Hillcrest High School
Viking Faculty Handbook
Unified Shelby County Schools Teacher
Professionalism Guide and Effectiveness Manual
Eric D. Moore, Principal/Author
Lawrence M. Walker, Assistant Principal
4184 Graceland Drive, Memphis, Tennessee 38116
Table of Contents
I.
Viking Mission, Vision, and Instructional Beliefs…………………………………………………….1
II.
2013-2014 Bell Schedules……………………………………………………………………………….2
III.
Teacher Attendance Policy……………………………………………………………………………..3
IV.
Reporting Absences and Substitute Procurement……………………………………………………4
V.
Student Attendance and Grading Reporting.………………………………………………………...5
VI.
Classroom Management and Disciplinary Referrals to Administration……………………………6
VII.
Proactive Behavioral Instruction and Intervention Strategy………………………………………7-8
VIII.
Club Sponsorships, Coaching, and Fundraising Protocol…………………………………………9-10
IX.
School Purchase Orders and Bidding Procedures…………………………………………………...11
X.
Textbook Distribution and Collection Procedures…………………………………………………...12
XI.
Rules Under Which Textbooks Are Issued to Student of SCS………………………………………13
XII.
Coordinating and Implementing Field Trips………………………………………………………....14
XIII.
School Safety and Security..……………………………………………………………………...…15-16
XIV.
Fire and Take Cover Drills…………………………………………………………………………17-18
XV.
Student Dress Code Policy………………………………………………………………………….19-21
XVI.
Cafeteria Monitoring Procedures………..…………………………………………………………22
XVII.
Faculty and Staff Assignments and Duties…………………………………………………………23
Hillcrest’s Mission, Vision, and Core Learning Values
Hillcrest High School is undergoing a tremendous transformation in its educational mission, vision, and
instructional belief as aligned with 21st century learning and preparation for the Conceptual Economy. Below
you will find our core values, mission, vision, and instructional beliefs:
Our Core Values for Learning


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
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Communication
Connection
Collaboration
Conceptualization
Create
Hillcrest’s Mission
The mission of Hillcrest High School is to develop global leaders and entrepreneurs within an urban context
who are expected to be innovators in the Conceptual Economy of the 21st century.
Hillcrest’s Vision
Hillcrest High School envisions a community of learners who hold students and all other stakeholders to high
expectations in the least restrictive environment. Developing life-long learners who are ready to meet the
demands of post-secondary education and work in the 21st century, is accomplished by a staff of innovative
learning architects. On the whole, students who emerge from our organization will achieve at high levels within
post-secondary institutions of learning and the world of work through demonstrated leadership and
entrepreneurial capacities; hence, contributing to economic and social advancements within the urban context
worldwide.
Our Beliefs and Educational Philosophy
The faculty and staff of Hillcrest believe that:
 Parents and caregivers must hold students to high expectations and be involved in order to impact the
learning process.
 School is a community, where collaboration is fostered among all stakeholders, in which students
support one another to realize their academic and personal potential both inside and outside of the
classroom.
 All students must be provided a clear purpose and direction in order to generate a positive change in
society by using what they have learned in school.
 Students deserve a safe and high quality learning environment.
 Education is a partnership among students, parents, school and community.
 Parents, students, community members, faculty and staff at Hillcrest High School will utilize
researched-based information and data to share in the decision-making process that will impact our
academic growth and development in order for us to create a stronger networking relationship.
 Students must be able to use technology in order to compete in a global economy.
 Students will sustain high achievement by adhering to school rules, guidelines, and policies.
 School should offer curricula that are diverse, challenging, and unbiased in order to encourage all
students to succeed with ongoing formal and informal assessments.
 Ongoing communication must be provided through selected techniques, methods, and procedures to all
stakeholders.
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Viking Faculty Handbook
Viking Bell Schedules 2013 – 2014
Students will be admitted into the building starting at 6:30 a.m. so that they are able to eat breakfast and ready
themselves for the instructional day. Here are our bell schedules as follows:
Regular Schedule w/o Attendance Advisory
50 Minutes, 3 Minutes Transition Daily
Activity/Assembly/Pep Rally Schedule
Wednesday's or Friday's (8 Periods)
35 Minutes, 3 Minutes Transition
Advisory Schedule
42 Minutes, 3 Minutes Transition
Wednesdays (Option A)
Period
Start
End
0
6:30
6:55
Period
Start
End
Period
Start
End
1
7:00
7:50
0
6:30
6:55
0
6:30
6:55
2
7:53
8:43
Advisory
7:00
7:25
1
7:00
7:35
3
8:46
9:36
1
7:30
8:12
2
7:39
8:13
4
9:40
10:25
2
8:16
8:58
3
8:17
8:51
5
10:29
12:10
3
9:02
9:44
4
8:55
9:30
Lunch A (30 Minutes)
10:30
11:00
4
9:48
10:30
5
9:34
11:15
Lunch B (30 Minutes)
11:04
11:34
5
10:30
12:10
Lunch A (30 Minutes)
10:00
10:30
Lunch C (30 Minutes)
11:37
12:07
Lunch A (30 Minutes)
10:30
11:00
Lunch B (30 Minutes)
10:34
11:04
6
12:10
1:00
Lunch B (30 Minutes)
11:05
11:35
Lunch C (30 Minutes)
11:08
11:38
7
1:03
2:00
Lunch C (30 Minutes)
11:40
12:10
6
11:42
12:17
Dismissal
2:00
6
12:13
12:55
7 (20 Minutes)
12:20
12:40
7
12:59
2:00
8 Activity Period
12:43
2:00
Dismissal
2:00
Dismissal
2:00
Testing Schedules
90 Minute Block Schedule Tuesday's and Thursday's
Even Periods Except for Lunch with 5 Minute
Transition
90 Minute Block Schedule Monday's and Wednesday's
Odd Periods with 5 Minute Transition
Period
Start
End
Period
Start
End
0
6:30
6:55
0
6:30
6:55
1
7:00
8:30
2
7:00
8:30
3
8:35
10:05
4
8:35
10:05
5
10:10
12:05
5
10:10
12:05
Lunch A (35 Minutes)
10:10
10:45
Lunch A (35 Minutes)
10:10
10:45
Lunch B (35 Minutes)
10:50
11:25
Lunch B (35 Minutes)
10:50
11:25
Lunch C (35 Minutes)
11:30
12:05
Lunch C (35 Minutes)
11:30
12:05
7
12:10
2:00
6
12:10
2:00
Dismissal
2:00
Dismissal
2:00
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Viking Faculty Handbook
Teacher Attendance Policy
In accordance with the Shelby County School Staff Ethics policy 4002, teacher professional responsibility, and
to ensure the seamless operation of a school’s learning environment, teachers are expected, as with our students,
to arrive at work in a timely manner. Given the mandated daily school start times, teachers are expected to
arrive at least fifteen (15) minutes prior to them receiving students or beginning their instructional planning for
the day. Teachers contracted by the Shelby County Schools are expected to work at least 7 hours and 15
minutes per day, and at such other times deemed necessary by school administration.
Teacher Daily Attendance
Daily teacher attendance is compulsory to ensure improved instructional practices and student achievement.
Viking teachers are expected to arrive by 6:45 a.m. so that they are able to prepare for and receive students
promptly at 7:00 a.m. to begin instruction promptly at 7:00 a.m. Teachers who have instructional planning
during Period 1, are also expected to arrive by 6:45 a.m. to prepare for PLC meetings, individual data talk
meetings with administrative team, and utilize this time to plan and prepare learning activities for the day or
week. Lastly, it is the teacher’s professional responsibility to exhibit behavior that is ethical and professional at
all times, which includes arrival to work at the expected time. All personnel are strongly encouraged to call
ahead if they are running late, and call ahead the night before if there is a sudden personal/immediate family
sickness.
Teacher Absences and Tardies
Teacher absences and tardies are cumulative and absences that exceed more than five (5) continuous
consecutive days will require a statement from a physician (not an emergency room attendant or clerk).
Teacher tardies that exceed more than three (3) continuous consecutive days within the same week and without
a statement from a physician will be addressed the following way:
 Progressive Discipline Step 1: Verbal warning and administrator-teacher conference (documented).
 Progressive Discipline Step 2: Written reprimand (if absences and tardies continue to exceed the
established limits).
 Progressive Discipline Step 3: Documented school-based administrative remediation hearing with the
development of 30 day corrective action plan (if absences and tardies continue to exceed the established
limits).
 Progressive Discipline Step 4: Referral to Labor Relations for corrective action as deemed appropriate
given the persistence and severity of the problem.
If a teacher absence exceeds the aforementioned time limit and s/he does not submit a physician’s statement
explaining their extended absence, the above progressive disciplinary procedures will ensue. If a teacher is
absent and plans to return to work the following day, it is the responsibility of that teacher to notify the Teacher
Attendance Manager (Mary Mangrum) before 12:45 p.m. the day prior to the teacher returning to the
building so that a substitute teacher is not procured for the following day.
When teachers and other school personnel are absent from school for any reason(s), a Report of Absentee Form
will be completed and placed in the Teacher Attendance Manager’s mailbox. Please note this is an audit item.
Teacher Sign-In Procedures
Upon arrival, teachers are expected to electronically sign-in using the new computer-based sign-in system by
the aforementioned arrival time. Teachers leaving the campus during the instructional day (preferably during
their assigned lunch times) must sign-out in the Main Office with the Teacher Attendance Manager (Mary
Mangrum), and upon returning to the building, must sign back in with the Teacher Attendance Manager.
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Viking Faculty Handbook
Reporting Teacher Absences and Substitute Procurement
The timely reporting of teacher absences is vital to the seamless operations of our school culture. Therefore, the
following procedures outline the school administration’s expectations for reporting teacher absences and
procuring substitute coverage for the continuation of the instructional program in one’s absence.
Request for Teacher/Staff Absence
All teachers and staff must complete a Request for Absence Form and submit it to the Teacher Attendance
Manager for principal’s approval, if the absence is planned. If the absence is sudden and unplanned, the
teacher or staff member are then required to complete and submit a Reason for Absence Form to the Teacher
Attendance Manager for auditing purposes.
Substitute Procurement
Teachers who have planned and in some instances, sudden/unplanned absences are entirely responsible for
procuring substitute coverage for their assigned classes. All teachers are expected to call the Substitute
Procurement System – SMART FIND prior to or the day of the absence to obtain sub coverage for your
assigned classes. Contact the Teacher Attendance Manager (Mary Mangrum) only if you have difficulty
procuring sub coverage for your class due to technical difficulties. Otherwise, you must obtain your own sub
coverage.
Instructional Plans and Student Work for Substitute Folder
As part of teachers’ professional responsibility, at least one week of instructional plans accompanied by student
work must be submitted to and maintained by the Teacher Attendance Manger. These instructional plans are
geared toward reinforcing concepts already taught in previous lessons. Student work must include enough
tasks that will allow them to work bell-to-bell. If instructional plans with student work are not submitted to
the Teacher Attendance Manager by the date determined by school administration, appropriate progressive
disciplinary procedures will ensue in the following way:
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Progressive Discipline Step 1: Verbal warning and administrator-teacher conference (documented).
Progressive Discipline Step 2: Written reprimand.
Progressive Discipline Step 3: Documented school-based administrative remediation hearing with the
development of 30 day corrective action plan.
Progressive Discipline Step 4: Referral to Labor Relations for corrective action as deemed appropriate
given the persistence and severity of the problem.
The assigned substitute teacher must distribute, review, and compile/maintain the work of all students under
their charge. This includes making sure students complete all assigned work, etc. In addition, substitute
teachers are responsible for entering and tracking students’ daily attendance and report any student who does
not show for class to the Attendance Office or Guidance Office.
The overarching purpose for the stringency of the above substitute folder submission policy is to maintain a
seamless continuity of instruction to ensure students’ academic achievement.
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Viking Faculty Handbook
Student Attendance and Grade Reporting
All students’ attendance and grades must be entered into the designated databases, i.e., PowerSchool SMS
(attendance) and PowerTeacher (grades). Teachers are also asked to maintain a hardcopy record of student
attendance and grades in a standard roll book preferably in case of a technical glitch with any of the databases
mentioned above.
Student Attendance
Teachers are expected to enter/record student attendance in the appropriate database daily. To ensure accurate
maintenance of entry/reporting and loss prevention of vital student attendance tracking, school administration
strongly suggests that attendance is also entered and maintained in a standard roll book.
It is the teacher’s responsibilities to report any chronic student absences to the Attendance Office, especially
class cutting so that the matter is addressed in a timely manner to ensure student’s safety and on-track behavior
with regards to completing their classwork and receiving instruction. Students who are absent are expected to
provide their teachers with a handwritten or typed note from a parent or guardian explaining their absence.
Students are expected to present the letter explaining their absence to each of their teachers and have them sign
that they have read the letter. After collecting all of their teachers’ signatures, students are expected to turn in
the letter to the Attendance Office at the end of the day.
Grading and Evaluation of Student Work and Performance
Teachers are expected to enter at least three (3) meaningful assessment-based grades in PowerTeacher and the
standard roll book weekly: one grade for homework, one grade for classwork, and one grade for weekly
assessment. Teachers are expected to follow the District’s grading guidelines in terms of grade ranges and
scales (see Board policy to obtain the grade ranges and scales).
Furthermore, given that a school’s effectiveness is measured by how well student perform on the End-OfCourse assessments, all student grades must truly reflect their actual performance.
The Grading Scale is as follows:
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


100 – 93 = A
92 – 85 = B
84 – 74 = C
73 – 70 = D
Below 70 = F
As you will notice, the Grading Scale is closely aligned with the EOC Cut Scores.
Proficiency Bands for 2013 Testing
94-100
Advanced
A
85-93
Proficient
B
84-70
Basic
C
69-0
Below Basic
D/F
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Viking Faculty Handbook
Classroom Management and Disciplinary Referrals
Effective teaching and learning can only occur in a well-structured and managed classroom. The teacher is
responsible for creating a learning environment where students are not afraid to take risks to enhance their
learning experiences without threat of intimidation from other students. It is imperative for teachers, in
conjunction with their students, develop a set of well-understood and agreed upon learning norms to by which
everyone benefits instructionally.
Classroom Management Strategy Expectations
Teachers are expected to establish evidence-based expectations, procedures, routines, and rules for the seamless
delivery of the instructional program. Employ the following tips to effectively establish classroom
expectations, procedures, and routines for effective and engaging learning:






Guide students in discussing the attributes and characteristics of a well-run classroom by asking the
following: In order for great learning and teaching to take place, what are some things we must do to
make that happen? What must you do to make sure your work and the work of your classmate is
completed without any disruptions, etc.?
Limit you expectations to at least five (5) rules with accompanying consequences jointly developed with
the students.
Explain what the daily flow of instruction would look like. Tell them if agendas will be used to help
guide instruction. Explain the first thing they are to do upon entering the classroom, such as completing
a Do Now, etc.
Tell students where materials and supplies are located, etc.
Make sure to post your expectations and consequences in a prominent place in the room and refer to
them often, while narrating the behavior.
Establish a sound incentive program within your class.
Student Referrals
Our PLC/Title I Coach (Tara L. Grace-Wilson) will handle all Level 1 and Level 2 infractions. However,
before students are sent away from the classroom for chronic Level 1 and Level 2 infractions make sure you
have done everything progressively to correct the problem in the classroom. In other words, most Level 1 and
Level 2 infractions can be handled appropriately in the classroom before it reaches a point where students are
referred to Mrs. Wilson. Teachers are expected to document/log student positive and negative student behavior
daily, weekly, monthly to substantiate the conduct grade. Furthermore, detailed documentation will help the
school’s administration in making the proper alternative determination for the student should it ever comes to
that point. Again, make sure you have done all you possible could to work with the student and getting him or
her on the right track of behavior before referring them to the administration. However, all insubordination,
Level 3, Level 4, and Level 5 infractions must be referred to school administration, namely Mr. Walker and Mr.
Turner.
Classroom Managed Infractions
Category E Infractions
 Habitual and/or excessive tardiness
 Class cutting
 Intentional disturbance of class
 Dress Code violations
 Defiant attitude and willful
disobedience
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Administrator/Office Managed Infractions
 Category A – D Infractions
 Category D Infractions depending on
the severity and frequency will be
addressed in the classroom initially and
progressively moved up to the
counselor and/or the Proactive
Behavior Instruction and Intervention
Team (PBIIT)
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Viking Faculty Handbook
Proactive Behavioral Instruction and Intervention Strategy
We must model the behavior we expect. We can no longer assume the students we serve come to us with an established
set of values that coincide with our own beliefs, norms, and values. Below is the Positive School Climate Matrix for
school-wide and classroom implementation:
Behavioral Expectations
Affirmations
Constructive
Consequences
Interventions
Feedback
Every student attends daily and
is on time for all of their classes.
Remind students of
the impact and
importance of them
attending school
daily. Create an
exciting, welcoming
learning
environment in your
classroom. When
students know they
are wanted in your
class, they will
attend and perform
appropriately.
Identify and address
attendance issues as
soon as they occur.
Conduct individual
or small group
conferences with
students who exhibit
attendance problems
from the onset.
Show the linkage
between student
attendance and
students’ academic
achievement. Also
contact parent or
guardian and log
conversation.
Every student respects all
faculty/staff and their fellow
students.
Greeting each
student and
mentioning them by
name. Students like
when you know their
names as it helps the
teacher establish
positive rapport with
the student(s). Talk
to students about
their day or evening.
Ask students about
how their feelings
about the class and
what can improve
the overall
instruction of the
class.
Model what respect
looks like for the
students through
your speech and
actions when
students neglect to
demonstrate
respectful behavior
and speech. Define
the disrespectful
behavior, explain
why it is wrong, and
model what you
expect. Do not
allow students to
provide any excuse
for their behavior.
Address the
behavior in a
professionally firm
and calming tone to
prevent or deescalate defiance and
insolence.
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7
Should attendance
Should attendance
issues persists do the issues become
following:
chronic in spite of
constructive
 Consult with
feedback
counselor and/or
consequences the
members of the
following will occur:
PBIIT team to
undercover issues  Truancy letter is
related to chronic
issued to parent
attendance
from the DA’s
problems.
office.
 PBIIT team
 Truancy officer
meeting with
and representative
student and
from PBIIT team
parent to discuss
will conduct
and resolve
SART meeting.
attendance issues.  Student and
 Principal or his
parent are place
designee
on an attendance
implements
contract.
progressive
 Referral to
disciplinary
Alternative
measures.
School Program.
Make sure
Should student
consequences fit the present oppositional
infraction. Students
and defiant behavior
should not be
towards students and
subjected to double
teacher on a
jeopardy.
continuous basis, the
Additionally,
following
consequences should interventions will
not be given
occur:
maliciously.
 PBIIT team
Consequences, if
meeting with
implemented
parent and
appropriately,
students to
should be used as a
discuss and
means of leading the
resolve behavior
student(s) towards
issue(s)
the intended
 Under the
behavior.
auspices of the
 See Student Code
PBIIT team,
of Conduct Matrix
students will be
for appropriate
place on a
consequence.
Behavior
Intervention Plan
and Contract.
 Principal will
make final
determination of
alternative
placement.
Viking Faculty Handbook
Proactive Behavioral Instruction and Intervention Strategy
Behavioral Expectations
Affirmations
Constructive
Feedback
Consequences
Interventions
Every student use decent and
respectable language and
exhibits positive behavior
towards faculty/staff and their
fellow students.
Always engage
students in positive
language and
professional
behavior. Never
berate or demean a
student in spite of
his or her wrongdoing. Keep your
speech and tone
positive when the
context and situation
allows.
Address the
infraction with a
firm and
professional tone
explaining to the
student(s) the
inappropriateness of
the behavior and
what your
expectations are to
correct the behavior.
See Student Code of
Conduct under
Category C
infractions and
consequences.
Every student is attentive and
proactively engages in their
learning
Create engaging and
interesting lessons
tied to students’
prior experience and
knowledge. Lessons
should help students
make connections
and meaning with
their own
experiences.
Lessons are
appropriately
rigorous and match
the student’s current
ability level.
Students are able to
move from level to
level given
appropriate
instruction.
Make sure student
work and
performance is
evaluated using
rubric. Students
achievement is
positively by
teachers who
conference with
their students about
their individual
progress. Evaluation
and feedback of
student work should
be specific and
tailored to the
individual student.
Also make sure that
you use positive
affirmations when
providing students
feedback.
Should students
begin to fall behind,
teachers are asked to
do the following as a
proactive means of
correcting the
undesirable
behavior:
 Conference with
student about their
missing work or
lack of
participation.
 Contact parent(s)
about missing
student work
and/or lack of
participation.
 Employ the use of
afterschool
detention and
Saturday School.
Should student
present oppositional
and defiant behavior
towards students and
teacher on a
continuous basis, the
following
interventions will
occur:
 PBIIT team
meeting with
parent and
students to
discuss and
resolve behavior
issue(s)
 Under the
auspices of the
PBIIT team,
students will be
place on a
Behavior
Intervention Plan
and Contract.
 Principal will
make final
determination of
alternative
placement.
When students lack
or work and class
participation
becomes a chronic
problem teachers
should:
 Have documented
in detail all
instructional
intervention to get
the student to
perform better.
 Logged all
conversations
with parents.
 Consulted with
School
Counselor.
 In collaboration
with PBIIT team,
draw-up a
Learning Contract
 Principal may
recommend
alternative school.
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Viking Faculty Handbook
Club Sponsorships, Coaching, and Fundraising Protocol
So that we are in compliance auditing and budgetary procedures and policy, please adhere closely to the
following financial procedures when sponsoring clubs and fundraising.
1. All monies collected from students must be receipted in the teacher’s receipt book and turned in daily to
the financial secretary, by 11:00 a.m. The teacher’s receipt books are audited and each teacher is
responsible for the accuracy and security of the book. When it is necessary to void a receipt, staple the
original to the duplicate and write “void” on both. Do Not alter receipts after they have been written. If
any error occurs, simply “void” the receipt using the above procedures. Under no circumstances will the
duplicate copy be removed or torn out of the receipt book. There will always be a duplicate copy left in
the receipt book.
2. Any fundraising project cannot begin until the teacher/sponsor has personally completed a Proposal for
Fundraising Project Form. The Proposal for Fundraising Project Form can be obtain from the financial
secretary. Once you have completed the aforementioned form and have receive the principal’s approval,
the Proposal for Fundraising Project Form will be maintained by the financial secretary for auditing
purposes. All fundraiser merchandise and funds should be accounted for during and at the end of the
fundraiser. Fundraisers must generate a profit.
3. An income statement will be prepared at the end of the fundraising activity. Any outstanding monies
and/or merchandise, at the end of the ten-day sales period, will be accounted for. A list of any students
owing money will be turned in with the income form, which will be kept on file for audit. The school’s
general fund will receive 20% of the profit, based on the sales profit.
4. Board policy requires a teacher, principal, and company representative signature for contracts of sale.
No contract will be signed until approval is given for the project by the principal.
5. Fundraising drives will not exceed 10 days.
6. Any money collected will be turned in daily to the financial secretary before 11:00 a.m., in order to have
the deposit ready for pick-up. No money will be accepted after this time except by prior arrangement.
7. Envelopes for money from club sales, picture sales, ticket sales, etc. are available from the financial
secretary. All money collected is to be turned in daily in the proper envelope and with the receipt book.
No loose money will be accepted. The information sheet attached to the money envelope is to be used
for the entire year. Please list only information requested on it. Club sheets will list the source/dues,
candy, uniforms, etc. You will not need to list the students’ names on this form.
8. All school activity revenue generated by students, teachers, or school-related activities will be deposited
in a Board of Education approved/authorized checking or savings account. Clubs or classes are not
authorized to have their own checking or savings accounts.
9. Purchase orders are required for all purchases made through the school’s accounting system. The
principal will approve all school purchases. If any purchases are made without the principal’s approval
and a purchase order, the responsibility for payment rests with the purchaser (teacher/staff member).
The school will accept no responsibility for payment if approval for purchase hasn’t been given and if a
purchase order is not signed by the principal.
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Viking Faculty Handbook
Club Sponsorships, Coaching, and Fundraising Protocol
10. All invoices pertaining to fundraising items or purchases will be channeled through the school’s
accounting system for payment and all bills will be paid promptly. Tennessee state law mandates that
sales tax be paid on items bought for resale. Make sure that you abide by this law when purchasing
items for resale. If the company is out of state, and will not charge sales taxes in the state of Tennessee,
do not use the company. Merchandise for resale must be taxed.
11. Withdrawal of funds from a club account will be initiated by a Withdrawal Form that has been
complete by the club sponsor and co-signed by a student officer. This form will be given to the financial
secretary at least one day before the check is needed. All expenditures will be supported by receipts.
Any requests for an advance draw of funds will have written approval by the principal before a check is
written.
12. No personal checks will be accepted by the school for payment of items or expenses.
13. Items bought for resale must be taxed as mandated by state laws.
14. Stamps are purchased and used for school business only.
15. All classroom teachers will receive supply funds from the district, which are allocated through the
school’s site-based budget. All supply orders are placed through the school’s financial secretary.
Teachers will provide a list of supplies needed on a Requisition Order Form, and the order will be keyed
in on SCS e-procurement and APECS systems, or ordered with a School Purchase Order. Teachers and
department chairs will decide if half of the stipend will be pooled together so that the school office will
be responsible for supplying paper, pencils, etc. throughout the school year. If funds are not pooled,
each teacher will be responsible for their own supply needs.
Note: All school financial procedures are governed by state law and Board policy. These laws and policies are
for your protection as well as the protection of public funds. The principal is held accountable for supervising
and monitoring these funds. Therefore, at the discretion of the principal, all accounts are subject to audit at any
time.
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School Purchase Order and Bidding Procedures
Each school will use the Purchase Order Method when making school purchases and ensure that, whenever
feasible, three competitive bids are obtained. This is a generally accepted accounting procedure and is required
by state law.
All employees will obtain prior approval and a purchase order number before a purchase is authorized. A
purchase order will be issued when an order is placed and you have not paid for the goods or services. At that
time school funds have been committed. The employee making the purchase order will sign and date the
invoice as proof that the goods or services were received.
No purchase order will be issued until the principal approves a requisition.
General Rules on Issuing Purchase Orders
1. Purchase Order
 After the principal approves the purchase, a requisition will be submitted to the financial secretary, then
a purchase order will be completed on the SFO system by the financial secretary.
2. Issuance of a Purchase Order
 After the purchase order is issued and approved by the principal, a copy will be forwarded to the vendor,
the original copy will be filed in the Purchase Order folder until the invoice arrives for payment.
3. Receipt of Goods
 When goods/merchandise are received at the school, the requisitioner/receiver will verify that all the
goods order were received, at which time the invoice will be paid by the financial secretary.
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Textbook Procedures
All classroom teachers in the handling of textbooks will follow the procedures and guidelines below:
1. Students will be given a copy of the textbook rules when they register.
2. Students are required to complete a book card before they are issued textbooks. Subject area teachers
are not to issue any student a textbook without having a completed book card for that student. Any
textbook damaged during the course of the year will be noted on the back of the book card.
3. Book cards are to be kept and maintained by the subject area teacher until the textbook is returned,
either at the end of the year, end of the semester, or when the student withdraws. When textbook are
returned, the word “RETURNED” will be written on the book card. Book card are to be turned in to the
principal at the end of the school year for those students not returning textbooks or paying for them.
4. Textbooks issued to pupils will be stamped “Property of Shelby County Schools” or they will have the
“Property of Shelby County Schools” gummed labeled in the inside of the front cover. Teachers will
sign their name in each textbook that is issued. The student’s name will also be written in the place
provided.
5. All textbooks issued to students will be covered with book covers.
6. Students owing for lost books will be issued a new textbook when he presents a paid receipt. Students
who wish to pay for a lost textbook will see the financial secretary in the main office during advisory or
homeroom.
7. All teachers will be responsible for obtaining textbooks via Textbook Requisition so that the textbook
coordinator may obtain requested order from the bookroom. All textbooks must be returned to the
textbook coordinator at the end of the school year.
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Rules Under Which Textbooks Are Issued to Students of
Shelby County Schools
I.
II.
All Textbooks are Property of the Board of Education, Memphis City Schools.
Textbooks will not be damaged.
Some Damages to Textbooks are as follows:
a. One or more pages of content missing.
b. Water soaked, causing backs and pages to be swollen or molded.
c. Physically marked with any pencil, pen, crayon, etc., on outside, inside, or on any page.
d. Defaced or marred, such as broken, cut or smeared backs of pages, etc.
III.
Penalty for Lost Textbooks
The student will pay as follows:
a. Full replacement price, if new when issued.
b. Three-fourths (3/4) of the replacement price, if used when issued.
IV.
Penalty for Textbooks Damaged Beyond Use
The student will pay as follows:
a. Full replacement price, if new when issued.
b. Three-fourths (3/4) of the replacement price, if used when issued.
c. Books so damaged will become the property of the student after payment.
V.
VI.
Penalty for Damaged Textbooks Which is Still Usable
Principals may collect for damages at their discretion.
Sanctions
a. Additional textbooks shall not be issued until restitution is made.
b. All report cards; certificates of progress or diplomas will be withheld until restitution is made.
c. A suspension (In-School, Home or Board) may be used in extreme circumstances.
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Field Trip Coordination and Implementation
1. Complete a Field Trip Request Form and submit it to Mrs. Wilson ten (10) days prior to any trip.
Request are submitted to the principal for approval and returned to Mrs. Wilson in Room 106.
2. Secure a form 14685, Parent or Guardian Approval for School Trip, and, if necessary, a Volunteer
Transportation Statement form. These forms will be properly signed and placed on file in the Title I
office at least five (5) days in advance of the trip. A copy of these forms will be given to Mrs. Dawson
and the sponsoring teacher will take a copy on the field trip in case of an emergency.
3. Prepare a list in alphabetical order by grade level of the students who have received parental permission
to make the trip. A roster and an agenda/itinerary will be placed in the box of the PDSCC (Mrs. Wilson)
or Mrs. Dawson, all teachers, cafeteria manager, counselors, library media specialist, assistant
principals, and secretaries before 7:15 a.m. on the day of the trip.
4. For early morning trips where students do not report to homeroom/2nd period, the sponsoring teacher
will report absences to the Attendance Secretary before departure time.
5. For trips that will include the lunch hours, the Cafeteria Manager will be notified of the number and
grade level of the students participating. This notification will be handled at least two days in advance
of the trip.
Out of Town Field Trips

The Out of Town Field Trip form will be completed and submitted at least ten (10) days prior to
the intended departure date and upon approval will be filed (faxed) to the Secondary School’s
office on or before the 5th school day preceding the trip. The minimum ratio for approval is one
(1) teacher for every twenty (20) students.

Specifically, on out of town trips, three bids must be taken on transportation (see approved MCS
bus list); a list of chaperones with contact information and an itinerary (to include hotel
accommodations and contact numbers) must be on file with the Title I Office. Field trips will
relate to the instructional program of a given class or group of students.
If you need additional information or clarity on these guidelines, please contact the Title I Office for assistance.
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School Safety and Security
Plans have been made for security in the following areas:
1. Crimes against students to and from school.
A. Students who walk to school will try to walk with others. Do not accept rides from strangers. All
personnel will report any unusual occurrences or suspicious persons or cars to the main office.
B. Students at bus stops will follow instructions in “A” above.
2. Protection of teachers in the school during and after class.
A. Teachers are instructed to be at their doors between class changes and remain there until the bell rings.
One teacher at each end of the hall is to see that all people have cleared the hall. If non-students are in
the hall, then notify the office before leaving.
B. Teachers are instructed to leave the building at 3:00 p.m. or notify the office if they are staying after
3:00 p.m. They are then to notify the office before leaving.
3. Control of trespassers or visitors
A. Signs are posted on outside doors instructing visitors to report to the office.
B. All teachers and students are instructed to report any visitors in the halls during school and lunch
periods.
C. One person, administrator or teacher will be on hall duty period 1-7.
4. Supervision of students prior to the opening, during, and after the dismissal of School
A. The Building Engineer will open the building at 6:00 a.m. All students are instructed to remain outside
until 6:30 a.m. for metal detection scanning.
B. Upon entering the building students can only go to the cafeteria for breakfast and remain there until 6:55
a.m.
C. Teachers with duty assignments are on duty in all halls, cafeteria, gym area, parking lots and all
individual buildings from 6:45 a.m. until 7:00 a.m. each morning until all students are situated in their
first period classes.
D. The non-advisory teachers and assigned teachers will clear their areas every day.
E. All students transitioning in the hallways after the tardy bell has rung must have a dated and timestamped pass that includes a verifiable administrator or teacher signature.
F. All students are instructed to clear the building by 2:15 p.m. daily.
G. All teachers in each hall are instructed to make sure that no students are in the halls before they depart at
2:00 p.m.
H. The Building Engineer will lock all doors immediately after 2:15 p.m. except the front doors by the
office and one back door through the boiler room.
I. The Building Engineer and Principals will tour the building after 2:15 p.m. to make sure that all students
have departed.
J. Teachers sponsoring clubs or athletic programs must make sure their students meet at the assigned
classroom where the club meeting or athletic program will be held. Teacher must be present to receive
students.
5. Money Handling Procedures
A. All money will be turned in to the financial secretary by 11:00 a.m. Cafeteria funds and all school funds
are deposited daily and picked up by courier after the second lunch period.
6. Equipment Inventory Control
A. Inventory control and security of Audio-Visual equipment is handled in the library. This equipment is
checked in and out and locked in an equipment room each night.
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School Safety and Security cont’d.
7. Key Control
A. The Assistant Principal has charge of issuing all keys in the building. Teachers have keys to their
individual rooms only.
B. Building Engineers and limited personnel have keys to areas that contain items that have to be protected,
i.e. books, AV equipment, cafeteria, concessions, book store supplies, equipment rooms, etc.
C. Extra keys are secured and locked in the office.
8. Parking Area Supervision
A. ROTC personnel will supervise the parking areas during dismissal until all students have cleared the
premises.
B. During lunch periods ROTC personnel, our in-school police officer, and administrative personnel will
check the parking areas.
9. Teacher Mailboxes
A. Do not send students to the office to get messages or items from boxes.
10. Phone Messages
A. Teachers will be notified immediately of emergency phone calls.
B. All other phone messages will be placed in teacher boxes. Please check your boxes daily for messages.
11. After-School Hours
A. All students remaining at school will have to be supervised by a sponsor (Athletic teams, band, clubs,
etc.).
B. Coaches or sponsors of groups will see that all students are on the activity bus or that walking students
have cleared the campus before they leave the campus themselves. The groups will be supervised at all
times.
The Security Committee will meet each month during the school year.
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Fire & Take Cover Drill and Evacuations Procedures
Diagrams showing the exits to be used by your particular class for fire drills will be placed on the bulletin board
in each room. Each teacher will familiarize their students with the proper procedures for evacuating the
building during a fire drill or chemical hazmat, or actual fire or chemical hazmat emergency. Please use the
designated exit unless directed otherwise.
The following procedures will be followed when possible and/or practical:
1. The teacher will be the last to leave the classroom. This will assure that all students have exited the
room. No students should be left behind in the classroom during a drill or actual emergency. The
teacher must accompany all of their students to the designated exit.
2. Students are to move at a rapid pace.
3. Students are to walk next to the wall until reaching the stairs or exit.
4. When possible, students with teacher will stand at least 100 yards from the building, but remain on
school property.
5. Teacher will have an up-to-date roll book and roster of students, and take roll after clearing the building.
6. After drill has been completed, a long ring of the bell will indicate that students are to return to class.
Students are to re-enter the building using the same exits as when they exited.
The “Take Cover Plan” for use in the event of severe storm warnings and the possibility of atomic or nuclear
warfare for Hillcrest High School is as follows:
1. Areas with long spans, such as cafeteria, library, and the gymnasium, are to be cleared of all students
immediately.
2. All students and staff members are to take shelter on the ground floor of the main school building as
follows:
a. Students in the first floor classrooms will vacate their classrooms and form a single line
next to the wall immediately outside of the classroom, staying clear of all exits.
b. Students in second floor classrooms will vacate classrooms, and using the nearest
stairwell exit, move to the area on the first floor directly below their second floor
classrooms. Form a single line in front of those students next to be wall.
c. Students vacating the large gym will move into the 12th grade hall, first floor.
d. Students vacating the new gym will move to the south wing (reserved for DuBois
Consortium) on the first floor.
3. Signal for “Take Cover Plan” will be given over the intercom if possible. If the intercom cannot be
used, then short rings on the school bell system will be used.
4. Responsibility for telephone communications will be the Main Office secretary.
5. Traffic control (hallways) will be the responsibility of all teachers.
6. Administration of first aid will be the responsibility of physical education teacher, any other staff who
has undergone CPR/First Aid training.
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Fire and Take Cover Drills and Procedures cont.
7. Those personnel not assigned specific duties or teachers that do not have classes at the time of the “Take
Cover Drill” is put into operation will report to the Main Office upon request, or immediately.
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Unified Shelby County Schools Dress Code Policy 6021
I. PURPOSE
To outline the requirements for student dress for Shelby County Schools.
II. SCOPE
This policy applies to all schools and students in Shelby County Schools.
III. DEFINITIONS
Standardized Dress/Uniforms – Clothing of the same specified colors and styles.
IV. POLICY STATEMENT
The standards for Shelby County Schools dress reflect “common sense” and a concern for each child's comfort,
safety, cleanliness, and sense of modesty. There is a strong relationship between neat, appropriate attire and a
positive learning environment. Apparel or appearance which tends to draw attention to an individual rather than
to a learning situation must be avoided. To that end, Shelby County Schools establishes a basic dress code to
ensure appropriate and modest dress.
2013-2014 School Year
To minimize disruption during the merger transition period, to effectuate fairness and consistency, and
to maintain safety, discipline and academic focus, all schools in Shelby County shall remain in their
existing method of dress for the 2013-2014 school year. Schools requiring standardized dress/uniforms
shall continue to do so and schools only requiring compliance with the district-wide dress code shall
continue to do so through the end of the 2013-2014 school year.
MIDDLE AND HIGH SCHOOL DRESS CODE
 Pants must be worn at the waist, be appropriately sized, and of a safe length.
 Shirts, blouses, and dresses must have sleeves and must completely cover the abdomen, back, shoulders.
Shirts or tops must cover the waistband of pants, shorts, or skirts with no midriff visible. Low-cut
blouses, shirts, or tops or extremely tight tops, tube tops, or any top that exposes cleavage are prohibited.
 Shirts, blouses, and tops must be no longer than wrist-length.
 Head apparel (such as hoods, hats, etc.) must not be worn inside the school building, except for religious
or medical reasons (see Individual Exemptions from Standardized Dress/Uniforms).
 Footwear is required and must be safe and appropriate for indoor and outdoor physical activity.
 Clothing and accessories such as backpacks, patches, jewelry, and notebooks may not display (1) racial
or ethnic slurs/symbols; (2) gang affiliations; (3) vulgar, subversive, or sexually suggestive language or
images; nor promote inappropriate and/or illegal products such as alcohol, tobacco, and illegal drugs.
 Skirts, dresses, and shorts must be no shorter than four (4) inches above the knee.
 Waist-length and appropriately sized sweaters, sweatshirts, and lightweight jackets can be worn inside
school for warmth.
 Prohibited items include: (1) large, long and/or heavy chains; (2) studded or chained accessories; (3)
sunglasses, except for health purposes; (4) sleepwear, pajamas, and/or blankets; (5) skin-tight outer
materials such as spandex; (6) facial jewelry (including tongue piercing).
 The school administration reserves the right to determine whether the student’s attire is within the limits
of decency, modesty, and safety.
 The principal may allow exceptions in special circumstances, or for occasions such as holidays and
special performances. The principal may further prescribe dress in certain classes such as physical
education, vocational education, and science labs.
 Any student not attired in accordance with the policy shall be directed to correct the violation or spend
the remainder of the day in in-school suspension (ISS). Repeat offenders shall be subject to additional
measures which include parent conferences, in-school suspension, and out-of-school suspensions as
described in the district-wide discipline policy.
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SCHOOL STANDARDIZED DRESS/UNIFORMS
For school year 2013-2014, the following Basic Standardized Dress/Uniform is applicable to former
Memphis City Schools.
Basic Standardized Dress/Uniform
 The basic standardized dress/uniform shall be tan, navy blue or black pants, skirtor jumper and a white
long sleeve or short sleeve shirt with a collar (polo style, dress style, or turtleneck). A student can wear
any combination of the official colors.
 Pants must be straight-legged or boot cut. Full-length pants, cropped pants, cargo pants and straightlegged capri pants are permitted. Denim jeans, pedal pushers, and bell bottoms are not permitted.
 Walking shorts are permitted for elementary, middle/junior high and high school students. (Walking
shorts are straight-legged shorts that are at the knee.)
 Pants must fit at the waist and not be oversized or undersized (e.g., baggy pants, sagging pants, tights, or
pants made of spandex are prohibited.). If belts are worn they must be fitted and put through belt loops.
 Skirts or jumpers must be at or below the knee.
 Shirts must be tucked on the inside unless they are made to be worn over pants or skirts.
 T-shirts may be worn as undergarments. They must be solid white or one of the additional colors
approved by the school leadership council.
 Light jackets, vests, shirts, sweaters, sweat shirts, and cardigans are permitted as items that may be worn
over the uniform top. They must be white, tan, navy blue, black or one of the additional colors approved
by the school leadership council.
 No denim material may be worn as standardized dress/uniform clothing.
 All standardized dress/uniform clothing must be plain, without any visible manufacturer's logos, brand
names, pictures, or insignias.
 Shoes may not have heels higher than one and one-half (1.5) inches. Shoes with rollers/wheels are
prohibited. Athletic shoes, sandals with straps on the heel, and boots are permitted.
 Heavy coats, heavy jackets, and raincoats are not covered by these regulations and are not to be worn
during the school day unless permitted by the principal for special circumstances.
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INDIVIDUAL EXEMPTIONS FROM STANDARDIZED
DRESS/UNIFORMS
To obtain an exemption from standardized dress/uniforms on religious or medical grounds, a parent must obtain
a copy of this policy, a Request for Exemption form and an Exemption Questionnaire from the school, complete
the form and questionnaire, and return them to the school. A religious exemption from standardized
dress/uniforms can be based on the religion of the parent or the religion of the child, but the parent must apply
for the exemption in either case.
The principal shall review the form and questionnaire and grant or deny the request for exemption. If the
principal is considering denying the request, he or she must first send a letter to the parent requesting a meeting
to discuss and clarify the reason for the exemption request. The parent must meet with the principal within three
(3) school days of receiving the letter. The principal must grant or deny the request within two (2) school days
of meeting with the parent. If the principal denies the request, he or she must give the parent a written basis for
the decision.
The parent can appeal a principal's denial of the exemption to the Superintendent (or designee) within two (2)
days of receiving the principal's denial. The Superintendent (or designee) must meet with the parents within five
(5) school days of receipt of the request for appeal, and must render a decision within five (5) school days of
meeting with the parents. If the Superintendent (or designee) also denies the appeal, he or she must provide a
written basis for the decision.
The parent may make a final appeal to the Board of Education and ask the Board to review the written record of
the request for exemption and the denials. This appeal must be made within five (5) school days of the
Superintendent’s (or designee’s) denial of the appeal. The Board may hold a hearing on the exemption request
at its discretion. The decision of the Board of Education is final. A student will remain in school in the dress
style recommended by the parent until the appeal is final.
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Cafeteria Monitoring Procedures
Ensuring the safety and security students and staff during lunch periods is paramount. Furthermore, monitoring
students’ transitions to and from the cafeteria is paramount. Therefore, the following teachers have assigned
lunch duty:
Staff Cafeteria Monitor
Sheriff Deputy
Willie Turner
Dorian Williams
Thurston Rubin
Major James Nelson
Sgt. Don Sykes
Julius Jackson
Lawrence Walker, Assistant Principal
Eric Moore, Principal
Tara Grace-Wilson
Cafeteria Location
West Center Wall of Cafeteria and as Needed
South Center Wall and Lines Near Serving
Areas
Student Transition (Start Station at Café Door)
North or Rear Cafeteria (mobile)
Student Transition (Start Station at Café Door)
East Wall of Cafeteria (mobile)
West Lunch Line and mobile
East Lunch Line and mobile
West Center Wall of Cafeteria (mobile)
South Center Wall and Lines Near Serving
Areas (mobile)
South Center Wall and Lines Near Serving
Areas (mobile)
South Center Wall and Lines Near Serving
Areas (mobile)
As students transition to their respective lunch, teacher must stand at their doors and ensure orderly student
transition to the cafeteria.
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Faculty and Staff Assignments and Duties
Eric Moore
Principal
Lawrence Walker
Assistant Principal
Tara Grace-Wilson
Willie Turner
LaShonda Norman
Dorian Williams
Cynthia Johnson
Portia Hardman
Title I PLC Coach
Dean of Students
Professional Counselor
Athletic Director
Master Teacher
SPED Chair
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