1011 view staff handbook - prairiepride.org - college ... parent coordinator tammy flockhart (h)...

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ANN WOOLDRIDGE, PRINCIPAL ________________________________________________________________________

COLLEGE COMMUNITY SCHOOLS 401 76TH AVE SW

CEDAR RAPIDS, IOWA 52404

PRAIRIE VIEW ELEMENTARY

Grades PK-4 STAFF HANDBOOK

2010-2011

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PRAIRIE VIEW ELEMENTARY Ann Wooldridge, Principal

ACADEMIC STAFF PRE-SCHOOL KINDERGARTEN FIRST GRADE Gayle Dick - Opportunity 1 Terri Howes Stephanie Frazee Tina Naaktgeboren Jeff Lippert Shalyn Huerter Jessica Stimmel Michelle Reittinger Jennifer Rotter Molly Hoeger Amy Welp Dana Wegmann SECOND GRADE THIRD GRADE FOURTH GRADE Eric Kauder Mark Ganzeveld Mackenzie Bolt Kim Rakers Angela Hartman Kathie Cink Cindy Richardson Renae Masbruch Scott Fillner Jennifer Swann Amy Stone Meredith Voight SPECIAL SERVICES SPECIAL EDUCATION Art – Amanda Novak Brandee Gehl Counselor – Jennifer Neira Katie Jackson ELL – Renee Levi Erin Musser Learning Strategist – Bill Poock Cindy Zimmerly ELP/Differentiation Specialist – Julie Zastrow Homeless Intervention Specialist – James Barth Media Center – Barb Hostak Music - Sherril Koepke Nurse – Kathy Bowersox Physical Education – Lori Brendes Reading Intervention – Barbara Leete Speech Clinician – Tracy Petersen World Language – Terri Adam

Email addresses Staff member’s first initial and last name followed by

@prairiepride.org For example [email protected]

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SUPPORT STAFF SECRETARIES PARAPROFESSIONALS Robin Freshour – Building / Principal Linda Buwalda June Stratton Noreen Moseley– Guidance/Health Aide Diane Dalton Kami Upah

Robyn Delaney Lori Yoder CUSTODIANS Laurie Harrison Lori Emerson

Kathy Berger Tanya Heintz Don Nedrow Joan Keating

Mitch Haferbecker Melissa Kelsey TECHNOLOGY Michelle Klamerus Chris Ketchum Linda Krueger Vanessa Mackey

FOOD SERVICE Susan Matheny Brenda Potter-Mgr. Melissa Mitchell Shawnee Peterson & Dezevada Pajazetovic Cindy Reece

Betty Regan ACCU-SCAN/OFFICE Lori Renner Jane Zangerle Jody McFarland

BOARD MEMBERS Randy Bauer – Board President John Titler Dot Pospischil Greg Kelsey – Vice President Norm Zahradnik Kristie Fisher Dick Whitehead, Superintendant Ying Ying Chen Jed Peterson James Rotter

PTO OFFICERS Presidents Stephanie Setter (H) 632-3043 [email protected] Co-Vice Pres. Micki Crispin (H) 846-3915 [email protected] Jim, Ray (H) 362-3648 [email protected] Secretary Kris Enequist (H) 846-3913 [email protected] Treasurer Kristie Stienjes (H) 841-2239 [email protected] Volunteer Coordinator Brooke Giddings (H) 845-4058 [email protected] Public Relations Stephanie Johnson (H) 848-7012 [email protected] Room Parent Coordinator Tammy Flockhart (H) 550-4843 [email protected]

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Prairie View’s Belief Statement: At Prairie View, we believe in:

• respect for people and property • safety for everyone • responsibility and teamwork • quality in all we do.

District Mission "To ensure quality learning today for tomorrow"

District Vision "Success for all"

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TABLE OF CONTENTS

SCHOOL OPERATIONS ....................................................... 6

CRISIS MANAGEMENT PLAN.....................................................................................................6 CUSTOMER PLEDGE .................................................................................................................7 DISCIPLINE ..............................................................................................................................7 DRILLS – FIRE, TORNADO, INTRUDER.......................................................................................8 DUPLICATING/COPYING ...........................................................................................................9 FIELD TRIPS .............................................................................................................................9 FIRE CODES – BUILDING SPECIFIC GUIDELINES.........................................................................9 FIRE DRILL ............................................................................................................................10 FOOD PANTRY .......................................................................................................................10 INTRUDER DRILL....................................................................................................................10 LUNCH SCHEDULES AND PROCEDURES ...................................................................................10 RECESS..................................................................................................................................11 SPECIALS SCHEDULE CHANGES ..............................................................................................11 TORNADO DRILL PROCEDURES - BUILDING.............................................................................12

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SCHOOL OPERATIONS

Crisis Management Plan CODE A - ASSAULT - An adult or student has become a threat of physical violence or Assault in some part of the building. An announcement will be made, “Team members report to” the area of the building where the incident is occurring. This will be announced on the intercom following the code call. Code A team members will consist of the principal, the counselor, and the nurse, along with several teachers. Class monitoring process will be as follows - so that staff members who are on the Code A team can be available for helping with any crisis. Code A Team Members are: Ann Wooldridge, Jen Neira, Scott Fillner, and Bill Poock to cover Scott Fillner’s room. The nurse will also be a team member if she’s in our building at the time. Health aid, Noreen Moseley will take her place if she’s not here. Code A will be called by the principal or their designee if he/she feels the situation merits. The necessity of calling the police will also be assessed and a decision made at the time of the Code A call. Contacting Outside Help - Office personnel as directed by the Principal or his designee. Staff Procedure - All staff members who are not on Team A and who are with students should lock down their classrooms and not allow students to leave the room. Student Procedure - All students will remain in locked classrooms until the situation is resolved and the all clear is given over the intercom with the announcement, “Code A has been canceled.” CODE B - SILENT EVACUATION - Silent evacuation of the building because a Bomb threat has been received either by an elementary building or in the district. We will follow the district procedure for responding to a bomb threat. Code B means that the administration has made the decision to silently (the intercom will not be used) vacate the building. The following procedure will take place: Counselor will silently notify K-1st grade teachers, Art & Music teachers Strategist will notify 2nd-3rd grade teachers, P.E. teacher Office para will notify ECSE/ECC, 4th grade teachers, SE teachers, Spanish teacher Building Secretary will notify the custodian, central office, support teachers, cooks and office staff. Guidance Secretary will notify all paraprofessionals When notifying classrooms to evacuate the building they should say, “This is a SILENT evacuation. Please evacuate the building immediately.” All classes should follow the normal fire evacuation procedures and route. Teachers who are not involved in notifying other classrooms should accompany their class out of the building. All personnel should get at least 500 yards from the building. No one should reenter the building until instructed to do so. (See Appendix, page 4) Reentry: Follow the building protocol for reentry after a fire drill. Contacting Outside Help - as per district plan Student Procedure - as per district plan Staff Procedure - as per district plan CODE C - CPR or HEALTH RELATED EMERGENCY - An adult or student has had a health related attack / seizure or has become injured in the school, or on the school grounds requiring CPR. Team members should report to the area of the building as directed on the intercom call for Team C, “Team C to the playground.” Code C Team Members are: Ann Wooldridge, Kathy Bowersox or Noreen Moseley, and Jen Neira. Contacting Outside Help - Office personnel or a designee as directed by a member of Team C. Student Procedure - Depending on the situation, students may be held in current classroom until the Code C has been canceled.

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Staff Procedure - Staff may be asked to contain students in their classroom or other area until the Code C has been canceled. CODE E - E-MAIL CHECK All staff should immediately check their E mail for communication from the office. CODE I – INTRUDER - Intruder in building, explosion on site or terrorist activity taking place in the building or on campus will result in a Code I being announced over the building intercom. Teachers and students should follow the district procedure for this situation. (District plan located on district web site) Contacting Outside Help - Office personnel or designee as directed by building administrator. Staff Procedure - As per district plan located on district web site (see Appendix, page 2 for Prairie View specific building plans) Student Procedure - As per district plan located on district web site. **District Spokesperson - for all events described above will be the Superintendent and/or his/her designee. Revised June 2003

Customer Pledge

At College Community Schools, we pledge to our customers that:

• We care about you.

• We value your participation.

• We will actively listen to you.

• We will exceed your expectations.

• We will do more than talk about service, we will deliver it. As you start or continue your career at Prairie remember this pledge and strive to fulfill our pledge with every customer you work with on a daily basis.

Discipline Discipline with dignity. None of us, adult or child, can afford to lose our dignity. A public “bawling out” is rarely productive and often destructive. We will, instead, use several tools to help students gain control without sacrificing the self-esteem of the individual. The goal of discipline is to strengthen and teach. Restitution tools assist people in making an internal evaluation of what they can do to repair their mistakes. Ultimately, we want students to develop self-discipline. All students and staff are expected to use the Prairie View Belief Statement as a guideline in the restitution process. The belief statement is as follows: At Prairie View, we believe in •respect for people and property •safety for everyone •responsibility and teamwork •quality in all we do Serious or repeated misbehavior should be referred to the principal. Violent, destructive, or seriously disruptive behavior may result in removal from the classroom or in suspension from school.

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School board policy requires automatic suspension of students who bring cigarettes, chewing tobacco, drugs, or alcohol to school. Students learn best in a safe and orderly environment. Every staff member should promote self-discipline, responsibility, and an appreciation for the rights of others as an expectation for every student. These same behaviors should be modeled by all staff members to our students. To discipline is to teach. Our goal is to help students develop self-discipline. Natural or logical consequences are much more effective in developing self control and decision making than a punishment which is unrelated to the offense. When a child understands and can predict the consequences of a behavior, he/she can begin to make accurate decisions regarding what is appropriate. Good judgment should be practiced by all staff members. If a student is sent to the office, we will record it by keeping a copy of the form and filing it by grade. Teachers are to provide the reason for referral to the office via incident referral form. This information is extremely useful at IDM meetings or at parent conferences.

Drills – Fire, Tornado, Intruder Fire Drill Whenever the fire alarm sounds, immediately stop whatever you are doing and have your class precede silently to your designated exit. There is to be no running, but all are to walk briskly. The first person reaching the door is to hold it open, then fall in line after the last person leaves. The door is then closed. Before exiting, teachers are to make a final check of the classroom, take a class list, preferably your Emergency Flip Chart, and take attendance as soon as you and your class are a minimum of 100 feet from the building. Should your scheduled exit be blocked by fire, use the alternative exit that is most convenient. If your class is in a “specials” class at the time the alarm sounds, the teacher of the class will see that the children are evacuated and the regular teacher will join the class with the specific purpose of taking attendance. A sign indicating the evacuation route should be posted near the exit in each classroom. Be sure a copy of the instructions is placed in the substitute teacher folder. Students should be thoroughly familiar with evacuation procedures in preparation for a drill scheduled during the first week of school. A fire evacuation plan is included in the Appendix, page 1 in the back of this handbook. Tornado Drill Whenever the tornado alarm sounds (high pitched intermittent sound), have your class form a single line and move silently to your designated area. Students should be seated back to back with their heads placed between their knees and their hands clasped over their head and neck. Teachers should take a class roster or Emergency Flip Chart with them. Missing students should be reported to the office/principal. Teachers should practice procedures with the class during the first week of school. A sign indicating the evacuation route should be posted near the exit of each classroom. Two fire and tornado drills are held each semester. Students should practice each set of procedures with their homeroom teacher prior to the drills. All students are expected to maintain silent and orderly compliance with procedures during drills. Students also will practice at least one intruder drill each year. A tornado plan is included in the Appendix, page 3 in the back of this handbook. Intruder Drill A special code (Code I) will be announced over the intercom during an intruder drill. When the drill is over, another code will be announced. Staff members should review district “emergency plans” and be responsible for their assigned duties. Classroom teachers should have a set of back up activities to engage children during the intruder drill. See Appendix, page 2 at the back of the handbook for building instructions.

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Duplicating/Copying

Large copy orders should be done by the district print shop. All other copying can be done in the building. You must be copying more than 25 pages in order to use the Risograph printing machine. Please make sure all your room volunteers are trained and understand how to use the machines correctly. Personal copies cost .10 cents. Money should be left in container by the office copier.

Field Trips The total number of trips made at school expense will be restricted by the funds budgeted. No specified number of trips is allotted to any teacher or building. Limited funds for field trips are being made available by the PTO. The major factor to be considered when planning field trips is the educational value. Limited funding means that priorities have to be established. School regulations apply to all trips sponsored by school personnel, educational or recreational, inside or outside the school day, whether or not vehicles are owned by the school, and at school or private expense. Field trips must be approved by the building principal in advance of the trip. Written consent from the pupil’s parent or guardian is required ( the signed yellow Authorization Card should cover all field trips) before participating in trips involving the use of public or private transportation services. All field trip volunteers must complete a district volunteer form prior to the field trip. When a person is on the sex offender list and volunteers to attend a field trip with their child, the following procedures will be followed as outlined in district policy. 1. The person needs to fill out a district volunteer form 2. Contact the principal immediately 3. The superintendent will talk with the adult to lay out explicit parameters. 4. The superintendent will contact the principal, who will in turn contact the teacher to report the parameters that need to be followed. Application for bus service should be forwarded to the Director of Transportation a minimum of one week before the trip. The driver is authorized to discontinue the trip and return to school when, in the judgment of the driver, such action is warranted by conditions which could endanger the safety of the passengers. Arrangements for the preparation and pick up of sack lunches need to be made at least one week before the trip and cafeteria notified if your class will not be eating lunch. It is required that the coordinating teacher(s) complete the Field Trip Check List and turn it into the office as soon as possible. This procedure will ensure that food service, specials teachers, office, nurse, and all staff members are properly notified about the schedule change. This form is on our website: Forms/Field Trips/Prairie View Field Trip Checklist and in the teachers lounge. (see Appendix, page 36)

Fire Codes – Building Specific Guidelines Each school shall conduct fire and tornado drills as required by Iowa Code section 100.31. Each school shall conduct four fire and four tornado drills yearly while school is in session with two drills of each type between July 1 and December 31 and two drills of each type between January 1 and June 30. All Drills shall be documented and such documentation shall be made available to the state fire marshal or other authorized person conducting a fire safety inspection of the school. A maximum of 10% of available wall space can be covered with combustible materials. State Code 5.665(6). Anything in a glassed frame or treated with fire retardant does not figure into the 10%. All overstuffed chairs, sofas, pillows, and stuffed animals must be removed from classrooms unless they are tagged as being flame retardant. Note that the tags must be present. IFC 315.2

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No combustibles can be hanging from the ceiling or attached to exit doors. No combustibles should be attached within 3 feet of a doorway or exit. The only signs that are acceptable by the door are the maps for fire and tornado evacuation. A minimum of 30 inches of clearance needs to be maintained in front of all electrical panels. IFC 605.3 NO DOOR WEDGES. Any door that can be closed should be closed. The only exceptions being the doors that are held open magnetically and are wired into the alarm system. Custodians will be instructed to take door wedges and dispose of them. Extension cords cannot be used as permanent wiring. Extension cords should be plugged in and unplugged when not in use. IFC 605.5 The only acceptable extension cords are the round orange heavy-duty cords. Flat extension cords are not acceptable at any time. Low electrical usage equipment such as computers can be permanently plugged into a power strip as long as the power strip contains a breaker. No heating or cooling units can be attached to an extension cord. Combustible storage is prohibited in mechanical, electrical or boiler rooms. IFC 315.2.3 Clearance of combustibles from the ceiling must be 24 inches (non-sprinkled) and 18 inches (sprinkled). IFC 315.2.1. Recommendations: Each building principal should communicate these regulations and expect their staff to comply at all times. All staff should adhere to these rules and if a fire safety inspection would result in a violation of these rules the person responsible should be notified and the violation rectified. If a staff member is responsible for a second violation, the building administrator may add a letter of reprimand to their personal file. Any custodian who becomes aware of a fire code violation should fill out the fire code violation form and give it to the principal. It is the principal’s responsibility to notify the person responsible for the violation and rectify the problem.

Fire Drill See Drills – Fire, Tornado, Intruder

Food Pantry A food pantry at Prairie View has been established to assist our neediest families with basic needs items. Contact the school counselor with the family’s name who could benefit from the food pantry.

Intruder Drill See Drills – Fire, Tornado, Intruder

Lunch Schedules and Procedures There will be 5 lunch periods again this year. Each grade level will eat during their own specific time. Teachers accompany their students to recess doors. Each teacher will place their lunch count slip in the pocket chart near the recess door. Recess supervisors will accompany students to recess. Students should not go outside until the recess supervisors get to the doors. After recess, students will have the opportunity to go to the bathroom and wash their hands before lunch. Supervisors will accompany the class to the lunchroom. Lunchroom supervisors will be in charge once the students are brought in to the lunchroom. Teachers are to meet their students in the hallway outside the lunchroom when the student lunch time has ended. Because the lunchroom schedule is so tight, please pick up your students on time! Students should not walk to their classrooms unattended. Please be sure to send home notices at the end of the day indicating that a student’s lunch account is nearly depleted.

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Recess Each grade level team is responsible for developing an indoor recess plan that ensures direct supervision of students. A copy of this plan must be provided to the office by the first day of school each year. Recess Supervision Two or three minutes prior to their recess period, the teachers on duty should leave the classroom area, get necessary outerwear on, and go to the exit doors. The teachers not on recess duty will assume supervision of the homerooms of the duty teachers as well as their own. Once the duty personnel are at the doors, the remaining teachers should walk their class and the supervising teacher’s class to the coat room area. Children should not reenter the building during recess except with permission of a playground supervisor. Please instruct students that they are to remain outside until recess is over. Before students return to the building, teachers should be in their supervision/locker areas either outside or inside to meet entering students. Talking in neighbor voices is permitted in the coat area, but there should be no talking when students reenter the academic area. Refer to School-wide Behavior Plan for specific student expectations as well as supervision expectations. Weather Decisions Lunch recess Each lunch recess para should be making the weather decision for each grade level. If you have any questions, please feel free to call the office to get the weather update. Afternoon recess Since more than 1 grade level is involved for the afternoon recess, if the weather is questionable, call the office for a decision to be made. An announcement will be made for all. Coats at Recess Before spring break and after October 1st it is still winter and all students will be required to wear coats when the temperature is below 50 degrees. If the temperature is below 50 degrees any day before spring break and students at any age do not have a coat they will stay inside at the office for recess. After spring break and before October 1st the following practice will take place. K-2 Students: An adult will decide whether they wear coats outside at recess; if you need one person to make the call, ask the principal or an office staff person. A sweatshirt is a coat if there is a shirt underneath that sweatshirt. If a student in K-2 doesn’t have a coat or a sweatshirt and it is below 50 degrees, they will stay inside at the office for recess. 3rd-4th Students: Children at this age are capable of deciding whether they need a coat or not at school when they go out to recess, so they will decide whether they need a coat. As with the k-2 students, a sweatshirt is a coat if there is a shirt underneath that sweatshirt. If it is below 50 degrees and they don’t have a coat or a sweatshirt, they will go outside like everyone else; at this age the responsibility is theirs.

Specials Schedule Changes If a field trip or early dismissal occurs during a special subject time (music, art, P.E., Spanish), your class will miss that special subject for the day. Specials times will be adjusted for Halloween, Winter Celebration and Valentine’s parties only. Specials times will not be adjusted for field trips or planned events. If planned events for your class or grade are scheduled during your specials time, you will need to adjust the time of the event or miss your specials time. In the case of an assembly during a scheduled special subject, the special subject teacher should supervise the class.

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Tornado Drill Procedures - Building See Drills – Fire, Tornado, Intruder

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APPENDIX

INFORMATION PAGE # -----------------4V’s Committees------------------------------------------------- 44 -----------------Bomb Threat------------------------------------------------------ 4 -----------------Budget Numbers ------------------------------------------------- 40 -----------------Building Improvement Goals ----------------------------------- 9-13 -----------------CCSD Behavior Expectations ---------------------------------- 24-34 -----------------Collaboration/IDM Schedule ----------------------------------- 8 -----------------Computer Schedule ---------------------------------------------- 48 -----------------Dates to Remember ---------------------------------------------- 14-15 -----------------Days 1, 2, 3, & 4 Schedule-------------------------------------- 6 -----------------Featured Reader Dates------------------------------------------- 21 -----------------Featured Reader Parent Letter ---------------------------------- 22 -----------------Field Trip Check List -------------------------------------------- 35 -----------------Fire Exit Plan ----------------------------------------------------- 1 -----------------Guest Teacher Rubric-------------------------------------------- 37 -----------------Guest Teacher-Friendly School Criteria----------------------- 36 -----------------Guided Reading Work Rubric ---------------------------------- 20 -----------------Intruder in Building/School Violence-------------------------- 2 -----------------Late Start Specials Schedule------------------------------------ 41 -----------------Library/Guidance Schedule ------------------------------------- 47 -----------------Lunchroom Expectations---------------------------------------- 19 -----------------Noon Recess/Lunch Schedule ---------------------------------- 43 -----------------Para Duty Schedule ---------------------------------------------- 42 -----------------Procedural/Behavior Norm ------------------------------------- 23 -----------------Professional Development Calendar --------------------------- 16-17 -----------------Professional Practice Expectations----------------------------- 38 -----------------PTO Meeting Attendees----------------------------------------- 45 -----------------Schedule - Master ------------------------------------------------ 46 -----------------Specials Schedule ------------------------------------------------ 7 -----------------Specials Time Schedule ----------------------------------------- 5 -----------------Teaching Standards - CCSD ------------------------------------ 39 -----------------Tornado ----------------------------------------------------------- 3 -----------------Workroom/Copier Room Clean Up---------------------------- 18

Please don’t get discouraged, if you can’t find what you’re looking for ASK the office staff.

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Fire Exit Plan A series of fire drills will be held during the year in preparation for the possibility of having to evacuate sometime under actual conditions. Please be sure students take each drill seriously and conduct themselves as expected. Directions for evacuation: 1. No talking by students. 2. Students and teacher should exit by walking as rapidly as possible. 3. Students and teacher are to move to a safe distance away from the building. 4. Teachers are to take attendance off the current class list. 5. Teachers and students may return to the building at the sound of the air horn or building bell. 6. Teachers who have children attending specials when the alarm sounds are to go to the class and take attendance. EXITS: Portables - Individual Exits on each side SE - M. Ganzeveld's area SO – Welp’s area M. Ganzeveld Welp Hartman Petersen Stone Huerter Rakers Masbruch SO - Lippert's area SO - Music area Lippert Koepke Rotter Naaktgeboren Frazee SO - Art area East Door- Playground Exit Novak Musser Howes Swann Leete Wegmann West Office Exit Richardson Hostak/Media Center Kauder Stimmel ECC/Wrap Around Computer Lab/Nurse SW – S. Fillner’s area NW - Gehl's area Fillner Gehl Zimmerly Cink's room exit Bolt's room exit Voight’s room exit N - Gym area Project Room - West Brendes Jackson Adam Reittinger

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Intruder in Building/School Violence

CODE I is either announced, signs go by, or word of mouth. • Go to your designated spot, lock all doors and secure area • Cover door windows and outside windows • Turn out lights, have students be quiet • Post green OK signs on outside window and outside inside door • Computer access should be available in the designated safe room. The classroom teacher who hosts the two classes will write the email to your “Code I” group. In the Subject line of the email put either OK or Missing (if a child is missing from your room) and then list the missing child in the body of the email. Specials teachers & support staff should list all students with them at the time so that regular ed teachers can check to make sure they are with you. Specials teachers should state whose class they have with them. • Remain in lockdown mode until you are notified from the office that all is clear.

If an armed intruder enters you classroom:

Don’t raise your voice or challenge the intruder. Do what you’re asked to do if it does not place others in danger. Keep students together, calm, reassure, and model appropriate behavior. Prevent students from leaving room. Don’t approach the intruder to attempt to confiscate the weapon. Don’t negotiate with intruder. Avoid physical resistance. Ask the intruder if you can evacuate the students from classroom: If yes, quietly and

quickly evacuate. Host room assignments: Art room – Howes Bolt’s room – Spanish Cinks room – Jackson Masbruch’s room - Frazee Computer Lab – stays in room Music room – Naaktgeboren Dick & Hoeger stays in portable Nurses office stays in there Fillner’s room - Reittinger PE – Ms. Brendes’s office area Ganzeveld stays in room Rakers’s room – Wegmann Gehl’s room – Strategist & ELP Richardson’s room – Musser Guidance office stays in office Stimmel – ECC/Wrap around Hartman stays in room Stone stays in room IMC/library office – Title 1/Leete Swann’s room – Kauder Levi/ELL stays in room Voight stays in room Lippert’s room – Rotter & Petersen Welp’s room - Huerter Lunchroom - kitchen Zimmerly stays in room Recess Alert Procedure Children at recess – supervising staff should get paged on the walkie talkie about danger. They should pull out the red flag/bandana and wave it. Children should go to that staff immediately. (i.e. if it is a CODE I go to transportation dept., if it is a tornado, come inside immediately, etc.) Updated 06/23/10

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Tornado

Tornado Watch Issued Tornado Warning Issued Students brought in from outside activities. Alarm sounded and students/staff take protective shelter in

area. Students and faculty move from temporary buildings to main building.

Leave classroom doors open and take class list.

Staff will close outside windows/blinds/curtains. Teachers keep classes together and take attendance. Teachers remind students of the tornado drill procedures.

If classes are outside, instruct students to lie flat in ditches or ravines.

Students may be released to parents/guardians with proper identification.

Notify custodians to shut off only the main gas supply to buildings. Do not shut off electricity.

Continue normal building activities. Exterior doors are closed and remain closed until all clear is signaled.

If parents arrive to pick up their children: invite them inside until the situation has passed. Don’t allow children to be removed from school.

If a tornado strikes

• Do not move injured persons, but relocate others to a safe site. Do not go to sections of the building that may have been damaged.

o Safe site may be another building on campus or Kirkwood (see Campus-wide Evacuation section)

o If safe, assign staff to remain with injured. o Contact: 911 & ESC o Account for all students/staff and report any missing students or staff.

Tornado Safety Areas Kindergarten Locker Area First Grade Locker Area Second Grade Locker Area Third Grade Masbruch and Stone- Locker Area Ganzeveld and Hartman- East Bathroom Area Jackson- Zastrow’s office Fourth Grade Voight- Poock’s Office Cink- Storage Room in Project area Bolt & Fillner- hallway in front of south bathroom, close door P.E. ELL Room Spanish Storage Room in project room Special Ed Gehl- Zastrow’s office Zimmerly, Reittinger - South bathroom entry area ELL Stays in classroom ECSE / ECC West bathroom Portable Rakers/Kauder’s Locker Bay Computer Lab ELL Room Media & Title 1 take students to their assigned tornado drill area Music & Art take students to their assigned tornado drill area Petersen Rakers/Kauder’s Locker Bay Updated 08/19/10

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Bomb Threat Teachers, if a silent evacuation is signaled:

• Take your class list, Emergency Crisis Plan, and pen. • Lock door as you leave. • Use nearest fire exit. • Students and staff should evacuate a minimum of 1,000 feet from the

building. • Keep students together and take attendance. • Report any missing students. • Remain outside until All Clear is signaled or further directions are

received from Principal (or administrator in charge).

Discovery of a suspected bomb DO NOT USE

Cell phone, PA system, walkie talkie, or any electronic equipment.

Do not move or touch the suspicious item. • Notify principal/designee. • Clear area or building immediately using the fire drill procedure. If

the conditions warrant a relocation of students and staff, the following alternate sites will be made available: high school auditorium, cafeteria and gyms; Creek middle school cafeteria and gym; and Ridge elementary cafeterias and gyms.

• Call 911 and ESC.

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Specials Time Schedule 2010/11

10:00-10:45 1st Grade 10:50-11:35 2nd Grade 12:35-1:20 4th Grade 1:25-2:10 Kindergarten 2:15-3:00 3rd Grade Kindergarten 1:25-2:10 1st Grade 10:00-10:45 2nd Grade 10:50-11:35 3rd Grade 2:15-3:00 4th Grade 12:35-1:20

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Day 1

ART MUSIC P.E. SPANISH 10:00-10:45 Wegmann Frazee Rotter Huerter 10:50-11:35 Rakers Richardson Swann Kauder 12:35-1:20 Fillner Bolt Voight Cink 1:25-2:10 Howes Reittinger Lippert Welp 2:15-3:00 Hartman Stone Masbruch Ganzeveld Day 2

ART MUSIC P.E. SPANISH 10:00-10:45 Rotter Wegmann Huerter Frazee 10:50-11:35 Swann Rakers Kauder Richardson 12:35-1:20 Voight Fillner Cink Bolt 1:25-2:10 Lippert Howes Welp Reittinger 2:15-3:00 Masbruch Hartman Ganzeveld Stone Day 3

ART MUSIC P.E. SPANISH 10:00-10:45 Huerter Rotter Frazee Wegmann 10:50-11:35 Kauder Swann Richardson Rakers 12:35-1:20 Cink Voight Bolt Fillner 1:25-2:10 Welp Lippert Reittinger Howes 2:15-3:00 Ganzeveld Masbruch Stone Hartman Day 4

ART MUSIC P.E. SPANISH 10:00-10:45 Frazee Huerter Wegmann Rotter 10:50-11:35 Richardson Kauder Rakers Swann 12:35-1:20 Bolt Cink Fillner Voight 1:25-2:10 Reittinger Welp Howes Lippert 2:15-3:00 Stone Ganzeveld Hartman Masbruch

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ART

Day 1 Day 2 Day 3 Day 4 10:00-10:45 Wegmann Rotter Huerter Frazee 10:50-11:35 Rakers Swann Kauder Richardson 12:35-1:20 Fillner Voight Cink Bolt 1:25-2:10 Howes Lippert Welp Reittinger 2:15-3:00 Hartman Masbruch Ganzeveld Stone MUSIC

Day 1 Day 2 Day 3 Day 4 10:00-10:45 Frazee Wegmann Rotter Huerter 10:50-11:35 Richardson Rakers Swann Kauder 12:35-1:20 Bolt Fillner Voight Cink 1:25-2:10 Reittinger Howes Lippert Welp 2:15-3:00 Frazee Hartman Masbruch Ganzeveld P.E.

Day 1 Day 2 Day 3 Day 4 10:00-10:45 Rotter Huerter Frazee Wegmann 10:50-11:35 Swann Kauder Richardson Rakers 12:35-1:20 Voight Cink Bolt Fillner 1:25-2:10 Lippert Welp Reittinger Howes 2:15-3:00 Masbruch Ganzeveld Stone Hartman SPANISH

Day 1 Day 2 Day 3 Day 4 10:00-10:45 Huerter Frazee Wegmann Rotter 10:50-11:35 Kauder Richardson Rakers Swann 12:35-1:20 Cink Bolt Fillner Voight 1:25-2:10 Welp Reittinger Howes Lippert 2:15-3:00 Ganzeveld Stone Hartman Masbruch

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Prairie View AM Collaboration/IDM Schedule 2010-2011

Tuesday: Grade Level Collaboration beginning the week of September 6, 2010 In classrooms

Grade levels will meet in individual grade level teams. Teachers will create their own agendas using the collaboration template, facilitate their own grade

level collaboration: lesson study, learning, studying trends in data, etc. One teacher will record the happenings in the meeting on the template. Strategist and Principal will rotate to meet with grade levels each week. The recorder will send the template to Ann each week. Counselors will collaborate on Mondays. Specialists collaborate on Tuesdays. Building specialist

teams will meet twice a month on Thursdays.

Thursday: IDM beginning September 9th, 2010 Facilitator Weeks to meet

K Tracy(F). 1st and 3rd 1 Barbara(F) and Tracy 2nd and 4th 2 Barbara (F) 1st and 3rd 3 Bill 1st and 3rd 4 Bill(F) 2nd and 4th

Consultant and Jen will be available to meet with groups as needed. K, 2nd and 3rd will meet on the first and third weeks. * 1st & 4th will meet on the 2nd and 4th weeks. * *There will be some months due to breaks & conferences where the weeks get off schedule. Refer to the weekly bulletin for accurate meeting dates. Core IDM Core IDM will be held as needed with the grade level facilitators, the counselor and GWAEA specialist. Special education team members will be brought into the meetings as needed. Core IDM, those dates are: September 17, December 10th, February 11th, April

1st, and May 7th. Grade level IDM logs should be turned into the Grant Wood Consultant at the end of each month.

Professional Learning Schedule August 30

September 1st, & 2nd Whole group collaboration September 8, 15, 22-4V’s, 29

October 6, 13, 20-4V’s, 27 November 10th-4V’s December 1, 8 & 15 January 5, 12, 19-4V’s, 26 February 2, 9, 16-4V’s, 23

March 2, 9, 23-4V’s, 30 April 6-4V’s, 13, 20, 27 May 4-4V’s, 11, 18, 25

• November, February and March dates are subject to change because of conferences and

report cards being due. • 4 V’s committees will meet the Wednesday after the PL day, most of the time.

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BUILDING IMPROVEMENT GOALS: (See SIAC and SMART goals) • Goal #1 By the end of the year 80% student will write to a specific grade level prompt at the “At

Standard” level as measured by the District Writing Rubric. (K-6) PRAIRIE VIEW PROFESSIONAL LEARNING ESSENTIAL QUESTION: How can we create a learning environment where teachers and students develop relationships between engagement, ownership of learning tasks, and achievement? SCHOOL IMPROVEMENT ACTION PLANS FOR 2010/2011

Professional Commitment

Professional Learning Structure and Processes to Reach Desired State

Evidence of Progress in Student Achievement

Evidence of Progress in Professional Growth

Which CSIP & school goal does this support?

Implement best practice writing strategies regularly and effectively.

Structure (Purposes, Dates, Time, How frequent, Where, Groups, Leadership) • PK-6 literacy

teachers will implement Write Tools instructional strategies on a daily basis.

• Content teachers will embed content writing in unit design on a weekly basis.

Processes (What will teachers do and how will we engage staff in a high yielding professional learning community?) • Teachers will

plan for implementation of writing strategies and discuss and share weekly during collaboration or weekly Building PL meeting time. (Facilitated by collaboration team leaders.

• Teachers will

1. What student data will we collect? • Writing pre,

post, and mid-year GL writing prompts scored with district rubric.

2. How will we define success criteria? • By the end of

the year, 80% of students will Score at the At Standard proficiency level of the district rubric.

• 100% of students will show growth in the total score each trimester from fall to spring.

3. What structures will we establish for student data analysis? (Data collection instrument, collection date, analysis dates and responsible parties) • Teachers will

administer

1. What implementation data will you collect? • Lesson

samples to share 2 times per year -

• Quality Characteristics - (to be determined) self-reporting

• Teacher strategy implementation survey -2 times/year

2. How will we define success criteria? • Completed

lesson plan samples to contribute to GL sharing sessions

• When teacher implementation survey results reflect growth in all Quality Indicators.

• Improvement in the implementation of strategies from Fall to Spring

Implement best practice writing strategies regularly and effectively.

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discuss and share writing implementation vertically and in district grade level meetings.

• Teachers will demonstrate model lessons to peers during collaboration and professional learning sessions.

• Teachers will organize and analyze common student work samples on a regular basis.

• Teachers will analyze implementation data 3 times per year to determine professional learning needs.

district writing prompts : Week of Sep. 1. Week of January 11 Week of April 26th

• Cadre will analyze writing achievement results and design professional learning based on data

3. What structures will we establish for implementation data analysis (Data collection instrument, collection date, analysis dates and responsible parties)

Professional Commitment

Professional Learning Structure and Processes to Reach Desired State

Evidence of Progress in Student Achievement

Evidence of Progress in Professional Growth

Which CSIP & school goal does this support?

Implement Iowa Core Curriculum (Content, Instruction, and Assessment) through the curriculum alignment process.

Structure (Purposes, Dates, Time, How frequent, Where, Groups, Leadership) • Teachers will

implement Assessment For Learning strategies regularly and frequently throughout instructional units.

• Teachers individually map their curriculum once per month according to established due dates during collaboration, team time,

1. What student data will we collect? • Writing pre,

post, and mid-year GL writing prompts scored with district rubric.

• Progress monitor fluency and comprehension 2 additional times a year (November/February)

2. How will we define success criteria? • By the end of

the year, 80% of students will Score at

1. What implementation data will you collect? • Status Check

of Individual maps 4x a year(October, December, February, April) during cadre meetings

• Consensus maps

2. How will we define success criteria? • 100% of

teachers complete individual maps on a monthly basis

CSIP ICC School Goals

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weekly PL and district learning days.

• District Science team will construct consensus maps K-12

Processes (What will teachers do and how will we engage staff in a high yielding professional learning community?) • Teachers will

design quality Formative and/or Benchmark assessments aligned with rigorous and relevant instructional units.

• Teachers collaboratively examine the planned, taught, and learned curriculum.

• Teachers will regularly analyze Assessment For Learning tools and their impact on student learning through the Analysis of Student Work protocol.

• Teachers will collaboratively observe peers, record their observations, then individually and collaboratively reflect on the observations in order to address rigor of the task, student engagement and student

the At Standard proficiency level of the district rubric.

• 100% of students will show growth in the total score each trimester from fall to spring.

• To become fluent readers at Prairie View by the end of the year 80% of 1st-4th grade students will achieve the spring district fluency target rate as measured by the BRI grade level assessment.

• 80% of kindergarten students will achieve fluency proficiency as measured by the DIBELS spring phonemic awareness fluency assessment.

• 100% of students will make growth

• 3. What structures

will we establish for student data analysis? (Data collection instrument, collection date, analysis dates and responsible parties • Teachers will

administer district writing

• 100% of teachers use protocols to conduct meaningful conversations about planned, taught, and learned curriculum.

3. What structures will we establish for implementation data analysis (Data collection instrument, collection date, analysis dates and responsible parties) • Curriculum

data generated from Mapping Tool - Completion rate by due date, Alignment data, Assessment (balanced type, rigorous level)

• Principals or designee will review reports and Status Check data 3-4 times per year and discuss results with the staff for continuous improvement(October, December, February, April).

• ?

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motivation in their instructional practices.

prompts : Week of Sep. 1. Week of January 11 Week of April 26th

4. Cadre will analyze writing achievement results and design professional learning based on data

District professional learning Building-based professional learning that reinforces the district professional learning goals

August 18

• August 18th-AM-Vertical

discussions about incoming children, cum folder review, PM-classroom work time

Aug.

• August 16th-Welcome back and reconnect (1 hour) Goal is to release teachers as soon as possible to work in their rooms. Complete technology survey (Digital Learning Rubric) and PL survey. Creek Open House, Craig; Technology Update: 11:15-11:45

• August 17th-(the only day all staff are together) Culture/Community building, first building committee meeting, handbook review. District luncheon and para meeting. Elementary Open House

Sep. 20

• 9/20 PL- AFL – “Where am I going?” Theory/rationale- vocabulary- clear learning targets/ models and examples

• Analyze MAP data set student goals

• Science Consensus Maps- GL meeting

• Share district PL Survey data

Sep.

5 Wednesdays • Introduce Action Plan • Building Committee Work • Collaboration Structures • ITBS Prep • PLP Revisions/Overview

Student Goal Setting Structure complete by conference time(operations committee)

Oct. 18

• 10/18 –Write Tools GL Meeting-relate to clear learning targets

• 10/18-Score writing pre-test • Writing implementation

collection • Map and Talk

Oct.

• TIA Unit Design Status Check (at Cadre Meeting)

4 Wednesdays • Map and Talk • Building Committee Work – Goal

Setting Protocol Due • MAP data • Literacy/Café/Progress Monitoring • 21st Century Lesson Demo

Nov.

1 Wednesday • Building Committee Work

• Implement goal setting conferences at fall conferences 11/16-11/23

• Gather data on conference attendance and participation in goal setting

• AFL team – sharing and coaching

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with cadre volunteers

Dec. 6

• 12/6 PL- Where Am I Now?" - descriptive feedback -student self-assessment/goal setting -theory-connect to RR & 21st century

• Student work analysis protocol • AFL Implementation data

collect

Dec.

3 Wednesdays • Map and Talk • Building Focus

• TIA Unit Design Status Check (at

Cadre Meeting)

Jan. 13/14

• January 13 PL- ITBS Analysis • January 14 PL- "How Can I

Alter the Gap?"-focus on one learning target- Opportunity for student practice- student self reflection

Jan.

4 Wednesdays • MAP goal setting • Building Committee Work • Map and Talk • ITBS follow up

• Pilot “Characteristics of Effective

Instruction” rubric – Jan 1-April 30

Feb. 14

• 2/14 PL- Application of all learned concepts and skills in an authentic unit - Relate to ICC Characteristics of Effective Instruction

• Map and Talk

Feb.

4 Wednesdays • Map and Talk • Building Committee Work • Vertical Sharing • Student work analysis • 21st Century Lesson Demo

• TIA Unit Design Status Check (at

Cadre meeting)

Mar.

2 Wednesdays • Building Committee Work • Building goals

• Gather data on conference

attendance and participation in goal setting update

April 4

• 4/4 PL- Demo and share-Instructional coaching-Evidence of learning - Celebration, implementation data and reflection

• Writing Implementation collection

• 21st Century Post-assessment on 4/4 or by 4/30

• Map and Talk

Apr.

4 Wednesdays • Class placement • Building Committee Work • Building Focus

• TIA Unit Design Status Check

May 2 • 5/2 PL- Writing Post –test scoring May

4 Wednesdays • MAP analysis • PLP Wrap Up • Building Committee Work • Action Plan Input • Building new school goals • End of Year Celebration

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Dates to Remember 2010-2011 Reading Schedule Please follow the pacing guide developed by grade level representatives. In grades 2-6 Houghton Mifflin units are generally 4-6 weeks long. Units in grades K and 1 are 3-4 weeks long. Diagnostic Reading Assessments August 24 – September 8 January 4 - January 21 May 3 - May 20 Math Facts and Trimester Math Assessments Math Facts Pre-test Between August 19-24 First Trimester facts test and trimester test Between November 1-12 Second Trimester facts test and trimester test Between February 15-24 Math Facts Post-test and third trimester test Between May 20-25 District Writing Assessments Fall Writing Prompt Assessment Between September 7-10 Fall Assessments Scored October 18 – PL Day in District GL teams Kindergarten Prompt Assessment Between January 7-12 Kindergarten Assessments Scored January 14th PL Day Spring Writing Prompt Assessment Between April 25- April 29

Spring Assessments Scored May 2 PL Day in District GL Teams

Everyday Math - Pacing Schedule There are 173 days of instruction in an academic year (excluding the first and last day of school). The table below is a suggested pace to complete the program by the end of the year (teachers do not need to “cover” every lesson, use your judgment and the critical objectives when making instructional decisions). Other sources for pacing are the Unit At a Glance documents created by each district grade level team. The grade levels are listed across the top in the table below. In kindergarten the activities are not numbered so a page number is listed. In grades 1-6 the numbers listed on the chart are the unit and lesson number. Month K 1 2 3 4 5 6 Aug/Sep p. 110 2.5 2.6 2.6 2.10 2.10 2.3 October p.149 3.5 3.7 4.2 4.2 4.3 3.3 November p. 180 4.2 5.1 5.4 5.3 5.9 4.4 December p. 204 4.11 6.1 6.1 6.1 6.6 4.12 January p. 236 5.10 7.2 6.13 7.2 7.8 6.3 February p. 270 6.9 8.7 8.3 8.2 8.10 7.3 March p. 291 7.5 9.9 9.5 9.3 9.7 8.6 April p. 330 9.1 11.1 10.6 10.7 11.1 9.7 May/June p. 362 10.7 12.8 11.10 12.7 12.10 10.6

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ITBS and MAP Assessments October 11-15 Iowa tests of Basic Skills Grades 2-6 September 1-15 Measures of Academic Progress (MAP) Grades 2-6

April 1- April 15 Measures of Academic Progress (MAP) Grades 2-6 CogAt Assessment February 7-11 Test all 3rd and 6th grade students Report Card Dates Trimester 1- Print report cards on 11/08/10 – Send home on 11/10/10 Trimester 2- Print report cards on 2/28/11 – Send home on 3/02/11 Trimester 3- Print report cards on 5/27/11 – Send home on 6/1/11 Professional Learning and Clerical Days September 20- PL Day January 14- PL Day October 18- PL Day February 14 - PL Day November 5- Clerical Day February 25 - Clerical Day December 6 - PL Day April 4 - PL Day January 13 - AM- PL/PM- Clerical May 2 - PL Day Total Instructional Alignment Team Oversight Team December 10, 7:30-3:30 October 15, 7:30-3:30 February 24, 7:30-3:30 November 11, 7:30-3:30 March 30, 7:30-3:30 January 18, 7:30-3:30 April 7, 7:30-3:30 Curriculum Map Due Dates Aug/Sep Map due in tool October 8 October Map due in tool November 5 November Map due in tool December 3 December Map due in tool January 7 January Map due in tool February 4 February Map due in tool March 4 March Map due in tool April 8 April map due in tool May 6 May Map due in tool June 1 Cadre Dates - K-6 Cadres: 7:30-3:30 in the HS Study Hall September 9 October 7 November 18 January 6 February 3 March 24 April 21 June 10

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Professional Development Calendar 2010/11–6/29/10 August 2 - New teacher Best Practice Literacy Strategies 6- Science Consensus Mapping Team 9, 10, 11 - New teacher induction 12 – New teacher workday 16, 17– Teacher Workshop 18- Professional Learning Day 19 – Fall Assessment Team 1:30-2:45 – District personnel only 23 – Assessment training - substitute teachers- 8:00-10:30 23-30- Assessment Subs working 26- IDM meeting 8:30-11:30 September 9 – K-6 Cadre 7:30-3:30- HS Study Hall 15 - New Teacher Session – 7:30-3:30 20 – Professional Learning Day 27- SIAC October 7- K-6 Cadre 7:30-3:30 –HS Study Hall 12 – GT Academy- all day 15- Oversight Team 7:30-3:30 18 - Professional Learning Day – Write Tools consultants 26 – New Teacher Session – 7:30-3:30 November 2- Writing Task Force- 7:30-3:30 5- Clerical Day 8 – Print Report Cards 11- Oversight Team- 7:30-3:30 18- K-6 Cadre 7:30-3:30 –HS Study Hall December 6 - Professional Learning Day 10- TIA Team – 7:30-3:30 14- G&T Academy 17- IDM Meeting- 8:30-11:30 January 4- Assessment sub training – 8:30-10:00 4-7- Assessment subs working 6- K-6 Cadre 7:30-3:30 –HS Study Hall 13 – AM – Professional Learning, PM - Clerical 14 – Professional Learning Day 18- Oversight Team – 7:30-3:30 25 – New Teacher Session – 7:30-3:30 31- SIAC

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February 3 – K-6 Cadre 7:30-3:30 –HS Study Hall 8- Writing Task Force- 7:30-3:30 14 - Professional Learning Day 22- GT Academy 24- TIA Meeting 25 – Clerical Day 28- Print Report Cards March 1- Writing Task Force- 7:30-3:30 11- IDM Meeting – 8:30-11:30 24 – K-6 Cadre 7:30-3:30 –HS Study Hall 29- 7:50-8:50 Heights GT Screening Mtg. 29- 10:30-11:30- Ridge GT Screening Mtg 29- 2:15-3:15 – View GT Screening Mtg. 30- TIA Meeting April 4 – Professional Learning Day 5- 7:50-8:50 Crest GT Screening Meeting 7- Oversight Team – 7:30-3:30 18-SIAC 19- GT Academy 21- K-6 Cadre 7:30-3:30 –HS Study Hall May 2 – Professional Learning Day 27 – GT Retreat 27 – Print Report Cards June 1 – Last Student Day 2 – Strategist Flexible District Day 3 – Strategist Flexible District Day 6-10 – Strategist June work Days 2-8- GT – work days 10 – K-6 Cadres 12:30-3:30 13- SIAC

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Workroom & Copier Room Clean Up Schedule We need everyone's help to keep things looking nice. Please mark your calendar with the month your team has workroom & copier room duty. Notify the office when supplies run low.

Month of: August & September –Paraprofessionals

October – ½ Casserole Group.

November* – Kindergarten Team

December – First Grade Team

January – Second Grade Team

February – Third Grade Team

March* – Fourth Grade Team

April – ECSE/Preschool Team

May – ½ Casserole Group

June (if needed) – EVERYONE!

*Conferences

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2010/11 Lunchroom Expectations

Expectations for Students

Expectations for Classroom Teachers

Expectations for Lunch Supervisors

Expectations for Principal

Use neighbor voices Teach and re-teach

students lunchroom expectations

Establish positive rapport with students

Continually evaluate current lunchroom practices

Keep hands and feet to self

Set high expectations for lunchroom behavior

Implement corrections for behavior consistently

Clarify expectations to and from and in the lunchroom for students, supervisors, and teachers

Treat others with respect

Meet students in the lunchroom on time

Manage common problems

Ensure that teachers are re-teaching lunchroom expectations as needed

Follow lunchroom expectations

Supervise students closely as they leave the lunchroom

Avoid escalating conflicts

Ensure that supervisors are knowledgeable of their role in the lunchroom

Walk in the lunchroom

Use proximity management

Prepare periodic review activities for staff

Clean up own messes

Hold students accountable for behavior at all times

Eat own lunch Know and apply the expectations that the students have been taught

Use table manners that you use at home such as please, thank you, eating with utensils, eating with mouth closed

Circulate about the lunchroom

Talk to only those around you at your table

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Guided Reading Independent Work Rubric

5 3 1 Respect Student’s voices

never exceed a level that will interrupt the group or other students working independently. Conversations that do occur are focused on student’s independent work.

Students occasionally need reminders to keep their voice level down. Conversations tend to get off task. Students need a reminder to keep focused

Student voices are at a level that interrupts others and constant reminders are needed. Conversations are about topics that are not helping students complete their work.

Responsibility Students have work assigned to them that they can complete independently with success. Students are focused on completing the assigned tasks always aware of what to do when finished.

Student’s ability to finish independent work requires questions to be answered or directions restated. Students always know what assignment to do next but don’t know what to do when finished with everything.

Students have work assigned to them that is too easy or too difficult. Students are often off task and unaware of what to do when finished with independent work.

Relevance Students are engaged in meaningful reading and writing activities. There is some application activity connected to group instruction of a selected skill. Students are reading and responding to literature that is at their independent level and/or interests them.

Students are working on reading and writing assignments unrelated to instruction. Application activities are minimal without some connection to group instruction. Students are reading texts that may or may not be at their independent level and/or interest them.

Students are kept busy with mundane tasks unrelated to literacy. There is no application connected to group instruction. Students are not reading or responding to literature or reading texts that are too difficult.

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10/11 Featured Reader Dates

September 16 September 21 September 23 October 5 October 21 October 28 November 2 November 4 November 9 November 16 November 30 December 2 December 7 December 9 January 11 January 20 January 27 February 1 February 1- February 10 February 15 February 17 February 22 February 24 March 1 March 3 March 8 March 10

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Dear Parents: Your child is scheduled to join the Principal Featured Reader Session on . Please help your child practice the reading material they choose. We know your child will enjoy the opportunity and feel proud to earn the “Principal Featured Reader” ribbon and medal. Thank you for supporting your child’s learning. Teacher signature: Date:

Principal Featured Reader Sessions

I have practiced the reading material at home with my parents/guardians. I am ready to share my favorite reading (give title of the material) with the principal and other children. I will join the Principal Featured Reader session on the above suggested date.

Student signature/name:

(return to your teacher)

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Procedural/Behavioral Norm for View

A. Relationship Building

• We build relationships when we communicate effectively with each other. At Prairie View, this means that we will verbally or non-verbally acknowledge people when we see them in the hall. We will talk professionally about/with each other EVERYWHERE.

• We also build relationships when we use respectful listening. At Prairie View this means that we will use good listening habits, and we will use open body language.

• Relationships are formed when we build community. At Prairie View this means that we will respect others’ ideas, and we will be responsible for/to everyone in the building.

B. Respect – an expectation of the whole learning community; adults and students.

• We show respect when we support each other. At Prairie View this means we will follow through with the common expectations and consequences as stated in the school wide behavior plan. We will show patience and professionalism towards others (students, staff and parents).

• We will use the term “we” not he/she/they, and use the term “our” for our class, school and students. We will think of students as the school’s collective responsibility. We are all representatives of Prairie View!

• Being respectful also means we will use the 5 traits of respectful listening, (eyes on speaker, mouth quiet, hands quiet, feet quiet, and body sitting up). At Prairie View this means consistent application of expectation throughout the school. (Classroom, halls, common areas, and specials). This also means that we will teach students to monitor their own respect toward others.

C. School Expectations and Routines

• Take as much time at the beginning of the year to model, teach and practice

school expectations and routines. At Prairie View this means that we will model and practice our Prairie View expectations, including do’s and don’ts. We need to assess, re-teach, and revisit expectations and routines throughout the year. At Prairie View this means that after breaks, we will re-visit and re-teach routines and procedures/expectations. We will review and practice with students the school wide expectations weekly.

24

College Community Schools Behavior Expectations/Procedures

AREAS OF COMMON Elementary Middle School High School Classrooms

Listed are recommended classroom expectations/ rules. Remember that different classrooms will have different expectations/rules depending on the needs and dispositions of the teacher and students.

Classroom Expectations/Rules • Students will remain

quiet when teachers or others are talking

• Response to a common signal

• Respect people, property and ideas

• Treat others in the way you would like to be treated

• Follow directions • Do your best work

Classroom Expectations/Rules • Be prepared and

prompt (Class preparedness—physical, mental, emotional, homework complete)

• Mutual respect—student/student, student/teacher

• Positive attitude and participation

• Think and plan ahead—agenda

• Ask questions • Listens and follows

directions

Classroom Expectations/Rules Preparedness • Comes with all materials

necessary • Is ready to work/learn • Complete assignments • Prepares for tests, quizzes,

presentations, and projects Positive Participation • Pays attention in class • Listens and follows

directions • Accepts responsibility for

own actions • Respects others’ rights to

learn • Works with others in an

appropriate manner Punctuality • Arrives to class before the

tardy bell • Attends class regularly • Completes assignments on

time Common Areas

Before & After School

Before School • Students allowed in

building at 7:30. Exceptions made for inclement weather.

• Students go to designated areas i.e., gym, cafeteria

• Students participate in purposeful activities

• Hallway traffic and behavior same as during school

• Students may go to class at 8:35 and are tardy after 8:40

• Students arriving after the 8:35 bell must report to the office first

• Can only leave designated area with permission

After School

Before School • Students allowed

in building at 7:30. Exceptions made for inclement weather.

• Students go to cafeteria or playground after 7:30.

• Students may go to the school store for purchases or deposits before 8:05 bell.

• Students may eat breakfast but are expected to clean up after themselves.

• When the 8:05 bell rings, students report to 1st period class.

• Appropriate behavior including respect for others

• No cell phones in educational area, cafeteria and lobby only

• Students shall remain in supervised areas

• Students in cafeteria will adhere to “Rules of the Cafeteria”

• No commercial restaurant food allowed

Late Bus • Students should remain in

cafeteria or patio area • Students shall adhere to

“Rules of the Cafeteria”

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AREAS OF COMMON Elementary Middle School High School

• Students report to designated area

o ECC o late bus o early bus o office o extended

day • Hallway traffic and

behavior same as during school

• Can only leave designated area with permission

Late Bus • Students may be

outside, in the cafeteria, or gym when available.

• Students may not go to the bus zone or any other building.

• Students must be respectful to each other and adults.

• Vending machine available, wait in line only if you have money. Don’t ask others for money or food

• Students expected to clean up after themselves

• Outdoor voices and behavior in cafeteria may result in being sent outside

• When 1st bus arrives, everyone must be behind wall

Hallways The hallway will be quiet and will not interfere with classroom instruction. • No talking – voices off • Face forward and

watch where you are going

• Walk quietly in a line and stay on right side of hallways

• Hands and feet to yourself

• Walk at all times • Passes are required to

be in hallways without adult supervision

• When meeting others, walk (do not run) to the right half of the hallway.

• Keep your hands and feet to yourself.

• Move to where you need to be in a timely, quiet, and orderly manner.

• No movement in hallways without written pass or agenda

• No movement in hallways without written pass or agenda

• No running • No sitting in hallway after

8:00 a.m. • No cell phone use • No food or drink • No inappropriate or

disruptive behavior, which includes the mistreatment of others

Cafeteria The lunchroom will be a relaxed social area where everyone uses good manners and takes responsibility for keeping their space clean. • Use neighbor /

conversational voices

The following procedure will be strictly enforced: • Students enter the

cafeteria and proceed immediately to a table or go

• No sitting on tables • Return all trays and eating

utensils etc. to proper location

• Trash disposed of in proper containers

• No commercial restaurant food allowed

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at all times • Hands and feet to

yourself • Stay at your table and

remain seated • Use good table

manners o say please

and thank you o chew with

mouth closed o keep

conversations to appropriate topics

• Your food is not to be shared or traded

• Be kind to one another • Clean your area when

dismissed

immediately outside.

• Students are to sit one person to a chair.

• Students remain seated until a lunchroom supervisor dismisses their table.

• Students must present their lunch card to the lunch clerk in order to eat.

• Your food is not to be shared or traded

• When finished students are to pick up any mess at their table and return their tray. Students may then: 1) go outside; 2) return to seat.

• Once students choose to go outside they generally are not allowed to return to the building until the bell signals the return to class.

• Students must remain within the boundaries of the play area.

• No loitering in restrooms

• Students remaining in the cafeteria will be dismissed when the bell rings.

• No inappropriate or disruptive behavior, which includes the mistreatment of others

Recess/Playground The recess/playground area will be a safe and fun area for everyone. • Use equipment and

fields safely and correctly

• Keep hands and feet to self

• Use respectful words

• Students use ID cards to check out equipment.

• No physical aggression.

• Students must be within sight of person on duty.

• No tackle football

27


when playing and solving problems – stop-think-plan

• No name calling, put downs or bad language at anytime

• Wear appropriate clothing for weather

All grades, kindergarten through fifth grade will line up outside prior to entering the building in an orderly manner. The recess supervisors will lead the students into the building.

or rough play of any type

Restrooms The restroom area will be clean, safe and quiet. • Use whisper/neighbor

voices inside and outside bathrooms

• Wait for your turn • Climbing on stalls and

doors is not permitted • Flush, wash hands,

turn off water, pick up trash

• Walk in line to room

• No inappropriate or disruptive behavior, which includes the mistreatment of others

• Flush, wash hands, turn off water, pick up trash

• No loitering • Be sanitary and polite to classmates with whom you share the restroom.

• No smoking • No loitering • No inappropriate or


Parking Lot • Children must be accompanied by an adult at all times.

• Students are not to be in the parking lot unless being picked up by their parent/guardian or accompanied by or with permission from a staff member.

• Students are not to loiter in the high school parking lot, building, grounds or the district bus loading area.

• Can not be in parking lot unless you are arriving or leaving with permission

• No smoking of tires, cigarettes, or other substances

• Drive responsibly • Park vehicle in designated

spot • No inappropriate or


Athletic/Fine Arts Events

• All students in grades K-5 must be accompanied by a supervising adult

• Exhibits proper etiquette at performances, “proper

• Exhibit good sportsmanship, which includes not putting down your opponent’s players or fans.

• School rules are in

• Exhibit good sportsmanship

• Exhibits proper etiquette at performances

• Fine Arts, can’t leave during the performance

• No inappropriate or

28


manners”

effect at both home and away contest.

• Exhibits proper etiquette at performances, “proper manners” This includes removing your head covering and remaining silent during the National Anthem.


Assembly • Follows school wide signal

• Attend to speaker • Body basics • Follow teacher

direction for entering/exiting areas

• Attentive to the speaker or presenter • Do not distract others from listening • No inappropriate or disruptive behavior, which includes the mistreatment of others.

• No inappropriate or disruptive behavior, which includes the mistreatment of others.

District-Wide Policy

Expectations

Attendance/Truancy

Regular attendance and being on time are two important things that will help a student have a good attitude toward school and be successful. Students should arrive by 8:35. This will allow ample time for personal organization before the tardy bell rings at 8:40. To be counted for a full day attendance, students must be at school between 10:00 a.m. and 2:00 p.m., otherwise he/she will be counted as 1/2 day absent. ABSENCE: not present for a class or classes. DOCUMENTED: a signed parent note, parent

• Parents must call office to excuse all absences and tardies.

• If no phone calls, a letter is sent next day.

• 8 absences per quarter will result in a letter sent home.

• Quarterly, an administrator or designee meets with students with unexcused absences.

• 1st unexcused is warning by administrator.

• More than one unexcused absence

Unexcused absences, defined as those absences that, in the opinion of the administration, would be unnecessary and avoidable, with prior planning, or that have little or no educational value. Examples would be: • Shopping • Tanning or hair

appointment • Oversleeping • Staying at home to study

or prepare an assignment • Job for pay • Senior pictures • Travel with friends, not

family • Attending major events

such as state tournaments as a spectator (must be in accordance with

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phone call, or parent stops by office to grant permission. EXCUSED: a parent documented, valid reason. UNEXCUSED: an undocumented or invalid reason. Excused Absences: • illness • bereavement • school activities • professional

appointment • religious observance • family activities • others as approved by

principal Unexcused Absences: • babysitting • haircut or hair

appointment/pictures • missed bus • overslept • shopping • skipping • undocumented • others as determined

by principal

will result in a suspension.

• After 32 absences, excused or unexcused, a letter is sent to county attorney. Each case is examined individually.

Attendance and Student Dismissal It is important that a student display regular and punctual attendance in order to be successful at the middle school and beyond. Because of this, the school has strong expectations for your attendance and timeliness. ABSENCE: not present for a class or classes. DOCUMENTED: a signed parent note, parent phone call, or parent stops by office to grant permission. EXCUSED: a parent documented, valid reason. UNEXCUSED: an undocumented or invalid reason. Excused Absences: • Bereavement • School Activities • Professional

Appointment • Religious

Observances • Family Activities • Others as

approved by principal

Unexcused Absences: • Babysitting • Haircut or Hair

administrative guidelines for these events).

• Others as determined by the administrator

All work must be made up within the time period established by the instructor. It will be the student’s responsibility to seek out the teacher to secure the make-up work at the earliest possible time following an absence. Teachers are discouraged from allowing too much time to pass before the student seeks them out for make-up work or the taking of missed tests. Following the 2nd unexcused absence of the semester; the teacher will direct a letter to be sent to parent or guardian warning them of possible credit loss of credit at 4 unexcused absences. This should apply to any class in which the student accumulates 2 unexcused absences. Following the 3rd unexcused absences the student will meet with an administrator to discuss the reasons for the absences and inform them of possible loss of credit on the 4th unexcused absence. A letter will be sent and phone contact made with parents or guardian to remind them of possible loss of credit on the next unexcused. Following the 4th unexcused absence in a semester, the student may lose credit in a class. The parents or guardian will be informed of the loss of credit and at the administration discretion, may remove the student from the class in question and assign them to a study hall.

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Appointment/Pictures

• Missed bus • Overslept • Skipping • Working • Others as

determined by principal

Truancy, as defined to be the act of a student, who willfully, of his or her own choosing, absents himself/herself from class or school. The following situations will be considered truancy: • Being absent without

knowledge of parent/guardian

• Leaving school without parental knowledge and consent

• Not attending a scheduled class or study hall

• Lying, forging, or falsely informing the school about the reason for absence

Make up work may not be allowed. Any truancy will count towards ‘unexcused’ absences. Three (3) full days of truancy and the student will be taken before the Board of Education for review of their current status as a student at Prairie High School.

Dress Code • The grooming or dressing by students in any manner that presents a health hazard, safety hazard or is disrupting to the educational process in the school will not be accepted

• Students may not wear clothing advertising or promoting items illegal for use by minors(i.e. monograms or writing referring to drugs, alcohol, sexual or racial references or swearing).

• Students can’t wear shoes with cleats in the building, half shirts, halter tops or very short shorts.

• Students should think ahead for the kind of

• The grooming or dressing by students in any manner that presents a health hazard, safety hazard or is disrupting to the educational process in the school will not be accepted • Shorts and skirts should fall in the range from mid-thigh to the top of the knee or below • Tops should

extend to cover the waist and have a minimum of two-

• The grooming or dressing by students in any manner that presents a health hazard, safety hazard or is disrupting to the educational process in the school will not be accepted.

• Student dress and grooming is the responsibility of students and their parents.

• The exception being unless some standard of dress and grooming is a reasonable requirement of a course or activity or necessary for reason of health and safety.

• Shoes must be worn at all times. Wearing of hats in school is prohibited between 7:30 a.m. and 3:30 p.m.

• Clothing may not have any writing or symbols that promote drugs, alcohol, sex, profanity, gangs, or any

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weather it is going to be at recess and on the way home.

• Wear warm clothing, boots, warm coats, hats and mittens when the weather is cold.

• Clothing and other items that are offensive or worn to represent gang membership are not appropriate.

• If students forget to wear boots, they may not be able to play where they could get their feet wet.

inch straps. Items such as halter-tops, tube tops and spaghetti straps are not appropriate

• No undergarments may be showing for either sex.

• Clothing and other items advertising or promoting tobacco, alcohol or other controlled substances are not appropriate

• Clothing and other items that are offensive or worn to represent gang membership are not appropriate

• Hats and head coverings are to be removed in the building

• Coats and jackets are not allowed in the classroom, these should be placed in the student’s locker

• Chains no longer than twelve inches and must be attached to a watch or wallet

Students wearing offensive or inappropriate apparel will be asked to adjust their dress to meet school standards. This might include reversing the item, covering the item or changing to more appropriate dress. Any student whose appearance or grooming is distractive or disruptive to the educational process will be removed until their appearance or grooming meets the

message that is disruptive to the educational process.

• Those shirts determined to be offensive will be taken and held in the office until a parent or guardian picks them up.

• At that time a conference on their inappropriateness will take place.

• Students whose dress is disruptive to the learning environment will be referred to the office which may result in a call being made to parents.

• There will be no muscle t-shirts for gentleman.

• Young ladies tops must have at least a 1” strap on each shoulder and they must cover the midriff when arms are placed down by the side.

• No undergarments may be showing for either sex.

• Violators will be referred to the office and disciplinary action may be taken if the violation cannot be resolved.

• These guidelines will be enforced during the school hours.

• Wallet chains or watch chains must be 12” or shorter and must be attached to a wallet or a watch or they will be deemed a potential weapon.

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school standard. Electronic Devices

and Cell Phones • All trading cards and

electronic devices should stay at home

• Electronic devices (cell phones, Walkman, computer games, Gameboys, etc.) are not to be used during school hours (8:05 A.M. – 3:18 P.M.)

• They should be turned off and stored in “locked” lockers.

• Use of personal cell phone during school hours is grounds for disciplinary action including confiscation of the cell phone.

There is usually no need for electronic devices such as radios, tape players, CD players, beeper/pagers, or telephones at school. Students are discouraged from bringing these devices to school. • The cafeteria area is the

only place where cell phones or headphones can be used.

• These items should not be used in the hallways or in any other part of the building unless approved by administration or staff.

• Any student observed with such a device may be asked to remove it and not return it to school.

• If the device causes a disturbance or disruption there may be disciplinary action.

• If such a device is necessary on a temporary basis it should be cleared ahead of time with the office.

Weapons The Board of Directors believes weapons and other dangerous objects in school district facilities cause material and substantial disruption to the school environment or present a threat to the health and safety of students, employees and visitors on the district premises or property within the jurisdiction of the school district. • Weapons, drugs, and alcohol are illegal and will be dealt with by building behavior

management leveling policy (intensity and frequency) • Weapons and toy/look-a-like weapons cause a substantial disruption to the learning

environment and threaten student and staff safety. • School district facilities are not an appropriate place for weapons or dangerous

objects. • Weapons and other dangerous objects shall be taken from students who bring them

onto the school district property or onto property within the jurisdiction of the school district or from students who are within the control of the school district.

• Parents of students found to possess a weapon or dangerous object on school property shall be notified of the incident.

• Confiscation of weapons or dangerous objects shall be reported to the law enforcement officials, and the student will be subject to disciplinary action including suspension and/or expulsion.

Illegal Substances The illegal possession, sale, or use of alcohol, drugs, or drug paraphernalia by students on the premises of any school in the district will not be condoned. Such illegal possession, sale, or use will result in immediate suspension of the student pending further investigation, and, should the facts warrant, expulsion from school by the Board of Directors. Middle School

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• The use, possession, sale and/or distribution of alcohol, narcotics, tobacco, drugs or drug look a likes by Middle School Students is illegal and strictly prohibited.

• Students violating school policy involving these substances may be suspended up to 10 days and be referred to both the Cedar Rapids Police Department for possible legal charges and the superintendent of schools for possible expulsion.

• Prairie Middle School staff and students strive to keep our middle school free of illegal substances. Students are encouraged to report any such concerns or information about this type of activity to a staff member immediately.

High School 1. First offense

• minimum three days out-of-school suspension • mandatory parent conference with administrator

2. Subsequent offenses • out-of-school suspension until school is notified by appropriate agency that

student has participated in substance assessment and has agreed to follow the recommendation of the assessment counselor.

• Could lead to referral for expulsion. 3. Depending upon the severity of the circumstances, referral for expulsion may be a consequence following any incident involving substances.

STUDENTS UNDER THE INFLUENCE AT SCHOOL PROCEDURE TO ADDRESS BOARD POLICY 502.4

Any student suspected of being under the influence of marijuana or any controlled substance by the certified staff shall be referred to the office. Once the student is in the office, two administrators along with the school nurse, if available, shall make a professional judgment as to whether the student may be under the influence of a controlled substance. The student’s parent or guardian shall be notified of this judgment and expected to come to the high school office. The student will be suspended from school for a minimum of three school days. Parents will be encouraged to seek a urine analysis within 12 hours to confirm or refute drug use. The results of the urine analysis can be kept confidential by the family but a negative result would have to be made known to strike the suspension from school records and for the student to be reinstated immediately. Assuming the judgment made by school administrators is not challenged by a negative UA result, these things will be required of the student:

1. Initial meeting with ASAC staff before the 3 day suspension is up and signed ‘Release of Information’ form.

2. Indefinite assignment to the ASAC counselor on the agreed school day ASAC is assigned.

(The College Community School District will not be responsible for any services rendered by any group or agency other than those outlined above.)

Harassment It is the goal of College Community School District to maintain a learning and working environment that is free from harassment. It is the goal of Prairie High School to maintain a learning and working environment that is free from harassment. • All forms of harassment are not tolerated and will be handled per district policy • 1st time handled by Counselors. • Subsequent incidents handled by Administrator. Consequences may include

warning, detention, Saturday school, and/or suspension. • Counselors make presentation to each grade early in the school year. • It shall be a violation of policy for students to harass other students or staff through

conduct of sexual nature or conduct designed to reduce the dignity of the individual

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with respect to race, creed, religion, national origin, gender, age, disability, or any other form of harassment.

• Students who believe they have suffered harassment shall report such matters in a timely manner to a teacher, a counselor, or a building administrator.

• Violations of this policy may be cause for disciplinary action up to and including expulsion.

Fighting • Physical aggression between students that involves striking, punching, shoving or injuring another person will be considered fighting and disciplinary action will follow.

• In severe situations, charges will be filed with the Cedar Rapids Police Department by the school against the student for creating a public disturbance.

• Physical aggression between students that involves striking, punching, shoving or injuring another person will be considered fighting and disciplinary action will follow.

• In severe situations, charges will be filed with the Cedar Rapids Police Department by the school against the student for creating a public disturbance.

• The parents of the student who was assaulted will also be informed of their right to file assault charges.

• Prairie High School ‘s student behavior management plan is to help ensure that all students have the opportunity to learn in an environment which is positive and allows maximum achievement of educational goals.

• It is the school's intent to help students make positive and safe decisions regarding their behavior.

• Any student who engages in fighting or violent behavior on school grounds or at a school activity may be subject to the charge of ‘Disorderly Conduct’, and may be arrested.

Theft Theft is unacceptable and disciplinary action will be taken; charges may be filed. Bus • Sit in your seat and face forward.

• Keep hands and feet to yourself. • Obey the driver. • Talk quietly. • Show respect for others and the bus. • No bad words.

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Classrooms/grade(s) going? All Field trip to: Date: Time of departure: Time of return: Field Trip Check List Whenever a class or other group of student's leave the building for a field trip, it is required that the coordinating teachers complete the following: Initial each item signifying that you have communicated with that person. If your field trip does not affect the person listed, mark N/A (not applicable). This checklist will help all those who need to know and be informed. ______Principal – Mrs. Wooldridge approval of field trip. ______Arranged for Transportation (if needed) at least 1 week in advance of field trip. ______Office - Notified Robin of field trip for calendar, bulletin and/or messages. ______Nurse - notified for emergency kit and meds to get ready for students that need them. ______Kitchen - Brenda notified if you will be gone over lunch or if you will need sack lunches. (notify at least 7 working days prior to trip)

______Early Childhood Center - (848-5295) - if it affects before/after school child care or other child care areas

(cafeteria/gym)

Specials Teachers Notified – (if needed)

______ Art ______Music ______Special Ed teacher ______ P.E. ______World Language - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - If you are using PTO funds for this trip, please fill out the following information so we can forward to PTO for their records. ______ # of buses X miles X $.20 per mile = ______ driver(s) X hours X $10.00 = Total Transportation Cost $ Field Trip destination charge: How is this trip being paid for? Please return this form to the office. Prairie View/2007

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Guest Teacher-Friendly School Criteria Main Office:

Greeted congenially Informed of the day’s schedule Given directions to rooms Location and direction for copy machine, bathrooms, lunchroom

Teacher Folder Contents: Times and location of classes

Contact person in department or team for help or assistance Location of contingency lesson plans for at least 2 days Pertinent school data 1. Normal day’s schedule 2. Abnormal day’s schedule (late start, early out, etc.) 3. Extreme emergency guidelines

Classroom: Greeted by Department Chair of other department or team member who offers assistance Fire and tornado procedures posted Current seating charts

1. As viewed from the front of the room 2. Name preferred by the student 3. Avoid using pictures from the computer (usually neither the name nor the picture are very legible) 4. Identify by code helpful students, potential trouble students, special needs students, and students with special medical problems. 5. In band and music rooms: student conductors, librarians, and accompanists.

Lesson Plans 1. Clearly stated with objectives. 2. Alternative plans for guests not trained in the subject area. 3. Extensions that may be used if assignment is completed before the end of the period. 4. When films are to be used, have guide sheets for student to follow.

Needed materials laid out or easily accessible Students ready to learn Short administrative visit sometime during the day

IMC and Computer Lab: helpful and understanding personnel Hallways and/or Teachers Lounge: Greeted by staff as colleagues, introductions, conversations, invitation to lunch etc. Noticed and greeted by students Directional signs to strategic locations Relatively free of debris

Use of SEMS: Be sure your name, grade level, and assignment are clearly stated and updated Use the 30-second message time to inform, sell, explain, etc., but use it. Follow-up: Call the guest teacher that taught for you. If you were pleased, say so. If not, say so, and get some

clarification about what went on and make helpful suggestions. Students, who created problems for the guest, did you and the school a disfavor and should be made well

aware of your displeasure. Guest Teacher Association 3/7/03

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Professional Practice Expectations

Tier I: New Employee Evaluation Purposes: 1. Provide evidence for making beginning teacher

licensure decisions per Code of Iowa. 2. Assist newly hired licensed teachers to become

contributing members of the College Community staff.

Process: Minimum of 3 formal observations with pre- and post-observation conferences Year 1: Focus is standards 1, 3, and 6 Year 2: Focus is standards 1-8. Required artifacts per standard. Final observations and a portfolio must be completed by March 30. Principal summative report must be completed by June 1.

Tier II: Professional Practice Analysis Purposes: 1. Professional Learning Plan (required annually for all staff)

• Purpose: to study and document the effect of professional learning and collaboration upon an individual's teaching practices and student learning.

2. 3 Year Formal Evaluation Process (1/3 of faculty per year)

• Purpose: to document the relationship between an individual's professional practices, District personnel performance standards, and job description (i.e. teachers, counselors, media librarians, learning strategists, etc.)

Process: Professional Learning Plan: Goals and action plan must be submitted annually by Oct. 15. Plan must be tied to school improvement goals and may be done with others. It is managed via secure area on district website. At the end of each school year, each staff member self-assesses and confers with their principal regarding their plan's progress. 3 Year Formal Evaluation In 2009-10 school year, 1/3 of building faculty will be evaluated by building principals. Initial group will consist of volunteers representing all subject/program areas. Process consists of a minimum of 2 formal observations with pre- and post-observation conferences. Required artifacts are expected for each standard. Final observation completed by March 30. Principal summative report completed by June 1.

Tier III: Intensive Assistance Process Purpose: To provide a structured process for a non-probationary teacher who needs additional assistance and support to maintain an acceptable level of performance, as identified in the employee's job description and position performance standards.

Process: Level One: Intensified Principal Assistance

• Starts with a written memo stating the problem area(s) of concern, level one timeline, action plan, outcomes, and indicators of acceptable performance. Failure to make acceptable progress results in placement in level two.

Level Two: Multiple Evaluators • Starts with a written memo stating the problem

area(s) which still exist, progress to date, and what still remains unacceptable. Failure to make acceptable progress results in a recommendation to terminate. Acceptable progress leads to Tier II.

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College Community Schools Teaching Standards 1 STANDARD: Demonstrates ability to enhance academic

performance and support for implementation of the school district’s student achievement goals.

5 STANDARD: Uses a variety of methods to monitor student learning.

The teacher: 3. Provides evidence of student learning to students, families and staff. 4. Implements strategies supporting student, building, and district

goals. 5. Uses student performance data as a guide for decision making. 6. Accepts and demonstrates responsibility for creating a classroom

culture that supports the learning of every student. 7. Creates an environment of mutual respect, rapport, and fairness. 8. Participates in and contributes to a school culture that focuses on

improved student learning. 9. Communicates with students, families, colleagues, and

communities effectively and accurately.

The teacher: 1. Aligns classroom assessment with instructions. 2. Communicates assessment criteria and standards to all

students and parents. 3. Understands and uses the results of multiple assessments to

guide planning and instruction. 4. Guides and engages students in goal setting and assessing

their own learning. 5. Provides substantive, timely, and constructive feedback to

students and parents. 6. Works with other staff and building and district leadership in

analysis of student progress.

2 STANDARD: Demonstrates competence in content knowledge appropriate to the teaching position.

6 STANDARD: Demonstrates competence in classroom management.

The teacher: a. Understands and uses key concepts, underlying themes,

relationships, and different perspectives related to the content area. b. Uses knowledge of student development to make learning

experiences in the content area Meaningful and accessible for every student.

c. Relates ideas and information within and across content areas. d. Understands and uses instructional strategies that are appropriate to

the content area. e. Uses current content related to subject.

The teacher: a. Creates a learning community that encourages positive

social interaction, active engagement, and self-regulation for every student.

b. Establishes, communicates, models, and maintains standards of responsible student behavior.

c. Develops and implements classroom procedures and routines that support high expectations for student learning.

d. Uses instructional time effectively to maximize student achievement.

e. Creates a safe, purposeful, and respectful learning environment.

3 STANDARD: Demonstrates competence in planning and preparing for instruction.

7 STANDARD: Engages in professional growth.

The teacher: a. Uses student achievement data, local standards, and the district

curriculum in planning for Instruction (unit/lesson plan, student learning activities, assignments, and assessments).

b. Sets and communicates high expectations for social, behavioral, and academic success of

all students. c. Uses student’s developmental needs, backgrounds, and interests in

planning for instruction. d. Selects strategies to engage all students in learning. e. Uses available resources, including technologies, in the

development and sequencing of instruction.

The teacher: a. Demonstrates habits and skills of continuous inquiry and

learning. b. Works collaboratively to improve professional practice and

student learning. c. Applies research, knowledge, and skills from professional

development opportunities to improve practice. d. Establishes and implements professional development plans

based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.

e. Seeks and uses customer feedback to improve professional practice.

4 STANDARD: Uses strategies to deliver instruction that meets the multiple learning needs of students.

8 STANDARD: Fulfills professional responsibilities established by the school district.

The teacher: 3. Aligns classroom instruction with local standards and district

curriculum. 4. Uses research-based instructional strategies that address the full

range of cognitive levels. 5. Demonstrates flexibility and responsiveness in adjusting instruction

to meet student needs readiness, interests and learning profile/styles.

6. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

7. Connects students’ prior knowledge, life experiences, and interests in the instructional process.

8. Uses available resources, including technologies, in the delivery of instruction.

9. Makes the purposes of learning, academic, and work habit standards, performance criteria, and student responsibilities explicitly clear.

The teacher: a. Adheres to board policies, district procedures, and

contractual obligations. b. Demonstrates professional and ethical conduct as defined by

state law and district policy. c. Contributes to efforts to achieve a district and building

goals. d. Demonstrates an understanding of and respect for all

learners and staff. e. Collaborates with students, families, colleagues, and

communities to enhance student learning.

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General 10-1931-1101-101-X- Purchased Services 320 Student/Staff Travel 580 General-Instructional Supplies 612 Computer Software 615 Other General Supplies 618 Reference/Research Materials 647 Equipment 731 Staff Workshop/Conf. Registration 813 Student Entry Fees 815 General Income-deposits 1790 General Computer Equipment: 10-1931-2236-101-0000-734 Co-curricular Activity Account 21-1931-1900-950-7400- Other General Supplies 618 Deposits 1790 Capitol Outlay 10-X-1101-101-8104-612 Purchased Serv. Prof. 10-1931-1101-102-X- General-Instructional Supplies 612 Principal 10-1931-2410-000-X- Postage 531 Telephone 532 Student/Staff Travel 580 Reference/Research Materials 647 Staff Workshop/Conf. Registration 813 Art 10-1931-1101-102-X- 612 PE 10-1931-1101-108-X- 612 or 618 Music 10-1931-1101-112-X- 612 Spanish 10-1931-1101-106-8212- 612 or 618 K 10-1931-1110-101-X- 612 or 618 1st 10-1931-1111-101-X- 612 or 618 2nd 10-1931-1112-101-X- 612 or 618 3rd 10-1931-1113-101-X- 612 or 618 4th 10-1931-1114-101-X- 612 or 618 Title I 10-1931-1430-433-4501- General-Instructional Supplies 612 Other General Supplies 618 Guidance 10-1931-2120-X-X- Student/Staff Travel 580 Professional Supplies 613 Other General Supplies 618 Staff Workshop/Conf. Registration 813 Grants 10-1931-1101-101-8311-612 or 1790

Level I 10-1932-1200-211-3301- Student/Staff Travel 580 General-Instructional Supplies 612 Jackson Other General Supplies 618 Musser Level II 10-1932-1200-214-3302- Student/Staff Travel 580 General-Instructional Supplies 612 Zimmerly Other General Supplies 618 Gehl Staff Workshop/Conf. Registration 813 Pop 68-1931-3200-910-9170- Other General Supplies 618 Intrafund Transfers 951 Deposits 1754 ELP 10-0012-1270-270-8104- Student/Staff Travel 580 General-Instructional Supplies 612 Other General Supplies 618 Staff Workshop/Conf. Registration 813 Student Entry Fees 815 Extended Day 10-1931-1421-420-1119- General Instructional Supplies 612 Professional: Educ 121 Professional:Temp/Sub 122 Strategist 10-1931-1101-104-8178- General-Instructional Supplies 612 Other General Supplies 618 PTO B92-0000-000-0000-499-368 Foundation B91-0000-0000-000-499-350 General-Instructional Supplies 612 ELL 10-0002-1410-410-4644 612 Book Fair 10-1931-2222-101-9165 618 Accu-Scan 61-483-004 Middle School 61-483-001 High School 61-483-000 Registration fees or lost books 10-X-X-X-X-1942 Kindergarten Milk 61-1931-3110-X-X-1613 Tax Exempt ID# 42-730077F

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Late Start Specials Schedule

A B C D E 10:00-10:45 1 4 3 2 K 10:50-11:35 2 K 1 4 3 12:35-1:20 4 3 K K 4 1:25-2:10 K 1 2 3 1 2:15 – 3:00 3 2 4 1 2 = Missed Specials Late Start: Time 1st late start – A 2nd late start – B 3 rd late start – C 4th late start- D 5th late start- E (any additional late starts will start all over again)

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View Paraprofessional Duty Schedule 2010/2011 updated 6/28/10

*AM Schedule Para(s) Greeter (1) Betty ( 8:15-

4:00) Joan (8:15-4:00) Sub para K students

A gatekeeper for those who try to come to school before 8:35

Front door greeter for BD/SD students

Front door greeter for BD/SD students

Sidewalk (3) Diane(8:30-4:00) Robyn D. (8:30-4:00)

Betty @ 8:35

For bus supervision 3-4 Locker Area Linda K.(8:30-

4:00) Linda B. (8:30-4:00)

Melissa M.. (8:30-4:00)

When students arrive Send BD/SD students to BD room

K-2 Locker Area When students arrive

June (8:30-4:00) Cindy (8:30-4:00) Lori R. (8:30-4:00 Send BD/SD to BD room

Gehl’s Room(1) Lori Y. (8:30-4:00)

Lori H. (8:30-4:00)

For Noah & Fletcher to go Zimmerly’s Room(2) Melissa K. (8:30-

4:00) Brandee Cindy

For BD/SD students to go Breakfast See accuscan

Tanya/Susan (8:15-4:00)

Sub-Para Tyler (8:30-9:10)

Accuscan For breakfast supervision. They will need to be in place for the ECC breakfast run as well beginning at 8:20.

Tanya/Susan (8:15-4:00)

*PM Schedule Bus Loading Area (2) 3:40 Betty (8:15-4:00) Linda K.(8:30-4:00) For bus supervision Gym Pick Up (3) 3:35 June (8:30-4:00) Laurie & Lori

Y.(3:40)

Students getting picked up by parents Escorting Students K-2 3:45 K-Tanya and

Susan 1st-Cindy 2nd-Melissa K.

Escorting Students 3-4 3:45 3rd-Linda B. 4th-Joan Escorting BD/SD Students to buses Para T Para-Clayton

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Noon Recess/Lunch Duty Schedule 2010-2011 Updated 6/28/2010 p.m.

Grade

Recess Times Duty Outside Lunch Times

Lunchroom Duty

K 11:05–11:30 Tanya, Susan, Melissa K. Kindergarten Para. (Koenez, Brockington, Kanetomo, Westphal)

11:30 – 11:55 Tanya, Susan, Melissa K., Kindergarten Para (Koenez, Brockington, Kanetomo, Westphal)

4th 11:25–11:45 Betty, Robyn D. 11:45 – 12:05 Sherril, Amanda

3rd 11:45–12:00 Lori B., Terri Lori R, Diane, Para Tyler w/ BD/SD students, Melissa M., Clayton

12:00 – 12:25 Cindy Reece, Linda B., Jen Lori R, Robyn D., Diane w/ BD/SD students, Melissa M., Clayton

2nd 12:05–12:25

Linda K., Melissa K. Para Tyler w/ Johnny, Bryce

12:25 – 12:45

Linda B., Linda K., Melissa K. (MK-keep eye on John & Shane) Betty w/Johnny, Bryce

1st 12:25–12:45

Katie, Chris Yoder w/Noah Harrison w/Fletcher Joan w/ Nathaniel & William

12:45 – 1:10

June, Linda B. Yoder w/ Noah, Fletcher Melissa K. w/Nathaniel & William

• Those doing outside duty will stay with the students until after they’ve washed their hands,

used the bathroom and are in the lunchroom (except for 3rd recess duty; Cindy and Linda will meet specials teachers at the recess doors and take over from there).

• This is the duty schedule not the student recess time schedule • K teachers will supervise and dismiss their own students from the lunch room beginning at

11:45.

Actual Student Recess and Lunch Times Grade Recess Time Lunch Time

Kindergarten 11:05-11:20 11:30-11:50 Fourth 11:25-11:40 11:45-12:05 Third 11:45-12:00 12:05-12:25

Second 12:05-12:20 12:25-12:45 First 12:25-12:40 12:45-1:05

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2010/11 4V’s Committees Community View Culture View Kid View Operation View Book Fairs Baby showers America Reads Day AM announcements Christmas collections Boss’s day Assemblies Common area expectations ELL Christmas gift exchange Character Ed Filtered water, can recycling Food collections Christmas party Therapy dog Guest teacher folders Food Pantry Custodian recognition Career Day Halloween Parade Foundation Filtered water ITBS prep Handbooks Fun Fair / Theme Baskets Friday themed lunches Principal Pride Wall Adopt a Highway Cleanup Open House Illness/funerals Student Council Intruder drill Reading Night Pal Day School Supply Store Honor Bar Sock Hop Volunteer recognition Bucket Filling

Activities Outside building appearance

United Way Para appreciation PTO sign-ups Walk-A-Thon Secretaries day Schedules Staff recognition Tornado/fire drills Summer staff picnic

Committee Members

Community View

Culture View Kid View Operation View

Amanda Novak Barb Hostak Amy Welp Bill Poock Amy Stone Brandee Gehl Angi Hartman Eric Kauder

Cindy Richardson Cindy Reece Barbara Leete Gail Dick Cindy Zimmerly Jessica Stimmel Betty Regan Jeff Lippert Dana Wegmann Kami Upah Susan Matheny Kathy Berger

Renee Levi Lori Renner Jennifer Neira Kim Rakers Terri Adam Jane Zangerle Jenny Rotter Lori Brendes

Melissa Kelsey Michelle Klamerus Kathie Cink Mark Ganzeveld Diane Dalton Joan Keating Katie Jackson Chris Ketchum Erin Musser Linda Krueger Mackenzie Bolt Scott Fillner

Jennifer Swann Tanya Heintz Laurie Harrison Terri Howes June Stratton Meredith Voight Linda Buwalda Tina Naaktgeboren

Michelle Reittinger Robyn Delaney Shalyn Huerter Melissa Mitchell Sherril Koepke Lori Yoder

Stephanie Frazee Renae Masbruch Noreen Moseley Molly Hoeger

45

10/11 PTO Meeting Attendees September Attending: 4th Grade Topic: October Attending: 3rd Grade Topic: November Attending: Specials Team Topic: January Attending: 1st Grade Topic: February Attending: 2nd Grade Topic: March Attending: Topic: May 12 Attending: Kindergarten Topic:

46

K 1 2 3 4

9:00 Opening

9:00

9:15

9:30

Read to Self 9:10-9:50

9:45

Math 9:00-10:00

10:00

Guided Reading

9:15-10:15 Recess 9:50-10:05

10:15

Math 9:15-10:30

10:30

Specials 10:00-10:45

Guided Reading

9:00-10:50

Read to Someone 10:10-10:45

10:45

Math

11:00

Literacy Block

10:30-11:30

11:15

Specials 10:50-11:35

11:30

Lunch/ Recess 11:05-11:50

Math 10:45-11:45

11:45

Core 11:35-12:05

Lunch Recess 11:25-12:05

12:00

Rest 11:50-12:20

Guided Reading 10:45-12:25

12:15


Read Aloud 12:05-12:35

12:30


12:45

Lunch/ Recess

12:25-1:10 Read Aloud

1:00

Guided Reading and Core

12:20-1:20 Sci/Soc

12:30-1:15 Specials

12:35-1:20

1:15

1:30

1:45

Core 1:20-2:00

Math 1:05-2:05 Writing

1:15-1:45

2:00

Specials 1:25-2:10

Recess Read Aloud

2:15

Writing 2:00-2:30

2:30

Snack/Cts 2:10-2:55

Recess

2:45

Writing 2:25-2:55

Specials 2:15-3:00

Literacy Block 1:20-

2:45

3:00

Recess 2:55-3:10

3:15 Read aloud

Soc/Sci 2:55-3:30

Science /Soc. 2:45-

3:20

3:30

Sci/Soc 2:55-3:45

Core 3:05-3:35

3:45

Recess 3:20-3:40

4:00

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2010-2011 Library/ Guidance Monday Tuesday Wednesday Thursday Friday

8:45-9:15

9:15-9:30

9:30-10:00

10:00-10:45 Bolt Fillner Cink Voight

10:45-11:20

11:25-11:55 Neira Lunch

12:00-12:25 Neira 3rd Grade Duty Lunchroom

12:30-1:00 Masbruch Hartman Ganzeveld Stone

1:15-1:45 Huerter Frazee Wegmann Rotter

1:45-2:10

2:10-2:40 Lippert Howes Welp Reittinger

2:55-3:30 Richardson Rakers Kauder Swann

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2010-2011 Monday Tuesday Wednesday Thursday Friday Computer

8:45-9:15

9:15-9:30

9:30-10:00

10:00-10:45

10:45-11:20 Voight Bolt Fillner Cink

11:20-11:35

11:35-12:05 Swann Richardson Rakers Kauder

12:25-12:40 1st grade Duty Duty Duty Duty

12:40-1:10

Tech Lunch

1:15-1:45 Rotter Huerter Frazee Wegmann

1:45-2:10

2:10-2:40 Reittinger Welp Lippert Howes

2:55-3:30 Stone Masbruch Hartman Ganzeveld

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