Authority of the Council and the Principal
advertisement
CAMPBELLSVILLE HIGH SCHOOL SBDM COUNCIL POLICY MANUAL TABLE OF CONTENTS Authority of the council and Principal Operating Council Meetings Appeals Process Policy Development and Review Council Code of Ethics Statement of Ethics Determination of Curriculum Comprehensive School Improvement Plan Selection of Principal Selection of School Personnel Consultation Staff Assignment of Instructional/Non-Instructional Time Budget and Spending Committee System Co-Curricular/Extracurricular Programs Space Use School Schedule Technology Parent/Community Involvement Homework Student Behavior/Discipline Dress Code Advanced Placement/Dual Credit Courses Extended School Services Equity/Diversity School Writing Fundraising State Assessment Re-Test Policy Homebound/Homework Policy Diploma Tracts -0- 1 1-3 3 3 4 5 6-7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23-24 25 26 27-29 30 31 32 33 34 Authority of the Council and the Principal The Principal shall serve as the school’s primary administrator and instructional leader and shall have authority over management functions not chosen by the council. The Principal shall be responsible for implementing policies set by the council. The council pursuant to state law is a policy making body. Reference KRS 100.345. The council shall have the authority to set and monitor school policies, which shall provide an environment to enhance the student’s achievement and help the school meet the goals established by the Kentucky Education Reform Act. Outside of a legally called council meeting, no council member other than the Principal has decision-making or administrative authority. The council shall have the authority to form the number and types of committees needed to carry out the policies set by the council. Operating Council Meetings Council members shall attend 3 types of meetings: 1. Regular meetings held on a set time and day of the month and at a set time of the day. 2. Special meetings scheduled, as they are needed between regular scheduled meetings. 3. Training meetings designed for council members to acquire knowledge and/or develop skills. The Campbellsville High School council shall meet the third Monday of each month at a time designated by the council. The chairperson may cancel regular meetings with approval from a majority of the council. Each regular and special council meeting shall operate by an agenda. The chairperson shall form the agenda. The agenda shall be approved by the council at the beginning of the meeting. Other items may be added to the agenda at the meeting with approval from the council. The agenda for regular meetings shall be written and disseminated within 2 school days prior to the meeting. The agenda for a regular meeting will be disseminated to all teachers and officers of the PTA. Teachers and officers in the PTA shall be informed of special meetings by the most convenient method. Teachers and parents who are not on the council may recommend items for the agenda by contacting the chairperson or his designee. A person recommending an item must be present at the meeting for it to be discussed and the item recommended must be in writing. As each topic is discussed the chairperson will call on speakers in the order they appear on the agenda. Each speaker will be limited to 5 minutes. Input will be allowed before the council makes a decision. Input/reactions must be germane to the topic and must be within the authority of the council. If someone wishes to speak to the council they will: -1- 1. Contact the principal or his designee to see if the problem can be solved at the building level, 2. Present items but shall not exceed 5 minutes, 3. Ask to be on the agenda, and 4. Address policies and issues, but the presentation can never be directed toward personnel. Personnel in this case means administrators, teachers, students, parents or any school staff member. The principal shall serve as chairperson at all meetings. However, in case of emergency the council will elect a vice-chair to serve in the absence of the principal. The responsibilities of the principal as chairperson shall not be delegated to any other member of the council. The primary method of making decisions shall be consensus. An effort shall be made to thoroughly discuss all possible alternatives, provide everyone ample opportunity to be heard, and make a final choice that can be supported by the group. In the event consensus cannot be reached, a delay in making the decision shall be used as one alternative to help reach consensus. In the event a decision is necessary and the council determines majority rule is an acceptable process to make the decision, then majority rule will be followed. Decisions by majority rule shall require a simple majority of the members present. A tie vote will result in no action. A minimum of 2 members must call for a vote for majority rule to be applied or if determined by the chairperson. Two-thirds, 4 members, of the council must be present for the council to make official decisions with at least one teacher and one parent. Minutes of all council meetings shall be recorded in writing and kept on file in the principal’s office. Minutes shall be approved by the council and stored in a minute’s book. A copy of all minutes shall be provided to the superintendent as a means of keeping him/her informed. All council meetings shall be open to the public except when personnel, legal issues affecting the council, or rights to privacy issues are under consideration. Under one or more of these conditions, the council may go into executive session. All decisions made by the council shall be in an open public meeting. The council shall abide by the state’s open meetings law. KRS 61.810 The principal shall provide a qualified person to serve as recording secretary, who shall be responsible for: 1. Recording in writing all minutes of the meeting, 2. Processing minutes, -2- 3. Processing and disseminating meeting agendas, and 4. Typing and disseminating summary reports. A summary of the actions taken by the council shall be reported to all teachers, officers of the PTA, and the superintendent. The report shall be disseminated within 3 working days from the date of the meeting. Appeals Process For a person to appeal a decision of the council or file a grievance, he/she must first request in writing an opportunity to be heard and shall include information about the grievance issue. Council shall determine if the grievance is valid. The council shall schedule a hearing within 30 working days from the date the request is received. The person appealing shall be informed of the hearing by letter. The person appealing may be represented by legal council and may call witnesses as long as the testimony is germane to the issue. The council may also be represented by legal council and may also call witnesses. The council shall consider the merits of the complaint, make a decision and respond in writing to the complainant. The council shall give its decision only. A copy of the reply and grievance shall be provided to the superintendent. Policy Development and Review All activities and decisions of the council shall be governed by the by-laws and policies set by the council. All policies set by the council shall be consistent with state statutes and board policies. All policies shall require 2 readings before they are adopted. No policy shall be adopted by the council at the meeting in which the policy is introduced. All polices may be reviewed by legal council and the superintendent before they are adopted. The council shall maintain a policy manual and shall make it available to staff, the public, and the superintendent. The council shall annually review all policies. Revisions shall be made as needed in order to more effectively serve the school. Within 1 week of having been approved by the council, all policies will be included in the policy manual, with copies posted on the school bulletin board and forwarded to the superintendent’s office and to the PTA. -3- Council Code of Ethics Code of ethics for a school council is a set of professional standards for council members to follow as they work as a team, as they make decisions affecting the school and, more specifically, the children served by the school. A code of ethics shall be adopted by the first school council at Campbellsville High School and shall be reviewed annually by each council thereafter and amended as needed. A written code of ethics shall be included in the council by-laws. Each council member shall read and show by his/her signature a commitment to the code of ethics. -4- Statement of Ethics Members of the Campbellsville High School council, while representing the teachers, parents, and school administrators, have the educational welfare of the students served by the school as its highest priority. We acknowledge that the school belongs to the public it serves and that our responsibilities as a council member requires the gathering and giving of accurate information and making decisions that will be in the best interest of the students. We further acknowledge that we can best meet our responsibilities when we work as a team, show respect for one another, show honesty, and demonstrate a commitment to the school and to our responsibilities. Refraining from discussing information that can be detrimental to a person or a group is a behavioral standard by which the council will abide. The responsibilities of the council and these acknowledgments require each council member to maintain standards of exemplary professional behavior. Each council member and the council as a whole will be observed and appraised by the faculty, students, and community. In the interest of the school and each student served by the school, the council subscribes to the following statements of ethical standards. 1. Make the well being of students the fundamental value in all decision-making actions. 2. Fulfill responsibilities with honesty and integrity. 3. Obey local, state, and national laws. 4. Demonstrate a willingness to work as a team. 5. Demonstrate willingness to compromise in the interest of the welfare of students. 6. Show support of decisions made by the council. 7. Avoid sharing information that is considered confidential by the council. 8. Represent his/her constituency group as accurately as possible. 9. Demonstrate commitment to the work of the council and to the school. 10. Avoid using positions for personal gain through political, social, religious, economic, or other influence. 11. Demonstrate respect for all people regardless of race, national origin, sex, religion, and political affiliations. I agree to abide by these standards. Date ____________________________ __________________________ ____________________________ ___________________________ ____________________________ ___________________________ -5- Determination of Curriculum Curriculum shall be defined as all experiences provided by the school that are designed to help children develop academically, socially, emotionally, and physically. Curriculum includes both what is taught and how it is organized for delivery. A curriculum standing committee shall be formed and shall be responsible for assessing, designing, monitoring, and evaluating the curriculum. Further, the committee shall help assure the curriculum at Campbellsville High School meets state and local board standards and that technology is appropriately infused into the curriculum. The curriculum committee shall be expanded to assure a representative from each teaching team. The committee shall report to the school council. The council, with assistance from the curriculum committee, shall set standards for an effective curriculum at Campbellsville High School. Such standards shall be reviewed annually for appropriateness. All standards shall be consistent with state, local board of education, and southern association standards. The Principal and Assistant Principal will monitor curriculum implementation through the teacher evaluation process. Curriculum maps and lesson plans should reflect the activities, goals, and expectations necessary for the instruction of core content for all students. Appropriate assessment strategies will also be reflected in the curriculum maps and plans. Curriculum implementation will be the most vital part of annual teacher evaluations. Each curricular course at CHS will be taught by a teacher certified in that subject area. The teacher will provide instruction from curriculum maps and lesson plans that are aligned with Kentucky Core Content for Testing (KCCT). Curriculum maps will be developed by teachers on a quarterly basis and a copy made available to the principal on a quarterly basis. A course syllabus/curriculum map will be provided to each student at the beginning of each semester. This syllabus/curriculum map will outline the course of study for the students and parents. It will also provide a timeline, assuring coverage of the required core content from each course. The curriculum of Campbellsville High School will be designed around major areas which include college preparatory and school to work. These areas will be divided into three diploma tracks; Distinguished, Advantage Plus, and Career and Technical. This takes effect for the class of 2011. The current diploma tracks of Distinguished and Merit apply to the classes of 2008, 2009, and 2010. Students wishing to change their majors may do so at the end of any semester. CHS offers a rigorous and challenging curriculum that is available to all students. Criteria have been established for enrollment in advanced placement and dual credit classes to ensure that students have the necessary background and motivation to be -6- successful in these classes. If a student does not meet the criteria, he/she may appeal to a guidance committee for a waiver to this policy. Campbellsville High School can only accept transfer credits from other accredited schools. In case of home schooling situations, any transfer credits must be from an accredited, certified, and recognized home school of study. The Campbellsville Independent Schools Board of Education has a list of accredited home school companies. Effective July 1, 2002 CHS will grant a certification of attendance to foreign exchange students who successfully complete one year of school at CHS. All students must have completed a writing portfolio as a requirement for graduation. For each course taught at CHS, teachers will incorporate assessment strategies that mirror the state mandated assessment. These assessment strategies shall include multiple-choice questions, open response questions, and writing portfolio assignments. The development of rubrics will be necessary to accompany writing assessments. These assessment strategies will be an integral part of curriculum maps and daily instruction, and take place during each grading period. In order for Campbellsville High School to meet the educational demands of all foreign exchange students and accommodate the students of Campbellsville High School, it is necessary to limit the number of students to four (4) for any current school year. Also, in order that the school might serve the students in a timely manner, it is recommended that all necessary credentials for enrollment be at Campbellsville High School by the 20th day of July of the current school year. With the principal’s discretion, time lines may be altered according to the needs of the student(s). However, based upon enrollment certain classes necessary for foreign exchange students may not be available after July 20th of the current school year. First Reading_11-19-07__ Second Reading_1-28-08________ -7- Comprehensive School Improvement Plan The council shall, with assistance from the curriculum committee, annually analyze the curriculum against the standards set for the curriculum. A status report shall be disseminated to each teacher, leaders of the PTA, and the superintendent. Critical analysis shall include data used in the school’s annual performance report, interest of students, results of mapping the curriculum, input from the faculty, and other educational productivity outcomes. The council, with assistance from the curriculum committee, shall develop an annual plan for improving the curriculum. Priorities for the plan shall be supported by the results of the critical analysis. The plan may cover a time span of more than 1 year. The plan shall include as a minimum: 1. Needs addressed by the plan 2. Improvement goals 3. Expected learner goals 4. Action to be taken 5. Time line 6. Person(s) responsible 7. Cost projections Action in the plan shall include monitoring implementation of the plan and the curriculum in general. Each staff member who attends workshops at training sessions shall share pertinent information from publications, videos, and other media with the faculty. An ad hoc committee may be formed for each core area and electives and will have the responsibility for reviewing and revising curriculum guides for consistency with standards and curriculum alignment as needed. Each ad hoc committee shall report and make recommendations to the standing curriculum committee. The council with recommendations shall set priorities for the use of new technology for the curriculum committee. The information will be shared with the central office in order to develop a district wide technology plan. First Reading___ 11-19-07 Second Reading_ 1-28-08 -8- _ Selection of a Principal Once the vacancy has been verified by the superintendent, the council shall develop a set of criteria for selection of a principal and communicate in writing the criteria to the superintendent. The council shall get input from teacher, staff and parents into the development of the criteria. The council shall be responsible for interviewing each candidate submitted by the superintendent and for reviewing all written information on each candidate provided by the superintendent. The council shall develop a written plan for selecting a principal and if time permits, shall disseminate the plan to teachers and leaders of the PTA. The plan shall include selection criteria and a time line. The council shall select a principal from a slate of candidates provided by the superintendent. The council reserves the right to request additional candidates from the superintendent. The selection shall be communicated to the superintendent in writing. In the event additional candidates are requested by the council, a written explanation will be needed stating why the previous candidates were unacceptable to the council. The council shall report its choice of principal to the superintendent in writing. First Reading__ 11-19-07 ____ Second Reading_ -9- 1-28-08 Selection of School Personnel The principal shall inform the superintendent of any resignation of school employee assigned to his/her school. The council shall determine the position as vacant. Once a certified position has been identified as vacant, either by resignation or a new position, the principal shall develop a set of selection criteria with input from the council and teaching team where the vacancy exists. The same procedure shall apply to nonteaching staff such as counselor, assistant principal and librarian. The superintendent will provide a slate of candidates for each certified position. Each candidate shall be interviewed by the principal. An ad hoc committee that may include the principal, department member, and others shall be formed by the principal and approved by the council to interview candidates and make recommendations to the principal. The ad hoc committee shall secure the applications from the principal’s office. They will conduct interviews and then recommend to the principal the candidate they think is the best for the students of Campbellsville High School. Following the site-based manual, all interview questions will be in compliance with what can legally be asked. The principal may form ad hoc committees to assist with the selection of classified employees. The principal shall be responsible for making the final choice for filling a vacancy. The principal shall report his/her choice of an employee to the superintendent in writing. First Reading_11-19-07 ___ Second Reading_ 1-28-08 - 10 - _____ Consultation Policy When there is a need to hire on short notice, the quorum needed will consist of the number present. Every measure will be taken to contact all members to attend a meeting pertaining to hiring. First Reading__11-19-07 _____ Second Reading__1-28-08 - 11 - _ Staff Assignment of Instructional and Non Instructional Time By March 30th the council shall determine the number of certified and classified personnel needed to operate Campbellsville High School for the following school year. Decisions shall be based on budgeting parameters and the needs of students. A staffing plan shall include a budget showing all costs associated with salaries. By April 1st all returning staff members may indicate, in writing to the department head, their assignment preference for the following school year. Department heads will approve and then give the request to the principal. By May 15th of each year, the principal, with the aid of the department chairpersons and guidance counselors, shall prepare an instructional and noninstructional staff assignment plan for the following year and shall present the plan to the school council. A follow up plan that reflects amendments to the original plan shall be prepared by the principal and submitted to the school council by August 1st. Staff will be assigned to maximize opportunities for all students to have access to the staff’s instructional strengths. In no rank order, all of the following will be considered by the principal when making staff assignments. Student needs Implementation of the curriculum Certification and specialized training that a staff member has completed that is related to the assigned area Evaluation, both formal and informal, of a teacher performance and effectiveness Teacher request and seniority All vacant positions, whether existing or new, shall within one working day of being declared a vacancy by the superintendent, be posted on the bulletin board in the mailroom so that existing teachers shall be informed of this circumstance. Teachers shall have 30 working days from the date of posting in the mailroom to inform the principal of their request to be considered for reassignment to the vacant position. The reassignment of existing staff to a vacant position is at the discretion of the principal. For homeroom/advisory assignments each teacher will be assigned with a particular grade. It is possible that someone might have their particular homeroom changed because of enrollment changes, retirement, etc. All junior Tag teachers will supervise and assist with the junior/senior prom. All senior Tag teachers will assist with graduation. All sophomore and freshman Tag teachers will oversee all activities pertaining to their class, or as assigned by the Principal. First Reading __11-19-07_____ Second Reading _1-28-08_______ - 12 - Budget and Spending Policy All SEEK funds expended by the school shall be included in the annual budget. This applies to funds appropriated for a specific function like instructional material, as well as total school funds appropriated by the Board of Education. The council shall approve all budgets. A monthly report shall be provided to the council by the principal showing a minimum amount budgeted, amount spent, and balance by line item. The report shall be approved by the council. An annual financial report shall be made by the principal to the council and to the superintendent. This report shall be approved by the council before it is submitted to the superintendent. Teacher’s requests for monies from the contingency funds shall be made to the principal (because of his certification and employment in administration) who shall report monthly to the council indicating the names of the teacher to whom disbursements have been made. Contingency funds will be allocated by site base approval during monthly meetings, with a deadline of the February meeting. The amount of the disbursements, the item(s) for which disbursements have been made and the balance remaining in the contingency fund for the reporting month will be included in the minutes. First Reading __11-19-07______ Second Reading _____1-28-08_____ - 13 - Committee System A standing committee shall be formed for each permissive and mandatory function performed by the council to serve for one year. Each standing committee shall consist of at least 5 members, one of which shall be a member of the council. At least 3 teachers and 1 parent shall serve on each standing committee. Standing committees shall report to the council monthly. Their actions shall be advisory and not mandatory. If committees have no formal recommendations to be made to the council, the monthly report can be in the form of minutes. Ad hoc committees shall be formed to help complete specific tasks. Once the task is completed, the committee shall be abolished. Ad hoc committees shall be formed by the chairperson with approval by the council. The size of committees and representation shall be determined by the council. Standing and ad hoc committees shall elect a chairperson and secretary from its membership. The secretary shall be responsible for submitting copies of the minutes to the principal each month. Standing committees shall serve for 1 year beginning from the date of appointment. Ad hoc committees shall serve until they are abolished, not to exceed 1 year. All committee members may serve up to 3 consecutive 1-year terms. All committees shall use consensus as the primary method of making decisions. In the event consensus cannot be reached, majority rule may be applied. Such decisions shall be made by two-thirds majority of the committee members. Only committee members are eligible to vote. Two-thirds of the members of the committee must be present for the committee to make a decision. All committee meetings shall abide by the open meetings laws. First Reading _11-19-07_______ Second Reading __1-28-08_____ - 14 - Co-Curricular and Extracurricular Programs Campbellsville High School supports both co-curricular and extracurricular activities based upon criteria that include contributing to the academic, social, emotional, and physical development of the student. These criteria shall also address the stated mission of the school as well as student interest. Campbellsville High School will also support these programs based on the ability to arrange for staff to provide suitable adult supervision which will take into account the developmental and emotional needs of high school students. Included in the criteria shall be academic qualifications (if any), attendance requirements (if any), supervision, method of evaluation of the program, and other factors deemed important by the school culture committee and council. The programs and criteria shall be assessed annually by the committee, and recommendations made to the council based upon their alignment with the Kentucky Standards and Indicators for School Improvement. Each co-curricular and extracurricular activity will be led by an adult coach or sponsor who meets any applicable requirement set in law, or by sponsoring or governing organizations. The coach or sponsor will be responsible for supervising all students while they are participating in the activity, including preparation and travel time. The principal will follow the district hiring procedures on assigning coaches, sponsors, and volunteers. The principal will select paraprofessional coaches after consultation with the council only if a certified employee cannot be found to fill the position. All coaches and sponsors will submit to the district required criminal records check and other measures required in the District Safety Plan to ensure student safety. The principal will supervise and/or evaluate all coaches, sponsors and volunteers based on standards of conduct for all school and district employees. Campbellsville High School currently provides and supports the following co-curricular and extracurricular programs: - STLP - Volleyball - Band - Soccer - Mentor Program w/ C.E.S. - Football - FCA - Golf - NHS - Basketball - Spanish - Swimming - Student Council - Track - PEP - Baseball - BETA - Softball - FCCLA - Tennis - CDAC - Cheerleading - Career Options - Dance Team - C-ville/Taylor Co. Youth Leadership - Jr. Guard - Academic Team - Archery First Reading __11-19-07_____ Second Reading _1-28-08__________ - 15 - Space Use Policy The principal (or principal’s designee) shall have full authority in deciding the best use of school space. “Best use” shall be determined by taking into account each student’s developmental needs, the implementation of grants and programs approved by the school council, implementation of the School Improvement Plan, and the maximization for sharing resources, mentoring, and collaborating with teachers and students of similar subject areas and services as provided through school-based services. For non-classroom space, the principal shall make decisions based on the criteria listed above after consulting with staff members who work or will work in any space affected by change from existing assignments. The principal shall notify the council by July of the assignment of classroom space based upon the council criteria. In September the principal shall notify the council of any revisions to the assignments. The principal shall keep the council informed of any space assignments to implement school-based programs and services. Our School Improvement Planning process calls for annual review of our alignment with Kentucky’s Standards and Indicators for School Improvement. From this data we will evaluate how well this policy is being implemented and impacting our students. First Reading __11-19-07______ Second Reading ___1-28-08________ - 16 - School Schedule Policy The current schedule, adopted in July each year, will be attached to this policy. This schedule shall remain in effect until a replacement is adopted following the process listed below. The schedule will reflect our mission and belief statements and help create a learning environment to enhance student achievement. It will provide students with the appropriate learning time they need. It will provide, as possible, the technology access they need to complete writing assignments including portfolios and other learning activities. It will allow teachers time to plan on a regular basis. It will support the goals and strategies in our School Improvement Plan. The schedule will give all students access to all classes, avoiding conflicting schedules of specialized classes and preventing any exclusion related to cultural background, physical abilities, socio-economic status, and intellectual status. It will promote reasonable and appropriate enrollments for all classes, and reasonable and appropriate numbers of students that each teacher works with in the course of a day. By May 1, upon discussion between the principal and curriculum committee, recommendations concerning future schedules are to be presented to the council. The council will consider the recommendation(s) and make a final decision to implement our staff assignment and student assignment policies in order to take effect for the following school year. First Reading __11-19-07_____ Second Reading _1-28-08_________ - 17 - Technology Policy Campbellsville High School will be committed to utilize technology as a core component for the success of all learning. Our teachers will use technology to improve communications, enhance thinking skills, make instruction more efficient and effective, and develop life skills critical to success. Our teachers will also provide adequate, equitable, and appropriate access to technology for all of our students. We will implement technology to meet or exceed current standards and also implement the district technology curriculum. Campbellsville High School will use assistive/adaptive technology for special needs students as required in their I.E.Ps or 504 Plans. Our staff will provide student access to functional and appropriate instructional software. All staff and students will adhere to the district acceptable use policy. The principal will provide access to quality professional development to enhance knowledge and skills. The principal will work in cooperation with the appropriate committee to ensure an annual inventory of all current assets including computers, printers, monitors, and software. This plan should also include an agreed upon placement of computers within the school. The principal shall also utilize community resources to enhance the school’s technology environment. The principal and appropriate committee will make recommendations to amend the School Improvement Plan to provide additional funding or request additional professional development, as it is reviewed annually to ensure its successful implementation and impact upon student learning. First Reading __11-19-07_______ Second Reading __1-28-08________ - 18 - Parent/Community Involvement Policy The Campbellsville High School Council recognizes our student’s families and our local community as essential partners in helping each student succeed. Therefore, we will commit to: - Sharing clear information about each student’s progress with the student’s family. - Offering practical suggestions to families on how they can support student learning at home. - Making representative parents and community leaders full and informed partners in our decision-making. - Seeking and supporting adult volunteers to work with and inspire our students. During each grading period, CHS staff will provide each student’s family with: - Regular reports on the student’s progress. - An invitation with times during the school day that the teacher is generally available to meet and/or receive telephone calls to discuss the student’s progress. - The email addresses and telephone extensions parents can use to communicate with the student’s teachers. - An opportunity for the student to participate actively in sharing information on his or her progress with parents. The principal and teachers shall: - Assign homework compatible with our Instruction Policy. - Provide information on the content students will learn each year through the methods listed in our Curriculum Policy. - Send newsletters to parents and students at least four times a year that include information on ways families can help students learn. First Reading __11-19-07_____ Second Reading __1-28-08________ - 19 - Homework Policy Campbellsville High School recognizes that homework is a valuable way to increase student’s opportunities to learn. It can provide added opportunity to practice new skills, engage new information, and explore topics using varied learning styles and interests. Homework is defined as assignments to be completed to reinforce classroom instruction, increase understanding and retention, transfer and extend classroom instruction, prepare for class discussion, and provide curriculum enrichment opportunities. Teachers will: - Give homework frequently. - Give homework that extends student learning on classroom topics. - Often allow student choice within homework assignments. - Give students feedback on all their homework. - Provide instructional follow-up on all homework as needed. - Make sure that students understand and can explain how their homework assignments relate to what they are learning in class. - Keep a record of homework assignments with their lesson plans. Our staff will make every effort to stagger homework, tests, and major projects so that all students have adequate time to study and prepare without having multiple tests on one day or two or more projects due on the same day. The principal will monitor the homework assignments and provide feedback to teachers when appropriate, and also make periodic checks on the feedback and instructional follow-up students receive based on their homework. CHS encourages parents to actively involve themselves with their child’s schoolwork. Homework assignments offer an opportunity for valuable interaction between parent and child in support of learning. First Reading __11-19-07_____ Second Reading ___1-28-08_____ - 20 - Student Behavior and Discipline Policy The student behavior code is reviewed and approved on an annual basis by the council prior to the printing of the student handbook for each school year. The council approved policies are reflected in the current edition of the student handbook. The school culture committee shall be responsible for recommending a uniform discipline procedure. Upon adoption by the council, this procedure shall cover aspects of student discipline. The discipline procedure shall be the guide for teachers and administrators in matters where students are concerned. The current policies will be reflected in SBDM minutes, policy manual, and student handbook. When a student commits an infraction that results in an out of school suspension, the student will have an unexcused absence for that day. No make-up work will be assigned for an unexcused absence, and the student will receive 0 credit for any grades recorded. Classroom management shall be the responsibility of the classroom teacher, subject to the needs of administrators, school, and school board policy, to be reviewed and updated when necessary. The policies can be found in the student handbook under the heading CODE OF CONDUCT. Campbellsville High School will maintain an up-to-date school safety plan, addressing issues identified by our stakeholders and issues required by state law. A copy of our current school safety plan is included in our policy. Our council will review the implementation and impact status of the safety plan twice a year, on a schedule established at the first council meeting of each year. We will update our safety plan each year in accordance with local board policy and state law. First Reading _11-19-07___ Second Reading __1-28-08__________ - 21 - School Dress Code Policy The school culture committee has the responsibility for recommending a uniform student dress code to be reviewed and updated as necessary. When approved by the school council, this code will be the guide governing dress at Campbellsville High School. For more specific information, refer to the DRESS CODE POLICY heading of the student handbook. First Reading __11-19-07___ Second Reading __1-28-08______ - 22 - Advanced Placement and Dual Credit Course Policy Each year, we will offer our students college-level courses in at least four of the following six areas: 1) English 2) Science 3) Mathematics 4) Social Studies 5) Foreign Language 6) The Arts Those courses will be offered as Advanced Placement or Dual Credit classes at our school, through the Kentucky Virtual High School, or through arrangements with Campbellsville University. All AP courses will be taught by staff with appropriate content certification and professional development preparation to teach the AP course. Teachers will attend an AP summer institute once every four years, and a 1-day workshop at least every other year. District support will be given for these PD opportunities. All AP courses offered in the high school will pass the AP Course Audit. Dual Credit teachers must complete the application process through CU and must have syllabi approved by designated CU staff. The courses must be aligned with Ky.’s Academic Expectations and Ky.’s Program of Studies. They must prepare a student to take and be successful on the appropriate AP examination administered by the College Board. Campbellsville High School will encourage all students to prepare for and take one or more college-level courses. We will do that in the following ways: 1) Our counselor will advise students and parents of these options when they prepare and revise their Individual Graduation Plans and encourage each student to take appropriate preparatory courses. 2) Teachers will encourage all students to take challenging courses each term. 3) Based upon enrollment data, the council may amend its Comprehensive School Improvement Plan to add additional steps to ensure equitable participation in future terms. All students may take our college-level courses if they have the skills they need to be ready for that work. They may establish that they have that level of skill by any of the following means: - Acceptance in the DC program will be based on the requirements set by CU. (see attached sheet) - AP requirements include completion of AP course prerequisites with an average of 80 or better, a teacher or department recommendation, and a parent/student - 23 - contract in place with the teacher and AP Coordinator. The summer homework requirement for each AP class must be completed and submitted by the due date. The drop/add procedure will be as follows: - Students will be allowed one week (first 5 school days) to drop an AP course with no penalty. - After one week, student must appeal to an advisory group. Upon recommendation of appeals process, class may be dropped with withdrawal passing (WP) or a withdrawal failing (WF). - A student who meets the prerequisites may add an AP class within the first week of school (first 5 school days), with the understanding that summer homework and all missed work must be completed. All students enrolled in AP courses will be encouraged and expected to take AP exams. Students who do take the AP test and pass with at least a 3 will be reimbursed for the cost of the exam. Students enrolled in AP classes will have AP noted on their transcript with their high school grade and credit. First Reading _11-19-07_______ Second Reading ____1-28-08_____ - 24 - Extended School Services Policy The council shall determine based on assessment of student needs the structure of the ESS program for the school. The council shall approve the format for the program and the principal shall forward the information to the ESS coordinator by August 15 of each year. The identification for services, based upon classroom assessments and other observations of student work will be as follows: - At risk of a failing grade. - Have a continuing difficulty performing successfully in the instructional program appropriate to their grade and age ranges. - Have a continuing difficulty sustaining their present level of performance and are at on-going risk of falling behind. If the teacher and the principal agree that ESS would be an appropriate form of assistance, the student and the student’s parents/legal guardians shall be offered a description of the services to be provided, including: - An explanation of how the program will help the student. - An explanation of the activities that will be used to ensure learning. - How the school will tell when the child has reached the desired learning expectations. - A timeline/schedule for those activities. Applications for admission to the ESS program may be requested and obtained through the guidance office. First Reading __11-19-07____ Second Reading ___1-28-08______ - 25 - Equity and Diversity Policy Campbellsville High School commits to ensuring that each and every student: 1. Is able to achieve at high academic levels. 2. Feels safe, welcome, and valued at our school. 3. Receives a full, fair share of the opportunities our school has to offer. 4. Knows and honors the achievements of his/her cultural tradition. 5. Knows and honors the achievements of other cultural traditions he/she may encounter in the school, community, and work settings. As part of our annual School Improvement Planning Process, we will review how well we are fulfilling this commitment, including data broken down by gender, ethnicity, socio-economic status, and disability on: - Student performance. - Student participation in our programs. - Student disciplinary referrals. - Family involvement in school activities. - Feedback from students, parents, staff, and community leaders on their perception of our performance in this area. Based on what we gather from the above data, we will develop and implement plans needed to correct any failure to the commitment stated above. First Reading __11-19-07__________ Second Reading _1-28-08________ - 26 - School Writing Policy Campbellsville High School strives to produce students who are able to effectively communicate their knowledge, ideas and feelings to those around them. In order to do so CHS implements the following policies: Communications Portfolio Policy Campbellsville High School will maintain a communications portfolio for each student enrolled in the school. The communications portfolio will contain work samples across the content areas that demonstrate multiple opportunities to demonstrate the following: o o o o o Writing to learn Writing to demonstrate learning Writing for publication The cumulative communications portfolios will be maintained by the Writing Program Coordinator. Each teacher will maintain a communications portfolio for each student in his/her class and will provide the Writing Program Coordinator with the contents of each folder at the end of each school year for inclusion in the cumulative folders. Each course will require each student to complete at least two assignments at the apprentice level for inclusion in the communications portfolio. These assignments could include ( but are not limited to): Portfolio-style writing pieces (i.e. letters, articles, research papers, essays, poems, stories, etc.) On-Demand writing pieces Open-Response question Power Point presentations Blog entries Podcast Videos Brochures Exit slips Pieces written for real-world publication (i.e. newspaper contest entries, speech contest entries, etc.) Note: If printed copies cannot be produced, files should be placed on a disk and included in the portfolio or e-mail to the Writing Program Coordinator for inclusion Assessment will be on-going as each piece submitted should receive a score of Apprentice or higher. All students are required to complete at least two assignments for the communications portfolio at the Apprentice level for each class; however, teachers should include all assignments appropriate for the communications portfolio in the students ‘ portfolios. - 27 - o o o Each piece submitted to the communications portfolio will be accompanied by a completed cover sheet that includes the final score awarded to the assignment by the teacher. Any rough drafts, peer reviews, and /or feedback should also accompany the piece. All seniors will have a Senior Project for inclusion in their communications portfolio that will reflect a culmination of their learning in order to fulfill graduation requirements. Please see the Senior Project Handbook for specific guidelines for the project. Teachers will be provided with training on how to use the cover sheets and score pieces for inclusion by the Writing Program Coordinator. Senior Project Policy All Campbellsville High School seniors will be required to complete a Senior Project in order to graduate. The Senior Project consists of six components: Proposal Research Portfolio Power Point Reflection Paper Presentation These components are detailed in the Senior Project Handbook, which will be provided to each CHS senior and each CHS teacher. o Each component of the Senior Project must meet or exceed specific requirements for students to graduate. Specific requirements for each component are provided in the Senior Handbook. o Special Considerations: Students with disabilities may require accommodations and/or modifications to complete their work. These accommodations will be in line with students’ IEPs or 504 plans. o Out of District Transfer Students Students who transfer into the Campbellsville Independent School District from another district are required to complete the Senior Project. Students who transfer in during the first semester of their senior year are required to fully participate in the Senior Project, meeting all components at standard. Students who transfer during the second semester of their senior year will not be required to - 28 - complete the research component of the project, but will be required to complete all other components at standard. Consideration will be given to work already completed in another district, if the district also requires completion of a Senior Project. First Reading ___6-15-11___ Second Reading ___7-27-11______ - 29 - Fundraising Policy Campbellsville High School will adhere to the following procedures in regards to any group wishing to participate in a fundraising activity: 1. Request forms must be turned in to the principal’s office two (2) weeks in advance of sales for approval. The principal will make the final decision on all sales activities. 2. Fundraisers must be approved before advertising the dates of sale. 3. Fundraisers will be placed on a calendar to avoid having different organizations selling the same or similar product(s) concurrently. 4. Students cannot be required to sell products but will be expected to turn in money if they do participate. HB 158.290 5. Teachers cannot allow bonus points on the grading system for selling products. HB 158.290 6. All sales of any kind that take place on the school campus during the day must be approved by the principal. 7. All sponsors must complete an accounting form following the fundraiser and submit it to the bookkeeper. First Reading ___11-19-07 _______ Second Reading __1-28-08___________ - 30 - State Assessment Policy Each state CATS assessment shall be conducted according to applicable statues, regulations, and official state guidance, and in compliance with local board policy. The school council has no policy authority in this area. Assessment accommodations for individual students shall be in compliance with state policies, district policies, and Individual Education Plans, Gifted Student Services Plans, or 504 Plans. The principal shall ensure that each new staff member has an appropriate understanding of assessment practices, arranging training and other learning opportunities as needed and/or recommended by the district assessment coordinator (DAC). The staff members will be briefed on assessment changes at faculty meetings or other training sessions, as recommended by the DAC. The principal shall also ensure that staff members know about and have easy access to all written material from the DAC and KDE on assessment procedures. All teachers and the building assessment coordinator will sign the code of ethics for the assessment program. Parents/legal guardians shall receive clear, accurate, and useful information on the state assessment program at least twice a year through the following procedures; public meeting or open house, mailings sent home such as newsletters, report card/progress reports, or principal’s letter, and phone calls through the school’s automated calling system. Our teachers shall ensure that all students know from the beginning of the year what subjects will be assessed and what methods will be used. The teachers will also allow all students the opportunity to become familiar with open-response items, scoring methods for those items, and sound strategies for answering them well. Our teachers will also allow adequate opportunities for multiple choice items and sound strategies for answering them well. They will also ensure adequate opportunities for on-demand writing prompts, scoring methods for those prompts, and sound strategies for answering them well. Our School Improvement Planning process includes a regular cycle of reviewing data on student performance and data on our alignment with Kentucky’s Standards and Indicators for School Improvement. By analyzing that data, we will be able to assess how well this policy is being implemented, having an impact, and what/when changes are needed. First Reading ___11-19-07___ Second Reading __1-28-08______ - 31 - School Wide Re-Test Policy The following policy has been put in place by the Site Base Decision Making Council at Campbellsville High School. This policy was written to ensure that all students have the ability to excel academically. The policy is a school wide policy and is to be followed verbatim. The policy is a followed: A. All students have the opportunity to retake a test in order to improve their comprehension of the material and test score. a. Exemptions – I. Students enrolled in Dual Credit (DC) and or Advanced Placement (AP) courses are exempt from this policy due to the restrictions placed by Universities. Teachers are under strict guidelines for students have the ability to receive college credit for the course. Retakes will not be permitted. II. Nine week exams/Finals/Midterms – These exams are exempt from the policy as well. Students will not be permitted to retake nine week exam, finials, and or midterms. The goal is to get them to retain the information. Therefore these exams will be used as a summative assessment. B. Remediation a. Before or after school remediation may be a requirement in order to retest. This is left to teacher discretion. C. When a. Time I. Re-Test can ONLY be administered before or after school. II. Scheduling of a retest is the responsibility of the student, and must be done within a calendar week from the time the test was passed back. Clause: If a student is found to be abusing this policy (i.e. – repetitively not studying in numerous classes because they can retake) they can be exempt from the policy. This is left to the discretion of teachers and administrators. Students who miss a scheduled retake opportunity due to an unexcused absence will forfeit their retake. First Reading 10-26-09 Second Reading 11-16-09 - 32 - CHS HOMEBOUND/HOMEWORK POLICY To be completed by CHS teacher: Student’s Name: _________________ Class: _____________Period: _____ Assignment Title: _________________________ Date given to homebound instructor: ___________ Date anticipated back from students: ___________ Teacher’s Signature: _______________________ To be completed by Homebound Teacher: Date received from CHS: ____________________ Date given to student: ______________________ Date received by student: ___________________ _________________ _______________ Student Signature / Date Homebound Teacher Signature/Date *NOTICE – Any assignment NOT received back within 4 weeks of the date given by homebound teacher, will not be accepted. - 33 - Diploma Tracts Policy REQUEST: For Campbellsville High School SBDM to discuss and consider dropping the GPA requirement to receive a distinguished diploma BACKGROUND: Currently Campbellsville High School offers two diploma tracts 1. Merit Diploma 2. Distinguished Diploma The purpose of the diploma tracts is to guide students through coursework at Campbellsville High School that will prepare them for their future plans. Merit diploma students are generally students who are working toward a trade, vocational school, or plan on going straight into the workforce. While Distinguished Diploma students are students who are interested in attending college upon graduation from Campbellsville High School. CURRENT ISSUE: The distinguished diploma tract is one that prepares students for college rigor, requiring them to take dual credit and Advance placement classes while in high school. An advantage to this tract is that students who qualify have the opportunity to graduate high school with college credit already on their transcript. One issue CHS is currently facing with this tract is that it requires students to maintain a GPA of 3.7 throughout their high school career in order the diploma, regardless if they completed the coursework. Although this sets students to a high expectation (which is what we want to do) it also leads students and guardians to focus on areas other than what in intended by the diploma. Instead of the focus being the students taking those classes to prepare for college rigor, the focus becomes wanting to come out of the classes because they are affecting GPA and therefore no need to take the class due to distinguished diploma not being awarded gradation day. SOLUTION: I am recommending that Site Base Council remove the GPA requirement of 3.7 from the distinguished diploma. I believe if we are going to push kids to their highest potential, and succeed by completing the coursework they should be awarded the Distinguished Diploma. Currently, we are asking students to push themselves and take an advance placement or dual credit class, and if they take it and struggle to get a C, instead of rewarding them for completing the track we are discouraging them. If the coursework is completed, regardless of the GPA, students should be rewarded the proper diploma. First Reading ___6-15-11___ Second Reading ___7-27-11______ - 34 - - 35 - Teachers and Administrators contact parents regarding grades, discipline, rewards, etc. I. Registration B. Developing parental outreach programs I. Financial aid/scholarship workshops II. Safe driving III. Health issues IV. Motivation V. Careers. First Reading__11-11-02 Second Reading___12-11-02 Parent Involvement Pulaski County High School will encourage parent involvement with the following: A. B. Establishing an open parent friendly environment I. Friendly and helpful office staff to greet parents on phone/coming into the building II. Provide information/resources as needed Increasing parental participation I. Being supportive of PTSA II. Input from parent SBDM members - 36 - III. IV. V. VI. VII. VIII. IX. C. Parents invited and encouraged to participate in the SBDM committee structure. Freshman orientation for students and parents Academic reception for students and parents Booster organizations Chaperones for extra-curricular activities Parent conference sessions Parent volunteers Improving two way communication between school and home I. Agenda book (policies and midterm grades) II. Quarterly newsletters III. Parent conference session IV. Announcements in the media and on the school marquee Homework Policy Upon adoption of this policy by the Pulaski County High School SBDM council, copies shall be distributed to all students and their parents. This policy of assignment of homework to students has been developed to establish responsibilities and guidelines for minimum standards for assignment, evaluation, and monitoring of homework assignments. This policy is intended to guide teachers for all students in Pulaski County High School. It does not apply to students receiving homebound instruction or whose instructional program is governed by individual education plans when those plans exclude the prospect of homework. It is the policy of Pulaski County High School that teachers will assign homework as appropriate to all students capable of completing assignments and that homework will never be used as part of rewards and punishments. Homework is defined as assignments to be completed to reinforce classroom instruction, increase understanding and retention, transfer and extend classroom instruction, prepare for class discussion, and provide curriculum enrichment opportunities. The development of study skills must be an integral part of Pulaski County High School’s educational policies. Pulaski County High School strongly supports the philosophy that homework is a necessary adjunct to school life, which serves different purposes according to the student’s grade level. The assignment of academically - 37 - appropriate homework is an extension of classroom instruction and supports the teacher’s instructional objectives. It is the policy of Pulaski County High School that homework will be assigned to our students in accordance with their individual needs and abilities and in support of the learning objectives of the particular curricular area. It should be recognized that not all homework must take the form of written assignments. Some homework assignments may be creative activities, such as attending or participating in cultural activities. Homework assignments are reinforcements for classroom curricular areas and are assigned to support learning as appropriate based upon the individual teacher’s professional opinion. Homework will reinforce classroom instruction; it will not introduce new or unfamiliar concepts or skills. The burden that homework places on a student will be considered when assignments are made, along with school events and other subject area requirements. The principal of Pulaski County High School shall make this available to teachers, parents, and students through the student agenda book. The principal of Pulaski County High School shall periodically compile information about best practices regarding homework and share these practices with all teachers in the school. Teachers shall evaluate and return homework assignments to students in a timely manner and shall periodically inform students and their parents of this student’s academic progress and mastery of learning objectives. Teachers shall decide the degree to which homework assignments enter into grade determination and shall incorporate those assignments into the grade averaging process. Teachers shall provide clear, concise directions for the completion of homework assignments. Students shall write down assignments and due dates, ask questions, and select necessary books and supplies before leaving school. Students shall plan the best time to complete homework assignments, complete work so that it is neat and legible, and turn in homework to the teacher on the date requested. Parents are urged to actively involve themselves with their children’s schoolwork. Homework assignments offer an opportunity for valuable interaction between parent and child in support of learning. - 38 - First Reading_11-11-02 Second Reading____12-11-02 First Reading__11-25-02 Second Reading_01-15-03 Student Drivers The school campus. See student driver’s section of student handbook. Policies concerning student drivers refer to the motor vehicle section of the student handbook. - 39 - First Reading___11-25-02 Second Reading 01-15-03 Purchasing of Senior Items All companies wanting to sell to the senior class will be required to go through the bidding process. After securing a bid sheet from the teacher in charge of the activity, the company representative shall return a sealed bid to the teacher in charge. At a previously announced date a committee will open the bids and award the business. Factors to be considered in the bidding shall be price, quality, service and customer satisfaction. - 40 - First Reading__11-25-02 Second Reading 01-15-03 Selection and Implementation of School Dress Code The discipline committee has the responsibility for recommending a uniform student dress code to be reviewed and updated as necessary. When approved by the school council, this code will be the guide governing students dress at Pulaski County High School. For more specific information, refer to the student dress code heading of the student handbook. - 41 - First Reading____11-25-02 Second Reading 01-15-03 Fund Raising Procedures 1. Request forms must be turned in to the principal’s office 2 weeks in advance of sales for approval. The principal will make the final decision on all sales activities. 2. Fundraisers must be approved before advertising dates of sale. 3. Fundraisers will be placed on a calendar to avoid having different organizations selling the same product at the same time. 4. Students cannot be required to sell products but will be expected to turn in money if they do participate. HB158.290 5. Teachers cannot allow bonus points on the grading system for selling products. HB158.290 6. All sales of any kind that take place on school campus during the school day must be approved by the principal. - 42 - 7. All sponsors must complete an accounting form following the fundraiser and submit it to the bookkeeper. First Reading____11-25-02 Second Reading 01-15-03 Valedictorian/Salutatorian/Class Ranking The Pulaski County High School graduating senior with the highest rank and meeting the criteria as listed shall be awarded the honor of Valedictorian. The senior with the second highest ranking and meeting the criteria shall be awarded the honor of Salutatorian. - 43 - 1. Student shall be a recipient of the Commonwealth Diploma. 2. Student shall be enrolled at Pulaski County High School for four semesters. 3. Student shall be ranked using quality points of the classes taken while enrolled in grades 9-12. For scholarship purposes, quality points or GPA will determine rank; whichever benefits the individual student. For all other purposes, rank will be determined by quality points. First Reading__11-5-03_____ Second Reading_12-03-03_______ Advanced Placement Courses Each year, PCHS will offer its students college-level courses in at least four of the following six areas: 1. English 2. Science 3. Mathematics 4. Social Studies 5. Foreign Language 6. Arts/Humanities - 44 - These courses will be offered as advanced placement classes at our school, through the Kentucky Virtual High School, or through arrangements with nearby colleges or universities. If the course is designated as an Advanced Placement course it must: 1. Be identified as an advanced placement course by the College Board. 2. Include the content as described in the College Board overview, description, and recommended course syllabus for the appropriate course. 3. Be aligned with Kentucky’s Academic Expectations and Kentucky’s program of studies. 4. Prepare a student to take and be successful in the appropriate advanced placement examination administered by the College Board. 5. Be taught by the staff with appropriate content certification and professional development preparation to teach the advanced placement course. The principal will make appropriate arrangements for these courses to be offered, including any arrangements for district payment of KVHS fees for classes that are part of the student’s regular coursework. At the time a student completes a course through KVHS, the credit will be posted to the transcript unweighted with the exception of AP courses, which receive one extra quality point. We will encourage all students to prepare for and take one or more college-level courses. We will do that in the following ways: 1. Counselors will advise students and parents of these options when they prepare and revise their Individual Graduation plans and encourage each student to take appropriate preparatory courses. 2. Teachers will encourage all students to take challenging courses each year. 3. In September the principal will report to the council on enrollment in these courses by total numbers, gender, ethnicity, participation in the free and reduced lunch program, and disability status. 4. Based on that data, the council may amend its Comprehensive School Improvement Plan to add additional steps to ensure equitable participation in future years. All students may take our college-level courses if they have the skills they need to be ready for that work. They may establish that they have that level of skill by any one of the following means: 1. Completing prerequisite courses listed in the Student Handbook. 2. Taking and passing the examination for those prerequisite courses. 3. Receiving permission of the teacher. - 45 - First Reading__5/7/03___ Second Reading___6/4/03_______ PULASKI COUNTY HIGH SCHOOL LIBRARY MEDIA CENTER SELECTION POLICY 1. Statement of Policy It is the policy of Pulaski County High School to select materials that support the educational goals and objectives of the school, as well as instill in students a life-long love of reading. These materials are selected in order to implement, enrich, & support the education program for the students and in accordance with the following principles: Instructional materials are chosen because they are of interest and have learning value for the students in the community. Materials are not excluded because of race, nationality, religion, or political views of the writer. - 46 - Students are provided with materials of interest, which promote their emotional, cultural, spiritual, & intellectual development. As much as possible, materials are provided which provided which present all points of view concerning the problems and issues of our times-international, national, & local. Books & materials of sound, factual authority are not removed or banned from the media center because of partisan or doctrinal approval. Materials in all forms are made available to attract students to reading, viewing, listening, & learning habits for a lifetime of continuous self-improvement. Selections are made for materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, and maturity level of the students served. In selecting materials, reviewing sources such as professional development presentations, standard catalogs, and professional journals & review sources will be used as guides. Newbery Medal books & Kentucky Bluegrass Awards books will be purchased. Selection is an ongoing process, which should include the removal of materials no longer useful or appropriate and the replacement of lost or worn materials that still have educational value. Media center materials are judged as a whole, considering the author’s/producer’s intent rather than focusing solely upon individual works, phrases, pictures, or incidents taken out of context. To place principal above personal opinion and reason above prejudice in selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the media center. 2. Selection Objectives The selection of books and other media is made in accordance with the following objectives: To attain the established educational goals. To enrich and support the curriculum. To further the intellectual, emotional, cultural, & spiritual development of youth. To promote mature and responsible behavior. To help students gain an understanding of our pluralistic society. To encourage the development of reflective thinking. To appeal to the interests of the students. To promote lifetime reading skills. - 47 - 3. Statement of Philosophy Pulaski County High School believes that ultimately public education is charged with developing free and reasoning human beings. Therefore, Pulaski County High School subscribes in principle to the nationally adopted statements of philosophy as expressed in the American Library Association’s Library Bill of Rights and Freedom to Read Statement, as well as the Kentucky Library Association’ Intellectual Freedom Handbook. 4. Statement of Responsibility The actual selection of library media materials is the responsibility of the professionally trained library media specialist who is familiar with the courses of study, the methods of teaching, and the individual needs of students within the school. The library media specialist, aided by suggestions from the school administrators, faculty, students, parents, makes the final selection. 5. Selection Criteria A. The following specific criteria are considered in the selection of materials: Overall educational significance or purpose of the material and how well it is accomplished. Reputation and significance of the author, producer, and/or publisher. Validity, timeliness, or permanence of the material. Importance of the subject matter in contributing to the library media collection and to the interests of the students and/or broadening representative viewpoints on controversial issues. Accuracy, quality, and variety of format. Readability and reader appeal. Suitability of physical format and appearance for intended users. Artistic quality and/or literary style. Favorable reviews in standard selection sources. Value commensurate with cost and/or need. Frequency of request for this or similar materials. Requests from faculty and students are given high priority. All forms of print, non-print, and electronic media should be considered for use in school library media centers. - 48 - B. Non-fiction subjects that are possible topics of criticism are carefully considered during the selection process. Among the topics requiring careful consideration are: Religion—Factual and unbiased materials that represent all major religions may be included in the library media center. Bibles and other sacred writings are acceptable. Publications of religious bodies may be selected if they have general value or appear in magazine indexes Ideologies—the library media center should, without making any effort to sway the reader’s judgment, make available basic factual information on the maturity level of its reading public on ideologies or philosophies that are of current or continuing interest. Science—Medical and scientific knowledge suitable to the developmental stage of the students should be made available without any biased selection of facts. Fiction has assumed an important role as an educational medium. The sound treatment of significant historical, social, and personal problems in books of fiction can contribute to the understanding of human problems and human relations. Fiction is acquired to supplement areas of the curriculum and to encourage and develop the reading interests of students. C. In selecting materials, the responsible person should evaluate the existing collection and should consult reputable, unbiased, professionally prepared selection aids. The following recommended sources, as well as other professionally developed lists, will be consulted in the selection of materials, but selection of materials is not limited to these listings: Standard Bibliographies Senior High School Catalog Fiction Catalog Current Reviewing Media Book Report Booklist Horn Book Magazine School Library Journal Kirkus Review English Journal Other standard reviewing periodicals 6. Gift Books and Materials - 49 - Gift books, materials, & equipment are accepted with the understanding that they must meet the same selection criteria as materials purchased with school funds. Donated items, once accepted, become the property of Pulaski County High School. The library media specialist will make the determination of whether to add the item to the library media center, place it in a particular department or classroom, or dispose of it. 7. Acceptable Use Policy The Pulaski County High School Library Media Center adheres to all policies regarding access to electronic media as outlined by the Pulaski County Board of Education. 8. Procedures for Dealing with Questioned Materials No duly selected material, whose appropriateness is challenged, shall be removed from the school until written notification by the Principal or Superintendent in concurrence with the recommendation of a review committee or upon formal action of the school sitebased council, when a recommendation of a review is appealed. Procedures to be observed are those stated in Board Policy 08.2322 AP. 1 and can be found in the Pulaski County School’s Policies & Procedures Manual. First Reading 08-06-03 Second Reading 9-3-03 TESTING INCENTIVES - 50 - Seniors will be exempt from fall final exams it they receive three or more proficient scores on the CATS exams taken during their sophomore and junior year. Seniors will be exempt from their spring semester exams if he/she receives a proficient or better on their completed senior writing portfolio. Exempt seniors will have the option to take a final exam if it will help his/her grade. Those exempt seniors opting to take exams must take the result of the exams. All sophomores, juniors and non-exempt seniors will take semester exams. First Reading 4-12-04 Second Reading__5-12-04_______ BACKPACKS - 51 - Backpacks to be placed in student’s locker during the school day. First Reading June 1, 2005 Second Reading August 9, 2005 Curriculum Honors/College-Preparatory Science Track - 52 - Rationale In an effort to improve AP Science scores and more align our college preparatory courses and AP courses with the College Board’s recommendations, to raise expectations for college bound students, to increase the rigor of the senior year, the science department has developed the following core course track for students who wish to enroll in the Honors Science Track at PCHS. Approval is asked for the change to the Honors Track only. Honors Track 9th Grade: Honors Biology 10th Grade: Honors Chemistry 11th Grade: AP Biology (and any science elective course- Recommended Elective Physics) 12th Grade: AP Chemistry and/or Physics and/or AP Physics (and any science elective course). If Physics is taken as an elective at the 10th or 11th grade year, AP Physics would be a possibility at the 12th grade level). The Honors Biology course will also integrate earth science and some physical science concepts into the curriculum and the Honors Chemistry will integrate any physical science topics not normally covered in chemistry. What happens if someone wants out, or in? Should students want to drop out of the track after 9th grade, they will enter the General Track at the 10th grade level, taking Integrated Science I for transfers and repeaters. Should they wish to not take AP Biology their 11th grade year, they will then drop into the General Track with other juniors taking Integrated Science II. Should a sophomore decide they want to get into the Honors Track they can take AP Biology as a junior instead of Integrated Science II. This way, all core content is covered for CATS testing regardless of them dropping from the Honors Track, or entering it. The freshman year biology course will also introduce the main earth science core content, so that all core content will be covered for CATS testing. Seniors have far more electives than any other grade level, allowing the option of taking either or both Physics and AP Chemistry. What happens to next year’s 10th and 11th graders? For next year this means that the current freshmen will take Honors Biology. Their Junior Year they will take Honors Chemistry. Their senior year will be AP Biology and or AP Chemistry. They have elective slots along the way during their sophomore and junior years. They could possible take AP Biology during their 11th year along with Honors Chemistry. Also, a few individuals could take AP Biology at the 10th grade year. The current sophomores in Honors Biology will take Honors Chemistry next year. They also have an elective possible (AP Biology or Anatomy). Their senior year they will have either AP Biology and or AP Chemistry. How does this affect the schedule? This will also open up 4 slots of classes in the 10th and 11th grade years. The benefits of this are two-fold: first, this will allow the creation of more than one AP Course, so that no AP course is over 20 students, with 15-20 being the most desirable numbers of students; - 53 - secondly, this will allow our student numbers in General Biology and General Integrated II to decrease with introduction of another course period so that hopefully, those courses will see an increase in CATS scores. What other benefits might we see? This will align us with the more traditional pre-requisites suggested by the College Board for AP courses. What else do we want? We would like to add a Botany/Zoology course (one semester of each/ we will use old AP Books for this), which will be an elective for juniors and seniors only. Some students decide late that they wish to go to college and are not prepared for an AP Course. This will enable them to take a course which will help prepare them for college and make for a more rigorous senior year. Summary of Proposal: General Track (no change from current) 9th Grade: Integrated Science I 10th Grade: Biology 11th Grade: Integrated Science II 12th Grade: No required course- any elective course (teacher signature required) Honors Track 9th Grade: Honors Biology 10th Grade: Honors Chemistry (possible elective course: Anatomy or Physics (requires Physics teacher interview)). 11th Grade: AP Biology (and any science elective course- Recommended Elective -Physics) 12th Grade: AP Chemistry and/or Physics and or AP Physics (and any science elective course). If Physics is taken as an elective at the 10th or 11th grade year, AP Physics would be a possibility at the 12th grade level). All Science Course Offerings and Year Offered 9th Grade: Honors Biology; Integrated I 10th Grade: Honors Chemistry; Biology; Anatomy (pre-requisite: Biology, this is an Honors Elective only at the 10th grade year) 11th Grade: AP Biology; Integrated Science II; Anatomy; Chemistry; Physics; Environmental Science; Forensics; Zoology and Botany 12th Grade: AP Chemistry; AP Physics; AP Environmental; Anatomy; Chemistry; Physics; Environmental Science; Forensics; Zoology and Botany Finally, to compare to English Honors Track: 9th- Grade Honors English Honors Biology th 10 - Grade Honors English Honors Chemistry 11th- Grade Honors English AP Biology 12th- Grade AP English AP Chemistry or Physics - 54 - - 55 - September 20, 2011 REQUEST: For Campbellsville High School SBDM to discuss and consider changing credits granted per course from ½ credits to 1 credit BACKGROUND: Currently Campbellsville High School offers a half credit per course for all students whom pass the course with a D or better. With the end of course assessment as our new form of assessment, half credits in the future will begin to create an issue for students who are asked to complete the EOC assessment. One problem that will arise is if a student fails the first half of an EOC course their sophomore year, they may be asked to complete the EOC their junior year in December after they have made up that half credit. This essentially means they will be tested over an entire year of material their Junior year when they only have had a ½ year of the course due to the previous half being completed before summer and they get no review for that half. Students who fail half credits should not be put into a class as a whole credit because that would be asking them to complete course work already completed and would take up a spot they may need for another required class. Then there are the students who possibly failed their sophomore year but can’t be put back into the class until their senior year. The other issue ½ credits bring to the table is testing windows. With half credit classes for EOC, we could potentially be testing in OCT. DEC.MARCH.MAY and JUNE. Now that EOC is part of accountability, we need to look at the way we grant credits. One answer to helping students perform well on EOC is to have classes be full credit yearlong classes versus half credits. To do this we would average first and second nine weeks for a semester grade, no credit, then fourth and third will average for a semester grade, no credit, and those two grades will average together to post to transcript to receive credit. PE/Health and PSLJ are two courses that actually have one credit being granted to two different classes each worth a half. These classes would combine to become whole credits and teachers would be asked to do a four week rotation verses teach by semester one first subject, semester two second subject. - 56 - SOLUTION: We are recommending that Site Base council pass that classes go from two half credits granted to one full credit granted in May. ________________________________________________________________________ _____________ REQUEST: Site Base Council to look at adding an attendance policy for students to walk at graduation BACKGROUND: Attendance is one area the high school would like to see improve at CHS. Currently we have an activities and athletic attendance policy in order to participate, however there is no attendance policy set in place when it comes to graduating high school. In fact last year a student’s missed 30 plus days, and yet was able to walk at graduation due to passing the required classes needed to graduate. Attendance issues for seniors seem to get worse in the spring as well when senioritis kicks in. Our committee has checked with surrounding schools willing to respond to see if their school has an attendance policy in place. Thus far the only response comes from Adair CO. whose policy states that a student who misses more than 9 unexcused absences for the entire year can NOT walk at graduation. When talking to the guidance counselor she spoke of how this policy had truly helped their attendance issues. SOLUTION: Our committee is asking that Site Base Council look into adopting a policy for CHS that is similar stating students who miss more than 9 unexcused absences throughout the entire year cannot participate the graduation ceremonies. We ask that this be passed and put into effect next August at the beginning of the school year. Until then we ask the Council to consider putting one in place in January of this year that states students who miss more than 4.5 unexcused days cannot walk or participate in graduation. Now that EOC is part of accountability, we need to look at the way we grant credits. One answer to helping students perform well on EOC is to have classes be full credit yearlong classes versus half credits. To do this we would average first and second nine weeks for a semester grade, no credit, then fourth and third will average for a semester grade, no credit, and those two grades will average together to post to transcript to receive credit. PE/Health and PSLJ are two courses that actually have one credit being granted to two different classes each worth a half. These classes would combine to become whole credits and teachers would be asked to do a four week rotation verses teach by semester one first subject, semester two second subject. SOLUTION: We are recommending that Site Base council pass that classes go from two half credits granted to one full credit granted in May. ________________________________________________________________________ _____________ REQUEST: Site Base Council to look at adding an attendance policy for students to walk at graduation - 57 - BACKGROUND: Attendance is one area the high school would like to see improve at CHS. Currently we have an activities and athletic attendance policy in order to participate, however there is no attendance policy set in place when it comes to graduating high school. In fact last year a student’s missed 30 plus days, and yet was able to walk at graduation due to passing the required classes needed to graduate. Attendance issues for seniors seem to get worse in the spring as well when senioritis kicks in. Our committee has checked with surrounding schools willing to respond to see if their school has an attendance policy in place. Thus far the only response comes from Adair CO. whose policy states that a student who misses more than 9 unexcused absences for the entire year can NOT walk at graduation. When talking to the guidance counselor she spoke of how this policy had truly helped their attendance issues. SOLUTION: Our committee is asking that Site Base Council look into adopting a policy for CHS that is similar stating students who miss more than 9 unexcused absences throughout the entire year cannot participate the graduation ceremonies. We ask that this be passed and put into effect next August at the beginning of the school year. Until then we ask the Council to consider putting one in place in January of this year that states students who miss more than 4.5 unexcused days cannot walk or participate in graduation. First Reading- September 21, 2011 Second Reading- October 19, 2011 - 58 - SBDMC POLICY MANUAL TABLE OF CONTENTS POLICY TOPIC DESCRIPTIONS: AUTHORITY OF THE COUNCIL AND THE PRINCIPAL………PAGE 1, 2,3,4,5 OPERATING COUNCIL MEETINGS APPEALS PROCESS POLICY DEVELOPMENT AND REVIEW COUNCIL CODE OF ETHICS STATEMENT OF ETHICS DETERMINATION OF CURRICULUM……………………………PAGE 6,7 COMPREHENSIVE SCHOOL IMPROVEMENT PLAN………….PAGE 8 SELECTION OF A PRINCIPAL……………………………………..PAGE 9 SELECTION OF SCHOOL PERSONNEL…………………………..PAGE 10 CONSULTATION POLICY…………………………………………..PAGE 11 STAFF ASSIGNMENT OF INSTRUCTIONAL AND NON-INSTRUCTIONAL TIME………………………………………PAGE 12,13 FISCAL MANAGEMENT…………………………………………….PAGE 14 COMMITTEE SYSTEM………………………………………………PAGE 15 CO-CURRICULAR AND EXTRA CURRICULAR ACTIVITIES...PAGE 16 DETERMINATION OF USE OF SCHOOL SPACE DURING THE SCHOOL DAY……………………………………….PAGE 17 DAILY OPERATIONAL SCHEDULE………………………………PAGE 18 SCHOOL TECHNOLOGY PLAN……………………………………PAGE 19 - 59 - PARENT INVOLVEMENT…………………………………………...PAGE 20 HOMEWORK POLICY……………………………………………….PAGE 21, 22 STUDENT BEHAVIOR AND DISCIPLINE PROCEDURES………PAGE 23 STUDENT DRIVERS…………………………………………………..PAGE 24 PURCHASING OF SENIOR ITEMS…………………………………PAGE 25 SELECTING AND IMPLEMENTATION OF SCHOOL DRESS CODE………………………………………………PAGE 26 FUND RAISING PROCEDURES…………………………………….PAGE 27 VALEDICTORIAN /SALUTATORIAN/CLASS RANKING………PAGE 28 ADVANCED PLACEMENT COURSES……………………………..PAGE 29,30 LIBRARY MEDIA CENTER SELECTION POLICY………………PAGE 31, 34 TESTING INCENTIVES………………………………………………PAGE 35 BACKPACKS…………………………………………………………..PAGE 36 CURRICULUM HONORS/COLLEGE-PREPARATORY SCIENCE TRACK………PAGE 37, 38, 39 HIGH SCHOOL CREDITS……………………………………………..PAGE 57,58 - 60 -
