Single School Culture Policies

Single School Culture Policies
Posted on 01/25/2018

Restroom/Pass Procedures:
Students are to use the restroom during hall changes. Teachers will take classes to the restroom on the way from lunch. Staff monitoring hallways will unlock the restrooms at each hall change, monitor the restrooms, and lock them at the bell. If a student needs to use the restroom during class they must use their agenda book as their pass and it must be in writing by the teacher in ink. When the student returns to class they must sign the return time in the agenda. Teachers are to monitor the amount of time the student is gone from class. Please use an “out of class” log to monitor time in and out of class. This reduces abuse of the privilege.

Tardy Policy: defined as not in the classroom when the bell begins ringing without a pass.

Do not send students to get a pass.
Offenses to begin again each semester
1st offense- verbal warning given by teacher
2nd offense- phone call home by teacher
3rd offense- teacher detention and phone call home given by teacher
4th offense- referral written by teacher
Teachers are to keep a record of tardies and phone calls in their grade books.

Attendance Procedures:
Teachers will take attendance within the first 10 minutes of each class USING GRADE QUICK. Teacher Role Book must always be kept in or on the desk. In the event the teacher is out, the substitute will take attendance using the attendance sheet, and will be submitted to the main office. The teacher will be required to update Grade Quick immediately upon their return.

Lunch Procedures/Hallway Routing:
(see separate handout)

Dress Code:
Students are to be in dress code each day with their school Ids visible on their collar or a lanyard. Teachers are to check closely for dress code during the first block of the day as students enter the class. Each period thereafter, teachers are to check students as they come into the door. Students out of dress code must be given a violation from the teacher on the discipline action intervention form. After three (3) violations, a phone call must be made and an email must then be sent to Student Services (Middleton). If a student comes into the classroom without their ID on and visible (and they have it) they are to receive a teacher detention.

Buzzing the office/Referrals:
Teachers are to use the Cooperative Discipline Action Form with all students in class. At least two documented interventions MUST be met BEFORE a referral is written. In extreme instances if a student is disruptive in the classroom and needs to be removed the teacher must buzz the office. No student is to ever be sent from a classroom to ISS. If you buzz the office, a referral MUST accompany the student that is being sent out, with appropriate intervention documentation attached. Students will only be removed to report to Student Services for referable offenses only. Cooperative Intervention Forms can be picked up in Student Services as needed.

One intervention that can be used prior to writing a referral is the time-out system. Time-out is to be used in within proximity (within your hallway) of your classroom. Teachers are to direct students with a signed pass to include: Student name, time-out location, date, time out AND RETURN TIME. Monitor the student as they go to time-out. NEVER put a student out of your class without specific directions. NEVER allow a student to stand or be seated outside of your room unsupervised. Call for a student escort if the time-out location is not in your close proximity of your hallway in monitoring view. Time out should not be for an extended period of time.

Teachers are to stand at their doors and actively move students into classes during each hall change. Please refrain from going to the restroom during a hall change. If you have an emergency, please buzz the office for coverage. Teachers with AM or PM duty are expected to be at their duty posts daily on time and actively supervise the area.

One of our goals for this school year is to keep students IN the classroom so that they are learning the necessary skills to be successful.

Therefore, no student should be denied access to your room.

Contacting Parents:
If teacher consequences are given, parents need to be notified. Do NOT call a parent from your cell phone in class. It is a violation of students' rights. Call during your planning, before school, or after school.

Word Walls:
Every class must have a word wall displayed that is current to the curriculum. Word walls must be changed and used as a teaching tool in the classroom. These must be up within the first week of school.

Edline and gradequick are to be updated EVERY TWO WEEKS- (PAYDAY). Grades must be sent and assignments updated at that time. Class syllabi, reading lists, and word wall vocabulary need to also be updated on Edline.

Student Organization
Each teacher is to require students to have a folder or binder for their class. The organization of the folder/binder is to be taught during the first week of school. The goal is to assist students with becoming organized learners.

High Yield Instructional Strategies
Each week a part of EVERY class's curriculum is to include notetaking or summarizing within the curriculum. Research has identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. Example: use of Cornell Notes can be applied to all contents.

Common Board Configuration
A common board configuration is a uniform, structured itinerary strategically located in the identical locale of each classroom for the purpose of helping students adapt to instructional routines and procedures. Each teacher is to post the agenda for the lesson on their board each period. The class agenda including bell ringer, objective for the day, essential question, benchmark/standard, and Formative/causal evaluation learning goals and scales, and homework must be posted in each class. All rules and classroom management procedures must also posted and followed as well. (Non-example: Objective- p. 15. Example: Students will identify context clues in passages. Language literature book p. 15 activity 4.)