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FALCON
HEIGHTS
BUILDING
MANUAL
2013-2014
"A neighborhood school where personal
excellence is nurtured in an inclusive, caring
community."
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A Message from Beth Behnke
The materials under this cover have been prepared for the convenience and
use of the staff at Falcon Heights Elementary School. This handbook should
be your reference tool and help you to better understand the ways we need to
work together.
I am writing this book to help you better comprehend my expectations as the
principal of Falcon Heights School. Each year there are new procedures and
routines that will be identified. Changes may also be made during the year.
Ideas for revision and improvement are encouraged.
This is not an all inclusive handbook and you should be come familiar with
the Board Policy Manual, weekly bulletins (K.I.T. – Keeping In Touch) and
the Master Contract. Throughout the year other pertinent information
concerning school business will be given to you. Keep all such information
in an accessible area for future reference.
It is important for you to understand the expectations of your principal. If
you disagree with anything, please discuss it with me. I hope we can be
open and honest with each other, and be willing to accept change.
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CONTENTS
SECTION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
ACCEPTABLE USE PRACTICES…………7
ALLEGATIONS OF CHILD ABUSE……...10
BUILDING PROCEDURES………………..15
CALENDAR…………………………………29
COPYRIGHT………………………………...33
DAILY PLAN………………………………...37
EMERGENCY PROCEDURES……………38
FIELD TRIPS………………………………..42
GENERAL EDUCATION (PRE-REFERRAL)
INTERVENTIONS…………………………..45
GOALS……………………………………….50
GUEST TEACHER PREPARATION……..51
GUIDLINES FOR USE OF FILMS………..53
PHONE SYSTEM…………………………...54
RELEASE OF INFORMATION…………....56
REPORTING STUDENT PROGRESS……59
SEXUAL HARASSMENT………………….60
VISITORS…………………………………....66
VOLUNTEERS……………………………...67
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DISTRICT 623 GUIDELINES FOR ENGAGING IN ONLINE SOCIAL MEDIA
ACCEPTABLE USE PRACTICES
District 623 Acceptable Use Policy (AUP)
The Acceptable Use Policy describes staff student and community use of
the district computer system and Internet. All District 623 personnel should
be aware of this policy, “The use of, and access to, computer systems and
the Internet are viewed as privilege and not a right. The district may, when
necessary, inspect the information and files created, stored, and
communicated through it computer system and Internet without notification
to the user.”
What does this mean to an employee?
1. You are responsible for knowing what is in the AUP. Please review
the information contained in the following web address to view the
districtʼs AUP:
http://www.isd623.org/edc/media/mediatechpolicies.cfm#aup
2. You are also encouraged to read the accompanying School Board
policy on this topic. The Information Center has a copy of the policy and
regulation in the District 623 School Board Policy Manual (CTAU-R).
3. You should know what responsibilities you have as a teacher in
ensuring that students follow the policy.
4. Use of technology or the Internet must adhere to the district policies
that relate to staff behavior.
5. The following examples are not acceptable:
• Using software not licensed or approved for district use
(i.e. games, peer to peer file sharing)
• Sharing/distribution of copyrighted files (i.e. music).
• Managing a personal business through the district web
site or email
• Accessing pornographic material
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Definitions
Personal Online Social Media Sites: Any web-based content that includes personal items (photos, videos,
opinions, other) intended for personal enjoyment and that are not intended to support the work and/or
professional responsibilities of a school district employee.
Professional/Official Online Social Media Sites: Any web-based content that includes information that
supports the work and/or professional responsibilities of a school district employee.
Develop personal and professional boundaries for friends when using online media.
Familiarize yourself with your profile's security and privacy settings and review them regularly.
Depending on how your settings are established, you could be opening your content to everyone,
including people you do not know. Your privacy and that of your family is at risk.
Remember that people classified as friends on Facebook and similar social networking sites may have the
ability
to download and share your information with others. Information
temporarily posted about you can be maintained permanently by
someone else. Pictures and content from your personal site is easily
It is recommended that you limit
captured and shared with others. Exercise caution when choosing to
professional friendships to
be friends with students of District 623 or their parents on your
personal online social media site. Educational employees have a
professional online social media
responsibility to maintain appropriate employee-student
sites that are kept separate from your
relationships, whether on or off duty.
personal content. In general, if your connection is due to your role as an employee of
the district (rather than as a relative or family friend) it is
recommended that you maintain a professional relationship and decline the online friendship on your
personal site.
If you are uncertain of the language to use when declining the "friend" request of a student or parent,
consider the following suggestion for a response:
Thank you for your friend request. I have a routine practice of
only sharing information with students or parents through my
professional email and web resources. If you feel your request
is directly related to my professional responsibilities, feel free
to use my school email or professional web resources to
contact me.
●
●
●
District employees are held
to a higher standard of
conduct than the general
public ●
●
● Safety comes first
If you learn of information on a social networking site that suggests a student is being abused or
neglected, you may have a duty to report as a mandated reporter. When in doubt, talk with your supervisor
if you become aware of information on a social networking site that suggests a student may be in harm's
way, whether due to their own actions or the actions of another. The same care and consideration you
show for students in a school setting should be shown online.
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Don't share private data
Most information on students (and their parents) is classified as private data under state and federal law
and cannot be released without written permission. Employees should also use caution before posting
pictures or information about colleagues.
Remember copyright requirements
If you are responsible for an official school or district online social media site, you must respect copyright
requirements. If you are including content on the site that is not your own, copyright laws and policy
apply. Be sensitive about links, as it may imply an endorsement of the linked content.
Use professional judgment and etiquette
•
Only post content that you would be comfortable sharing with the entire community on
Professional Online Social Media sites.
•
Imagine that your students, their parents, or your
supervisor may visit your site.
•
Consider whether your content would support your
personal values and the values of the school district if
shared on the front page of a newspaper.
•
In general, if you're about to publish something that makes
you even the slightest bit uncomfortable, this may be a
good indicator to refrain from posting.
Perception can become reality. In online networks, the lines
between public and private, personal and professional can be
ambiguous. Your postings may create unintended perceptions about
yourself and the district. Ask yourself:
•
Are your postings honest, fair, and appropriate?
•
Are they expressed respectfully and in good taste?
An example of a Professional Online Social Media Site is at http://www.facebook.com
/pages/Roseville-AreaSchoolsFoundation/1596696782
42 Remember that district employees are held to a higher standard of conduct than the general public. The
district can't list all the ways conduct can fall short of that standard, but it believes in its staff to act
appropriately and use common sense.
Remain objective when confronted with a difference of opinion in an online discussion. Engaging in
online debates can be challenging because the face-to-face human interaction is not present. People are
sometimes more likely to write something questionable because they do not have to feel or see the
emotion it has created for the person receiving the content.
Don't allow your online activities to interfere with your work duties. Remember that district technologies
are provided for business use. Personal use of online social media during district time or on district
equipment should not occur except as permitted by the district's acceptable use policy
(http://isd623.org/edc/media/documents/CTAU-AUPPolicy.pdf).
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ALLEGATIONS OF CHILD ABUSE
SUBJECT:
1.0
MANDATED REPORTING OF CHILD ABUSE OR NEGLECT
File: JHF
Purpose:
The purpose of this policy is to make clear the statutory requirements of school personnel to report
suspected child neglect or physical or sexual abuse.
2.0
General Statement of Policy
2.1 It is the policy of the school district to fully comply with Minnesota Statute §626.556 (Supp 1999)
requiring school personnel to report suspected child neglect or physical or sexual abuse.
2.2
3.0
It shall be a violation of this policy for any school personnel to fail to immediately report instances
of child neglect, or physical or sexual abuse when the school personnel knows or has reason to
believe a child is being neglected or physically or sexually abused or has been neglected or
physically or sexually abused within the preceding three years.
Definitions
3.1
“Child” means one under age 18.
3.2
“Immediately” means as soon as possible but in no event longer than 24 hours.
3.3
“Mandated Reporters” means any school personnel who knows or has reason to believe a child is
being neglected or physically or sexually abused, or has been neglected or physically or sexually
abused within the preceding three years.
3.4
“Neglect” means:
3.4.1
Failure by a person responsible for a child’s care to supply a child with
necessary food, clothing, shelter, health, or medical care or other care required for the
child's physical or mental health when reasonably able to do so;
3.4.2
Failure to protect a child from conditions or actions which imminently and
seriously endanger the child’s physical or mental health when reasonably able to do so;
3.4.3
Failure to ensure that a child is educated in accordance with state law, which
does not include a parent's refusal to provide the parent's child with sympathomimetic
medications;
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3.4.4
Failure to provide for the necessary supervision or child care arrangements
appropriate for a child after considering factors such as the child’s age, mental ability,
physical condition, length of absence, or environment, when the child is unable to care
for the child’s own basic needs or safety, or the basic needs/safety of another child in
their care;
3.4.5
Chronic and severe use of alcohol or a controlled substance by the parent or
person responsible for care of the child that adversely affects the child’s basic needs and
safety; or
3.4.6
Emotional harm from a pattern of behavior which contributes to impaired
emotional functioning of the child which may be demonstrated by a substantial and
observable effect in the child’s behavior, emotional response, or cognition, that is not
within the normal range for the child's age and stage of development, with due regard to
the child's culture.
3.5
“Neglect” does not include spiritual means or prayer for treatment or care of disease where the
person responsible for the child’s care in good faith has selected such means for treatment or care
of disease except where the lack of medical care may cause serious danger to the child’s health.
3.6
“Physical Abuse” means any physical injury, mental injury, or threatened injury, inflicted by a
person responsible for the child’s care other than by accidental means, or any physical or mental
injury that cannot reasonably be explained by the child’s history of injuries or any aversive or
deprivation procedures, or regulated interventions, that have not been authorized in State law.
Abuse does not include reasonable and moderate physical discipline of a child administered by a
parent or legal guardian, which does not result in an injury. Abuse does not include the use of
reasonable force by a teacher, principal, or school employee as allowed by State law. Actions
which are not reasonable and moderate include, but are not limited to, any of the following that are
done in anger or without regard to the safety of a child:
3.6.1
Throwing, kicking, burning, biting or cutting a child;
3.6.2
Striking a child with a closed fist;
3.6.3
Shaking a child under the age of three;
3.6.4
Striking or other actions which result in any non-accidental injury to a child
under 18 months of age;
3.6.5
Unreasonable interference with a child’s breathing;
3.6.6
Threatening a child with a weapon, as defined in Minn. Stat. §609.09, Subd. 6;
3.6.7
Striking a child under age one on the face or head;
3.6.8
Purposely giving a child poison, alcohol, or dangerous, harmful or controlled
substances which are not prescribed for the child by a practitioner, in order to control or
punish the child, or other substances that substantially affect the child’s behavior, motor
coordination, or judgment or that results in sickness or internal injury or subjects the
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child to medical procedures that would be unnecessary if the child were not exposed to
the substances;
3.6.9
Unreasonable physical confinement or restraint not permitted under Minn. Stat.
§609.379, including but not limited to tying, caging, or chaining;
3.6.10 In a school facility or school zone, an act by a person responsible for the child's
care that is a violation under State law.
4.0
3.7
“Mental Injury” means an injury to the psychological capacity or emotional stability of a child as
evidenced by an observable or substantial impairment in the child’s ability to function within a
normal range of performance and behavior with due regard to the child’s culture.
3.8
“School Personnel” means professional employee or professional’s delegate of the school district
who provides health, educational, social, psychological, law enforcement or child care services.
3.9
"Sexual abuse" means the subjection of a child by a person responsible for the child's care, by a
person who has a significant relationship to the child, or by a person in a position of authority, to
any act which constitutes a violation of Minn. Stat. §609.342 (criminal sexual conduct in the first
degree), §609.343 (criminal sexual conduct in the second degree), §609.344 (criminal sexual
conduct in the third degree), §609.345 (criminal sexual conduct in the fourth degree), or
§609.3451 (criminal sexual conduct in the fifth degree). Sexual abuse also includes any act,
which involved a minor, which constitutes a violation of prostitution offenses under Sections
609.321 to 609.324 or 617.246 of Minn. Stat. Sexual abuse includes threatened sexual abuse.
3.10
“Threatened Injury” means a statement, overt act, condition, or status that represents a substantial
risk of physical or sexual abuse or mental injury.
3.11
"Person responsible for the child's care" means (1) an individual functioning within the family unit
and having responsibilities for the care of the child such as a parent, guardian, or other person
having similar care responsibilities, or (2) an individual functioning outside the family unit and
having responsibilities for the care of the child such as a teacher, school administrator, other
school employees or agents, or other lawful custodian of a child having either full-time or shortterm care responsibilities including, but not limited to, day care, babysitting whether paid or
unpaid, counseling, teaching and coaching.
3.12
"Report" means any report received by the local welfare agency, police department, county sheriff,
or agency responsible for assessing or investigating maltreatment pursuant to this section.
3.13
"Facility" means a licensed or unlicensed day care facility, residential facility, agency, hospital,
sanitarium, or other facility or institution required to be licensed, or a school as defined in State
law; or a non-licensed personal care provider organization as defined in State law.
3.14
"Threatened Injury" means a statement, overt act, condition, or status that represents a substantial
risk of physical or sexual abuse or mental injury.
3.15
"Assessment" includes authority to interview the child, the person or persons responsible for the
child's care, the alleged perpetrator, and any other person with knowledge of the abuse or neglect
for the purpose of gathering facts, assessing the risk to the child, and formulating a plan.
Reporting Procedures
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4.1
A mandated reporter as defined herein shall immediately report the neglect or physical or sexual
abuse, which he or she knows or has reason to believe is happening or has happened within the
preceding three years to the local welfare agency, police department, county sheriff, or Minnesota
Department of Children Families and Learning.
4.1.1
“Immediately” means as soon as possible but in no event later than 24 hours.
4.1.2
The Minnesota Department of Children, Families & Learning is the agency responsible
for assessing or investigating allegations of child maltreatment in schools. Such reports
should be made to the CFL or local law enforcement. In addition, such allegations
should be reported to the Assistant to the Superintendent.
4.2 If the immediate report has been made orally, by telephone or otherwise, the oral report shall be followed
by a written report within 72 hours (exclusive of weekends and holiday) to the appropriate police
department, the county sheriff, local welfare agency, or Minnesota Department of Children, Families and
Learning. The written report shall identify the child, any person believed to be responsible for the abuse or
neglect of the child if the person is known, the nature and the extent of the abuse or neglect and the name
and address of the reporter.
5.0
4.3
A person mandated by Minnesota law and this policy to report who fails to report is guilty of a
misdemeanor, and such a failure to report may result in discipline.
4.4
Submission of a good faith report under Minnesota law and this policy will not adversely affect
the reporter’s employment or the child’s access to school.
4.5
Any person who knowingly or recklessly makes a false report under the provisions of applicable
Minnesota law or this policy shall be liable in a civil suit for any actual damages suffered by the
person or persons so reported and for any punitive damages set by the court or jury, and the
reckless making of a false report may result in discipline. The court may also award attorney’s
fees.
Investigation
5.1
The responsibility for investigating reports of suspected neglect or physical or sexual abuse rests
with the appropriate county or state agency or agencies. The investigating agency may interview
the child at school. The interview may take place outside the presence of a school official. The
investigating agency, not the school, is responsible for either notifying or withholding notification
of the interview to the parent, guardian or person responsible for the child’s care.
5.2
Except where the alleged perpetrator is believed to be a school official or employee, the time and
place and manner of the interview on school premises shall be within the discretion of school
officials, but the local welfare or law enforcement agency shall have the exclusive authority to
determine who may attend the interview. The conditions as to time, place and manner of the
interview set by school officials shall be reasonable and the interview shall be conducted not more
than 24 hours after the receipt of the notification unless another time is considered necessary by
agreement between the school officials and the local welfare or law enforcement agency. Every
effort must be made to reduce the disruption of the educational program of the child, other
students, or school employees when an interview is conducted on school premises.
5.3
Where the alleged perpetrator is believed to be a school official or employee, the school district
shall also conduct its own investigation independent of the local welfare, law enforcement agency,
or the Department of Children, Families & Learning.
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6.0
Maintenance of School Records Concerning Abuse or Potential Abuse
7.0
6.1
When the investigating agency determines that an interview should take place on school property,
written notification of intent to interview the child on school property will be received by school
officials prior to the interview. The notification shall include the name of the child to be
interviewed, the purpose of the interview, and a reference to the statutory authority to conduct an
interview. The notification shall be private data. School officials may not disclose to the parent,
legal custodian, or guardian the contents of the notification or any other related information
regarding the interview until notified in writing by the local welfare or law enforcement agency
that the investigation has been concluded.
6.2
All records maintained or derived from abuse or neglect reports from the school or the school
district are confidential data. See Regulations JFH-R for maintenance procedures.
6.3
Records regarding the report of maltreatment, including any notification of intent to interview
which was received by the school as described in subsection 6.1 shall be destroyed only when
ordered by the agency conducting the investigation or by a court of competent jurisdiction.
Physical or Sexual Abuse as Sexual Harassment or Violence
Under certain circumstances, alleged physical or sexual abuse may also be sexual harassment or violence
under Minnesota law. If so, the duties relating to the reporting and investigation of such harassment or
violence may be applicable. See Policy CTNDA.
8.0
Dissemination of Policy and Training
8.1
This policy shall appear in school personnel handbooks.
8.2
The school district will develop a method of discussing this policy with school personnel.
8.3
This policy shall be reviewed regularly for compliance with state law.
Legal References: Minn Stat § 626 et seq. (Reporting of Maltreatment of Minors)
2/11/82
12/5/85
2/11/92
12/10/96
5/23/00
2/12/02
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BUILDING PROCEDURES
A. POLICIES AND PROCEDURES
1.
Absences
Employee: When absent, the computerized calling system will be used for notification of
substitutes for all elementary and secondary teachers. This centralized system employs a
device which permits the recording of requests for absences. You will need a Personal
Identification Number (PIN) and a copy of the Employeeʼs Quick Reference flyer (or card)
to us the system. The telephone answering device may be reached by dialing 651-6350396. You must use a phone that has the touch tone feature. The help desk phone
number is 651-628-6446. Staff who are not a part of the computerized system, but who
are going to be absent should call school and leave a message on Nancyʼs voice mail.
That number is 651-646-0021, ext. 202.
Student: When a child is absent, please indicate this on the attendance form. The health
aide will call the home of any child reported absent if the family fails to call in. A note
from home indicating the reason for an absence should be sent in along with your
attendance slip.
Attendance and lunch count should be taken by 9:05 a.m. and posted outside your
classroom door in the clip provided by the office. Families are called if their child is
reported absent and an adult has not called in. Notes from home indicating the reason
for an absence should be sent in along with your attendance slip.
2.
Accidents (Incidents)
Employee: Should an employee be injured on the job, he/she should report the injury
immediately to the office. All accidents are reported to Workmanʼs Compensation and
the “Principalʼs First Report of Accident Form" is to be completed by the injured staff
member and turned in to the office staff. This report is to be completed the same day the
injury occurred if at all possible.
Student: Any injury to students would be reported to the health office staff as soon as
possible. The nurse or health aide will then put a “Recordable Student Accident Report”
form in the mailbox of the person supervising the activity at the time of the accident. This
form is to be completed immediately and given to either the health office staff or Nancy.
Health office staff will call the family of the injured child and notify Paul.
Visitor: If a visitor is injured at school, the incident is to be reported to the health office.
The injured person will be asked to complete a “Building Incident Report” form as soon as
s/he is able.
3.
Arriving at work on Time
As professionals I expect you to arrive at work on time. It is embarrassing to tell parents
to call teachers before the school day begins, and then, not be here to take the phone
call. I will begin staff meetings at the scheduled time. I do not feel that it is respectful to
those who are there on time to sit and wait for others to arrive late. If you arrive late, it is
your responsibility to get the notes you missed, and be accountable for items covered on
the agenda.
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4.
Beginning & End of Day Routines
8:45 Students may enter for breakfast (no signal tone)
8:50 First signal tone; all remaining students may enter
8:55 Second Signal Tone; students not in their rooms at this time need a yellow slip from
the office and are considered tardy
9:00 Students leaving the breakfast room after this time need a blue slip
9:05 Homerooms complete the classroom lunch/absence slip
3:16 Safety Patrol Signal tone
3:18 Primary grade Signal tone
3:20 Intermediate grade Signal tone
5.
Building and Playground Maintenance
All teachers, substitutes and aides are expected to maintain clean, orderly and attractive
classrooms. All debris that cannot be picked up by the vacuum cleaner should be
removed from carpet at the end of the day prior to being cleaned by the custodian. The
custodial staff will be responsible for vacuuming and/or cleaning the floors on a regular
basis as well as dealing with any emergency that may arise. Report all maintenance
work needed to the office. Assign students' responsibility for keeping the classroom
clean. Instill pride in school cleanliness. A teacher's desk should be neat and clean if we
expect this of our students. The room atmosphere will go a long way toward determining
the degree of learning that may occur within the classroom setting. Students need a
warm, friendly, orderly setting. It is a student's home for 6 1/2 hours each day.
6.
Communications to Staff
I will write a weekly bulleting “Keeping In Touch” (K.I.T.) which will be copied and placed
near the mailboxes as well as sent via e-mail to you each Friday. Please read these
bulletins thoroughly.
Be sure to check your mailboxes each day for messages; before school during the noon
time, and after school if at all possible, the same with e-mail.
How we want to conduct staff meetings will be discussed early on. Staff meetings typically occur
every other Tuesday morning beginning at 7:45 a.m. in the Information Center. Tentative
agendas and meetings times will be distributed prior to the staff meeting. Staff who wish to add to
the agenda, should let Paul know as much in advance as possible. All staff are welcome to
attend staff meetings. Staff Meetings are scheduled each Tuesday.
7.
Communication with the Office
In order to enhance communication please let the office know when you are out of your
room for unscheduled events. Also, notify the office when you have special events or
visitors coming so that we can greet them in an inviting manner.
8.
Communication with Families
Each teacher should keep a file of all correspondence to and from families. I encourage
you to develop a file with all of the correspondence dated. At the end of the year, the
contents of this working file should be destroyed. The file folder can be placed in the
childʼs cum for use in the future.
9.
Cum Folders
Cums are to be kept in the office after the first two weeks of school. Cum folders may not
leave the building except for official school business. (We want them in the office
because they are kept in a fireproof filing cabinet.)
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10.
Discrimination
It is the practice of the Roseville Area Schools not to discriminate on the basis of race,
color, creed, religion, national origin, sex , marital status, status with regard to public
assistance, or disability in its educational programs, activities or employment policies as
required by Title IX of the 1972 Education Amendments, section 504 of the Rehabilitation
Act of 1973 and Minnesota Statute 36.03 Inquiries regarding compliance with this
practice maybe directed to Human Resources, Title IX Officer, at the District Center, 1251
West County Road B-2, Roseville, Minnesota 55113, (635-1611) or to the Director of the
Office for Civil Rights, Department of Health and Human Services, Washington, D.C.
11.
General Policies
It is the responsibility of each staff member to be familiar with school and system policies.
District Policy manuals are kept in the principal's office and information center. If you
have questions regarding any activity, check the policy manuals first before engaging in
that activity. A copy of the District Policy manual is located online at isd623.org/school
board/Policies.org.
Staff workrooms and lounge
Students are not allowed in these areas. All staff members are expected to keep these
areas clean and neat.
12.
Handling School Money
** PLEASE DO NOT LEAVE MONEY ON NANCY'S DESK!
Money should be placed in a manila envelope marked with the teacherʼs name and the
reason the money was collected. (Examples: Field Trip, Book Order, etc.) Give the
envelope to Nancy to place in the safe. Once all monies are collected, inform Nancy and
she will count it and deposit it into the proper account.
13.
Hours for Teachers
Teacherʼs hours are from 8:00 a.m. until 4:00 p.m. or 7:45 a.m. until 3:45 p.m. Teachers
are to be at their teaching stations by 8:45 a.m. when the children enter the building.
Staff who leave the building during working hours are to use the sign out procedure in the
office. Commitments may require a staff person to adjust their start/stop times on a given
day.
14.
Lunchroom Expectations
a. It is very important that your class arrive for lunch on time.
b. Food Lines
Please have you students line up for lunch each day in the following manner.
1st - Lunches from home
2nd - Milk only
3rd - Students purchasing hot lunch; in alphabetical order by their lunch choice,
blue first red second.
This will allow the lunchroom assistants to move the line faster allowing food to
be
served quickly.
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15.
Visitation
Parents certainly have a right to visit school. At the same time we have a limited number of
procedures we ask them to adhere to. Those procedures are listed below, included in the FH
Family Handbook, as well as spelled out in a letter that the office hands parents who we know are
here to visit. Our visitation procedures ask that parents:
Sit in the visitor chair
Avoid engaging the staff in conversations
Limit visits to 30 minutes
Schedule visit in advance with the teacher
No more than 2 parents per visit, per room
Elementary school age children, who do not attend FH, may visit up to a half day with teacher and
office permission.
16.
PROCEDURES FOR USE OF OPEN ROOMS
The conference room, the Little Gold gym and the Kettle room are available during
the day for meetings and group activities.
Please follow these guidelines when using one of these open spaces:
a. E-mail the staff to make sure that the space will be available to accommodate your
Request.
b. Under no circumstances should students be left unattended in any of these areas.
c. Clean the room and replace the furniture before you leave. The room will not receive
custodial attention until the end of the day, therefore, please leave it better than you
found it.
d. From time to time school staff use common spaces before or after school without
contacting Friendship Connection or Fairview in advance. Please keep in mind that if
you want to use common spaces outside the student day, you need to communicate in
advance.
e. There are many State regulations which govern the use and maintenance of the
kitchen. If you need to use the kitchen, or anything in the kitchen, please see Luanne
Green regarding your request.
17.
Access to the Building
Our electronic building security access system will allow anyone with a compatible card to enter
the building during non-business hours. Staff who come and go during non-business times are to
please sign in and out using the clipboard located in the fire extinguisher box across from the
office. Staff that need to enter the building for professional job-related purposes when the
building is on security should follow the following procedures:
1.
2.
3.
Staff member lets Paul know that s/he would like an access fob and security number.
Dave assigns a security number and provides the entrance fob.
The staff member enters building by sliding the fob near the fob reader located just outside the
main entrance to the building. This will unlock the right-most front door for a short period of time
and take the building off security. Sign in and out on the tablet in the fire extinguisher box outside
of the Information center.
Staff members leave the building by making sure all windows and doors are secure and then
entering his/her security code in the entryway key pad. Then exit the building via the main
doorway during the beeping period. Check to be sure the outside door you exited through is
secure.
4.
18
5.
6.
7.
8.
If the security system will not let you code out, push the “Status” button on the right side of the
keypad to determine what point(s) needs attention. Should you need to call the security company
(Silent Knight), their number is: 952-881-0038. Paulʼs phone numbers are: 612-889-6852, 763208-1653.
F.Y.I. - The security system will automatically arm itself each night at 1:30 a.m. If you are staying
beyond this time, you need to run your card through a card reader or enter your code into a
keypad during the 60 second beeping period. You will also need to code out as normal when you
finally leave the building.
Staff should turn in fobs when they no longer are assigned to Falcon Heights.
Our building number for Silent Knight is 5014 or 0793
18.
Students Leaving during the School Day
Parents need to come to the office and sign the check-out sheet to take a child from
school during the day. The secretary will then call on the phone to the teachers' room for
the child to come up front to go home, after checking the file to be sure that the person
picking the child up is authorized to do so. DO NOT release a student from your room
to a parent unless you have been called by the office.
19.
Teacher Evaluation
Teachers are evaluated on a continuous basis throughout the year by the principal.
During these times, the teacher and administrator are to work to create an atmosphere in
which students feel it is common for the principal to come into the classroom. I want to
emphasize the primary purpose of the evaluation process is aimed at the improvement of
instruction and programming. Aspects of the current evaluation system:
*Probationary teachers will use a separate form and will typically be involved in three
formal observations and follow-up conferences.
*Observations of tenured teachers will typically be done more informally.
20.
Word Processing and Duplicating
A. Word Processing – Nancy may be available to do some word processing for you.
Please allow three days turn around for such requests. Emergencies will be
accommodated whenever possible.
B. Copying
21.
1.
District Center Copying
All copying and laminating is done through the “Copy Center Orders” located on the
Districtʼs Web page, left hand column under staff. Please see Nancy or Karen if
you need help. Copies run at Fairview come from our buildingʼs paper bank and
will be delivered to the building by 6 a.m.
2.
Falcon Heights Copying
Nancy will do copying for you. Fill out a slip and indicate the exact time you
need the material. The materials will be placed in your PO box or delivered to your
room if school has begun. Copies run in the building cost approximately $.025.
Things run on white are the cheapest. Emergencies will be accommodated
whenever possible.
3.
Student Copying
Please do not send students to the office for their personal copying to be done.
The copier is limited to staff copying only.
Verifying Bus Notes
Teachers should ask each morning if anyone has a note or plans to ride a different bus
home. The teacher will sign the note and record what bus the child will be riding. The
note should then be placed into BJʼs box, or given to him personally.
19
22.
Interpretation and Translation
Our district has an account with the Language Line, which provides phone translators to assist
staff in communicating with others who speak a language other than English. Here are the steps
to access Language Line: You must use a multi-line phone, Dial 1-800367-9559, Give the
following information: Language needing to be translated, District identification number: 509038,
District name, Access Code number: 34, Give the translator the phone number and personʼs
name you are calling. The cost for this service is approximately $5.00/minute.
If you need an interpreter to be present at school, please let Nancy know. Our district has a
couple of interpreters on staff and many more available through an agency that provides this
service. If you need to call someone who is hearing impaired, call the Minnesota Relay at 1-800627-3529.
If you need to write a quick note and have it translated into another language, by computer, go to
the following web site which has a limited number of languages for you to select from:
http://www.worldlingo.com/products_services/worldlingo_translator.html
23.
Room Pets
Room pets can be a wonderful addition. We just need to be aware of their impact on others and
the room. Here is the criteria to be used in deciding if a pet is right for your room:
*Any odor should be confined to the cage area
*The pet may only be let loose outdoors
*The pet “cage” and space around it are to be clean
*Pet food is to be stored in a secure container (i.e. to avoid mice)
*Families of the students who use the room are to be informed and given time to respond if any of
their children have related allergies
24.
Volunteer Guidelines
Treat volunteers with courtesy and respect. Value them as partners in the school experience.
Communicate tasks as clearly as possible. Try not to rush when giving instructions for a new
activity.
If you send a volunteer out of the room to work with students, it must be in a public place (i.e.
hallway, Information Center, etc.) unless the volunteer has undergone a proper background check
through our district center. If you are unsure of this, please check with Nan.
Encourage volunteers to ask questions. If you donʼt have time to meet with them while theyʼre
here, let them know a good time to reach you if they need to visit.
Give volunteers tasks where they can have some measure of success. Volunteers need to feel
that theyʼre making a difference, even a small one! Donʼt avoid giving challenges to those who
are up to it, but be sure their assignments are not destined for frustration or failure.
Keep regular volunteers informed of schedule changes (i.e. field trips, play rehearsals, etc.) that
will effect whether or not they are needed on a given day.
Say thank you! Although we honor all volunteers at the end of the school year, it helps
for staff to express appreciation from week to week.
20
25.
Starting New Students
When new students enroll, they may typically start on the next school day if the receiving
homeroom teacher physically receives a copy of the completed registration paperwork
during the school day prior to the anticipated start date.
26.
ENERGY CONSERVATION
•
•
•
•
•
•
•
•
•
27.
Temperature ranges are: Heating season 6 a.m. to 5 p.m. 67-71 degrees, 5 p.m. to 6
a.m. 62-65 degrees. Air conditioning settings 6 a.m. to 5 p.m. set no lower than 75
degrees, 5 p.m. to 6 a.m. Off.
Shut off lights in unused areas until children arrive.
Reduce light levels during times the custodians are cleaning.
Shut off computers when not in use for longer periods of time (overnight or weekends).
No electric heaters, coffee pots, microwaves, or refrigerators in classrooms or office
areas.
Lights off in vending machines.
Close blinds at night.
Do not obstruct ventilation units.
PERSONAL APPLIANCES
The District annually reviews OSHA guidelines, Fire Codes and energy use. The District is
required to comply with OSHA guidelines and State and Local Fire Codes, and makes every effort
to conserve energy when possible. Therefore, we are reminding all staff members that personal
appliances such as refrigerators and microwave ovens are not allowed in classrooms or offices.
Principals or building administrators will e asking Buildings and grounds staff members to locate
these items. Staff members who have these appliances in their classrooms or spaces will be
asked to remove them and take them home.
28.
RECYCLING
Here are the guidelines for recycling.
Do recycle these:
Paper (staples ok)
Envelopes
Post-it notes
File folders
Inter-office envelopes with ties or self-adhesive flaps
Shredded paper
Newspapers
Magazines
Catalogues
Telephone directories
Cans (food and beverage only)
Windowed envelopes
Faxed paper
Plastic bottles with a neck (soft drink only)
Pop cans
Paperback books
Construction paper
21
Do NOT recycle these:
Notebook backing
Food wrappers or containers
Paper cups
Food waste
Bathroom tissue or toweling
Facial tissue
Napkins
Carbon paper
Wax coated papers
Transparencies
Cellophane
Plastic or metal spiral notebooks
Oily soaked papers or cardboard
Styrofoam (cups, plates and peanuts)
Painted cardboard
Books (hardcover)
B.
STUDENT MANAGEMENT
Falcon Heightʼs Behavior Expectations
~ Behaviors that really matter ~
At Falcon Heights school we believe that learning is FUN when we are . . .
*Respectful
*Safe
*Responsible
and the best we can be!
-> Showing Respect
Does what you are doing match what we believe about being respectful of yourself, others, and our
environment?
-One way classes show respect is by moving about the building without bothering others.
Treating our restrooms as if they were a part of the studentsʼ homes is being respectful of
property. An individual child can be respectful by using kind language, voice tone, and body
language. We believe it also feels respectful not to have children pass out their party invitations at
school. *Showing a defiant attitude is not acceptable.
-> Being Safe
Is what you are doing safe for others and for yourself?
Students can help with safety by playing on their assigned area of the playground, keeping snow,
stones, etc. on the ground, only going down the slides, and coming in from recess when called.
*Hurting others, using threats or objects in an unsafe way is not acceptable.
-> Being Responsible
Is what you are doing the responsible thing to do?
Students can be responsible by coming to school ready to learn and by bringing items to school
that are only used for learning. That would mean students wouldnʼt bring radios, hand held
games, trading cards, toys, or other such items unless they are part of the learning day. "Soft"
balls and bats (i.e. Nerf or plastic) may be brought to school for recess use but not other items
(i.e. bikes, roller blades, skateboards, etc.). Students are also responsible when they clean up
after themselves and take care of our building and its grounds. This would include putting away
or throwing away all items at the end of the day, at the conclusion of the lunch period, and after
specialist classes. All students will be assigned to clean up their lunch table and area nearby on
a
rotating basis as another way of being responsible.
Students acting responsibly with food include: not eating or drinking on the bus and the
exchanging of food is discouraged. Birthday treats are to be commercially prepared. Suckers
and gum are only allowed in the classroom, during special times selected by the teacher.
When it comes to clothing, being responsible means that clothes are not to be distracting. That
would mean that students are not to dress scantily or with obscene garments. Shorts are to be
mid-thigh or longer. Tops may be sleeveless, but they should cover the shoulders and midriffs, in
addition to not having a revealing neckline. Clothing is not to have offensive language/pictures, or
22
language that promotes illegal activities or products (ex. tobacco, alcohol, etc.). Shoes or sandals
must always be worn. Hats and coats are only to be worn outdoors.
Student can also be responsible by being truthful when they speak and by asking for permission
before using someone else's property. They also need to do their own work. *Theft and cheating
are not acceptable.
Additional Points:
Behaviors with the asterisk (*) symbol before them are bottom line behaviors.
That means students choosing any of these behaviors are to be immediately sent to the appropriate
special education staff, Mr. Charest, or Jill Andersen.
Copies of the School Board Policy: Student Discipline and the State of Minnesota Pupil Fair Dismissal Act
of 1999 are distributed to families of kindergartners, third grade students, and new students. School
Board Policies are also available on our school web site. That web address is:
http://www.roseville.k12.mn.us/fh/
The educator who takes to heart all these lessons about human nature doesnʼt assume that he
can stand off to the side while children automatically grow into responsible adults. Rather, he
models and explains and shows he cares. He works with them so they will become better
problem solvers and helps them see how their actions affect others. When children seem
obnoxious, he is more inclined (depending on circumstances and limits of his patience) to think
in terms of providing guidance rather than enforcing rules. He views children who have trouble
treating others with care and respect as needing help, just as children who have trouble solving
math problems need help.
(Kohn, 1996)
"If civilization is to survive, we must cultivate the science of human relationships the ability of all peoples, of all kinds, to live together, in the same world at peace."
Franklin Delano Roosevelt
Leaving Students Unattended
1. Teachers should be in their rooms by 8:45 a.m. promptly, when students will begin
entering.
2. If you leave to come to the office or use the restroom, tell the class you are leaving,
where you are going, and who (a teacher or and aide) you have asked to watch them.
3. Students should never be left alone in the classroom while you are taking the others to
the playground, media center, etc.
4. Students should never be sent to an unsupervised room to work alone.
Classroom Cleanliness
Our school needs to be kept looking attractive and clean. I request that you to keep your
rooms clean, orderly and attractive. Please have students pick up all debris in the area
around their desks daily before they leave. Also, students should put their chairs on their
desks each day before they leave. Please leave these instructions for your substitute.
Please watch staples on the floor, they tend to ruin the vacuum cleaner and remember not to
put tape on the floors.
Teacherʼs Job: 1) Straighten desks, stack/pick up chairs, 2) Pick up paperclips and anything
bigger off the floor, 3) Clean blackboards and sinks, 4) Empty pencil sharpener into trash
23
and bring all trash containers to hallway outside your doors, 5) Close and lock windows and
doors at the end of the day, 6) Empty recycle bins as needed into the larger blue hallway
barrels, 7) Close and lock windows and doors at the end of the day.
Custodiansʼ Job: 1) Sweep tile floors daily, wet mop as needed, 2) Vacuum carpeted floors
every other day, spot clean as needed, 3) Empty trash that has been left in the hall daily,
wash out baskets as needed, 4) Restrooms sweep and mop floors, clean all sinks and toilets
daily (unless these spaces are not being used as restrooms), 5) Sweep all gyms daily, run
auto scrubber when needed, 6) Clear glass on classroom doors in main entryway as often as
time permits.
Playground
THE DECISION TO STAY IN OR GO OUT:
a. An announcement will be made before the noon hour if there is a change in the
regular procedure.
b. Children will not go outside when the temperature is below 0 Fahrenheit or when the
wind chill is –17 Fahrenheit or colder. Rain, sloppy playground conditions, or an
unsafe situation may also necessitate an inside recess day.
c. If it is an indoor recess day, students are not to be sent to the library because of
illness, work to be made up or as a consequence.
STUDENT PLAYGROUND EXPECTATIONS:
Games:
1.
2.
3.
Any Student who wishes to join a game is to be accommodated.
ONLY NON-CONTACT games are allowed on the playground. For example, touch
football is acceptable, tackle is football is not.
Students need to play in their designated area (i.e. primary on east half and
intermediate on the west half.
Equipment:
1.
Each room has its own outdoor play equipment. It is expected that the student
who takes an item outside is responsible for returning it to the room.
2.
Any items that end up on the roof should be reported to the playground
supervisor.
3.
You may hang and climb on the playground equipment; however, you
may not be on top of the equipment. You may not take play items onto the big toy.
4.
Climbing the tether ball or basketball poles is unsafe and therefore unacceptable.
Entering the building after recess:
1.
2.
When a signal is given, immediately line up at your assigned door. Do not enter the
building until the playground supervisor gives you permission. Enter in a quiet and
controlled manner (voice volume #1). If you have snow on your boots or pants it should
be cleaned off before you enter.
Students may enter the building at any time if they have a paper pass from a supervisor.
Typical Consequences:
Students who do not follow the rules will have consequences for choosing to endanger others or
to spoil the fun of recess.
1.
The first time there is a problem there will be a problem solving discussion
24
2.
3.
4.
or a 10 minute time-out.
The second time on the same day= removal from the playground the following day.
Those who continue to break the rules will meet with the Principal and families
will be contacted.
VIOLENCE - We consider this totally unacceptable behavior at Falcon Heights
Students who fight are to be removed from the playground. They will meet with an
adult to review what took place and create a plan for the future.
Approved Activities:
Use of playground slides, swings, and bars (feet first)
Soccer (no tripping or pushing)
Touch football (no body contact such as pushing)
Four-square (2-square)
Tag - Kickball
Basketball (no climbing the poles, no hanging from rims)
Ice skating (no boots on rink)
Snow sculpture building
Tether ball (no swinging the ball at anyone, sitting on or kicking the ball)
Outdoor use of Books, paper, or pencils
Rope jumping
Unacceptable Activities:
Aggressive versions of “Man Against the Wall” or “Butts Up”
Royalty of the Mountain (a.k.a. “King of the Hill”)
Snow throwing
Play fighting/wrestling
Climbing backstop or up the slides
Standing on picnic tables or benches
Approved Equipment:
Basketballs, tennis balls, baseball gloves, softballs, bats
for softball, Frisbees, footballs, plastic bats, and whiffle balls
Unproved Equipment:
Hard balls, electronic devices, bicycles, skateboards, etc.
Playground Equipment
The goal of noon outdoor recess is for students to have fun playing while being safe.
• B.J. will begin each school year by checking every homeroomʼs equipment and
outfitting each room to an agreed upon standard.
• Barry will do an equipment check on the roof every Monday. (If a staff person
wants something off the roof earlier, they can let Barry/B.J. know.)
• Teachers who have worn or damaged equipment are to bring these items to B.J.
to be exchanged.
• B.J. will re-supply items by making use of used phy. ed. equipment as well as
items that are ordered from the Campbellʼs Soup Label Program.
• Recess equipment is to be stored inside the classroom in an attempt to reduce
loss.
25
CAFETERIA POLICIES
Breakfast Routine ~ Students are to . . .
•
•
•
•
•
•
•
•
Head directly to the Kettle after entering the building (8:45)
Use an indoor voice (your voice should not be heard beyond 3 feet)
Place your belongings on an empty table before getting your breakfast
Be seated in the Kettle after you have checked in
Sit 1 or 2 students to a bench
When the 8:55 bell rings, there is to be no student-to-student talking
IF you are leaving the Kettle after 9:00, ask Mrs. Zurbe. Zurbey for a blue slip. Blue slips tell what you
are having for lunch and the time you were dismissed from breakfast. Give this slip to your
homeroom teacher.
All food stays in the Kettle.
Consequences ~
-The first time there is a problem there will be a problem solving visit or the student will be moved
to a different location
-The second time there is a problem on the same day means removal from the lunchroom for the
following day
-Those who continue to not meet expectations will meet with a staff person and the studentʼs
family will be notified.
-Violence is totally unacceptable. Students who are violent or threaten violence will be
immediately removed. They will meet with a staff person to plan a Restitution or experience a
consequence for the poor choice.
SCHOOL MEAL PROCEDURES
The lunchroom prices are listed below for both students and staff:
Student breakfast.................................... $1.65
Student lunch.......................................... $2.40
Adult lunch.............................................. $3.80
Milk.......................................................... $.50
Lunch items are priced as individual components for staff so an entire lunch doesnʼt have to be
purchased at full cost. Also, the meal program has gone cashless meaning you must use your
account to purchase food.
Pre-Referral Forms
Pre-Referral forms are located in the office. Problems arising in student behavior which are
beyond the control of the teacher may be handled by completing a student pre-referral form with
the assistance of the principal. See “General Education” (Pre-Referral Interventions) section for
additional information.
C. CURRICULUM
Lesson Plans
Planning is a process common to all human experiences and is considered to be 9/10 of a
good lesson. Detailed plans are to be on the top of your desk BEFORE you leave each
night. This commitment from you will help insure that a substitute teacher will be able to
carry on the instructional program satisfactorily. Probationary teachers are to turn a copy of
their plans on the last day of the week for the following week until told not to. Teachers
who choose not to have their plans readily accessible, agree to my access of their desk to
look for plans should the need arise.
26
I expect every teacherʼs lesson plans to be updated daily and prepared for a one week
period every week. This eliminates the necessity of your coming in when you are sick in
order to bring lesson plans. I also expect your sub handbook to be updated in the
designated areas and to contains some “extras” a sub might use in your absence. Please
make these meaningful activities. A sub folder should be on file in the office for each
teacher in the building.
RESEARCH EFFECTIVE CLASSROOM CHARACTERISTICS AND PRACTICE
1. Instruction is guided by a pre-planned curriculum.
2. There is high expectation for student learning.
3. Students are carefully oriented to lessons.
4. Instruction is clear and focused.
5. Learning process is monitored closely.
6. When students do not understand, they are re-taught.
7. Class time is used for learning.
8. There are smooth, efficient, classroom routines.
9. Instructional groups formed in the classroom fit instructional needs.
10. Standards for classroom behavior are explicit.
11. Personal interactions between teachers and students are positive.
D. SPECIAL AREAS AND SPECIAL EDUCATION
Students and Special Area Classes
1. Holding Students Back From Music, P.E., Resource Classes, Etc.
Students should seldom be held back from attending one of these classes to do other class
work. The only exception to this would be when a parent has agreed that it can be used as
an alternative. You would need to have this in writing from the parent and it is your
responsibility to notify the teacher whose class the child will miss.
2. Sending Students Back From Music, P.E., Resource Classes, Etc.
Students should never be sent back to their regular classroom during their scheduled time
for a support class. I believe that specialists have the right to begin their classes with
everyone there and on time. I believe that classroom teachers have the right to use their
planning periods without having students sent back to their classrooms.
3. Sending Students to the Nurse
First aid will be administered in the nurses office for wounds and injuries. Headaches and
stomachaches that persist after the child rests with head on desk 10-30 minutes will be
evaluated by the nurse or aide. The child's temperature is taken and rest time
(approximately 20-30 minutes) is allowed. If no improvement, families are called.
27
Please send a Nurse's Office Pass with the student with pertinent comments.
Medications can only be given if instructions and a signed medication form from parents
accompany the medication, whether it is aspirin or a doctor's prescription. Medications
should be brought to the nurse in the morning; children are not to have medication in their
possession during the school day. Permission forms for long term medications are filed
in the nurse's office. See the Falcon Heights Family Handbook for additional information
on this topic.
GENERAL GUIDELINES FOR MUSIC/P.E./ART
1. It is important that Art/Music/P.E. teachers are informed about medical (i.e. medication,
vision, hearing) and learning problems of students. Let them know in writing for their
records. Also, when you have a new student, please introduce the child to the specialist
and inform them of any medical/learning problems.
2. Music/P.E./Art will report student progress to each classroom teacher at the end of the
first and third trimesters.
3. Have your students wear their name tags to specialists classes at the beginning of the
year.
4. If your prep time occurs during a program, the specialist will supervise your class in
the program to enable you to have your allotted prep period.
BULLETIN BOARDS
Because we feel there is learning in beauty, we share the responsibility of keeping our main
hallway bulletin boards attractive. They are changed monthly and reflect either teacher's or
students' talents. We will sign up in the fall of the year for a designated month.
28
29
30
~Worksheet~
Falcon Heights Events to be
Included into the District 2013-14 Calendar
-”FHES Get-Together”
-Back to School Parade
8/27
8/27
4:15-5:00
5:00-
-Kindergarten Orientation (ask Luanne/Laurie/Kelly)
8/29
9 & 10:30
-“Connection Night” for Grades 1-6
9/05
5:00-5:40 is session #1, 5:45-6:25 is session #2
Full Day Kdgn session is scheduled for 9/23 from 7:00-7:40 p.m.
Half Day Kdgn session is scheduled for 9/23 from 5:00-5:40 p.m.
5:00-6:25
-Common Conference Evenings
Fall-> (Kdgn fall conf are in early Oct.)
Winter-> (Kdgn conferences with the rest of the building)
9/53 & 9/26 3:30-8:00
2/25 &2/27 3:30-8:00
-Lifetouch Picture Day
9/19
-Open House & Book Fair* (prior to early dismissal & MEA) 11/14
3:30-8
5:00-6:30
5:30-7
3:30-8:00
Book Fair
Pizza Dinner
Open House (classrooms/offices/etc. open)
-Vision Screening Day
10/24
-Individual Retakes & Activity Group Picture Day
10/23
-Fall Festival Celebration
11/ __
-Evening Vocal Concerts
1/23 & 3/13
-First Trimester Report Cards sent home
12/04
-Mid-Trimester 2 Midterm Checkpoints sent home
01/22
-Family Fun Night
02/28
31
5:30-8:30
-Kindergarten Registration
03/06
-Winter Instrumental Concert
03/04
2:30 & 6:30
-PTA Kids’s Stuff Sale
04/12
8:30-12:30
-Mid Trimester 3 Midterm Checkpoints sent home
04/23
-5th Grade Audubon Trip (Booked during the year)
04/02-04/04
-Spring Book Fair
-Variety Show (Booked during the year)
-Final Report Card & MAP Results Sent Home
32
6/11
COPYRIGHT
Copyright and Fair Use Guidelines for Teacher
Teachers in the classroom make the decisions closest to the field of instruction and it is teachers
that have been the greatest rights---rights that even their districts do not have. The Copyright
Chart was designed to inform teachers of what they may do under the law.
CLASSROOM COPYRIGHT CHART
Medium
Printed Material
Poem less than
250 words
Excerpt of 250
words from a
poem greater
than 250 words
Articles, stories,
or essays less
than 2,500 words
Excerpt from a
longer work
(10% of work or
1,000 words,
whichever is
less—but a
minimum of 500
words)
One chart,
picture, diagram,
graph, cartoon or
picture per book
or per periodical
issue
Two pages
(max) from an
illustrated work
less than 2,500
words (like
childrens books)
Portions of a
work
An entire work
What You Can Do
Teachers may make multiple copies for
classroom use.
Students may incorporate text in multimedia
projects. Teachers may incorporate into
multimedia for teaching courses.
A librarian may make up to three copies
“solely for the purpose of replacement of a
33
The Fine Print
Once copy per
student. Usage
must be: At the
“instance and
inspiration of a
single teacher” and
when the time
frame doesn’t allow
enough time for
asking permission.
Nine instances per
class per tem
(newspapers can be
used more often).
Don’t create
anthologies.
“Consumables”
can’t be copied.
Copying can’t be
substitute for
buying. Copies
may be made only
from legally
acquired originals.
Teachers may keep
multimedia for tow
years, after that
permission is
required. Students
may keep in
portfolio for life.
The library must
first determine that
after “reasonable
A work if “the
existing format
in which a work
is stored has
become
obsolete”
Video
copy that is damaged, deteriorating, lost or
stolen”
Videotapes
(purchased)
Videotape
(rented)
DVD
Laser Discs
Teachers may use these materials in the
classroom without restrictions of length,
percentage, or multiple use
Video (“Motion
Media”) for Use
in Multimedia
Projects
Videotapes
DVD
Laser Discs
QuickTime
Movies
Encyclopedias
(CD ROM)
Video for
Integration into
Video Projects
Videotapes
DVD
Laser Discs
Quick Time
Movies
What You Can Do
Maybe be copied for archival purposes or to
replace lost, damaged, or stolen copies.
What You Can Do
Students “may use portions of lawfully
acquired copyrighted works in their
academic multimedia”, defined as 10% or
three minutes (whichever is less) of “motion
media”
What You Can Do
Students “may use portions of lawfully
acquired copyrighted works in their
academic multimedia”
34
investigation that
copy…cannot be
obtained at a fair
price” or that the
format is obsolete.
The Fine
Print
The material must
legitimately
acquired. It must
be used in a
classroom or
similar place
“dedicated to faceto-face instruction”.
Not for use as
entertainment or
reward. The use
should be
instructional. The
place should be
non-profit
educational
institution. If
replacements are
unavailable at a fair
price or are
available only in
obsolete formats
(e.g., betamax
videos).
The Fine Print
“Proper attribution
and credit must be
noted for all
copyrighted works
included in
multimedia,
including those
prepared under fair
use.” Tina Ivany,
UC San Diego
12/8/95
The Fine Print
The material must
be legitimately
acquired (a legal
copy, not bootleg or
Encyclopedias
(CD ROM)
Illustrations and
photographs
Photograph
Illustration
Collections of
photographs
Collections of
illustrations
Music
Integration into
Multimedia/Vide
o Projects
Music
Computer
Software
Software
purchased
Software
licensed
Internet
Internet
connections
World Wide
Web
home recording).
What You Can Do
The Fine Print
Single works may be used in their entirety
but not more than 5 images by an artist or
photographer. From a collection, not more
than 15 images or 10%, whichever is less.
What You Can Do
Up to 10% of a copyrighted musical
composition may be reproduced, performed
and displayed as part of a multimedia
program produced by an educator or student
for educational purposes.
What You Can Do
Software may be lent by the library.
Software may be installed at home and at
school.
Software may be installed on multiple
machines.
Software may be copied for archival use to
replace lost, damaged, stolen, copies.
Software can be distributed to users via a
network.
Librarians may make archival copies.
What You Can Do
Images may be downloaded for student
projects. Sound files may be downloaded
for use in projects (see portion restrictions
above) Video may be used in multimedia
projects
35
Older illustrations
may be in the
public domain, but
the collection may
be copyrighted.
The Fine Print
Authorities site a
maximum length of
30 seconds. See
notes by
congressman
below.
The Fine Print
Take aggressive
action to monitor
that copying is not
taking place (for
retention). Only
one machine at a
time may use the
program. The
number of
machines being
used must never
exceed the number
of licensed. If
unavailable at fair
price or is an
obsolete format.
The number of
simultaneous users
must not exceed the
number of licenses.
A network license
may be required for
multiple users.
The Fine Print
Resources from the
web may not be
reposted onto the
Internet without
permission. Links
to legitimate
resources can be
posted.
Downloaded
resources must be
legitimately
acquired by the
website.
The Fine Print
Television/Cable
Channels
Broadcast (e.g.,
ABC, NBC,
CBS, UPN, PBS,
local television
stations)
Tapes made
from broadcast
CNN
MTV
HBO (etc.)
Tapes made
from cable
What You Can Do
Film or Filmstrip
16 millimeter
films
filmstrips
Return for updates to:
What You Can Do
“Teachers may duplicate a single copy
of a small portion…fro teaching
purposes”
Broadcasts or tapes made from broadcasts
may be used for instruction.
Cable channel programs may be used with
permission. May programs maybe retained
for years—depending on the program. For
reference, use Cable in the Classroom.
http://www.ciconline.org/main.cfm
http://www.mediafestival.org/copyrightcart
.html
36
To retain tapes,
minimum rights
allow for 10 school
days. Enlightened
rights holders often
allow for much
more. PBS series
Reading Rainbow
offers three year
retention rights, for
example. If you
like it enough to
keep it more than
three years, but it!
The guidelines for
television programs
were defined by
Congress before
cable television was
a factor. Cable
programs are not
technically covered
by the same
guidelines as
broadcast
television.
The Fine Print
These must be films
or filmstrips that
you own.
[email protected]
Students’ Daily Homeroom Plan
Half-Day Kindergarten
• 1 to 1 ¼ hours
• _____
• _____
• _____
2 ½ hour Student Contact Arrangement
Literacy* (LbD and any other literacy)
Math
Science/Social Studies/Health/Computer
(Responsive Classroom, Anti-Bullying,
organizing, etc.)
All-Day Kindergarten
• 1 to 1 ¼ hours
5 hours Student Contact Arrangement
Literacy* (Extending and enriching up to
2 hours total instruction)
Math
Science/Social Studies/Health/Computer
(Responsive Classroom, Anti-Bullying,
organizing, etc.)
• _____
• _____
• _____
Grades 1-6
5 hours Student Contact Arrangement
• 2.5 hours
Literacy*
• 1 ¼ hours
Math
• ¾ hour
Science/Social Studies/Health/Computer
• ½ hour
(Responsive Classroom, Anti-Bullying,
Read-aloud, organizing, etc.)
*Literacy may be continuous or organized in parts across the day.
Literacy should be instruction that follows the district guidelines –
other special approaches to literacy should be outside the 2.5
hrs/day.
37
Emergency Procedures
Power Outage
Plan
IN THE EVENT AN OUTAGE OCCURS:
• Teachers should remain in their classrooms with their students.
• If an outage occurs during the lunch hour, students in the cafeteria will
remain there until further notice. All other students should remain in
their classrooms with their teacher.
• If an outage occurs during passing time, teachers should direct students
back to their classroom.
• We will communicate with updates to staff and students as much as
possible.
38
FALCON HEIGHTS ELEMENTARY
FIRE DRILL GUIDELINES
1. Five drills are to be conducted each year. They are to be done in a quiet orderly manner –
no running or loud talking. The purpose of the drills is to teach self-control so that panic
will be reduced in case of a fire. Everyone in the building is to take part in drills unless
they have received permission from the office not to be involved.
2. The most important things to remember are
*Alert the building by informing the office of the fire OR pulling fire alarm.
*Exit the building ASAP keeping that in mind that if you are not in your room when a
drill sounds, do not go back to your room but go out the nearest exit
*If you have a partial group of students, deliver them to their homeroom teacher(s)
(staff who are not supervising students should help volunteers who are with students,
accomplish this task)
*All children are to be accounted for
3. Anticipate that you may need to use an alternate exit if yours becomes obstructed
therefore, think about the need to problem solve and not just follow written routines.
4. Teachers are to try to take their red emergency folder.
5. Once outside, move 100 feet from the building.
6. Assign student "door holders" if practical.
7. If there is an actual fire and you are missing a child, DO NOT RETURN TO THE
BUILDING to look for the child. Report it to the fire fighters and they will enter the
building to look for the missing child.
8. The custodian is to check restrooms for any stragglers during the drill, be ready to meet
the fire department and direct them to the area(s) of concern.
9. IF you are able to close any windows or doors as you exit the building, please do so.
(The more we can reduce the airflow the more we starve the fire.)
10. Classrooms with their own exit door should use it to depart the building.
11. A red emergency folder should be positioned near the exit you would typically use to
depart the building in a fire. Copies of the following items are to be in the folder include:
an updated classroom roster, a business card from Karen Schaub (Director of Community
Ed. & Public Relations), this handout, the intruder and lock-down procedure handout,
student health care plans, the waterfall 623 Emergency Response Procedures brochure,
the evacuation handout and accompanying map of the church.
12. Office staff are to take the “To Go” bag at each drill.
39
FALCON HEIGHTS
TORNADO EMERGENCY PROCEDURE
TORNADO WATCH: Weather conditions in the area favor the development of tornadoes
1. Appropriate staff will be notified when there is a watch.
2. Students and staff remain in rooms or proceed to other spaces as follows.
TORNADO WARNING: A tornado has been sighted in the area.
1. Tornado message will be announced by the use of our public address system. (The
bullhorn will be use if the power goes out).
2. Students and staff remain in rooms or proceed to other rooms as follows:
West Wing move to hallway by your room
Room 125 remain in room
Room 124 go to room 125
Room 122 remain in room
Room 123 go to room 122
Kindergarten/Friendship Conn. -move to main hallway by the Info. Center and office
Big Blue gym (108) - move to P.E. storage area (108D) or hallway outside room 105
Room 107B (Gwaynel’s classroom) – move to the boys’ restroom across the hall
Little Gold gym (107) move to the girls’ restroom across the hall
3. A tornado map should be placed in a conspicuous location.
4. The West Corridor hallway is considered the safest large population protection area
during straight line winds or tornado conditions.
5. Students should be kept adequately supervised. Assume the protective position-drop to
elbows and knees, covering backs of necks and heads with hands (make as small a “target
as possible).
6. Move furniture as needed.
7. All moving objects such as projector stands, or tables on wheels must be removed from
the corridors during a tornado watch, or straight line wind warning to prevent objects
propelled by winds to impact with students.
8. During a tornado watch, all window blinds should be closed to help prevent injury from
shattering glass. Close doors. Stay away from all door and windows.
9. If there is not time to move, assume the protective position under desks or other furniture.
10. School buses are not to leave school grounds during a tornado warning.
11. Remain in the shelter area until the “All Clear” is sound.
12. Families who pick up their children are to sign them out in the office.
13. Students are to be called in from the out of doors by office staff.
14. Restrooms are to be checked by custodian and this person should be ready to turn off the
electricity and gas if needed.
15. Close doors to east entrance, multi-purpose room doors, west wing vestibule doors.
40
41
FIELD TRIP PROCEDURES
FIELD TRIP PROCEDURES-BUS
Please follow the steps below when planning a field trip.
1.
Two weeks prior to the trip, fill out a Request for Field Trip Form and submit it to Paul
for his approval. Include the cost of the bus and admission fees. Check with Nancy for
current bus charges.
2.
Notify the cooks two weeks in advance if you are going to be missing lunch. If you wish
to adjust when you come to lunch, please work this out in advance.
3.
Write your letter to Parents/Guardians requesting permission for students to participate,
and state when the fee should be paid. If you are requesting parent volunteers to go
along, be sure to include that in your letter and request their payment also. Here is a
consideration…any costs incurred for adults should be distributed among the student
costs. Students are to be assessed a fee on a voluntary basis. It should be noted in the
permission slip home, that the school will cover the costs of any student not able to pay.
Also, if you are using PTA money it would be a good idea to mention this fact in your
permission slip.
Include the following in your letter:
According to state law, no child will be denied the opportunity to participate infield
trips due to financial reasons. Also, if you wish, your child may stay in school instead
of participating in the field trip and supervision will be provided. All of our field trips
are supplemental. Required trip costs cannot be charged to students.
4.
If the trip is overnight, more than 250 miles, or at a cost of over $30 per student, a
different form needs to be completed and when done it will be submitted to Peter OlsonSkog for his approval at least seven business day in advance of the trip. The form is in
the School Board Policy manual and is entitled as : IFCBA-R-1. Please see the office for
a copy of this form.
5.
Collect the money and permission slips, using a copy of your class list to mark off the
students who have paid. If you will be collecting money for several days, please turn it in
daily to Nancy. (TEACHER KEEPS THE PERMISSION SLIPS)
6.
Request an invoice from the program you will be attending and turn it into Nancy so she
can request a check from the district or have the program submit an invoice to the school
so hat a check can be mailed to them.
7.
The day of your trip Nancy will call your room to alert you that your bus has arrived.
42
FIELD TRIP PROCEDURES-WALKING
1.
Prior to each field trip, fill out a Request for Field Trip Form and submit it to Paul for
his information.
2.
Notify the cooks two weeks in advance if you are going to be missing lunch.
3.
Write your letter to Parents/Guardians requesting permission for students to participate.
If you are requesting parent volunteers to go along, be sure to include that in your letter.
4.
When walking on any of the roads you must have someone carrying a patrol flag at the
front of the line. The flags are available at the front main door of the school or ask Julie
Schulz to locate one for you.
District Guidelines: Health and Safety Procedures fro Field Trips
For all field trips teachers should:
•
Ensure that there is a small first aide kit or fanny pack (available from the health office)
and take it on the field trip. Before the field trip, check to make sure that the kit is
adequately stocked, including gloves, bandaids, gauze pads, blood borne pathogen
devices, etc.
•
Carry a personal cell phone or request that one be issued to you from the office while you
are away from school. Let the office know the phone number of the phone you are using.
•
Notify the health office of field trips at least a week in advance when student medication
needs to prepared and labeled. The teacher should pick-up the medications in the health
office on the day of the trip.
•
Bring copies of any emergency health information or medication (as provided by
parents/guardians), Individual Health Plans and/or emergency contact numbers.
•
Be trained on proper procedures before administering any medication. This could be in
the form of written instructions from the health office for the 5 Rights for Dispensing
Medication: the right student, the right medication, the right dose, the right time, the
right route (usually oral).
43
FALCON HEIGHTS ELEMENTARY REQUEST FOR FIELD TRIP
TODAY’S DATE:
________________
TEACHER(S):
________________________________ GRADE(S):
TOTAL COST OF TRIP:
DATE OF FIELD TRIP
_______________
_________
___________________(includes admission price & cost of bus)
FIELD TRIP DESTINATION:
_____________________________________________
EDUCATIONAL BENEFIT: ___________________________________________________
___________________________________________________________________________
___________________________________________________________________________
LUNCH:
Eat at school ______, Eat in room ______, Alternate lunch schedule (time)
______, NOT eating at school ______, # of bag lunches needed ______.
PRINCIPAL’S SIGNATURE_____________________________________________
ADDITIONAL INFORMATION FOR
A BUS
NUMBER OF PASSENGERS:
___________
Students
_____________
Adults
PICKUP TIME AT FALCON HEIGHTS
_______________
*RETURN PICKUP TIME
_______________
SPECIAL INSTRUCTIONS: ___________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SUBMIT TO THE PRINCIPAL TWO WEEKS PRIOR TO THE TRIP IN ORDER TO
HAVE ADEQUATE TIME TO ORDER BUSES!
*This means the time you wish to have the bus pick you up from your field trip location.
44
GENERAL EDUCATION (PRE-REFERRAL)
INTERVENTIONS & SPECIAL ED REFERRAL
45
v
46
47
48
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GOALS 2013-2014
Achievement~
Through the development and implementation
of systemic strategies, the percentage of
students in grades 3-6 who meet or exceed
proficiency on their 2014 MCA reading test will
be at least 77%.
Equity~
During the 2013-14 school year the percent of
unduplicated referrals for Black students will be
no more that 19% of the overall referral rate as
evidenced by SWIS data. FHES will move from
a level of Intervene to at least a level of High
Concern (<1.25) overrepresentation.
50
GUEST TEACHER PREPARATION
Dear Falcon Heights Elementary School Guest Teacher –
Our school wants to let you know of some special needs students and some related information
that should help you have a better day. Please contact the case managers if you have any
questions about these students.
Students with special education
Academic support
______________________
______________________
______________________
______________________
Case Manager
__________________
__________________
__________________
__________________
Phone #
_________
_________
_________
_________
Students with E/BD support
______________________
______________________
______________________
______________________
Case Manager
__________________
__________________
__________________
__________________
Phone #
_________
_________
_________
_________
Students with Speech/Lang. support
______________________
______________________
______________________
______________________
Case Manager
__________________
__________________
__________________
__________________
Phone #
_________
_________
_________
_________
GATE (GT) Students
______________________
______________________
______________________
______________________
__________________
__________________
__________________
__________________
_________
_________
_________
_________
Other special needs: (i.e. ESL, AOM, APE, medical, point sheet, etc.) __________________
______________________________________________________________________________
______________________________________________________________________________
*Copy to all specialists
Teachers ~ Another form that may be of some use to you is on the next sheet. The purpose of
this Guest Teacher Response form is to provide guest teachers with a written means of
communicating to you how things went during your time away. If you are interested in making
use of this form, please copy it and include it in your substitute teacher folder along with a note
that this form be completed and left for you to read upon your return.
51
Guest Teacher Response Report
Name _____________________________________ Date/s_____________________________
Phone ____________________________________
Students who were helpful
Students who weren’t cooperative
______________________
______________________
______________________
______________________
________________________
________________________
________________________
________________________
Comments: ____________________________________________________________________
The class
______ followed directions ______ worked hard
______was courteous/helpful
Comments: ____________________________________________________________________
Your lesson plans were ______ Completed
______ Were not completed
Comments: ____________________________________________________________________
Subjects/assignments 1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
Comments: ____________________________________________________________________
My experience was ______ Satisfactory/positive
______ Unsatifactory
General Comments: ____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
52
GUIDELINES FOR USE OF FILMS
ELEMENTARY (K-6)
Elementary teachers will seek approval from a curriculum committee when
planning to show a movie rated above their students' chronological age. If
the curriculum committee supports showing the movie for educational
purposes, the teacher may show it. If the curriculum committee does not
support the showing of the movie, the teacher will not show it.
SECONDARY (7-12)
Secondary teachers will seek approval of their department when planning
to show a movie rated above their students' chronological age (R-rated). If
the department supports showing the movie, the teacher may show it. If
the department does not support showing the movie, the teacher will not
show it.
APPEALS
If a party objects to the showing of a movie, following approval by the
curriculum committee or department, they will follow the normal appeals
process, as outlined in Policy IKB-R, Reconsideration of Instructional
Materials.
MOVIES SHOWN FOR ENTERTAINMENT
Movies shown for entertainment will follow the movie rating system.
Movies rated above the students' chronological age will not be shown for
entertainment.
• PG The use of PG movies are to fit within the curriculum. If a PG
rated movie is to be shown, then the person showing it needs to:
take into account the applicable copyright provisions, inform families
in advance, and fully preview the film prior to student viewing.
• PG-13 movies will not be shown to elementary students for
entertainment.
R-rated movies will not be shown to secondary students for entertainment.
53
PHONE SYSTEM
LONG DISTANCE
If you need to make a long-distance call for school business and you are not comfortable using
your own cell phone, please come to the main office and use Cathy or Nancy’s phones to make
the call.
411
1.
Pick up your phone and call Nancy.
2.
Nancy will dial 411 and then transfer the call to you to request your
number.
911
You can place a 911 call from any phone in the building by dialing 9-911.
HOW TO ANSWER AFTER HOURS
When the office is closed, voicemail will be activated. Those who call for you after hours will
be told to enter your extension number (this is your room number). The call will then go directly
to your room.
HOW TO ACCESS YOUR VOICEMAIL OUTSIDE OF SCHOOL
If you wish to access your voicemail while you are away from school you need to: Dial 651-6460021
When you hear Nancy’s greeting, press the “*” (STAR)key
Then enter your mailbox number (typically your room number)
You will be asked to enter your password
Press “1” to listen to messages
Press “3” to hear how you can change your options (i.e. greeting,
password, name, etc.)
54
Getting started with Voicemail
These are the steps to follow for the first time you access our voice mail. Please read through he
directions once before accessing your voicemail. Please read through the directions once before
accessing your voicemail. Decide what you would like to record as your personal greeting. You
will have to enter the greeting twice, once as your personal greeting and once as your override
greeting. Don’t worry, if you follow all 15 steps your should be set. Also, decide what you
would like your password to be. If you get stuck, hang up the phone. You can try again.
1. Dial 240 (within the building).
2. When the computer starts talking, press the (*) button. The computer will tell you to
enter your voicemail ID.
3. Enter your voicemail ID. This will be your room number or if you share a room you will
need to get an ID from Nancy.
4. When the computer says…enter your password Enter 9876 (default)
5. When the computer says…record your first and last name now, say name and end with
the (#) button.
6. The computer will explain that you have to enter a personal greeting.
7. When the computer says…1 to record this greeting now Press 1 End message with the (#)
button.
8. The computer will ask you to enter a new password (do so, or press # for no password).
9. The computer will then tell you how many message you have. Stay on the line to enter
your override greeting. YOU MUST COMPLETE BOTH GREETINGS!
10. Whe the computer sys press 3 to change your personal greeting Press 3
11. When the computer says press 1 to change your override greeting Press 1
12. When the computer says Press 1 to record now Press 1 End message with the (#) button.
13. When the computer says Press 1 to make this your active greeting Press 1.
14. Hite the (#) key to exit.
15. Hang up. Try calling your extension to see if you were successful. If so,
congratulations!
55
RELEASE OF INFORMATION
One of the most important ways for each of us to convey respect and affirm the worth of the students, their
families, and each other is by preserving confidentiality. Maintaining strict confidentiality requires a strong
commitment for students, families, and colleagues not to reveal what can be shocking, humorous, bizarre,
or “juicy” information. Please review the accompanying memo from Human Resources on releasing
information.
Data Privacy
Respecting the Rights of Students and Families
Goal: This training packet was developed to increase the awareness of building staff about data
privacy laws and procedures that regulate their actions.
Federal and State Laws Dealing with Data Privacy
These are two major laws dealing with privacy with which educators need to be concerned:
Federal Law: The emphasis of the law is on parents’ rights regarding records maintained on
their children.
State Law: Minnesota Government Data Practies Act; This law focuses moe on the rights on
individuals. It was created in recognition of the fact that we live in an information society in
which much information is collected about individuals. Sometimes this information can cause
problems for people.
The Data Practices Act attempts to balance the following areas:
•
•
•
Individual privacy rights
The public’s right to know what the government is doing with information collected
The government’s effectiveness in collecting and using necessary data
Under the Data Practices Act, that individual can sue agencies or responsible authorities that
violate the law and consequently cause damage to an individual.
Data can be broken down into three types:
Public Data: this data is accessible by any member of the public for any reason. Almost all
data about student sis classified as private date. The exception to this is data designated as
“directory information.” In the Roseville Schools this includes the student’s name, address,
telephone listing, date and place of birth, major field of study, participation in officially
recognized activities and sports, weight and height of members of athletic teams, dates of
attendance, degrees and awards received, the most recent education institution attended by the
student, pictures for school-approved publication, newspapers, or local cablecasts, and other
similar information.
Private Data: this data is not accessible by the public but is accessible by the subject of the
data. All educational data is private data – permanent record, cumulative record, health record,
special education program files, student assistance files, special education permanent record, and
computerized from of the student and student information in the census file.
56
Confidential Data: this date is accessible neither by the subject nor the public.
One type of data that is not covered by the Data Practices is desk drawer data. This refers to
information that a teacher maintains on a student for purposes of performing his/her professional
duties. In order that this data not be covered by the Data Practices Act, it: may not be shred with
anyone except for a substitute, must be destroyed at the end of the year, and must never be
placed in the student’s file.
Access to Data:
Parents and Students:
The subject of the private data always has access to the information about him/her.
Parents of minors have access to all private data on their children.
Within the School District:
Employees of the school district may have access to student data when they have a legitimate
educational interesting having access to that data.
Outside of the School District:
In order to share private student data with individuals or organizations outside of the school
district, the school must insure that:
It has the legal authority to disseminate information to these individuals/organizations.
• It has received written parental consent of one of the parents or guardian in the case of a
student who is under 15 years of age.
• It has received written consent from the student or on of the parents if the student is
between 15 and 17 years.
• It has received proper student consent when the student is 18 years of age or older.
There are a limited number of circumstances under which data can be released without parental
consent. They include: Instances of reporting child abuse, physical abuse, or neglect; when a
student is selling or in possession of chemicals during school time; when the health and safety of
the student is threatened; when either the student or another person informs you that the student
intends to act violently toward another individual, and you have reason to believe that the student
is capable of and will carry out the threat, you have a duty to warn.
What Does All This Mean?
One of the most important ways for each of us to convey respect and affirm the worth of clients
is by preserving the confidentiality of students and families with whom we work.
A breech of confidentiality can damage the reputations and statuses of students, parents,
employees, friends, public officials, etc.
To fulfill our responsibility in maintaining confidentiality, it is vital to guard against disclosing
information in appropriate situations, the most common of which include the following:
Discussions with family and friends
Bull sessions with colleagues
Conversations with other workers
Phone conversations within listening range of others
Parties
Inappropriately sharing information with one’s co-workers
57
Maintaining strict confidentiality requires a strong commitment, for students, families, and
colleagues sometimes reveal information that is shocking, humorous, bizarre, or “juicy.”
Final Points:
• Staff should not provide educational data to anyone without parent/guardian consent.
• If a person/organization has a signed release of information form, the teacher may release
educational data described by the release (i.e. grades, attendance record, standardized test
data, cum folder information, etc.).
• The school district advises teachers not to create additional education data as a result of
request by an outside agency (i.e. email with anecdotal information about a student to
Sylvan, a not regarding a student’s behavior at school, a behavioral checklist, etc.).
• If a teacher chooses to communicate with an outside organization (that has an
appropriately signed release) and the result is a written record, the written record should
be placed in the student’s cum folder. A teacher may choose to collaborate with an
outside agency, if the teacher believes that the relationship will benefit the student. For
example, if a student is working on organizational skills with an outside agency, and the
teacher recognizes that this student is struggling because of organizational skills, the
teacher may decide to collaborate with the agency to support the student’s work in this
area.
Addendum: Via Human Resources on 11/11/10
As a general rule, all educational data is private. MN Statute 13:32, Subd. 3. Consent is required for release.
However, certain exceptions exist. Educational data may be disclosed without consent (after a student turns 18, only
they can give consent):
• To other school districts
• To authorized government representatives
• To agencies having a connection with a student’s financial assistance
• To organizations conducting studies or administering tests
• To parents of dependent student (as claimed on Federal tax form)
• To comply with judicial order
• In connection with a legal action (for example, if a school district is defending itself in a law suit or special
education due process hearing)
• In connection with a health or safety emergency if the school determines an articulable and significant
threat exist and disclosure is necessary to protect the student or others (must keep a record of the threat and
to whom information was released)
• To state and local official pursuant to state statute
• If all personally identifiable information has been removed
• “Directory information” which, depending on an individual district’s policy may include things like a
student’s name, address, email, photograph, dates of attendance, and awards (unless the parents or student
have informed the district that it does not want such information to be made public.) This “opt-out”
provision applies to current and former students. Social security numbers may not be disclosed as directory
information.
Returning an educational record or information from an education record to the party identified as the provider or
creator of the record is not a “disclosure” and, therefore, permitted under FERPA.
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•
59
SEXUAL HARASSMENT
SUBJECT: SEXUAL, RACIAL, AND RELIGIOUS HARASSMENT AND VIOLENCE
File: CTNDA
1.0
General Statement of Policy Personnel and Students
It is the policy of Independent School District No. 623 to maintain learning and working
environments that are free from sexual, racial and religious harassment and violence.
The School District prohibits any form of sexual, racial, and religious harassment and
violence.
It shall be a violation of this policy for any pupil, teacher, administrator or other school
personnel of the School District to harass a pupil, teacher, administrator or other school
personnel through conduct or communication of a sexual nature or regarding race and
religion as defined by this policy. (For purposes of this policy, school personnel include
school board members, school employees, agents, volunteers, contractors or persons
subject to the supervision and control of the District.)
It shall be a violation of this policy for any pupil, teacher, administrator or other school
personnel of the School District to inflict, threaten to inflict, or attempt to inflict sexual,
racial, or religious violence upon any pupil, teacher, administrator or other school
personnel.
The School District will act to investigate all complaints, formal or informal, verbal or
written, of sexual, racial, and religious harassment and violence, and to discipline or take
appropriate action against any pupil, teacher, administrator or other school personnel who
is found to have violated this policy.
2.0
Sexual, Racial, and Religious Harassment and Violence Defined
2.1
Sexual Harassment Definition. Sexual harassment consists of unwelcome sexual
advances, requests for sexual favors, sexually motivated physical conduct or other
verbal or physical conduct or communication of a sexual nature when:
2.1.1 submission to that conduct or communication is made a term or condition,
either explicitly or implicitly, of obtaining or retaining employment, or of
obtaining an education; or
2.1.2 submission to or rejection of that conduct or communication by an individual
is used as a factor in decisions affecting that individual’s employment or
education; or
2.1.3 that conduct or communication has the purpose or effect of substantially or
unreasonably interfering with an individual’s employment or education, or
creating an intimidating, hostile or offensive employment or educational
environment.
2.2
Sexual Harassment may include but is not limited to:
2.2.1 unwelcome verbal harassment or abuse;
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2.2.2 unwelcome pressure for sexual activity;
2.2.3 unwelcome, sexually motivated or inappropriate patting, pinching or physical
contact, other than necessary restraint of pupil(s) by teachers, administrators
or other school personnel to avoid physical harm to persons or property;
2.2.4 unwelcome sexual behavior or words, including demands for sexual favors,
accompanied by implied or overt threats concerning an individual’s
employment or educational status;
2.2.5 unwelcome sexual behavior or words, including demands for sexual favors,
accompanied by implied or overt promises of preferential treatment with
regard to an individual’s employment or educational status; or
2.2.6 unwelcome behavior or words directed at an individual because of gender.
2.3
Racial Harassment Definition. Racial harassment consists of physical or verbal
conduct relating to an individual’s race when the conduct:
2.3.1 has the purpose or effect of creating an intimidating, hostile or offensive
employment or educational environment;
2.3.2 has the purpose or effect of substantially or unreasonably interfering with an
individual’s employment or educational performance; or
2.3.3 otherwise adversely affects an individual’s employment or educational
opportunities.
2.4
Religious Harassment Definition. Religious harassment consists of physical or
verbal conduct which is related to an individual’s religion when the conduct:
2.4.1 has the purpose or effect of creating an intimidating, hostile or offensive
employment or educational environment;
2.4.2 has the purpose or effect of substantially or unreasonably interfering with an
individual’s employment or educational performance; or
2.4.3 otherwise adversely affects an individual’s employment or educational
opportunities.
2.5
Sexual Violence Definition. Sexual violence is a physical act of aggression or force
or the threat thereof that involves the touching of another’s intimate parts, or
forcing a person to touch any person’s intimate parts. Intimate parts, as defined in
Minnesota Statutes Section 609.341, include the primary genital area, groin, inner
thigh, buttocks or breast, as well as the clothing covering these areas.
Sexual violence may include, but is not limited to:
2.5.1 touching, patting, grabbing or pinching another person’s intimate parts,
whether that person is of the same sex or the opposite sex:
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2.5.2 coercing, forcing or attempting to coerce or force the touching of anyone’s
intimate parts;
2.5.3 coercing, forcing or attempting to coerce or force sexual intercourse or a
sexual act on another; or
2.5.4 threatening to force or coerce sexual acts, including the touching of intimate
parts or intercourse, on another.
2.6 Racial Violence Definition. Racial violence is a physical act of aggression or assault
upon another because of, or in a manner reasonably related to, race.
2.7 Religious Violence Definition. Religious violence is a physical act of aggression or
assault upon another because of, or in a manner reasonably related to, religion.
2.8
Assault Definition. Assault is:
2.8.1 an act done with intent to cause fear in another of immediate bodily harm or
death;
2.8.2 the intentional infliction of or attempt to inflict bodily harm upon another; or
2.8.3 the threat to do bodily harm to another with present ability to carry out the
threat.
3.0
Reporting Procedures
3.1
Any person who believes he or she has been the victim of sexual, racial, or religious
harassment or violence by a pupil, teacher, administrator or other school personnel
of the School District, or any person with knowledge or belief of conduct which
may constitute sexual, racial, or religious harassment or violence toward a pupil,
teacher, administrator or other school personnel should report the alleged acts
immediately to an appropriate School District official designated by this policy.
The School District encourages the reporting party or complainant to use the report
form available from the principal of each building or available from the School
District office, but oral reports shall be considered complaints as well. Nothing in
this policy shall prevent any person from reporting harassment or violence directly
to a District Human Rights Officer or to the Superintendent.
For purposes of this policy principal shall be defined as a building principal or the
Director of Community Education/Community Relations and Technology.
3.1.1
In each school building the building principal is the person responsible for
receiving oral or written reports of sexual, racial, or religious harassment or
violence at the building level. Any adult School District personnel who
receive a report of sexual, racial, or religious harassment or violence shall
inform the building principal as soon as possible.
3.1.2
For Complaints by a Student against an Employee or an Employee against
an Employee: Upon receipt of a report, the building principal shall notify a
School District Human Rights Officer immediately, without investigating
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the report. The building principal may request, but may not insist upon, a
written complaint. A written statement of the facts alleged will be forwarded
as soon as practicable by the building principal to a School District Human
Rights Officer. If the report was given verbally, the principal shall
personally reduce it to written form as soon as possible or no later than 72
hours and forward it to a School District Human Rights Officer. If the
complaint involves the building principal, the complaint shall be made or
filed directly with a School District Human Rights Officer by the reporting
party or complainant.
4.0
3.1.3
For Complaints by a Student against a Student or an Employee against a
Student: Upon receipt of a report, building staff must notify the building
principal immediately, without screening or investigating the report. The
investigation will be conducted by the building principal or administrative
designee. The building principal or designee may request, but may not insist
upon, a written complaint. If the complaint involves the building principal,
the complaint shall be made or filed directly with a School District Human
Rights Officer by the reporting party or complainant. If the complaint is
brought by a staff member against a student and the complaint involves
dangerous or threatening behavior by the student, the complaint shall be
forwarded to a School District Human Rights Officer.
3.1.4
Designation of the School District Human Rights Officers. The School
Board hereby designates the Director of Human Resources/Operations
(Lead Officer), the Assistant Superintendent for Teaching and Learning and
the Director of Student Services as the three School District Human Rights
Officers to receive reports or complaints of sexual, racial, or religious
harassment or violence against staff. If the complaint involves one of the
Human Rights Officers, the complaint shall be filed with the
Superintendent.
3.1.5
The School District shall conspicuously post the names of the Human Rights
Officer(s), including mailing addresses and telephone numbers.
3.1.6
Submission of a good faith complaint or report of sexual, racial, or religious
harassment or violence will not affect the complainant or reporter’s future
employment, grades or work assignments.
3.1.7
Use of formal reporting forms is not mandatory.
3.1.8
The School District will respect the privacy of the complainant, the
individual(s) against whom the complaint is filed, and the witnesses as much
as possible, consistent with the School District’s legal obligations to
investigate, to take appropriate action, and to conform to any discovery or
disclosure obligations.
Investigation
4.1
For Complaints by a Student against an Employee or an Employee against an
Employee: By authority of the School District, the Human Rights Officer, upon
receipt of a report or complaint alleging sexual, racial, or religious harassment or
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violence, shall immediately undertake or authorize an investigation. The
investigation may be conducted by School District officials or by a third party
designated by the School District.
5.0
4.2
For Complaints by Students against Students or an Employee against a Student: By
authority of the School District, the building principal or designee, upon receipt of a
report or complaint alleging sexual, racial, or religious harassment or violence, shall
immediately undertake or authorize an investigation. The investigation may be
conducted by School District officials or by a third party designated by the School
District.
4.3
The investigation may consist of personal interviews with the complainant, the
individual(s) against whom the complaint is filed, and others who may have
knowledge of the alleged incident(s) or circumstances giving rise to the complaint.
The investigation may also consist of any other methods and documents deemed
pertinent by the investigator.
4.4
In determining whether alleged conduct constitutes a violation of this policy, the
School District should consider the surrounding circumstances, the nature of the
behavior, past incidents or past or continuing patterns of behavior, the relationships
between the parties involved and the context in which the alleged incidents
occurred. Whether a particular action or incident constitutes a violation of this
policy requires a determination based on all the facts and surrounding
circumstances.
4.5
In addition, the School District may take immediate steps, at its discretion, to
protect the complainant, pupils, teachers, administrators or other school personnel
pending completion of an investigation of alleged sexual, racial, or religious
harassment or violence.
4.6
For employees, the investigation will be completed as soon as possible. The School
District Human Rights Officer shall make a written report to the Superintendent
upon completion of the investigation. If the complaint involves the Superintendent,
the report may be filed directly with the School Board. The report shall include a
determination of whether the allegations have been substantiated as factual and
whether they appear to be violations of this policy.
4.7
For students, the investigation will be completed as soon as possible. The building
principal or designee shall make a written report to a School District Human Rights
Officer upon completion of the investigation. The report shall include a
determination of whether the allegations have been substantiated as factual and
whether they appear to be violations of this policy.
School District Action
5.1
Upon receipt of a report, the School District will take appropriate action consistent
with applicable collective bargaining agreements (if any), Minnesota and federal
laws, and School District policies. Such action may include, but is not limited to,
warning, suspension, exclusion, expulsion, transfer, remediation, termination, or
discharge.
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6.0
5.2
The result of the School District’s investigation of each complaint filed under these
procedures will be reported in writing to the complainant by the School District in
accordance with state and federal law regarding data or records privacy.
5.3
Nothing in this policy will prohibit the School District from taking immediate
action to protect victims of alleged harassment, violence or abuse.
Reprisal
The School District will discipline or take appropriate action against any pupil, teacher,
administrator or other school personnel who retaliates against any person who reports
alleged sexual, racial, or religious harassment or violence or any person who testifies,
assists or participates in an investigation, or who testifies, assists or participates in a
proceeding or hearing relating to such harassment or violence. Retaliation includes, but
is not limited to, any form of intimidation, reprisal or harassment.
7.0
Right to Alternative Complaint Procedures
These procedures do not deny the right of any individual to pursue other avenues of
recourse that may include filing charges with the Minnesota Department of Human
Rights, initiating civil action or seeking redress under state criminal statutes and/or
federal law.
8.0
Dissemination of Policy and Training
8.1
This policy shall be conspicuously posted, with the names of the Human Rights
Officers, including mailing addresses and telephone numbers, throughout each
school building in areas accessible to students and staff members.
8.2
This policy shall be given to each School District employee at the time of entering
into the person’s employment contract.
8.3
This policy shall appear in a sudent rights and responsibilities policy book and an
abbreviated version shall appear in the student handbooks.
8.4
The School District will communicate this policy to students, families and
employees.
Legal References:
Minn Stat 121A.03, Subd. 2 (Sexual, Religious and Racial Harassment
and Violence Policy)
Minn Stat Ch 363 (Minnesota Human Rights Act)
Minn Stat 626.556 et seq (Reporting of Maltreatment of Minors)
42 U.S.C 2000e et seq (Title VII of the Civil Rights Act)
Approved:
10/22/87
11/03/87
11/10/87
08/08/91
01/14/92
08/10/93
3/14/06 (revised)
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VISITORS
SUBJECT:
1.0
VISITORS
Purpose
The purpose of this policy is to inform the school community and the general public of
the position of the School Board on visitors to school buildings and other school district
facilities/property.
2.0
3.0
General Statement of Policy
2.1
The School Board encourages interest on the part of parents and community
members in school programs and student activities. The School Board welcomes
visits to school buildings and district facilities by parents and community
members, provided the visits are consistent with the health, education, and safety
of students and employees and are conducted within the procedures and
requirements established by the Roseville Area School District.
2.2
The School Board reaffirms its position on the importance of maintaining an
environment that is safe for students and employees and free of activity that may
be disruptive to the student learning process or the employee working
environment.
2.3
The School Board, the Superintendent, and the building administrators of the
district reserve the authority to decline to give permission for or to withdraw
permission for parents, citizens, alumni, or other members of the public to visit
the schools and district facilities when this action is deemed necessary to ensure
the physical or emotional safety of the students and staff of the district or to
prevent disruption of the district’s educational programs. Further, permission to
visit District schools or property may be withdrawn if the individual or group
violates any School District policy.
Definitions
3.1
School: any preschool, elementary school, middle school, or high school, and
other school programs which exist within leased or district owned facilities
including school grounds.
3.2
Other District Facilities: property owned by the School district, e.g., District
Center, Fairview Community Center, football stadium.
3.3
Visitor: all non-623 employees, non-623 students, all students or children who are
not participating in their educational programs or school sponsored activities or
programs, members of the public, parents/guardians of students and volunteers.
12/21/99 Adopted
2/24/09 Revised
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VOLUNTEERS
SUBJECT:
VOLUNTEERS
1.0
Independent School District 623 enjoys and values volunteer participation at all levels
throughout the district. The district will develop, implement and maintain administrative
guidelines for its district volunteers.
1.1
All district volunteers will have a supervisor designated prior to starting an assignment.
1.2
Volunteers shall be given appropriate supervision and assignments that support the
educational objectives of the school, class, or curriculum.
1.3
Volunteers shall agree to actively perform their duties to the best of their abilities and to
adhere to the mission, vision, values, goals and procedures of the school district.
1.4
Volunteers are required to follow the requirements of all applicable school district
policies, and specifically the policies on tobacco use and possession, alcohol use and
possession, harassment, discrimination, weapons, discipline and data privacy.
1.5
Volunteers in classrooms are not assuming primary responsibility for student instruction
but are reinforcing skills taught by professionally licensed staff.
07/09/97 Approved
06/23/09 (Revised)
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