may include: 1. Previewing a video-tape or film which has follow-up questions for students to respond to or discuss with the substitute. 2. Worksheets of problems that are routinely taught on previous class days such as sentence correction, algebraic equation solving, subject centered word puzzles, etc. 3. Xeroxed articles pertinent to the subject with follow-up questions for students to discuss or write out. 4. Extemporaneous assignments such as: a. Assignment reflecting respective course skills. b. Composition demonstrating knowledge of a previously learned concept or specific writing skills. c. Develop problems or questions for your classmates that will properly test their having learned the material presented during this marking period - then have the substitute coordinate the class questioning and answering each other. There should be an appropriate follow-up by the regular teacher of emergency plans used. An emergency plan should not be given in your absence and then never again discussed. For example: discuss the film further, grade the written work on the basis of completion or quality, use the materials as part of upcoming quizzes or tests. By planning ahead carefully and properly following up this “Emergency Plan”, you will be making this alternative plan a valuable supplement to your teaching. 126 Lesson Plans for Substitutes Teacher’s Name: Date: Instructional Period: □ □ □ □ □ □ □ □ 1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period 8th Period Class: Date: Activity 1________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________ Activity 2________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________ Activity 3________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________ Additional Activities_______________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________ Additional Information ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________ 127 PREP PERIOD SUBSTITUTION AND BILLHEAD FORM On days on which you are requested by the assistant principal to cover for an absent teacher, you may get a billhead form from the secretary and then fill it out consistent with the format noted below. This form is to be returned to the secretary for processing. On occasion, for emergency reasons, a teacher may request to leave the building during the prep or assigned period. To accommodate this type request, "time out" will be exchanged for a period of a substitution on some subsequent day. However, this type of arrangement can be for unavoidable circumstances only, which are deemed to be an emergency. The contracted days should be used for all other such needed absences either as whole or half days. By law the following Certification and Declaration Must be signed and returned before payment processing can begin. CLAIMANT'S CERTIFICATION AND DECLARATION I do solemnly declare and certify under the penalties of the law that the within bill is correct in all its particulars. Date: / / Signature: Official Position: LIST DATES, HOURS, DUTIES PERFORMED AND RATE OF PAY: ACCOUNT # BLDG. PRINCIPALS OR SUPERVISORS SIGNATURE BOARD USE ONLY: POSITION CODE: HRS. RATE: TOTAL: Phillipsburg School District : Board of Education : Board Policy : Series 4000 : 4122 128 TEACHER ABSENCES If you are going to be absent because of illness, it is your responsibility to utilize the Source 4 Teachers system. It should be noted whether the regular or emergency plan is to be used. If plans are to be called in, this procedure should be done by contacting your Department Director or a colleague. Also, if for any reason you will be late (sign-in after 7:25 a.m.) it is required that you report this to the secretary at 908-454-6551. She must be notified so that your classes can be properly covered. Failure to comply with these procedures will be noted according to contract. If extenuating circumstances create a situation which results in a memo being placed in your folder, it is your responsibility to see your department supervisor and relate those circumstances. Appropriate comments will be noted on the memo which will be filed in your file. To reach the high school, please call 908-454-6551. PROCEDURE FOR REQUESTING PERSONAL LEAVE In order to conform to the Superintendent’s procedure for requesting personal leave (which includes sick days) the following procedures will be in effect. 1. The day you return from a short or extended illness, you will receive a form in your mailbox (Request for Personal Leave). After inserting your name and the appropriate dates, check the “line item” #1 that notes personal illness. Certify the nature of the illness on the blank provided. This form should be returned to Mrs. Jiorle sometime during the first day of your return to duty. Illnesses of more than three consecutive days require a doctor’s excuse. (P.E.A. Contract) 2. Teachers will be required to sign a “Substitute Report” form which will list every absence. You are required to sign for each absence. This form must be given to the secretary. This is the official form used to confirm your absence and to pay the substitute. Teachers having substitutes will be required to sign the form weekly; if no substitute is used, monthly. 3. The “Request for Personal Leave” forms will be mailed daily to the Assistant Superintendent for her approval. A copy of the approval will be returned to your mailbox as soon as possible. 4. If you are requesting a personal day, you should obtain the necessary form from the secretary. Unless your request is the result of an emergency situation, it must be submitted 24 hours in advance of the personal day requested. If such an unforeseen emergency arises which would require you to be absent from school, you are to notify an assistant principal of this emergency leave request. Final authorization of this request is subject to the approval of the Superintendent. When completing the Request for Personal Leave form, please note the following: a. 129 Item #2 refers to two (2) personal days included in the P.E.A. contract. Item #3 refers to emergency days. b. Personal days will not be granted adjacent to holiday except for appropriate reasons stated well in advance and approval by the superintendent. c. Item #5 refers to any school related business such as field trips, conferences, and visitations not covered under Item #2. d. The request for a personal leave for religious holiday is to be designated as a personal day #2. (PERC No. 80-4, 715/79) TEACHER SUPERVISION PROCEDURES The following is a description of the major responsibilities of teachers assigned to supervise specific sections of the building. A. Lunch Period Assignments 1. Cafeteria Supervision - Students may be excused from the cafeteria to go to the lavatories or to visit the school store. The boys will use the lavatory in the southwest corner across from 161 on the first floor and the girls will use the lavatory in the southwest corner across from 159 on the first floor. Otherwise, students are to remain in the cafeteria for the entire A, B, or C periods. Security officers and teachers will circulate during the period for effective supervision and require the tables and floor to be left in a sanitary condition. Students should not be allowed to remove food or drink from the cafeteria. Uncooperative students should be noted with the staff member completing a Student Behavior Referral and turning it in to the appropriate grade level administrator. Five minutes before the end of the period all students are to return to the cafeteria at teacher/security direction. Students should be dismissed from the cafeteria. No one should be in the halls. 2. Lunchline Supervision - Teachers should maintain an orderly entrance into the cafeteria. Running in the halls and “cutting in” line are problems that need special attention. Any problems interfering with the smooth flow of traffic should be reported to the assistant principal supervising that period. Uncooperative students should be sent to the end of the line and/or their names should be noted on a Student Behavior Referral form for subsequent disciplinary action. After the line has subsided, teachers are to assist with student supervision where needed. With the new computer system in place, any student without an ID card should be sent to the end of the lunch line so as to not create a delay. 3. School Store/Hall Assignment - The teacher assigned to this area is responsible for the students managing the school store and those who are engaged in class activities directly outside it. Students may not use the phones or enter the large gym without hall passes. Those violating this are to be written up on the Student Behavior Referral form. The stairwell by Room 142 should be checked to be certain students do not loiter there. 4. 159/149 Hall - The teacher/security assigned to this area is responsible for the lavatories and the immediate hall area. The lavatory should be checked regularly during the lunch period. Students should not be allowed to congregate in this area. Unauthorized students should not be allowed beyond this corner. Students must return to the cafeteria after using the lavatory. We recommend permitting a limited number of students in the 130 lavatory at one time (5 or 6). As one exits, another may enter. No student is to be permitted to go beyond the south corridor without a pass. There is to be no eating food in the halls and students are to report promptly to their designated area. Those considerably late are to be written up on the Student Behavior Referral form. Five minutes before the end of the period, teachers/security are to clear the halls and lavatory and return students to the cafeteria where the security officers will then assist in cafeteria supervision. B. Additional Assignments 1. A.M./P.M. Outside Assignments: - Campus assignments have been made before and after school hours to assure security for students. Personnel assigned are to report for duty from 7:25 - 7:38 a.m. and 2:21 - 2:26 p.m. Teachers on these assignments are to be on the alert for potential student problems, including harassment and fighting, as well as other concerns, such as suspicious behavior of non-students or inappropriate conduct. If the safety or well-being of students is at stake, teacher intervention is expected. Other daily observations or concerns should be reported to the assistant principal. All students will be able to enter the building at 7:25 a.m. The small gym will be available for students to wait on days of inclement weather. Appropriate conduct is expected of students entering the building between 7:25 and 7:38 a.m. 2. A.M./P.M. Hall Supervision (7:25-7:38 a.m./2:21-2:26 p.m. on regular days) - Hall supervisors are to remain in the hall the entire period. Students in the hall without a pass who are not in homeroom or first period at the bell, are to be sent directly to the student office. Students must procure an admittance slip which they will submit, to the teacher. The hall supervisor is to maintain a degree of order and quietness in the halls and to safeguard against running and other dangerous activities. All teachers are responsible for hall conduct during the exchange of classes. Students may go to their lockers at any time during the school day. However, during class time students will require a hall pass. A student failing to have such are to be written up on the Student Behavior Referral form which is to be forwarded to the student office for subsequent disciplinary action. Lavatories and vacant rooms without a teacher should be checked for potential misconduct. 3. Hall Duty – Teachers or security officers who are assigned to monitor the halls are to check all students for hall passes. Those without passes are to be noted and their names submitted on a behavior referral form and they are to be sent to the area from which they came or to the area where they belong. Uncooperative students are to be escorted to the appropriate grade level administrator immediately. Passes are required of all visitors. Those without are to be directed to the main office. Students may not congregate or loiter in any area without proper supervision or permission. These students are to be reported. The receiving areas and storage areas in the basement, the shop and music areas, and lavatories are to be checked regularly. During this period of supervision, the assigned teachers or security officers assigned are not to visit the faculty room or security office. 4. General Hall Supervision – All teachers should regularly check students for hall passes after late bells have rung. Classroom teachers should not be allow their students to congregate outside the classroom door before the period begins. All 131 classroom teachers should attempt to step into the hall between classes to monitor student behavior. 5. 6. 149 and Auditorium Study Hall - Assignments to study halls will be made at the opening of the school year based on student enrollment. The lunch period study hall will report to the auditorium. Teachers will report on time to the designated area and remain the entire period. Switching and sharing assignments is not permitted and leaving the room should be for emergency only. Teachers will circulate throughout the room to guard against desk and chair vandalism. Lavatory and hall passes should be granted discreetly and only one at a time. At all times, one teacher should remain at the rear of the auditorium and the other at the front. Teachers should update their charts periodically. Students are to be assigned permanent seats and daily attendance must be taken. Seating charts are to be made up early in the school year and a copy to be placed on file in the main office in the respective teacher’s Emergency Lesson Folder. All study halls are to remain quiet with students using the time for study purposes. Because of potential overcrowding, group changes may be necessary in order to comfortably accommodate all students. Library/Media Center Policy a. b. c. C. Classes - All classes must be scheduled in advance with a librarian. Student passes - Individual students must request a pass from one of their subject teachers to use the library. At times it may be necessary to limit individual student use due to space limitations and class usage. Opportunity Period -The library media center is open to all students and teachers during opportunity period on Monday, Wednesday and Thursday. Homeroom Period Homeroom period will occur daily. As needed, an extended homeroom period will occur and will follow a different bell schedule than the regular day. Teachers are to be present and in their respective homeroom at 7:25 a.m. to discharge their morning functions. Any students arriving after the 7:38 a.m. bell are to be directed without question to the main office to be cited as tardy. The student is to be marked absent on the attendance sheet and/or computerized attendance system. You must take attendance carefully and accurately. Student absentee excuses are to be brought down to the attendance office by the student after attendance is taken and conference passes for those absent should be placed in the absentee folder and sent to the main office. Under no circumstances are students to take attendance. Teachers are to have a student seating chart for homeroom and students are required to sit in these assigned seats during the reading of the morning announcements. Homeroom teachers should place a copy of the homeroom seating arrangements on the flap of your attendance card envelope. Homeroom teachers’ emergency lesson plans should also have a copy of homeroom seating. TEXTBOOKS All new and used books are Phillipsburg High School Property and are assigned numbers under the supervision of department directors. The erasure or alteration of these numbers will give cause for the teacher not to accept the book at the end of the course. A. 132 Accountability of Textbooks The teacher is responsible to return to the director all textbooks that have been issued at the beginning of the course. In the case of a lost textbook, the teacher will provide notice of the lost book in Genesis to the secretary in the main office. B. Distribution and Supervision of Textbooks for Classroom Use This is a teacher’s responsibility. Teachers are to: 1. Examine books and ascertain condition before issuing to the student. Textbook numbers are to be noted in the teacher’s grade book and also on the book list form. Teachers must submit a copy of their student roster with assigned book numbers to their department supervisor. 2. Instruct students to place name, teacher’s name, date, and condition in each book in ink. This will assist in the return of a lost book. 3. Students are to cover their books and they should remain covered throughout the semester. 4. Discourage using the text as a place to keep accumulated papers, notes, etc. 5. Reprimand students for misuse of these materials and for defacing the cover and the pages with unnecessary writing. 6. Check periodically all books for condition, book covering, availability, and proper ownership. 7. Insist that a student have the text in class. If a book is supposedly lost, arrangements are to be made with your supervisor to replace it. Teachers should obtain a lost book slip from the main office. The completed lost book slip is to be returned to your supervisor who will then issue a replacement book. When the student pays for the book, he/she will receive a receipt from the office. This receipt is to be shown to you so that you can communicate this information to your supervisor. Your supervisor will then record on the lost book slip that the book has been paid for. Fines for lost or damaged books are made according to the condition of the book. 8. Insist that students erase pencil marks in textbooks before returning them and to mend pages. They are not to attempt to repair the binding. C. Accountability for Textbooks To insure accountability for departmental materials, classroom teachers must completely fill out the Textbook Numbers form. (See page 24) A copy of this list is to be given to the department director at the beginning of each semester. Students will report lost books to the teacher who issued the book. The teacher, in turn, will report the lost book and obtain another textbook for them. Textbooks are to be collected the day of the final exam. If a student does not return a book, a lost book slip must be filed with your director immediately. A student is not to be denied the 133 right to class or to take an exam as a result of not having returned a book. All outstanding lost book slips are to be processed by department directors with Mrs. Sigafoos and Mrs. Howell in the Main Office as soon as they are received. The completed textbook report is to be submitted to the department director at the end of the year. The accuracy and completeness of this form may be noted in teacher evaluations. *Teachers are reminded not to sign off roll sheets unless books are returned. D. Book Disposal After consultation with staff members, the building principal will decide which texts or library books are of no further educational value. The principal will then report this recommendation to the Superintendent of Schools along with a listing of such texts or library books. The Superintendent will determine if the textbooks or library books are usable by any other school within the district. If not usable, the method of disposal can be as follows: 1. 2. 3. 4. 5. 134 Sell to a dealer of used texts if the venture is profitable to the district. Permit students to have individual copies for home libraries. Offer to school districts which have been declared disaster areas by State or Federal Governments. Re-cycle at an available center. Dispose of through normal garbage pickup. TEXTBOOK NUMBERS TEACHER DEPARTMENT PERIOD COMPLETE TITLE OF BOOK AUTHOR OF BOOK _____ COST OF BOOK NAME OF PUPIL PERIODIC TEXTBOOK CHECK DATE BOOK CONDITION WHEN ISSUED COLLECTION STATUS NUMBER New Returned Fair Poor Lost If a book is not returned at the time of exam, the teacher must file a "Lost Book Slip" with the supervisor and the Main Office. 135 TRAVEL REIMBURSEMENT In order to receive reimbursement for travel using your personal car, a current automobile insurance certificate must be on file in the Board office. The certificate must specify the limits of liability and include a cancellation notice clause stating that upon cancellation the Phillipsburg Board of Education will be notified within 10 days. The following forms must be filled out and sent to the board office for reimbursement. Claimant’s Voucher - please indicate a. Mileage computed as per P.E.A. agreement (showing odometer reading) b. Meals c. Tolls d. Conference fees e. Miscellaneous expenses Item (a.) must be duplicated on the Monthly Travel Report wherein you indicate your odometer reading at departure and arrival at your destination. Items (b. through e.) require paid receipts to document these costs. These forms may be obtained from the Principal’s secretary. 136 Mileage Reimbursement - $.31 per mile Phillipsburg School District Monthly Travel Report Name Date 137 Month of Beginning of Odometer Reading Ending of Odometer Reading Roundtrip Mileage Year Destination Purpose of Trip WORKMEN’S COMPENSATION CLAIMS All accidents must be reported in writing to the business office via the nurse within 24 hours. Information regarding serious accidents should also be called in to the business office; however, such information should be relayed immediately. The School Business Administrator will answer all questions regarding what doctors may be used in the event of an injury. OPERATION OF COPY MACHINES District wide operations are located in the central office complex on Marshall Street. In addition, copy machines are located adjacent to the Library, in the faculty room, and in the Child Study Room which are available for individual teacher use. The following procedures should be used regarding all machines. Central Office Copy Center Guidelines: Staff members may send materials for copying approximately 30 days before use in the classroom. All materials should include the attached form and be inter-office mailed to the Education Center Copy Center in “copy ready” form. All materials should be of professional quality in alignment with teaching standards. Materials that do not appear professional will be sent back. Please be aware of copyright laws. Unless you provide approval verification from the publisher, these jobs will be returned. Daily work for your classroom must be copied in your building. The copy center is staffed 2-3 afternoons each week for your convenience. Copy jobs must be for over 500 pages total As we continue to increase technology in our classrooms, curricular materials should be delivered electronically when possible. Copy Machines in Building Each teacher will be assigned a code number which must be entered by swiping Staff ID Card. A limit of copies has been imposed on this machine. Color copies should be used sparingly. If you encounter problems with this machine, please see a main office secretary for assistance. No heavy books are to be placed on the glass under the lid. Teachers should log out when leaving the machine. Any abuse of the copy limits will result in privileges on the machine being revoked for the offending teacher. 138 Note: If the faculty machines are down, you may use the copier in the Central Office. 139 Insert "Xerox Request Form" 140 141 Insert "Xerox Request Form" PG. 2 (Back) 142 PART IV – STAFF PROCEDURES, SCHEDULES AND ASSIGNMENTS 143
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