Sampson School
606 Tower Hill Road
Kinston North Carolina 28501
How to use this handbook:
This handbook is your guide to services available at Sampson School and details
the responsibilities of our faculty and staff members. School Board Bylaws and
Policies supersede this handbook.
The Lenoir County Public Schools Student Handbook including Code of Conduct
answers many of the questions parents and students will ask school personnel.
Other information concerning Sampson School is available on our website at
www.lenoir.k12.nc.us.
At times, it may be necessary to update and include sections into this handbook.
It is the responsibility of each faculty and staff member to keep an accurate and
up-to-date handbook.
For the 2009-2010 year, the handbook will be available on line for staff, one
hard copy in the secretary’s office.
Sampson School
The mission of Sampson School is to prepare all students to be competitive and
productive citizens in a global economy.
INDEX
ADMINISTRATION, FACULTY, AND STAFF
Administration………………………………………………………………………...100
Lenoir County Public Schools
Administrative and Support Personnel
Departments
Classroom Teacher .......................................................................................... 105
Guidance Counselor ......................................................................................... 115
Library Media Specialist ................................................................................... 120
School Resource Officer ................................................................................... 130
Secretary/Bookkeeper/NCWISE Data Manager ............................................... 135
BUSINESS AND ACCOUNTING
Payroll .............................................................................................................. 200
Pay Periods ...................................................................................................... 201
Leave Balance Accrual Schedule ..................................................................... 302
Disbursements.................................................................................................. 210
Internal Advances ............................................................................................. 212
Travel ............................................................................................................... 215
Sea Proposals and Travel Reimbursements .................................................... 218
GENERAL INFORMATION
Attendance Procedures .................................................................................... 302
Classroom Discipline ........................................................................................ 306
Classroom Expectations ................................................................................... 308
Examinations .................................................................................................... 310
Extra Credit....................................................................................................... 312
Field Trips ......................................................................................................... 314
Gradebook ........................................................................................................ 316
Grading and Reporting Student Progress ......................................................... 317
Homework ........................................................................................................ 318
Honor Code ...................................................................................................... 320
Lesson and Unit Plans...................................................................................... 322
Library Media Center ........................................................................................ 324
Parent-Teacher Conferences ........................................................................... 328
Promotion Policy............................................................................................... 332
Records and Reports........................................................................................ 334
Student Dress Code (Standard Mode of Dress SMOD) ................................... 340
SCHOOL OPERATIONAL PROCEDURES
Emergency Closing/Delayed Opening Procedures........................................... 400
Daily Bell/Lunch Schedule (One Hour Delay ................................................... 401
Daily Bell/Lunch Schedule (Two Hour Delay)……………………………………..402
Emergency Phone Procedures ......................................................................... 403
Emergency Plan/Safe School Procedures ........................................................ 405
Fire Drills .......................................................................................................... 410
Hazard Communication Standard Program ...................................................... 415
Keys and Building Security Codes.................................................................... 420
Other ............................................................................................................... 430
SCHEDULES AND CALENDARS
Block Schedule Calendar ................................................................................. 500
Division Calendar ............................................................................................. 505
Exam Schedule ................................................................................................ 510
Graduation Schedule ........................................................................................ 515
Meeting Schedule ............................................................................................. 518
Report Card Calendar ...................................................................................... 525
School Hours .................................................................................................... 530
STAFF PROCEDURES
Meetings ........................................................................................................... 600
Staff Dress ........................................................................................................ 605
Hospitality Fund Guideline ................................................................................ 606
Teacher Absences and Request to Leave Early............................................... 610
TEACHER EVALUATION
Teacher Evaluation Guidelines and Timelines.................................................. 700
EXHIBITS
Sampson School’s Purchase Request ............................................................. 800
APPENDIX
A ....................................................... TPAI-R Full Review – Experience Teachers
B ........................................................................ TPAI-R Snapshot (Long Version)
C ....................................................................... TPAI-R Snapshot (Short Version)
D ......................................................................... Formative Observation Template
E ........................................... Performance Appraisal Criteria – Teacher Assistant
F ....................................................................................... Peer Observation Form
Administration
Code 100
Page 1of 4
2009-2010
LENOIR COUNTY PUBLIC SCHOOLS ADMINISTRATIVE PERSONNEL
Superintendent of Lenoir County Public Schools
Dr. Terry Cline
Associate Superintendent
Mrs. Diane Lynch
Lenoir County Public Schools Board of Education
Mr. David A. Fillippeli, Jr. – Chairman
Mr. Joey Bryan – Vice Chairman
Mr. Billy Davis
Mr. Bruce Hill
Ms. Rita Hodges
Mr. Garland Nobles, Jr.
Dr. Keith M. Seaforth
Administration
Code 100
Page 2 of 4
SAMPSON SCHOOL
ADMINISTRATIVE & SUPPORT PERSONNEL
Principal
Mrs. Anita Sykes
Guidance Counselor
Mrs. Diane Jones
School Nurse
Secretary/Bookkeeper/NCWISE Data Manager
Mrs. Gloria Lawson
Teacher Assistants
Ms. Tonya Brooks
Mr. Fred Fuller
Mrs. Crystal Stembridge
Mrs. Elizabeth Hartford
Custodian
School Social Worker
Ms. Lisa Butler
Technology Assistant
Mr. LaDarryl Strong
Mr. Jarvis Nobles
Cafeteria Staff
Mrs. Gladys Miller
Mrs. Barbara Mumford
Mrs. Veloris Sheffield
Administration
Code 100
Page 3 of 4
Principal/Designee
(Assistant Principal)
Assigned Responsibilities Including the following:

Attendance – Periodically check NCWISE records

Buses – Takes care of getting subs for drivers as needed, helps drivers do
time sheets, verifies/compiles all data for payroll and other transportation
reports, get drivers checked in every morning, gets drivers for after-school
program, and handles requests to use yellow bus for field trips.

Cafeteria

Cafeteria duty 1st and 2nd block

Discipline

Equipment inventory

Exceptional Children

504 Coordinator – attends 504 meetings and serves as school administrator

Federal Cards

SSMT

Staff Recognition

Textbooks

Duty Schedule for Teachers

Critical Incident Procedures

EOC Data Analysis

Master Schedule

Progress Reports/Grades/NCWISE
Administration
Code 100
Page 4 of 4

Safe School Plan

Testing

Field Trips

Fire Drills/Emergency Evacuation

Grants

Guest Speakers

Keys

Parent Volunteers

Other Duties Assigned by Principal
Classroom Teacher
Code 105
Page 1 of 1
Classroom Teacher
The classroom teacher should:

Accept the responsibility of a teacher – that of teaching and influencing the lives
of every student they meet.

Establish a feeling of respect and trust with students.

Prepare and present varied and well-planned lessons.

Develop procedures for maintaining a neat and orderly classroom by addressing
the following:
o Class entrance
o Attendance
o Asking and answering questions
o Assignment of homework
o Care of equipment and computer technology
o Discipline
o Dismissal of students from class
o Distribution of papers
o Testing

Submit required reports and requested information on dates and times
designated.

Maintain complete and accurate records of class attendance through SIMS.
Notify an administrator of any unusual circumstances or irregularities of
attendance.

Maintain complete and accurate records of student progress (grade book).

Refer students to the guidance department for counseling.

Be at assigned duty stations and in classrooms during designated times.

Accounting of monies – maintain accurate records, issues of receipts, and daily
turn-in of all monies collected to the bookkeeper.

Attend all faculty meetings, or professional development sessions (in-service).

Obtain permission from the principal or an assistant principal if it is necessary to
leave school grounds during school hours.

Maintain accurate textbook inventories. Conduct a textbook check every grading
period.

Submit to the Principal a copy of your classroom expectations and your
emergency sub plans by Tuesday, 8/25. 2:00 p.m.

Assume other duties as deemed necessary by the principal.
Guidance Counselor
Code 115
Page 1of 1
Diane Jones
Guidance Counselor
The counselor, in cooperation with the principal, organizes, coordinates, and
supervises the counseling program within the school. The counselors should:

Plan and develop a program that meets the goals of 6-12 LCPS guidance
program.

Counsel students on educational, vocational, health, and personal
adjustment.

Interpret student data and identify student needs. Work with teachers to
help individual students meet their needs.

Make and coordinate referrals to other specialists in pupil personnel
services and private agencies.

Assist students in making appropriate choices in school subjects and
courses of study.

Provide school personnel and parents with information about school
policies and procedures, course offerings, educational opportunities and
requirements, and resources that can contribute to student’s development.

Assist teachers in securing materials and developing procedures for group
counseling experiences.
Work closely with administrative staff in
developing school resources to meet the needs of students.

Conduct and participate in appropriate research areas.

Interpret counseling and counseling services of the school to members of
the school staff, students, parents, and the community.

Enroll new students and facilitate the collection of previous school records
to ensure proper classification and course selection.

Assume other duties as deemed necessary by the principal to coordinate
the counseling program with services throughout the school.
Library Media Specialist
Code 120
Page 1 of 1
Elizabeth Moon
Library Media Specialist
The library media specialists shall provide the following services:

Process completely all materials and equipment assigned to the library as
required by the issuing or lending agency.

Maintain an available current inventory of all library-assigned materials,
aids, and equipment and advise all teachers of new library materials.

Prepare a schedule that is mutually acceptable with all involved subject
teachers for conducting library orientation classes.

Issue to all teachers procedures for obtaining teaching aids from local,
state, and other available sources.

Organize a system of notification to students of overdue or lost books.

Prepare a schedule for class visitation, as requested by teachers, to the
library.

Establish a system of audio-visual equipment usage (check-in, check-out)
to obtain the maximum usage of available equipment.

Be available to adequately supervise the library and to provide library
assistance whenever necessary.

Maintain an appropriate library atmosphere at all times.

Submit all requests for library orders (books, audio-visual equipment,
materials, and supplies) to the principal for approval.

Turn in to the bookkeeper all monies collected for overdue or replaced
books.

Assume other duties as deemed necessary by the principal.
School Resource Officer
Code 130
Page 1 of 1
School Resource Officer
The school resource officer functions as an advisor, mentor, and positive role model
to students. In addition, the school resource officer is an educational resource to the
school. The school resource officer should:

Perform in an investigative and enforcement capacity, in cooperation with
school administrators, to the benefit of all within the school and community.

Report to the commanding officer of the precinct in which the high school is
located. The commanding officer determines the school resource officer’s
schedule, assignments, and special assignments.

Follow a line of conduct directed toward the following objectives:
o Prevent and reduce the occurrence of criminal activities on the
school’s campus by establishing a highly visible police presence.
o Represent a deterrent to those who would regard school property as a
potential setting for illegal activities.
o Pursue improved cooperation between the school, communities,
students, and the police.
o Implement proactive conflict resolution by developing a network that
provides assistance to students who seek adult intervention.
o Assist in providing the safest possible educational environment for
students and staff.

Determine if a specific incident falls under his/her purview and whether to act
in an enforcement capacity using the following criteria:
o The nature of the event requires the officer to enforce the law.
o The school administrators request assistance when prosecution is an
option.

Cooperate with school officials and assist when both parties determine that
discipline and order cannot be maintained through administrative action
alone.
Secretary/Bookkeeper/NCWISE Data Manager
Code 135
Page 1 of 5
Gloria Lawson
Secretary/Bookkeeper/NCWISE Data Manager


Answer all incoming calls, take messages, and/or transfer to appropriate
personnel
Contact substitute teachers as absentee information becomes available.

Customer service to all parents as needed

Customer service to all students as needed

Customer service to all teachers as needed

Handle all post-graduate transcripts

Help personnel send faxes and distribute incoming faxes as needed

Type and make announcements over intercom, run off copies or e-mail to
teachers

Look through incoming mail and take out administration’s mail before sending
to the mailroom

Type all correspondence requested by principal

Type, duplicate, and get Teachers’ Handbook ready

Type, duplicate, and get Students’ Handbook ready

Help prepare student schedules for mailing

Type and mail “Back to School” letter to all staff members

Type phone tree

Support the school grade reporting by assisting teachers as needed

Keep school calendar of events as needed

Get students signed in, if late, and checked out, if leaving early

Coordinate paperwork, set up schedule of teachers’ observations for ILT-1, 2,
& 3’s, probationary, and career teachers (includes pre-conferences,
observations, post conferences, summative, and IGP’s.
Secretary/Bookkeeper/NCWISE Data Manager
Code 135
Page 2 of 5

Type and send ALL maintenance requests via computer. Print them out and
keep them in a file.

Collect end-of-month reports: telephone log, student classroom sign-in/signout log

Collect Mentor Log sheets on ILT teachers

Check all field trip forms and make sure all paperwork is completed

Set clear and firm expectations with the staff and hold them to it.
Secretary/Bookkeeper/NCWISE Data Manager
Code 135
Page 3 of 5
Gloria Lawson
Bookkeeper

Collect all monies
-

Check-writing
-

Teachers submit check request in duplicate with proper documentation
(invoices only—no statements)
Verify paperwork
Look up vendor numbers
Checks are written when requested with proper paperwork
SPEED (Payroll) – ABSENCES SHOULD BE REPORTED ASAP
-

Verify accuracy of deposits on a daily basis, if needed
Write a receipt for each deposit made
Make daily deposits to Wachovia
Post receipts on computer
Reconcile bank statements monthly
Staff should fill out Absence Request forms and turn in to Mrs. Lawson
in a timely manner
Teacher’s absence and sub information will be documented on
calendar
Sea Proposals should be filled out by teachers and approved by proper
authority. Copy will be given to Mrs. Lawson for payroll purposes.
All teachers’ absences and sub information have to be posted in the
computer. By the week prior to payroll being issued each month,
reports must be printed, verified and submitted to the Payroll
Department at Central Office.
Train classified personnel on using new time clock attendance (TACS)
Purchase Orders
-
Trained on E-Procurement
Print and file all Purchase Orders
Type Purchase Orders
Print Edit Report and have principal sign
Make necessary copies: pink, blue, and gold
Verify invoices and submit to Central Office for payment
Post everything on spread sheet as a hard copy
Secretary/Bookkeeper/NCWISE Data Manager
Code 135
Page 4 of 5

Miscellaneous
-
Sales Tax Quarterly
Contracts for facility rentals
Fire drill and sanitation reports for Central Office
Yearly Intent surveys (sent to Central Office)
1099 reports
Workman’s Comp. Forms
Secretary/Bookkeeper/NCWISE Data Manager
Code 135
Page 5 of 5
Gloria Lawson
NCWISE Data Manager

Check Attendance Completion Log in NCWISE at 8:30 and notify principal of
incomplete attendance

Check sign-in log and key in changes and print a daily absentee report

Key in all excused absences and suspension codes

Send 3, 6, and 10 day letters to students under 16

Maintain a folder for each student that has been absent and file all notes

Send attendance profiles 6 times each semester along with the progress
reports from teachers

Maintain all data for the NC State Automated Drivers License (NCSADLS)
program

Notify parents by letter of the students losing their permit or license and after
10 days, notify Charles White of any student losing their license. Prepare all
information for a hardship committee to meet for any student showing
documentation of a hardship

Run and distribute report cards

Fill out NC Driving Eligibility Certificate for students after checking grades

Prepare and/or maintain information for TIMS, Vocational, Careers, CESAS,
SAR and monthly reports for DPI to be sent electronically

Print a daily 550 report for the cafeteria

Do a NC testing build as needed and make corrections

Make all changes from the student make-up forms and file. Keep a file of all
correction forms turned in by teachers and address change forms.

Keep a log of students with a W1 or W2 code to update the Cohort file

Do a daily back-up and keep a back-up log.

Print and distribute schedules
Payroll
Code 200
Page 1 of 1
PAYROLL
Prepayment of Salaries:
The North Carolina General Assembly decided that select staff members should receive a
standard paycheck during the month of August, regardless of whether the employees has
worked for the entire month. This produces a prepayment of salary for these employees.
As long as the employees do not leave employment during the year, there is no issue, but
should the employee leave employment prior to the end of the year, they owe money
back to Lenoir County Public Schools. Whenever this situation arises, we will attempt to
take back any type of leave that has accrued, but there are many instances when leave
that has accrued is insufficient to recover the overpayment. In those instances, the
employees must make restitution to Lenoir County Public Schools.
Payroll Procedures:
A. Absences – It is imperative that absences e accurately reported and recorded. The
failure to report or record absences results in costs to the District. All forms must
be signed PRIOR to the request for leave (if vacation) or immediately after the
absences. It is strongly recommended that the school impose a procedure
whereby the individual is responsible for coming into the administrative office to
sign all absence forms upon their first day back in school.
NOTES:
1. All leave balances have been converted to hours instead of day. Leave hours will
be converted back to days for any payoffs.
2. All payroll issues must be brought to the school bookkeeper’s attention. She will
be the one to contact the payroll department on your behalf.
3. The school bookkeeper will have to enter absences daily. Please submit your
Absence Forms in the time frame described above.
Pay Periods
Code 201
Page 1 of 1
PAY PERIODS
2009 – 2010 Established Payroll Dates
(For 10 month, 11 month, 12 month)
Months
July
August
September
October
November
December
January
February
March
April
May
June
Payroll Dates
July 30, 2009
August 28, 2009
September 30, 2009
October 30, 2009
November 24, 2009
December 16, 2009
January 29, 2010
February 26, 2010
March 31, 2010
April 30, 2010
May 28, 2010
June 24, 2010
Absences
June 12 – July 24
July24 – August 21
August 24 – September 23
September 24 – October 23
October 26 – November 17
November 18 – December 9
December 10 – January 22
January 25 – February 19
February 22 – March 24
March 25 – April 23
April 26 – May 21
May 24 – June 16
(For Hourly Staff)
Payroll Dates
September 18, 2009
October 16, 2009
November 13, 2009
December 11, 2009
January 15, 2010
February 19, 2010
March 19, 2010
April 16, 2010
May 14, 2010
June 16, 2010
Dates Worked
August 18 – September 11
September 14 – October 9
October 12 – November 6
November 9 – December 4
December 7 – January 8
January 11 – February 12
February 15 – March 12
March 15 – April 9
April 12 – May 7
May 10 – June 16
If an employee is not pre-paid for a full month in August, he/she will receive a check
at the end of June for 10 days.
If an employee retires/resigns before June 16, he/she will have to pay back the 10
days pre-paid.
Leave Balance Accrual Schedule
Code 202
Page 1 of 1
LEAVE BALANCE ACCRUAL SCHEDULE
Effective 8/1/2006
Sick Leave
1 day per month
Personal Leave
(Teachers only)
.20 per month
Bonus Leave
(only given by the State)
Annual Leave
(less that 2 years)
1 day per month
Annual Leave
(2 years but less than 5 years)
1.15 days per month
Annual Leave
(5 years but less than 10 years)
1.40 days per month
Annual Leave
10 years but less than 15 years)
1.65 days per month
Annual Leave
(15 years but less that 20 years)
1.90 days per month
Annual Leave
(20 years or more)
2.15 days per month

7.75 hrs. per day employees
8 hrs. per day employees
(Teachers & Assistants)
(Office, Custodians, NCWISE
Data Managers,
Administrators, Principals)
7.75 hours
8.00 hours
1.55 hours
N/A
7.75 hours
(x number of days of balance)
8.00 hours
(x number of days of balance)
7.75 hours
8.00 hours
8.91 hours
9.20 hours
10.85 hours
11.20 hours
12.79 hours
13.20 hours
14.73 hours
15.20 hours
16.66 hours
17.20 hours
 Leave can only be used in half hour increments. (.50)
Leave hours will be converted back to days for any payoffs.
Disbursements
Code 210
Page 1 of 3
DISBURSEMENTS
General Information:
No purchases should be made before checking on the availability of funds through the
School Bookkeeper’s office. Proper approval MUST be obtained from the Principal in
advance. The failure of the individual to receive this approval may result in the individual
making the purchase him or herself. Sound business practices should be observed in all
transactions.
A. ALL disbursements from student activity funds MUST be made with a check.
NEVER use cash collected to make purchases.
B. Checks are never made payable to CASH.
C. Checks are never made payable to an individual, unless it is a refund or
reimbursement.
Disbursement Documentation
A. All School disbursements require use of the computer generated check vouchers
and the following (as applicable) for disbursement authorization and MUST be
attached as back-up documentation:
1. Expense/Reimbursement Payment Request Form (See Exhibit 6)
2. Original Vendor Invoice (FAX copies ARE NOT acceptable)
3. Disbursement/Transfer Authorization Organization Minutes (See Exhibit
7)
B. The following information is required for all disbursement authorization
documents:
1. Name of company or individual receiving payment/reimbursement
2. Amount of payment/reimbursement
3. Brief description of reason for payment or reimbursement
4. Required signature for authorization:
a. Applicable Teacher/Sponsor
b. Applicable Student Representative (preferably an officer of the
class, club etc.). The signature of the student representative
should be available on the attached purchase request, and this
would provide the required signature with no need to have
him/her sign a second time.
Disbursements
Code 210
Page 2 of 3
C. Original invoice(s) or receipt(s) MUST include:
1. Vendor’s name and address
2. Date of purchase
3. Itemization (Listing of items purchased, including quantities. List must be
identifiable, so if a code is listed (XB-400), item should be better identified
to allow for person reviewing document to know what was purchased.
D. If the original invoice(s) or receipt(s) is/are lost or not available, a copy should be
obtained from the vendor. On an exception basis, a note signed by the person
seeking payment or reimbursement, showing items purchased and approved by
the Principal, will suffice as documentation.
E. The Principal must sign any contract entered into. NO CONTRACT CAN BE
ENTERED INTO WHICH EXTENDS BEYOND THE SCHOOL YEAR WITHOUT
FIRST BEING APPROVED BY THE ASSISTANT SUPERINTENDENT AND/OR
THE FINANCE OFFICE. AFTER THIS APPROVAL IS RECEIVED, THE
CONTRACT MUST THEN BE APPROVED BY THE BOARD OF EDUCATION.
DEPENDING ON THE NATURE OF THE CONTRACT, ADDITIONAL
APPROVAL MAY BE REQUIRED FROM THE LGC. No one at the School level
can obligate the School or the District for any period longer than one year.
Restricted Expenditures
In an effort to provide guidance to Schools, STUDENT ACTIVITY FUNDS cannot be
used for the following:
1. No purchase of chemical or custodial supplies, such as paint, paint
thinner, acetone, fertilizers, bug sprays, etc. These types of items must
have MSDS sheets and it is imperative that they not be purchased
without the direction of the Director of Maintenance.
2. No salaries or other compensation for duties or assignments which are
the responsibilities of the District.
3. No payments to individuals for services rendered, even if the person
requests or the invoice requires payments to be made out to an
individual’s name. For any such request, the School will send a copy of
the invoice and a check to cover the payment to the Finance Office for
payment.
Disbursements
Code 210
Page 3 of 3
Sound Business Practices
A. When invoices are received for payment, the person who received the
goods/services should indicate on the invoice that the goods/services have been
received. Invoices should not be paid until the goods/services are received.
B. Invoices should be checked as to correctness of quantity, quality, unit price, and
total amount. If the vendor sends statements, the charges on the statement
should be checked against the invoices and the invoices should be attached to
the statement to support the disbursement. WE NEVER PAY BY STATEMENT!
C. Invoices should be paid promptly in order to claim any allowable discounts.
Long-term purchases should not extend beyond the school year. The failure to
claim any applicable discounts may result in an audit exception.
D. When obligations are paid, a copy of the invoice or statement should be included
with the check to the vendor to indicate what is being paid. The School should
always retain original invoices, not copies.
E. School employees must present adequate documentation for reimbursement of
their personal funds.
F. No disbursements should be made unless adequately supported by approved
invoices, vouchers, or other proper documents.
TRANSFERS
When an amount is subtracted from one account and added to another account, a
transfer has occurred. Generally, there is one type of transfer: Account Transfers.
Account Transfers do not involve a cash transaction. Part of the fund balance in one
detail account is being “moved” to another account to be disbursed there.
A Transfer Form will support each transfer. All transfers must be properly signed and
approved.
The transfer MUST be documented with the Disbursement/Transfer
Authorization Form.
Internal Advances
Code 212
Page 1 of 2
INTERNAL ADVANCES
General Information
It is sometimes necessary to advance funds to expedite expenditures for:
1. Small purchases
2. Make change
3. Issue refunds
4. Pay for student travel when the actual expenditure amount is unknown and
certified documentation is not available at the time of the request
5. Pay for field trip entrance fees when certified documentation is not available at
the time of the request
Generally, advances for payment of small purchases or for change funds are issued for
the duration of the school term. Single activity internal advances (issued as change
funds for dances, variety shows, etc.,) MUST be cleared within ten (10) days after the
conclusion of the activity.
Establishing an Internal Advance
A. Obtain a completed Expense Reimbursement/Payment Request Form (See
Exhibit 6) stating the purpose of the internal advance request
B. Issue a check to the requesting party. This party will be considered the
custodian of the internal advance. The amount of the request will be posted to
the internal advance account. The payee’s name must appear in the reference
section.
C. The requesting party cashes the check. NOTE: The check is not to be cashed
by the School Bookkeeper using collected funds.
D. The requesting party is responsible at all times for the dollar amount issued. The
amount issued may consist of all cash, cash and receipt/invoices or all
receipts/invoices. HOWEVER, if called in by any responsible party (Principal,
School Bookkeeper, Finance Officer, and Internal/External Auditor) the custodian
must be able to account for the dollar amount issued.
NOTE: INTERNAL ADVANCES SHOULD NOT BE DEPOSITED INTO A CUSTODIAN BANK
ACCOUNT OR BE MINGLED IN ANY MANNER WITH PERSONAL FUNDS.
WHEN
REQUESTED, THE CUSTODIAN NEEDS TO BE ABLE TO ACCESS THE MONEY ADVANCED
IN A MANNER CONSISTENT WITH THE PROCEDURES OUTLINED ABOVE. A TRIP TO THE
ATM OR WRITING A CHECK FOR THE FULL AMOUNT OF THE INTERNAL ADVANCE WILL
NOT SUFFICE FOR PROPER ACCOUNTING FOR THE INTERNAL ADVANCE.
Internal Advances
Code 212
Page 2 of 2
Replenishing an Internal Advance
A. The requester/custodian of the internal advance should seek replenishment
when the funds have become depleted.
B. The dollar amount to be replenished will be the amount of receipts/invoices
reflecting the expenditure(s) and a completed Expense Reimbursement/Payment
Request Form (See Exhibit 6).
C. Upon receipt of the completed Expense Reimbursement/Payment Request Form
and proper documentation, the School Bookkeeper will issue a replenishment
check from the APPLICABLE SCHOOL ACTIVITY FUND ACCOUNT. The
payee’s name must appear in the reference section.
D. The requester/custodian is issued the replenishment check and cashes the
check as described above.
Closing an Internal Advance
A. The requester/custodian endorses the check on the back in the presence of the
School Bookkeeper and then returns the check and any unused cash to the
School Bookkeeper.
B. The School Bookkeeper will issue the requester/custodian an official receipt for
the funds collected. The check/money will be receipted into the internal advance
account.
Travel
Code 215
Page 1 of 3
TRAVEL
Travel Regulations:
Any and all travel related requests require sufficient information to support the travel
reimbursement being requested. ORIGINAL DOCUMENTATION is required for all
travel related requests. The failure to attach original documents may delay your request
for reimbursement. If original documentation has been lost, a memo stating what has
happened to the original documentation must be attached to the travel request and
approved by the appropriate administrator.
Employee Responsibilities – An employee traveling on official business is expected to
exercise the same care in incurring expenses that a reasonable and prudent person
would exercise if traveling on personal business and expending personal funds.
Subsistence Rates – Rates that have been established for meals, while in travel status
are listed below:
In-State: Breakfast $ 7.70
Lunch
$ 10.10
Dinner
$ 17.30
Out-of-State:
Breakfast $ 7.75
Lunch
$ 10.10
Dinner
$ 19.65
No meals will be reimbursed which are included in related costs (registration fees, hotel
costs etc.) to a conference/workshop. An agenda MUST be attached to any request for
meal reimbursement in order to establish whether the meals are reimbursable. If an
individual does not partake in the meals disclosed, they must submit a statement as to
why they did not utilize the meal that was provided in order to receive possible
reimbursement for this meal. The administrator/director must approve whether the
individual is to receive reimbursement in these circumstances.
Employees MAY NOT be reimbursed for meals on trips that do not require an overnight
stay. In order to be eligible for meals when in travel status, the following applies:
1. Breakfast – Must depart duty station prior to 6:00 AM and extend the workday
by two hours
2. Lunch – Must depart duty station prior to noon (12:00 PM) on the day of
departure or return to duty station after 2:00 PM (day of return)
3. Dinner – Depart duty station prior to 5:00 PM (day of departure) or return to
regular duty station after 8:00 PM (day of return) and extend the workday by
three hours
Travel
Code 215
Page 2 of 3
Lodging Rates – For Lenoir County Public School employees the following rates will
apply for all travel.
In-State: $ 65.90
Out-of-State: $ 78.05
Excess lodging authorization for in-state, out-of-state and out-of-country travel MUST be
obtained in advance from immediate supervisor and/or administrator whose budget is
paying for the travel. Excess lodging is permitted when the employee is in a high cost
area unable to secure lodging within the current allowance, or when the employee
submits in writing, and approved, an opinion that his/her safety or security is
unobtainable within the current allowance. Administrator approval is to be shown on the
travel form submitted for reimbursement/payment.
NO LODGING PAYMENTS WILL BE MADE UNLESS AN ORIGINAL RECEIPT IS
PRESENTED WITH THE REQUESTOR’S NAME ON THE INVOICE. IF THE ROOM
WAS PAID FOR BY ONE PERSON AND A DIFFERENT PERSON IS SEEKING
REIMBURSEMENT FOR THE LODGING, A STATEMENT MUST BE OBTAINED
FORM THE PERSON WHOSE NAME IS SHOWN ON THE INVOICE SHOWING THE
AMOUNT DUE WAS RECEIVED FROM THE INDIVIDUAL. IT IS A VERY COMMON
BUSINESS PRACTICE FOR HOTELS TO DIVIDE ROOM CHARGES IF REQUESTED.
Mileage – Actual mileage is reimbursable at the rate of .550 cents per mile. All parking
fees are reimbursable and should be included on your estimated travel expenses. Any
toll or parking fees less than $2.00 do not require a receipt, but will require the amount
be logged and dated as to where and when incurred. Any parking fees greater than
$2.00 will require the ORIGINAL receipt to receive reimbursement.
A mileage chart has been created to provide you with actual mileage from the Central
Office to select locations. REMEMBER, you are entitled to mileage from the lesser of
your duty station or your home.
Substitute Costs – Listed below:
Non-Certified: $69.00 + 7.65% Soc. Sec. = $74.28
Certified:
$90.00 + 7.65% Soc. Sec. = $96.89
ALL TRAVEL REQUESTS MUST BE RECEIVED WITHIN 30 DAYS FROM THE DATE
OF TRAVEL. Reimbursement requests submitted after the 30 days deadline are subject
to non-approval. Always remember to retain a copy of your reimbursement form and all
supporting documents for your records.
Travel
Code 215
Page 3 of 3
Mileage Chart
Roundtrip
Destination
One-Way
Asheville
329
658
Asheville (Grove Park Inn Resort)
341
682
Atlantic Beach
75
150
Chapel Hill
107
214
Charlotte
212
424
Durham
101
202
Goldsboro
27
54
Greensboro
158
316
Greensboro (Khoury Center)
173
346
Greenville
28
56
Jacksonville
42
84
Kenansville
48
96
Morehead City
70
140
New Bern
31
62
Raleigh
78
156
RDU Airport
94
188
Wilmington
89
178
Winston-Salem
183
366
Mileage has been computed at .550c per mile for travel based on IRS standards
Use North Carolina transportation map or Map Quest (www.mapquest.com) to compute
mileage to cities not listed above
Sea Proposals and Travel Reimbursements
Code 218
Page 1 of 1
SEA PROPOSALS AND TRAVEL REIMBURSEMENTS
You will complete your Sea Proposal as you have been doing. The only change on the
Sea Proposal will be an option under Budget that will allow you to view the
reimbursement rates (such as travel, meals, lodging, sub cost). If you are completing a
Sea Proposal for more than one person, please be sure to adjust the budget figures to
include expenses for all personnel listed. Also, be sure you budget enough monies to
cover your expenses. Once it is approved, the Finance Officer can only refund the
amount listed.
You will receive an e-mail asking you to complete your survey. At the end of the survey,
you will receive a prompt telling you to complete your travel reimbursement. Please
have all your receipts with you at that time so you will be prepared. You will have to
supply the beginning and ending dates of the workshop, the time you left and the time
you returned from the workshop, the number of travel days required and the number of
days required for lodging. If you make a mistake, you will receive an OOPS, and the
computer will tell you what is wrong. You will have to go back into the system and make
the necessary corrections before proceeding.
Next you will complete the budget information. You will list the number of miles
you traveled and the cost of your hotel and meals. It will list for you the
maximum amount you are eligible to receive for meals depending on the
information you listed above (days of travel and departure and return time). You
will still have to attach an agenda if you are requesting reimbursement for meals.
If the agenda lists a continental breakfast or luncheon that you did not attend, but
instead chose to eat elsewhere, then you must attach a note stating that is what
you did. Otherwise, the Finance Officer will not know what took place.
Once completed, you will need to print your information and give a copy of it to the
bookkeeper. Your next step will be to SUBMIT it. Once submitted, there is no way to
edit or change any of the information. You would have to put in writing what your
changes are and submit it to the proper person.
Once submitted, you will receive an acknowledgment e-mail that will list the total
amount of your reimbursement. Be sure to print this e-mail and follow the
instructions. It will require your signature and my signature as Travel Designee.
You will attach your original receipts to this document and send it to the proper
person at Central Office.
Attendance Procedures
Code 302
Page 1 of 3
Attendance Procedures
Classroom Attendance
The teacher is responsible for taking attendance and maintaining an accurate
record of student attendance. The classroom teacher should:

Take period and membership attendance using the TAMS Module in
NCWISE. Membership attendance will be based on 1st block attendance.
Period attendance will be taken for each of the four blocks.

Compare the students absent from your class with the daily attendance
bulletin generated by the NCWISE Data Manager.

Note the students who were absent from your class, but were not listed
on the daily attendance bulletin.
Daily Absentee Bulletin
The daily absentee bulletin will be prepared from the attendance data taken by
first block teachers. This bulletin will be e-mailed to teachers. The bulletin
includes the following important information:




Alphabetical listing of all absent students
Excused/Unexcused absences
Suspension list
ISS list
Early Release
Students requesting to leave school early are to bring a written request from a
parent or guardian to the office before 8:10 a.m. The request should include:



Student’s first name and last name
Telephone number where a parent or guardian can be reached
Time and reason leaving early
(Names of students eligible for Early Release will be listed on the daily
announcement e-mail.)
The student will be issued a pass to report to the office at the time requested for
early release. Students will not be released without verbal parent notification of
the early release note. All students must sign out through the office.
Attendance Procedures
Code 302
Page 2 of 3
Excessive Semester Absences
Students must be in attendance a minimum of 84 periods of each course
taken during each 90-day semester in order to receive credit for the
course. (Students may not have more than six absences without loss of
course credit.) Absences must be excused within two days after returning
to school. Students must consult with the teacher immediately upon
returning after an absence to arrange for making up work, which was
missed.
Late Arrival
Students arriving to school late are to report to the office and sign the Sign-In
roster. Student will present his/her “Student Planner” for Mrs. Lawson to record
name and time of arrival. Teachers should not admit these students to class
without a signed pass in the Planner.
Office personnel will determine if the late arrival is excused or unexcused by
verbal contact with parent or guardian.
Returning From an Absence
Students returning from an absence should bring a note from their parent or
guardian within two days. The note should include the date(s) of absence, the
reason for the absence, a telephone number for verification, and the signature of
a parent or legal guardian.
All excuse notes will be collected by 1st block teacher and placed in bubble sheet
folder for NCWISE Data Manager. An excused/unexcused list will be printed on
the daily absentee. This list indicates whether students absent on the previous
day were excused, unexcused, or pending.
All teachers are to use the list to determine if the absence from their class is
excused or unexcused.
If, after the third day, there is no indication that the student has been excused, an
unexcused absence is recorded for the student. The student will not be listed on
the absentee bulletin after the third day.
Any questions as to the validity of the absence should be referred to the
appropriate administrator.
Attendance Procedures
Code 302
Page 3 of 3
Tardiness to Class
Students’ tardies will be recorded and monitored by teachers for each class. The
following discipline measures will be imposed when a student is tardy. The
accumulation of tardies for these actions will be calculated on a per-class and
per-semester basis.
Number of
Tardies
Discipline Action
1
Warning
2
Detention with teacher for 15 minutes (before school, after
school, or during lunch)
3
Teacher contacts parents, and Detention with teacher for 15
minutes
4
In-School Suspension (ISS)
More than 4
Progressive Steps – Student Code of Conduct
Students will receive a 24-hour notice before they are expected to report to
Detention.
Special Notes
Students are not to be counted absent when participating in school-sponsored
field trips, testing programs, or other school-related activities. A non-school
sponsored activity, which is approved by the principal, will count as an excused
absence (which is one of the six absences permitted).
Classroom Discipline
Code 306
Page 1 of 2
Classroom Discipline
The basis for a successful classroom experience for both students and teachers
is good discipline. Effective classroom discipline is inherent with sufficient
preparation of subject matter, good organization of class time, and proper
classroom procedures.
The classroom teacher is responsible for establishing and maintaining a
classroom atmosphere that is conducive to teaching and learning. This can be
achieved by providing an interesting and informative educational program and by
establishing and consistently administering necessary class rules and
regulations.
When an academic or behavioral problem occurs, the teacher should contact the
parent. In most instances, this will correct the problem. The parent should be
advised of the specific problem and of your attempts to correct it. They may also
be advised that future misbehavior will necessitate a referral to the appropriate
administrator for disciplinary action. Other measures for handling academic or
behavior problems include the following:

Conference with the student.

Conference with the student’s other teachers to note if the problem is
common in other classes.

Assign detention.

Refer the student to his/her guidance counselor.
Detention
Students may be assigned 15 to 60 minutes of detention each day. It is
recommended that teacher detention be assigned either before, after school, or
during a student’s lunch period.
Teachers must give students at least a 24-hour notice when assigning a student
detention.
Classroom Discipline
Code 306
Page 2 of 2
Student Referral
Administration is available to assist teachers in dealing with persistent classroom
behavioral problems. However, do not refer a student to the office until you have
exhausted all possible solutions by working with the student, the home, the
counselor, and by the use of detention. Effective classroom management is
enhanced by resolving the discipline problem within the classroom, rather than
having someone else outside the classroom resolve it.
The “Student Discipline Referral” form is used when it is necessary to refer a
student to the administration. Teachers should provide specific information and
list dates of conversations or conferences with parents. The pink copy, stating
the action taken by the administrator, will be returned to the teacher.
Do not leave your class unattended to bring a student to the office. If an incident
should arise that requires the removal of a student, dial 249, or 278 or 222, from
your classroom phone to notify the main office.
Due process is always followed when students are referred for disciplinary
matters. The student often presents a one-sided picture of the problem;
therefore, the teacher should confer with an administrator at his/her earliest
opportunity. An administrator may come to your room if additional information is
required.
Except in cases of emergency, the following is to be observed before making a
classroom disciplinary referral to the office:

The parent has been notified of the problem.

The student has been referred to his/her counselor.

The student has been assigned detention.

The student has been made aware of the referral.
PLEASE NOTE: Incidents of a very serious nature, such as fighting, smoking,
possession of drugs or alcohol, defiance of teacher authority, theft, etc. should be
brought to the attention of the administration immediately.
Classroom Expectations
Code 308
Page 1 of 1
Classroom Expectations
All teachers are required to prepare a written document of classroom
expectations to be distributed to students and parents during the first week of
school
The classroom expectations document should include the following components:

Classroom procedures

Materials and/or fees required for the course

Make-up work procedures and due date timelines

Extra help procedures and available locations and times

Homework expectations, indicating frequency, value, etc.

List of teaching schedule and locations in the building

Special projects to expect (i.e. term papers, portfolios, etc.)

Explanation of how the teacher determines grades, including value of
quizzes, tests, projects, classroom participation, etc.
All documents should include the LCPS grading scale:
A = Excellent
B = Good
C = Average
D = Poor
F = Failing
= 93– 100
= 85 – 92
= 77 – 84
= 70 – 76
= Below 70
All documents should follow these guidelines:



Typed (with emphasis upon correct grammar)
Visually appealing and user friendly with an avoidance of our “educational
jargon”
One page only (front and back)
The classroom expectations document should be reviewed by your departmental
chairperson prior to distribution to students and parents. Please provide
Principal with a copy of your classroom expectations document no later than
Thursday, 8/27, at 2:00 p.m.
Examinations
Code 310
Page 1 of 2
Exams
Exams serve as a culminating evaluation activity and written examinations will be
administered in all courses. When course objectives require mastery of certain
skills (e.g., technology, music, and art) the exam may include skill tests as part of
the examination.
Each examination should be based on the stated objectives of the course. All
examinations should be developed to test students’ knowledge of materials
covered during an entire course.
Exemption from Examinations
No exam exemptions will be allowed in any of the following courses:



Courses in which an end-of-course (EOC) test is administered
First semester of any Advanced Placement (AP) course
Any International Baccalaureate (IB) course
Students who are designated in grade twelve will be permitted to exempt the
exam in any other course in which they have an average of 93 or higher which is
calculated by averaging the two grading periods of the semester.
No other students will be allowed to exempt an exam.
administered in all courses during the designated exam period.
Exams will be
Early Examinations
While the giving of early examinations is discouraged, there are instances in
which extenuating circumstances warrant exercising the authority granted by the
principal. Individual requests to take examinations early should be judged on
their merits. If the principal grants approval, examinations should not be given
earlier than the week before the established examination schedule.
Review and Approval of Examinations
Classroom teachers should forward a copy of the course’s final exam to the
Assistant Principal for review and approval, prior to duplication.
Examinations
Code 310
Page 2 of 2
A copy of the examination(s), together with the grading scale and an answer key,
for each course should be kept on file in the department office for an appropriate
period.
Re-examinations
The opportunity to take a re-examination in classes which do not have an EOC or
VOCATS test shall be limited to students who are candidates for graduation and
who have a passing average in the course through the final nine-weeks grading
period. Extenuating circumstances should be reviewed with your supervising
administrator.
All copies of student examinations are kept on file for one calendar year.
Extra Credit
Code 312
Page 1 of 1
Extra Credit
Extra credit in classes must be directly related to the instructional program and
should be an outgrowth of the regular program. These guidelines are intended to
promote reasonable, consistent application of extra credit.

Extra credit shall not take the place of the regular instructional
assignments.

Assignments in the regular instructional program should be completed
prior to receiving individual extra credit assignments.
o Generally, a written assignment should not replace an oral
assignment. However, upon completion of the oral assignment, a
more thorough written assignment might serve as extra credit.

Teachers may grant extra credit for an enrichment assignment if their
curriculum lends itself to this.

Extra credit may be given for critiques of activities for which a cost is
associated provided another type of extra credit is available for students
who cannot attend because of cost, travel, or other reasons.

Extra credit may not be given for monies donated to purchase education
items for the classroom or to finance class projects or activities.

Extra credit may not be given for donations to school sponsored projects
such as collections for United Way and candy sales.
Field Trips
Code 314
Page 1 of 2
Field Trips
School trips can be appropriate extensions of the classroom when designed to
stimulate student interest, to promote inquiry, and to provide opportunities for
educational growth and development.
Accomplishing the objectives of the
curriculum and minimizing the disruption of other classes are goals of each school
trip. Additional criteria for assessing proposed trips include relationship to the
curriculum, amount of school time to be lost, safety and supervision of students, and
requirements of students to fund the trip.
Due to transportation constraints, field trips are limited to departure time of 7:45 a.m.
and arrival back to Sampson School by 2:30 p.m. Refer to LCPS field trip policy
book for further information.
Procedures for Field Trips
 Obtain a field trip form on line and a field trip packet from Mrs. Lawson
(request form, permission forms, and bus application form).

Complete Field Trip Request form (MUST BE TYPED—FORM IS ONLINE)
and Request to Use Activity Bus form, if applicable, and submit to Principal at
least 30 days in advance of planned trip. All field trips must be approved by
appropriate persons. In-county trips may be approved solely by principal.
Out-of-county trips must be approved by principal and superintendent. Outof-state trips must be approved by principal, superintendent, and school
board.

Once approval is received, issue to students the Parental Permission form
and Approved Trip form (teacher permission).

At least three (3) days prior to leaving on the trip, submit to Mrs. Lawson the
Participant Roster with student names in alphabetical order.

After students board the bus and attendance is taken, report any changes to
the office prior to leaving school grounds.

Students may not participate on a field trip without signed permission forms
returned to their teacher.

It is the responsibility of the teacher to make sure the bus is clean upon
arrival back to school.

Follow the bookkeeping procedures for the handling of money. Each teacher
who collects monies should ensure that proper accounting procedures have
been followed so that the proper account is debited for the cost of
transportation.
Field Trips
Code 314
Page 2 of 2

Notify the cafeteria manager at least three (3) days prior to your trip so that
the number of prepared meals can be adjusted, if necessary.

Arrangements and expenses for the trip are the responsibility of the involved
teacher. Pay for a substitute must come from club moneys. In the absence
of club moneys, it must come from the teacher.
NOTE:
All field trips must be TYPED and approved by principal.
Be aware of other prior scheduled events that have been approved when scheduling
your field trip (ex. AP testing, assemblies, athletic events, student scheduling with
counselors, etc.).
Grade Book
Code 316
Page 1 of 1
Grade Book
End of the Year
Teachers will turn in Grade Book reports from NCWISE for classes or
handwritten grade book pages. Keep in mind that the reports should provide
easy-to-read and easy-to-understand information on how grades were earned
and were assigned in your class. Teachers will also include a method on how
grade calculations were made.
For 1st semester courses, you will need three reports:

1st nine weeks of the course – student name, all tasks, average, and
numerical grade

2nd nine weeks of the course – student name, all tasks, average, and
numerical grade

Final – student name, average for 1st and 2nd nine weeks, exam, semester
average and final numerical grade
For 2nd semester courses, you will need three reports:

3rd nine weeks of the course – student name, all tasks, average, and
numerical grade

4th nine weeks of the course – student name, all tasks, average, and
numerical grade

Final – student name, average for 3rd and 4th nine weeks, exam, semester
average and final numerical grade
Grading and Reporting Student Progress
Code 317
Page 1 of 8
Guidelines for Grading & Reporting Student Progress
in Middle & Senior High Schools
These guidelines are designed to assist classroom teachers in evaluating student
performance fairly and consistently. The primary purpose of grading is to
evaluate student achievement. Since parents share the responsibility for
students’ education, they must be able to understand the evaluation system.
Parents, administrators, and others may find these guidelines helpful for
interpreting the evaluation system.
Assessing Student Progress
Curriculum guides for each program area provide suggestions for teachers to use
in evaluating students’ progress. Teachers use a variety of formal and informal
methods and strategies to assess student performance. Information is gathered
on a daily basis to determine what the student knows and how the student
performs on given tasks.
Some of the following are included in each teacher’s evaluation design:
 Teacher Observation
 Product Samples
 Teacher-Made Tests and Quizzes
 Program Tests
 Portfolios
 Rubrics
Communicating Student Progress to Parents
Effective communication and cooperative efforts between school and home are
essential to student success. The following means of communication are used to
keep parents informed of their children’s progress:
 Parent/Student Course Information Documents
 Report Cards
 Formal and Informal Progress Reports
 Conferences
 Informal Means of Communication (e.g., telephone calls, samples of
student work, written notes, newsletters, e-mail, fax.)
 Classroom expectation sheets
 Syllabi
 Open Houses
The following guidelines should be followed in reporting student progress.
A.
Progress Reports
A progress report shall be given to the student six times each semester.
This report shall inform the parents or guardian of the student's academic
Grading and Reporting Student Progress
Code 317
Page 2 of 8
achievements during the period and may include information relevant to
the student's work habits, attitudes and weaknesses.
B.
Warning Notices
In cases where a student is in danger of failing a course or subject or
experiences a significant, negative change in performance, sufficient
notice shall be sent home by contacting a parent (documented) so parents
will be aware of the possibility of failure no later than four weeks before
the end of the semester.
C.
Parental Conferences
The School Board encourages the use of conferences between parents or
guardians and teachers and/or principals. Such conferences shall be
called to explore the needs of the student, to resolve misunderstandings,
to devise plans for assisting the students to succeed or for other reasons
relevant to the student's education.
D.
High School Seniors
If a senior is in danger of failing to meet the graduation requirements, the
student and his/her parents shall be notified of the danger at the earliest
possible time. Assistance should be provided where possible to help the
student meet the requirements.
E.
Reports to Non-custodial Parents
If the parents of a student are separated or divorced, both parents have
the right to be informed of their child's progress in school unless forbidden
by a court order on file in the principal's office. To receive written reports
and notification of conferences, a non-custodial parent is to file written
request with the principal. In questionable cases, the principal is to seek
the advice of the superintendent.
Interpreting Letter Grades
A = Superior
The student…
 demonstrates outstanding academic achievement on most assignments
 demonstrates mastery of curriculum objectives, which include SOL
objectives
 demonstrates the ability to express ideas clearly both orally and in writing
 demonstrates the ability to work independently and to produce original
work
 attempts and completes all assignments
Grading and Reporting Student Progress
Code 317
Page 3 of 8
B = Above Average
The student….
 demonstrates a level of academic achievement that is consistently above
that which is expected
 demonstrates mastery of almost all curriculum objectives, which include
SOL objectives
 demonstrates the ability and willingness to work independently on
assignments
 attempts and completes all assignments
C = Average
The student…
 demonstrates an acceptable level of academic achievement
 demonstrates mastery of key curriculum objectives, which include SOL
objectives
 attempts to complete all assignments and participates in class activities
 demonstrates academic growth which will allow for progress within the
appropriate curriculum
D = Below Average
The student…
 demonstrates a level of academic achievement that is consistently below
that which is expected
 demonstrates minimum academic growth needed to complete the course
successfully and/or advance to higher levels within the appropriate
curriculum
F = Failing
The student…
 demonstrates an unsatisfactory level of academic work
 fails to master basic curriculum and NCSCS objectives that would allow
advancement to the next higher level of the curriculum
 frequently rejects or fails to ask for the assistance of the teacher
 frequently fails to complete assignments
Grading Practices
Grading Guidelines
1.
The teacher provides an approved written evaluation design and an
explanation of grading procedures to each student at the beginning of the
course. Student progress is reported in a fashion that is useful and
understandable to the student and to parents. See Section 318 for
homework guidelines.
Grading and Reporting Student Progress
Code 317
Page 4 of 8
2.
Each teacher designs a grading system that clearly shows how a nineweek grade is determined (e.g., the weighting of tests, assignments,
student participation in class). A copy of the design is placed at the front of
the teacher’s grade book, and the information is given to students and
parents at the beginning of the course.
3. The teacher may assign a grade of “I” (Incomplete) for the grading period
if the student has not completed major assignments or if a significant
amount of work is not completed due to excused absences. In such cases,
the work must be made up within the next grading period. Make-up work
assigned but not completed within the time established shall be recorded
as a failing grade. Incompletes that are not removed by the end of the next
grading period will be changed to an “F.”
Nine-week Grades
The nine-week grade reflects the student’s level of performance or achievement
in relation to the instructional objectives in a particular class. The following
guidelines are offered to assist teachers as they determine the grade to be
assigned:
1.
The grade earned reflects the teacher’s professional judgment of student
achievement as indicated by the various assessments of student
performance made during the grading period. Assessment scores are
maintained in the teacher’s grade book. The grade book, which is subject
to review as needed, is kept on file by the school upon completion of the
school year. Teachers are responsible for explaining the grades and
grading procedure for any student and/or parent upon request.
2.
Frequent assessments of student performance are made by the teacher to
arrive at the nine-week grade. An average of one assessment per week is
a minimum basis for determining a nine-week grade. They can reflect both
formal and informal measures, such as tests, quizzes, classroom or group
participation, teacher observation, projects, and other work samples.
Weekly assessments of student learning provide valuable feedback to
students, promote consistent student effort, encourage appropriate study
habits, and ensure an adequate basis for the nine-week grade earned by
the student. However, more frequent and varied assessments are
encouraged.
3
Student work is evaluated and promptly returned to the student. Some
student work may not lend itself to specific grade designations.
Examples include class participation, homework, checklists, and teacher
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observation. Check marks or other symbols may be used on student work,
and a grade may be assigned for a collection of such work. For
example, class participation may be noted daily, and a grade may be
assigned each week for the student’s performance.
5.
6.
7.
All tests and quizzes are the property of the teacher and the school, and
therefore may be kept on file by the teacher. The teacher, however, must
allow students to view their work and must make such documents
available for parental perusal on school grounds.
In assessing the student’s progress, all student work is to be carefully
considered by the teacher. One incomplete assignment or one low test
score is not sufficient grounds to justify a failing nine-week grade if all
other measures are satisfactory or above. The grade should accurately
reflect what the student has learned.
Teachers may exercise their professional judgment when the collective
nine-week assessments show a definable trend. In these instances, the
teacher does not apply a strict “averaging” of students’ assessments.
(Example: Some students may initially experience difficulty with certain
objectives and then show marked success over the nine weeks. Teachers
will give these students special consideration so the students’ grades will
more accurately reflect their progress. Conversely, if some students
demonstrate early success with instructional objectives, but do not
continue this level of achievement, teachers will make the modifications
necessary to more accurately reflect the students’ progress through the
nine weeks.)
8.
Minus and plus symbols are not a part of the formal grade reporting
system but may be used for daily work, quizzes, and tests to communicate
to the students the quality of work. Other methods, such as verbal or
written comments, may also be used.
9.
Curving grades to achieve a predetermined distribution of grades tends to
be unrealistic and unfair and is not to be used. For example, the “bell
curve” or normal distribution is not to be used in arriving at grades.
Semester Examinations
1.
Exams serve as a culminating activity, and written semester examinations
will be administered in all courses bearing credit toward graduation,
except as noted in Section 310. When course objectives require mastery
of certain physical mastery skills, such as, physical education, technology,
music, and art, the exam may include skills tests.
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2.
The semester examinations are developed to assess students’ knowledge
of local and state curriculum objectives.
3.
All copies of student examinations are kept on file for a period of one year.
4.
A make-up semester examination is permitted only in the case of an
excused absence. Students who have an unexcused absence from a
semester examination may be granted permission to make up the
examination with the permission of the principal.
5.
The administration of early examinations is discouraged; however, there
may be extenuating circumstances that warrant exercising the authority
granted to the principals to arrange an early examination. Individual
requests to take examinations early should be judged on their merits. If
the principal (or his/her designee) grants early examination approval, the
examination should not be given earlier than the week before the
established examination schedule.
Final Grades
Follow guidelines provided by guidance and NCWISE data manager. (Computer
calculates final grade: the two 9-weeks averages count 75% and exam grade
counts 25%.) For the middle school, EOG counts 10%.
Special Education Students
Special education students are placed in special education classes or regular
classes based upon their Individualized Education Program (IEP). Modifications
and accommodations pertaining to the regular classroom structure and delivery
of the curriculum are included in the IEP. Teachers are to carry out these
modifications and adaptations in the regular classroom environment in order to
accommodate the needs of the student and enable the student to participate in
the class in a nondiscriminatory manner.
Having established an appropriate learning environment within the regular
classroom, a nondiscriminatory grading policy is applied; grading criteria for
special education students reflect the modifications and adaptations stated in the
IEP. A collaborative relationship between the regular and special education
teachers is important to ensure that the modifications and accommodations as
well as the academic standards are maintained. Federal guidelines mandate that
report cards and progress reports must be provided to the parents at least as
often as reported for students without disabilities.
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General Education Students with 504 Plans
The same reporting procedures governing general education should apply to
students with 504 Plans. Careful attention should be given to the type(s) of
accommodations in instructional activities and strategies required to assist
students in learning or demonstrating what has been learned.
Procedures to Change a Grade and Appeals by Students and/or Parents
Regarding Grades in Question
The teacher, as an agent of the School Board, has the responsibility for
evaluating pupil progress and providing grades to represent scholastic
achievement. If it becomes necessary to administratively correct grades of
students which have been miscalculated and issued by teachers, the correction
is made at or as near the source of error as possible. Any action taken to effect
the changing of a grade shall be in compliance with school board policy
concerning access, maintenance, and security of records.
If a student, parent, or legal guardian questions a grade, the procedures listed
below will be used.
1.
The student and/or parent or legal guardian will request the teacher to
review the grading process and computation.
2.
Following the review, the teacher will decide if a grade change should be
made and will inform the student and/or parent or legal guardian of the
decision.
3.
The student and/or parent or legal guardian may appeal the teacher’s
decision to the principal.
4.
Upon appeal by student and/or parent or legal guardian, the principal
confers with the teacher to review the grading system used and
weight/value given to tests, homework, projects, class participation, etc.
and (b) determine whether an error has been made. If so, the grade
correction shall be made by the teacher or by the principal.
5.
If the teacher is not available, the principal will review the grading process
and/or computation and will inform the student and/or parent or legal
guardian and the teacher of the decision. The following steps are
recommended for the principal to change a semester and/or final grade.
(a) The principal follows the teacher’s grading system of either numerical
or letter-based averages to determine nine-week, semester, and
examination grades.
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(b) (b) Prior notification of the change in grade, if applicable, is made to
the teacher, student, and/or parent or legal guardian, and other
appropriate members of the professional staff.
Grading Scales
Teachers shall carefully explain the following grading scale to students and
parents or legal guardians: Grades issued on the report card will not be below
60 for any grading period. In comments section, teacher may report that the
actual grade would be below 60.
93 - 100
85 - 92
77 - 84
70 - 76
Below 70
=
=
=
=
=
A
B
C
D
F
Homework
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Homework
Homework is an extension of the material taught in the classroom. It is designed
to reinforce and extend classroom learning, prepare students for new
information, and promote creative thinking and independent research.
Homework is defined as tasks assigned to students by school teachers which are
intended to be completed outside the regular classroom instruction. Homework is
a tool to provide teachers with critical feedback on how well students understand
the concepts, skills, and information presented in class. In certain circumstances,
homework assignments may prepare students for the introduction of new
information and may also include reading assignments, projects, and book
reports.
Responsibilities
If homework is to be used successfully, teachers, students, parents, and
administrators must assume certain responsibilities.
A.
Teachers
1.
Teachers will establish routines for assigning homework.
2.
Teachers will use discretion in assigning homework. Assignments should
be based on the needs of the class and/or student and may be of short or
extended duration. Not all homework is written, and frequently the
assignment may involve reading, review, or study of material and forms of
independent research. Projects and long-term assignments should be
given sufficiently in advance, with reasonable time to complete all tasks.
3.
Teachers may assign homework Monday through Friday. Although
homework/long-range projects may extend over Thanksgiving, Winter
Break, and Spring Break, they will not be assigned to be completed during
the holidays.
4.
Teachers will assign tasks that require the use of only those resources
known to the student.
5.
Teachers will provide clear directions to ensure that students understand
all assignments. Teachers should state clearly:



The purpose of the assignment
How the assignment is related to the topic under study
How the assignment might best be carried out
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

Whether resources other than the textbook are needed
What the student needs to do to demonstrate that the assignment
has been completed
 Due date of the assignment.
6.
Long-range homework assignments can provide learning experiences for
high school students. With such assignments, keep in mind:

A long-range assignment should be viewed as a series of shorter
assignments, which call for periodic checking, by the teacher.
 Any segment of a long-range assignment should not exceed a
period of more than four weeks.
 Students need to be provided with specific written guidelines,
including purpose, expectations, procedures to be used,
assessment rubric, and due dates.
7.
Teachers will provide feedback and return assignments in a timely
manner. Homework will be used to assess the students' progress.
Consideration should also be given to students for both completion and
effort.
8.
Teachers should be aware of the observance of religious holiday days
when assigning homework.
B.
Students
1.
Students are responsible for recording homework assignments in a
planner and understanding the directions necessary to complete the
assignments.
2.
Students are expected to utilize good time management skills, especially
in the completion of projects and long-range assignments. They should
manage their time so that check points and deadlines are met.
3.
Students are responsible for completing homework assignments by the
established due dates.
4.
Students are responsible for obtaining and completing assignments
missed during absence.
5.
Students are responsible for requesting additional help and/or clarification
of instructions for completing assignments, from the teacher.
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C.
Parents
1.
Parents should make arrangements with the guidance counselor to obtain
class work and homework missed due to extended absences (4 days or
more).
2.
Parents are responsible for monitoring homework to see that the student
has recorded his/her assignments in the student planner and checking for
completion.
3.
Parents should arrange for an appropriate learning environment in the
home by:



Ensuring adequate study time.
Providing an atmosphere free from disruptions.
Supplying necessary materials such as paper,
dictionaries, calculators, and other materials.
pencils,
pens,
Parents will receive an information guide at the beginning of the school
year that lists courses and/or grade level objectives as well as suggestions
for providing a good learning environment in the home.
4.
Parents should show a positive interest in homework and school. If
problems arise, parents should contact the teacher at the school.
D. Administrators
1.
Administrators are responsible for communicating and monitoring the
implementation of homework guidelines in their respective schools. These
guidelines should be included in the faculty and student handbooks.
Administrators should refer to the Guidelines for Grading and Reporting
Student Progress.
2.
Administrators will ensure
communicated to teachers.
3.
Administrators will refer parents to the appropriate teacher for response to
questions regarding homework assignments.
that
homework
policies/guidelines
are
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Time Allocations
Homework is an important part of the academic program at all grade levels.
Homework time allocations are recommendations and not meant to be minimum
or maximum quotas. Approximately 30 minutes is the suggested time allocation
for mandatory requirements.
It is important to note that some students may need more time and some less
time to accomplish an assignment. Additionally, the complexity of assignments
may require more time, particularly in advanced and Advanced Placement (AP)
courses. In certain circumstances, summer assignments may be required.
Honor Code
Code 320
Page 1 of 2
Honor Code
The honor code has been established to maintain the integrity of the student
body. The honor code should be taken seriously and will be enforced according
to discipline guidelines in the Student Code of Conduct. Because of the severity
of an honor code violation, teachers should be aware of the procedures to follow
for an honor offense, and should be certain that all evidence of an infraction is
conclusive and that the student in question has had an opportunity to respond to
the accusation.
As it appears in the Parent – Student Handbook:
Sampson School has established an honor code to help instill a sense of
responsibility and integrity in its student body. The honor code is taken seriously
and is strictly enforced.
HONOR CODE
I, as a student of Sampson School, pledge to do all within my power to uphold
the honor, integrity, and scholastic standing of my school; to assume the
responsibility for my own actions; and neither to give nor to receive help on any
homework, quiz, test, exam, or other assignment which I am expected to do
alone.
The honor code strictly prohibits plagiarism and the giving or the receiving of
unauthorized help on assignments.
HONOR CODE VIOLATIONS
Teachers shall follow the following guidelines:
1st Offense:
 Record a zero on the assignment, and notify the parent
 Refer to the appropriate administrator
2nd and subsequent offenses:
 Record a zero on the assignment, and notify the parent
 Refer to the appropriate administrator for disciplinary action.
Disciplinary action will be progressive in nature beginning with one day
of in-school suspension.
The honor code and honor code violations should be included in the classroom
expectations.
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SAMPSON SCHOOL
HONOR CODE
I, AS A STUDENT OF SAMPSON SCHOOL, PLEDGE TO DO ALL
WITHIN MY POWER TO UPHOLD THE HONOR, INTEGRITY, AND
SCHOLASTIC STANDING OF MY SCHOOL; TO ASSUME THE
RESPONSIBILITY FOR MY OWN ACTIONS; AND NEITHER TO GIVE
NOR TO RECEIVE HELP ON ANY HOMEWORK, QUIZ, TEST, EXAM,
OR OTHER ASSIGNMENT WHICH I AM EXPECTED TO DO ALONE.
___________________________
Signature of Student
___________________________
Date
Lesson and Unit Plans
Code 322
Page 1 of 1
Daily Lesson and Unit Plans
Teachers are required to develop daily lesson and unit plans. Daily lesson plans should
be an effective tool for you to use to teach interesting, well-paced, student-centered
lessons. Each daily lesson plan should include the following:
Objectives:
State what the student should be able to do as a result of the day’s lesson in terms you
can measure. Include LCPS curriculum and NCSCS objective numbers
.
Materials, Resources, Equipment:
State the materials to be used to help students master the day’s objective.
Teacher Activities:
State the specific activities the student will be working on throughout lesson.
Assignments:
List homework assignment, as well as long-term assignments
Evaluation:
A written reflection on the lesson can be used as a resource for future planning.
Pacing Guides and Unit Plans
Placing guides and unit plans are less detailed than daily lesson plans and indicate the
time frame for teaching the unit’s objectives. Proper long-range planning will help you to
plan for field trips, arrange for guest speakers, order AV materials, etc.
The principal will periodically review your lesson plans to ensure that the prescribed
curriculum is being followed and that pacing is appropriate. These reviews will be
reflected on your observation and/or evaluations.
Media Center
Code 324
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Media Center
The Sampson Media Center houses many titles of print media and a varied selection of
non-printed media and equipment. The ultimate goal of the media center is to support the
various curricula of the school and to make the holdings of the media center accessible to
the students and staff. Collaboration with the media specialist is the surest means to
guarantee the goal of high student achievement. Research shows that schools with strong
media centers and teachers who use those resources in collaboration with the
professional media specialists have the highest student achievement.
Hours
7:35 AM to 3:00 PM daily
Media Center Print Collection
The print collection is constantly updated using collection tools such as Wilson’s Senior
High School Library Catalog, American Library Association reviews and award winners,
and the School Library Journal. Each fall the media specialist conduct a yearly needs
assessment to determine which Dewey Decimal section will receive a priority for
updating. Teacher requests for print and non-print media to support the standard courses
of study are vital to building a useful, practical collection; these requests will be honored
whenever possible within the constraints of the school budget and of the overall needs
assessment for the current year. A wide variety of catalogs are available in the media
center to aid teachers in their searches for items to supplement their curricula. The media
specialist is available to assist teachers in finding applicable resources.
The media center collection includes many magazines. Magazines for the collection are
chosen based on teacher request, student interest and indexing in the Reader’s Guide.
Back issues of the indexed magazines are stored and are available for research
Non-print Collection
The non-print collection includes videos, both VHS and DVD, CD-ROMS, laserdiscs, art
prints and audio cassettes. Teachers are reminded to preview any video they secure from
the media center to ensure that it supports the goals and objectives of the lesson and is
appropriate for the designated students. If a teacher wishes to show a video other that
one available form the media center, he/she should contact the media specialist to get a
form with instructions for getting permission from the principal to show said video.
An assortment of equipment is available for checkout by teachers and students with
teacher supervision, including overhead projectors, DVD and videocassette players,
laserdisc players, camcorders, digital cameras and data projectors. Teachers should email
Mrs. Moon with their equipment request, including the dates they need the equipment.
Because of the limited number of some items, equipment should be promptly
returned. Some items such as audiovisual carts and videocassette players can be placed
in classrooms for the entire year.
Media Center
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Circulation
Almost every item in the collection can circulate. Most books in the collection are
checked out for a two-week period with renewals possible as long as another person is
not waiting for the item. Items in the reference section are checked out overnight. No
overdue fees are charged but report cards are held at the end of the nine weeks until the
student returns the overdue or lost item. Students and teachers are charged replacement
costs for lost or damage items. Teachers should not check out items for students under
teacher names as this situation presents a problem for the media center staff in retrieving
the items. Teachers are not held to the two-week checkout period as are students, but
they are asked not to tae any items, including a daily newspaper or a magazine out of the
library without checking it out.
Scheduling a Class Visit
Scheduling a class for a visit to the media cent should always be done in collaboration
with the media specialist. Teachers may request times for their class to come to the
library by email, by phone or in person with the media specialist. All scheduling should
be done at least two days prior to the visit but earlier scheduling is strongly encouraged.
At least two days prior to the scheduled class period, the teacher should meet with the
media specialist and be prepared to discuss the goals and objectives of the lesson. At that
meeting the teacher and media specialist can plan strategies, lessons to be taught by the
media specialist and print and non-print resources to be used. The teacher should bring
any student handouts, list of names and terms, etc. to the meeting. The more information
the teacher can provide the media specialist the better they can prepare for the students’
visit t the center, thereby ensuring a successful outcome for the students.
The media specialist is always available for teaching lessons that will aid students in their
searches for informational and recreational materials; again, collaboration between the
teacher and the media specialists is the key to a successful result.
While a class is working in the media center, the teacher’s answers to questions and
his/her directions are essential to the success of the visit; therefore teachers are asked not
to schedule a class in the cent when they are going to be absent from school. Teachers
should email or see media specialist for rescheduling as soon as they return.
When a teacher brings his/her students to the media center, he/she is expected to
accompany them the entire time they are there. A teacher may send up to two students
with an assignment to the media center without his/her coming with them; however,
classes that are signed up in advance will have a priority, and the students may be sent
back to class. Be sure to always send students with a signed agenda; students without an
agenda will be sent back to class.
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Student Use of the Media Center
Students are encouraged to use the media center in the morning before first period and
after school. Students do not need passes to visit the media center at those times.
Students are not allowed to eat or drink in the media center.
Student Media Center Assistants
Student assistants are essential to the operation of the media center because of their
invaluable work, the media specialist are able to spend more time with teachers and
students. Their jobs include circulating materials, shelving books, processing books,
cleaning, delivering equipment to classrooms and assisting students and teachers in
finding information. The first two days of school will be used for uninterrupted time in
the media center to train student assistants. Starting the third day of school, the media
cent staff will begin circulating materials.
Media Center Orientation
All new teachers are required to attend an orientation in the media center. Notification
date will be scheduled by the media specialist.
Identification cards for new teachers will be made during the teacher workdays in the
media center. An email will be sent regarding the times the cards will be made.
During the first few weeks of school, an orientation for ninth grade students will be given
via their English classes. Students will be given a brief tour of the media center and an
explanation of circulation policies, holdings. OPAC, etc. Also at that time they will
receive their media center card, i.e. identification card, which they are to use the entire
time they attend Sampson School. The first card is issued t them at no cost; replacement
cards are $5. Ninth grade student not enrolled in English classes for the first semester
will have their media center cards made before and after school during the first month of
school. Thereafter, students who lose their media cards should see a media specialist for
a replacement card.
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Parent – Teacher Conferences
Parent conferences should be arranged through the student’s guidance counselor.
Conferences are encouraged if there is a continuing concern regarding a student’s
performance or behavior.
In order to make parent-teachers conferences more productive for teachers, parents and
students, consider the following suggestions when discussing a student’s progress with
parents:

Create a positive atmosphere. Your opening remarks should help the parent feel
at ease and set the direction for the conference.

Be prepared. Bring your grade book, copies of progress reports, examples of
work, or other relevant materials with you.

Be hones, but tactful. Avoid remarks about or comparisons with other classmates
or siblings.

Try not to refer to the child as “average”. Children are very “special to their
parents.

Do not stop with the statement of a problem. Be prepared to offer some
suggestions for remedying the situation. Be certain the parents understand the
advice you offer.

Suggest a definite time limit for a follow-up t let parents know whether or not the
situation has improved.

End the conference on a positive note. Parents should leave the conference with
the feeling that something positive has been accomplished.

Request the presence of an administrator if the conference has the potential to be
adversarial.
All teachers are required to attend scheduled parent conference. If you are unable to
attend, notify the student’s guidance counselor as soon as possible so that appropriate
action may be taken.
Promotion Policy
Code 332
Page 1 of 1
Promotion Policy
At the beginning of each school year, students are classified as being in grade 9,
10, 11 or 12.
The following criteria determine grade level classification.
Grade Level
10
11
12
Criteria
6 unites, including English I
13 unites, including English II
20 unites, including English III
Records and Reports
Code 334
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Records and Reports
Permanent Records
All semester and final grades are recorded on the student’s permanent record
scholastic sheet. These scholastic sheets are located the students’ cumulative
folders, which are stored in the counseling center. Information in the cumulative
files is available for use by teachers. These records may not be removed from
the records room.
Progress Reports
The progress report is an informal report of a student’s progress, which is issued
on the designated date of each nine-week period. All students will receive a
progress report according to the established dates
Report Cards
Report cards are used to inform parents of the student’s progress each nine
weeks. Each teacher is to complete nine weeks grades using the TAMS
GradeBook module in NCWISE. Directions will be distributed and training is
available.
Teacher’s Grades and Attendance
The teacher is responsible for keeping an official day-by-day record of each
student’s work and attendance in his/her grade book.
Transfer or Withdrawal Form
This form is used to furnish pertinent information to a school that receives a
transfer student from Sampson. The school’s counselor notifies teachers of a
student’s intent to transfer and requests information from the student’s teachers.
Teachers should complete all requested information, including whether or not the
student’s textbook and /or supplementary materials have been returned.
Standard Mode of Dress
Code 340
Page 1 of 2
Sampson’s Standard Mode of Dress (SMOD) 2009 -2010
SMOD (SHIRTS ONLY) Dress Code
Colors
The following colors apply to shirts,
turtlenecks, oxford shirts, and
sweatshirts only:
WHITE
TAN
SMOD (PANTS ONLY) Dress Code Colors
The following colors apply to pants, shorts,
capri pants, skorts, and skirts only:
TAN
BLACK
BLUE
Shirts - must be tucked in at all times with the exception of sweaters and sweatshirts; no logos
or imprinting; t-shirts can not be worn as the primary shirt or over any other shirt, sweater, or
sweatshirt; can only be worn as under clothing if it matches the dress code colors, and writing or
graphics must not show through the top garment.
Polo/Golf Style Shirt
Short or long sleeved
Must have 2 to 4 buttons
Must be within shirt dress code colors (see above); NO DENIM/JEAN
Turtleneck/mock turtleneck shirt
Plain; no buttons
Must be within shirt dress code colors (see above)
Front-buttoned Solid Oxford Dress Shirt
No Denim
Sleeves must have the wrist buttoned
Short or long sleeved with a collar
Must be within shirt dress code colors (see above); NO DENIM/JEAN
Sweater/sweatshirt- not hooded
Can not hang past straddle of pants (not baggy)
Must be worn over an approved dress code shirt
May have a round or v-neck, or it may be a button-front cardigan style
Must be within shirt dress code colors (see above)
Pants and Shorts - Must be worn at the waist at all times; no logos or graphics
Pants - dress type made of twill; must fit to size (not baggy/skin tight)
Must be straight-legged (no bell or flared bottoms) hemmed, cannot drag on floor
Limited to no more than two front, two rear and two side pockets
Cannot be tucked into socks
Form fitting spandex material, nylon, denim, corduroy and sweat pants are not allowed.
Capri pants are allowed but cannot be hip huggers, cannot be skin tight and the
manufactured slit at the bottom of the Capri pant cannot be above the knee.
Must be within the dress code colors (see above); NO DENIM/JEAN
Shorts or Skorts - Walking style
Should be worn at the knee cap level
If worn with slouch socks, the socks must be within the dress code colors
Limited to no more than two front and two rear pockets
Standard Mode of Dress
Code 340
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Forms fitting spandex material, nylon, denim, corduroy and sweat pants are not
allowed.
Must be within the dress code colors (see above); NO DENIM/JEAN
Skirts
Should be worn at the knee cap level
If worn with slouch socks, the socks must be within the dress code colors
Limited to no more than two front and two rear pockets
Forms fitting spandex material, nylon, denim, corduroy and sweat pants are not
allowed
Splits or slits are not allowed
Must be within the dress code colors (see above); NO DENIM/JEAN
Outerwear
Any outerwear (jackets, coats, zip-up sweatshirts and etc.) can be worn to school
Any outerwear (jackets, coats, zip-up sweatshirts and etc.) worn inside the school building
must be within the dress code colors (see above); NO DENIM/JEAN
Any outerwear (jackets, coats, zip-up sweatshirts and etc.) worn inside the school building
can not be hooded
Accessories
Students must wear a belt if garment/clothing was manufactured with belt loops
Color-dark belts or belts that match the color of the pants, skirts, skorts, capri, shorts
Graphics or labels are unacceptable on all belts and belt buckles
Name buckles or large face are not allowed
Belts must be an appropriate length and not hang below the straddle
Suspenders are not permitted
No rubber flips flops of any kind
No hats or other headgear can be worn inside the school building during or after school
No net slides
No bedroom slippers
Slouch socks may be worn, but must be within the dress code colors (see above)
Jewelry should NOT drape over SMOD attire
Miscellaneous
Students who fail to wear the approved SMOD will be sent to the office so that a parent may
bring proper clothing and/or accessories. Repeat offenders will be dealt with at the discretion
of the principal.
SMOD information, the dress code policy and vendor list will be provided for parents, when
a student enrolls or when revisions are made to the dress code.
Any item that is worn to school must not undermine the integrity of the dress code, serve as a
disruption to the educational process or present a health hazard to an individual or their peers.
Emergency Closing/Delayed Opening Procedures
Code 400
Page 1 of 1
Emergency Closing/Delayed Opening Procedures
The following procedures will be used for the emergency closing or delayed
opening of Sampson School and/or administrative offices due to inclement
weather or citywide emergency as appropriate.
Emergency Closing Prior to the Beginning of the School Day
When it is necessary to close because of inclement weather conditions, the
decision is made by the Superintendent using information provided by the
Director of Transportation, and the National Weather Service. The decision to
close or delay opening is usually made by 5:00 a.m. The principal is then notified
of the decision. The “Telephone Tree” is used to notify all staff members.
Information may also be obtained from the Lenoir County Public Schools
website: www.lenoir.k12.nc.us
Emergency Closing While Morning Transportation is in Progress
In the event that the closing of school is to occur while morning transportation is
already in progress, the public information staff will advise schools and will then
advise the public.
Sampson School Transportation in Progress – Administration will inform bus
drivers, as they arrive, to return students home.
Daily Bell/Lunch Schedule (1 hr delay)
Code 401
Page 1 of 1
SAMPSON SCHOOL
1 – HOUR DELAY BELL SCHEDULE
2009-2010
BELL
TIME
Breakfast ................................................................ 8:30 a.m. - 8:45 a.m.
Block 1) .................................................................. 8:45 a.m. – 10:05 a.m.
Block 2) .................................................................. 10:10 a.m. – 11:30 a.m.
Block 3) ……………………………………………11:35 a.m. – 1:20 p.m.
1st Lunch .............. 11:40 a.m. – 12:10 a.m. (Middle School)
2nd Lunch ............. 12:15 a.m. – 12:45 p.m. (High School)
Block 4) .................................................................. 1:20 p.m. – 2:40 p.m.
NOTE:
Students are not permitted on school campus until 8:30 a.m.
Daily Bell/Lunch Schedule (2 hrs delay)
Code 402
Page 1 of 1
SAMPSON SCHOOL
2 – HOUR DELAY BELL SCHEDULE
2009-2010
BELL
TIME
Breakfast ................................................................ 9:30 a.m. - 9:45 a.m.
Block 1) .................................................................. 9:45 a.m. – 10:50 a.m.
Block 3) ……………………………………………10:55 a.m. – 12:30 p.m.
1st Lunch .............. 10:55 a.m. – 11:25 a.m. (Middle School)
2nd Lunch ............. 11:35 a.m. – 12:05 p.m. (High School)
Block 2) .................................................................. 12:30 p.m. – 1:30 p.m.
Block 4) .................................................................. 1:35 p.m. – 2:40 p.m.
NOTE:
* Students are not permitted on school campus until 9:30 a.m.
* Block 3 meets before Block 2 to accommodate lunch
Emergency Phone Procedures
Code 403
Page 1 of 1
Emergency Phone Procedures
To report an emergency to the main office, dial 278 (Mrs. Lawson) or 222 (Mrs.
Sykes) or 249 (SRO) from your classroom’s telephone. This key sequence is
NOT to be given out to students. However, it is appropriate to make it known to
your substitute teacher.
The emergency phone sequence should only be used in the following instances:
1. A student has become disruptive to the point that he/she is defiant,
antagonistic, or is a danger to the teacher or other classmates.
2. A student has left the classroom without permission.
3. A medical emergency exists (profuse bleeding, extreme difficulty
breathing, or collapse).
4.
There is a fight in the hallway.
5. An intruder (animal or person) is in the building.
Emergency Plan/Safe School Procedures
Code 405
Page 1 of 1
Emergency Plan/Safe School Procedures
Bomb Threat Procedure
Students and staff will be signaled by fire alarm bell or announcement on the
P.A. system to evacuate the building. Teachers and students should follow the
procedures for fire drill to evacuate to designated areas.
Tornado and Sever Thunderstorm Procedure

Central Office will notify principals of a Tornado Watch and Tornado Warning.

Teachers will continue with regular classroom activities until notified of a
Tornado Warning or other imminent severe weather.

Teachers will be notified by a long continuous bell or an announcement on
the public address system.

Students and staff will immediately proceed to their designated area and
assume a kneeling position according to instructions. These areas are to be
on an inside wall away from any doors or windows.

Students and staff will not leave school as long as a tornado warning is in
effect.
Fire Drills
Code 410
Page 1 of 1
FIRE DRILLS
Signals



Continuous ringing of fire alarm bell
Continuous ringing of regular bells
Staff personnel with radios will proceed to assigned areas to issue alarm
to evacuate (to be used in case of electrical power failure)
Fire Drills During the Instructional Period
1. Students are to leave their rooms in single file and move in a quiet and
orderly manner to the designated exit.
2. The teacher will be the last to leave the classroom and school with their
class roster to ensure that all students have left the room and that the
windows and door(s) are closed.
3. The students should move to the nearest exit in a quick, orderly manner if
the designated exit is blocked.
4. The students will proceed to the designated area once outside the building
and remain in class groups. The teacher will check the class roll and
report any absences to the administration.
Fire Drills During the Lunch Period or Change of Classes
1. Students not under the direct supervision of a teacher are to leave the
building immediately by the nearest available exit.
2. Teachers are to move to their next classroom before leaving the building
to ensure that all students have left the room and that the windows and
door(s) are closed.
Exit Routes
Familiarize yourself with the different exit routes by referring to the school map
posted in your classroom. Notify the office if your room is without a school map.
Students and teachers will be notified by bell and/or an announcement via the
public address system to return to class. Students are to enter the building in a
quiet and orderly manner using the same route by which they exited the building.
Hazard Communication Standard Program
Code 415
Page 1 of 1
HAZARD COMMUNICATION STANDARD PROGRAM
Training sessions may be held from time to time to update the staff on new
information and to ensure that program requirements are being met.
All teachers are to be familiar with hazardous substances found in their
departments. Each department chairperson is responsible for conducting and
maintaining a work-site inventory of hazardous chemicals found within the
department.
As new and potentially hazardous substances arrive at school, the department
chairperson is to ensure that each container is labeled as to its contents.
Keys and Building Security Codes
Code 420
Page 1 of 1
Keys and Building Security Codes
Keys are the property of Lenoir County Public Schools. Building security is
extremely important and a safe and secure building depends on the staff’s
handling of keys. It is important for the safe and efficient operations of Sampson
School that teachers, staff, and administrators abide by the following rules:

Keys are not to be duplicated, nor loaned to other persons. This includes
master keys, classroom keys, and any other building keys.

Turn in all spare keys to the appropriate administrator with proper labeling
as to its use and room.

If you need access to a space not in your area, sharing is encouraged;
however, please get permission from the subject area teacher or
department chairperson before using a space that is not in your area.

Access to the building will be limited during weekends and holidays. All
staff members must have permission to enter the building by a member of
the administrative team and are required to sign in and out when utilizing
the building during weekends and holidays.

Report any unauthorized use of facilities to the administration promptly.

Keys should not be given or loaned to students.

Lost or broken keys should be reported to the appropriate administrator
immediately.
Other
Code 430
Page 1 of 2
OUTSIDE RESOURCE PERSONS
Outside speakers or resource persons must be approved by the department
chairperson and the principal one week in advance. See attached form.
PRINTED RELEASES TO PARENTS AND GENERAL PUBLIC
All printed information intended for public release or for parent information must
have administrative and central office approval before release.
MAINTENANCE REQUESTS
All completed Maintenance Request forms (located in the office) are to be given
to Mrs. Lawson to submit to Maintenance.
MEAL PRICES
Prices for meals in the 2009 – 2010 school year are:
Students:
Lunch:
$2.00 (Reduced: $ .40)
Breakfast:
$1.25 (Reduced: $ .30)
FACULTY
Lunch:
Breakfast:
A la Carte Prices
A la Carte Prices
USE OF SCHOOL FACILITIES
Any plans concerning the use of the school building, students, etc. should be
discussed with the principal and meet with his approval.
If specialty areas are needed (auditorium, cafeteria, athletic fields, parking lots,
etc.), you should contact persons in charge of these areas for permission prior to
administrative approval.
NOTE: Sponsors of after-school hours or weekend events that require
heating or air-conditioning should notify Mrs. Lawson at least one day in
advance.
Other
Code 430
Page 2 of 2
SAMPSON GUEST SPEAKER REQUEST FORM
Teacher’s Name: _______________________________________________________
Room Number: ________________________ Number of Students: ______________
Date: ________________________________ Time: __________________________
Guest Speaker Information Required
1.
General profile of the proposed speaker (please feel free to attach relevant materials).
2.
Brief description of speaker’s relevance to your Standard Course of Study.
Speaker(s) Name(s): _________________________________________________________________
Topic Title for Speaker:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Additional Comments (if any):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________________
Block Schedule Calendar
Code 500
Page 1 of 1
SAMPSON SCHOOL
BELL SCHEDULE
2009 - 2010
(7:45 UNTIL 2:40)
BELL
TIME
Breakfast ................................................................ 7:30 a.m. - 7:45 a.m.
Homeroom .............................................................. 7:45 a.m. – 7:55 a.m.
Block 1) .................................................................. 7:55a.m. – 9:20 a.m.
Block 2) .................................................................. 9:25 a.m. – 10:50 a.m.
Block 3) ……………………………………………10:55 a.m. – 1:00 p.m.
1st Lunch ....... 10:55 a.m. – 11:30 a.m. (Class 11:35 a.m. – 1:00 p.m.)
2nd Lunch ...... 11:40 a.m. – 12:15 p.m. (Class 10:55 a.m. – 11:35 am))
Block 4) .................................................................. 1:05 p.m. – 2:30 p.m.
Afternoon announcements – riders & walkers dismissal - 2:30 pm..
Bus riders’ dismissal – 2:40 pm
NOTE: Students are not permitted on school campus until 7:30 a.m.
Division Calendar
Code 505
Page 1 of 2
Lenoir County Public Schools
2009-2010 Calendar
August 18 – 20 (Tues. – Thurs.)
Staff Required Workday
August 21 (Fri.)
Staff Workday (optional)
August 24 (Mon.)
Staff Protected Workday
August 25 (Tues.)
First Day of School
September 1 (Tues.)
Labor Day (Holiday - Schools Closed)
September 24 (Thurs.)
Early Dismissal – Students 12:30 (MS, HS)
September 25 (Fri.)
Staff Workday (optional)
September 28 (Mon.)
Progress Reports Issued
October 28 (Wed.)
End of First Grading Period (45 days)
October 29 (Thurs.)
Early Dismissal – Students 12:30 (MS, HS)
October 30 (Fri.)
Staff Protected Workday
November 2 (Mon.)
Begin Second Grading Period
November 6 (Fri.)
Report Cards issued For 1st Quarter
November 11 (Wed.)
Veterans' Day (Holiday - Schools Closed)
November 25 (Wed.)
Non-scheduled day
November 26 - 27 (Thurs.-Fri.)
Thanksgiving Vacation
December 7 (Mon.)
Progress Reports Issued
December 18 (Fri.)
Early Dismissal – Students/Staff 12:30 (MS, HS)
December 21 (Mon.)
Non-scheduled day
December 22- January 1
Winter Holidays
January 4 (Mon.)
Schools Reopen
January 18 (Mon.)
Martin Luther King, Jr. Day (Holiday - Schools Closed)
January 22 (Fri.)
End of 2nd Grading Period (45 days)
January 25 (Mon.)
Staff Protected Workday
January 26 (Tues.)
Staff Required Workday
January 27 (Wed.)
Report Cards issued for 2nd Quarter/Semester (HS)
February 1 (Mon.)
Report Cards issued for 2nd Quarter/Semester (MS)
Total: First Semester
Teaching Days: 90
Workdays: 10
Division Calendar
Code 505
Page 2 of 2
January 27 (Wed.)
Begin Third Grading Period
February 25 (Thurs.)
Early Dismissal – Students/Staff 12:30 (MS, HS)
February 26 (Fri.)
Staff Workday (optional)
March 1 (Mon.)
Progress Reports Issued
March 25 (Thurs.)
Early Dismissal – Students/Staff 12:30 (MS, HS)
April 1 (Thurs.)
End of Third Grading Period (45 days)
April 2 (Fri.)
Staff Protected Workday
April 5 - 9 (Mon. - Fri.)
Spring Break
April 12 (Mon.)
Begin Fourth Grading Period
April 16 (Fri.)
Report Cards Issued For 3rd Quarter
May 11 (Tues.)
Progress Reports Issued
May 31 (Mon.)
Memorial Day (Holiday - Schools Closed)
June 10 (Thurs.)
Last Day of School for Students
End Of Fourth Grading Period (45 days)
June 10 (Thurs.)
Final Report Cards Issued
June 11 *(Fri.)
Staff Required Workdays
June 14 (Mon.)
Staff Protected Workday
June 15, 16 (Tues., Wed.)
Staff Workdays (optional)
Total: Second Semester
Teaching Days: 90
Workdays: 6
TOTAL TEACHING DAYS: 180
TOTAL Workdays: 16*
School Cancellation Make-Up Schedule:
Should school be cancelled due to inclement weather, make-up days will be at the discretion
of the Superintendent. Potential make-up days may include single day holidays and staff work
days. Should these days be insufficient, Spring Break days and Saturdays will be considered.
It is within the discretion of the Superintendent to elect not to make up instructional days
unless necessary to meet the statutory minimum.
Examination Schedules
Code 510
Page 1 of 2
First Semester Examinations (Schedule approved by Central Office)
Monday, January 11, 2010
1st & 3rd period exams for all courses that are not EOCS
(During regular class period)
Tuesday, January 12, 2010
2nd & 4th period exams for all courses that are not EOCS
(During regular class period)
Wednesday, January 13, 2010
7:45 – 11:00
1st period EOC
11:00 – 11:45
Break
11:45 – 1:45
Remediation/Testing (if necessary)
Thursday, January 14, 2010
7:45 – 11:00
2nd period EOC
11:00 – 11:45
Break
11:45 – 1:45
Remediation/Testing (if necessary)
Friday, January 15, 2010
7:45 – 11:00
3rd period EOC
11:00 – 11:45
Break
11:45 – 1:45
Remediation/Testing (if necessary)
Tuesday, January 19, 2010
7:45 – 11:00
4th period EOC
11:00 – 11:45
Break
11:45 – 1:45
Remediation/Testing (if necessary)
Wednesday, January 20, 2010
Focused remediation for all 10 EOCs/Credit Recovery
Thursday, January 21, 2010
Retest 1/Additional remediation as needed/Credit Recovery
Friday, January 22, 2010
Retest 2/Additional administrations as needed/Credit Recovery
Tuesday, January 26, 2010
Retest 3/Additional administrations as needed/Credit Recovery
Adjusted dismissal on these dates
Required Workdays: January 25, 26
Examination Schedules
Code 510
Page 2 of 2
Second Semester Examinations (Schedule approved by Central Office)
Wednesday, May 27, 2010
1st & 3rd period exams for all courses that are not EOCS
(During regular class period)
Friday, May 28, 2010
2nd & 4th period exams for all courses that are not EOCS
(During regular class period)
Tuesday, June 1, 2010
7:45 – 11:00
11:00 – 11:45
11:45 – 1:45
1st period EOC
Break
Remediation/Testing (if necessary)
Wednesday, June 2, 2010
7:45 – 11:00
2nd period EOC
11:00 – 11:45
Break
11:45 – 1:45
Remediation/Testing (if necessary)
Thursday, June 3, 2010
7:45 – 11:00
3rd period EOC
11:00 – 11:45
Break
11:45 – 1:45
Remediation/Testing (if necessary)
Friday, June 4, 2010
7:45 – 11:00
11:00 – 11:45
11:45 – 1:45
4th period EOC
Break
Remediation/Testing (if necessary)
Monday, June 7, 2010
Focused remediation for all 10 EOCs/Credit Recovery
Retest 1/Additional remediation as needed/Credit Recovery
Tuesday, June 8, 2010
Focused remediation for all 10 EOCs/Credit Recovery
Retest 2/Additional administrations as needed/Credit Recovery
Wednesday, June 9, 2010
Retest 3/Additional administrations as needed/Credit Recovery
Thursday, June 10, 2010 @ 9:30 AM
Graduation & Awards
Adjusted dismissal on these dates
Required Workdays: June 11, 14, 15, 16
*NOTE: Every teacher is required to administer a final exam for their class. Exams should be
presented to the guidance counselor for review then to the administration for final approval before
administering the exam.
Graduation Schedule
Code 515
Page 1 of 1
Class of 2009 – 2010
Sampson School promotion and graduation ceremony June 10, 2010 @ 9:30 am
*NOTE: Students will receive their diploma from their home base school.
High School Graduations
Location
South Lenoir High School
SL Munn Gymnasium
Kinston High School
KHS Gymnasium
North Lenoir High School
LCC Gym
Meeting Calendar
Code 518
Page 1 of 1
Faculty Meetings
Faculty meetings will be held in the Media Center at 2:45 p.m. on the following
dates unless otherwise noted:
Wednesday, September 16
Thursday, October 15
Wednesday, November 4
Wednesday, December 9
Friday, December 18 (Staff Fellowship)
Thursday, January 14
Wednesday, February 3
Wednesday, March 3
Wednesday, March 31
Wednesday, April 21
Wednesday, May 5
Wednesday, May 12 (EOG/EOC Training)
Wednesday, June 2
Graduation, Thursday, June 10th @ 9:30 am
Staff Close of School Activity – June - TBA
These dates may vary if there is a change in LCPS board meeting dates.
Faculty attendance is required for all faculty meetings unless excused by the
principal. Cancellations, reschedules, or additional meetings will be at the
discretion of the principal or their designee.
Report Card Calendar
Code 525
Page 1 of 1
Lenoir County Public Schools
2009-2010
First Day of
Grading Period
Progress
Reports
Last Day of
Grading Period
Report Cards
1st Nine-Weeks
August 25
September 28
October 28
November 6
2nd Nine-Weeks
October 29
December 7
January 22
January 27 - HS
February 1 - MS
3rd Nine-Weeks
January 27
March 1
April 1
April 16
4th Nine-Weeks
April 12
May 11
June 10
June 10
School Hours
Code 530
Page 1 of 1
School Hours
Hours for the 2009 – 2010 school year are as follows:
Regular School Day
Main Office:
- 7:30 a.m. – 4:00 p.m.
Secretary/Bookkeeper/NCWISE Data Manager
Library Media Center:
- 7:30 a.m. – 3:15 p.m.
Teachers:
- 7:30 a.m. – 3:15 p.m.
Students:
- 7:45 a.m. – 2:40 p.m.
In-Service Day
On-Site Workday:
- 7:30 a.m. – 3:15 p.m.
Meetings
Code 600
Page 1 of 1
MEETINGS
Staff Involvement
It is a teacher’s professional responsibility to attend scheduled meetings.
Teachers are not to schedule make-up work, extra help, club meetings,
rehearsals, practices, conferences, or outside appointments for these days.
Faculty Meetings
These meetings are placed on the calendar and will be held on the Wednesday
or Thursday of each month following the Lenoir County School Board Meeting
and the Principals meeting (except when the date conflicts with another activity)
to disseminate information pertinent to the entire faculty. Additional meetings
may be called at the discretion of the principal or their designee.
Staff Dress Code
Code 605
Page 1 of 1
STAFF DRESS CODE
Faculty and staff members are expected to model appropriate business attire.
During the school day, jeans are not acceptable. Shorts are to be worn only by
physical education teachers who are not teaching health. Fridays are designated
as school spirit days and faculty and staff members are encouraged to wear
school colors or Sampson School spirit-wear.
For more detailed information, refer to LCPS Board Policy GCDB.
Hospitality Fund
Code 606
Page 1 of 1
HOSPITALITY FUND GUIDELINES
(School Improvement Team and staff need to address the plans for 20092010)
Funds from this account will be used to provide the following remembrances for
PARTICIPATING staff members:
1. Wedding gifts
2. Baby gifts
3. Remembrances for staff during a hospital stay or an extended “at home” stay
(3 days or more)
4. Flowers/plants/or memorials and cards at time of death of staff member or of
an immediate family member (spouse, child, grandchild or parent)
5. “Farewell” and/or retirement recognition
6. “Welcoming” gift for NEW staff members
7. Teacher of the Year reception
8. “Welcome Back” luncheon
9. Recognition of staff member birthdays and anniversaries on announcement
sheet
Staff Absences and Request to Leave Early
Code 610
Page 1 of 2
STAFF ABSENCES
Reporting Absences:
Staff is encouraged to alert the office of any upcoming absences as soon as
possible. An Absence Request Form should be completed and returned to the
Bookkeeper in a timely manner. This form should be completed 5 days in
advance for any leave other than sick leave.
Teacher Absences:
The following guidelines will be followed in selecting the type of leave used for
your absences.
Annual Leave:
Classroom teachers who require a substitute, school media specialists who
require a substitute and teacher assistants who require a substitute may not take
annual vacation leave at any time that students are scheduled to be in
attendance. Instructional personnel who do not require a substitute may, with
their supervisor’s approval, take annual vacation leave on any day school is in
session.
Sick Leave:
Sick Leave may be used for:
Any actual period of temporary disability caused by or contributed to
personal illness or injury, which prevents an employee from performing
his or her usual duties.
Medical appointments of the employee.
Illness in the immediate family and medical appointments related to the
illness that necessitates the employee’s attendance.
Death in the immediate family.
When Sick Leave is used for doctor appointments, you are encouraged to
schedule appointments at the beginning or at the end of the workday in order to
reduce the amount of time absent from work.
Staff Absences and Request to Leave Early
Code 610
Page 2 of 2
Supervisors may inquire as to the reason for the leave; however, reason(s) for
the use of Sick Leave may be required if an employee develops a pattern of
frequent absences. A physician’s certificate will be required if you are absent for
five (5) or more consecutive workdays or when a pattern of frequent absences
develops.
Once you return from sick leave you must fill out an absence form
which can be found in Gloria Lawson’s office.
Personal Leave:
Personal Leave is earned by classroom teachers and school media specialists
who require the use of substitutes. Personal Leave is earned at the rate of .20
days for each full month of employment not to exceed two days per year.
Unused Personal Leave may be carried forward from one year to another and
may be accumulated to a maximum of five days. Thereafter, earnings will cease
to be accumulated until the leave balance is reduced below five days by
employee use.
Use of Personal Leave:
Personal leave may be used only upon the authorization of the immediate
supervisor.
Unless approved by the principal, a teacher shall not take personal leave
on the first day teachers are required to report for the school year, on
required teacher workdays, or on the last working day before or the next
working day after holidays or annual vacation days scheduled in the
calendar.
A teacher who requests personal leave at least five days in advance
cannot be required to provide a reason.
Request to Leave Early:
Any teacher requesting to leave school prior to the end of the school workday is
to make arrangements with the principal or bookkeeper. After obtaining
permission, you should sign out in the log in the main office. Record the date,
time, reason for leaving early, and the date you will make up the time.
Teacher Evaluation Guidelines
Code 700
Page 1 of 1
Teacher Evaluation Guidelines
Purpose of Teacher Evaluation:
Sampson School is dedicated to promoting and recognizing excellence in teaching.
achieve this goal, the evaluation system is designed to identify both strengths
opportunities for improvement in teaching performance, to provide direction
improvement, and to make management decisions. This handbook establishes
evaluation processes, formative (FODI) and summative (FODA).
To
and
for
two
 The formative evaluation process focuses on the improvement of instruction.
During the formative process, teachers and administrators define areas for
professional growth or improvement.
 The summative evaluation process utilizes established criteria and procedures
to make management decisions.
An effective evaluation process is interactive and ongoing. A thorough understanding of
the process is critical for administrators and teachers. Professional development is
essential to the success of the total process.
This teacher evaluation process is applicable to all classroom teachers and other licensed
instructional personnel, regardless of their years of experience, subject areas taught, or
grade level assignments. Eight major functions are addressed during the observation
process (see TPAI-Full Review Instrument). These instruments and processes have
been developed in a manner that ensures compliance with the state and division
expectations relative to the evaluation of licensed personnel.
Exhibits
Code 800
Page 1 of 1
Exhibit 1
LENOIR COUNTY PUBLIC SCHOOLS
Sampson School
Purchase Request
Date:
__________________________________
Teacher: ___________________________________________________________________
Vendor: ___________________________________________________________________
Address: ___________________________________________________________________
___________________________________________________________________
Telephone Number: __________________________________________________________
QTY
ITEM NO.
DESCRIPTION
PRICE
AMOUNT
TOTAL AMOUNT OF ORDER $ __________
__________________________________________
Principal’s Signature of Approval
___________________________
Approval Date
TPAI-R Full Review Certified Teacher
Appendix A
Page 1 of 6
LENOIR COUNTY PUBLIC SCHOOLS
TPAI-R Full Review- Certified Teacher
Teacher_____________________________
School_______________________________







Assignment
Date____________________________
Instructions
Based on the evidence from the formal observation of an entire class period, the preconference notes, rating form, and discussion, artifacts, and the Individual Growth
Plan, the evaluator is to rate the teacher’s performance with respect to the 8 major
functions of teaching listed below.
The evaluator must add pertinent comments at the end of each major function for
which a rating of Above Standard, Below Standard, or Unsatisfactory is given.
The teacher is provided an opportunity to react to the evaluator’s ratings and
comments.
The evaluator and the teacher must discuss the results of the appraisal and any
recommended actions pertinent to it.
The teacher and the evaluator must sign the instrument in the assigned spaces.
The instrument must be filed in the teacher’s personnel folder.
The rating scale will include the four Levels of Performance described below.
4
Above Standard
Performance is consistently high. Teaching practices are demonstrated at a high
level. Teacher seeks to expand scope of competencies and undertakes additional
appropriate responsibilities.
3
At Standard
Performance within this function area is consistently adequate/acceptable. Teaching practices
fully meet all performance expectations at an acceptable level. Teacher maintains an adequate
scope of competencies and performs additional responsibilities as assigned.
2
Below Standard
Performance within this function area is sometimes inadequate, unacceptable and needs improvement.
Teacher requires supervision and assistance to maintain an adequate scope of competencies and
sometimes fails to perform additional responsibilities as assigned.
TPAI-R Full Review Certified Teacher
Appendix A
Page 2 of 6
1
Unsatisfactory
Performance within this function area is consistently inadequate or unacceptable and most
practices require considerable improvement to fully meet minimum expectations. Teacher
requires close and frequent supervision in the performance of all responsibilities.
1. Major Function: Management of Instructional Time
1.1
1.2
1.3
Above
Standard
At
Standard
Below
Standard
Unsatisfactory
Teacher has materials, supplies, and equipment ready at the start of the lesson or
instructional activity.
Teacher gets the class started quickly.
Teacher uses available time for learning and keeps students on task.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Major Function: Management of Student Behavior
2.1
2.2
2.3
2.4
2.5
2.6
Above
Standard
At
Standard
Below
Standard
Unsatisfactory
Teacher has established a set of rules and procedures that govern the handling of routine
administrative matters.
Teacher has established a set of rules and procedures that govern student verbal
participation and talk during different types of activities-whole class instruction, small
group instruction.
Teacher has established a set of rules and procedures that govern student movement in
the classroom during different types of instructional activities.
Teacher frequently monitors the behavior of all students during whole-class, small group,
and seat work activities and during transitions between instructional activities.
Teacher stops inappropriate behavior promptly and consistently, yet maintains the dignity
of the student.
Teacher analyzes the classroom environment and makes adjustment to support learning
and enhance social relationships.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TPAI-R Full Review Certified Teacher
Appendix A
Page 3 of 6
2.7
Teacher analyzes the classroom environment and makes adjustment to support learning
and enhance social relationships.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Major Function: Instructional Presentation
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
Above
Standard
At
Standard
Below
Standard
Unsatisfactory
Teacher links instructional activities to prior learning.
Teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning activities that make these aspects of
subject matter understandable and meaningful for students. Teacher speaks fluently and
precisely.
Teacher provides relevant examples and demonstrates to illustrate concepts and
skills.
Teacher assigns tasks and asks appropriate levels of questions that students handle
with a high rate of success.
Teacher conducts the lesson or instructional activity at a brisk pace, slowing
presentations when necessary for student understanding but avoiding unnecessary
slowdowns.
Teacher makes transitions between lessons and between instructional activities within
lessons effectively and smoothly.
Teacher makes sure that assignment is clear.
Teacher creates instructional opportunities that are adapted to diverse learners.
Teacher uses instructional strategies that encourage the development of critical thinking,
problem solving, and performance skills.
Teacher uses technology to support instruction.
Teacher encourages students to be engaged in and responsible for their own learning.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TPAI-R Full Review Certified Teacher
Appendix A
Page 4 of 6
Above
Standard
4. Major Function: Instructional Monitoring
4.1
4.2
4.3
4.4
4.5
At
Standard
Below
Standard
Unsatisfactory
Teacher maintains clear, firm, and reasonable work standards and due dates.
Teacher circulates to check all students’ performances.
Teacher routinely uses oral, written, and other work products to evaluate the effects of
instructional activities and to check student progress.
Teacher poses questions clearly and one at a time.
Teacher uses student responses to adjust teaching as necessary.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. Major Function: Instructional Feedback
5.1
5.2
5.3
5.4
5.5
Above
Standard
At
Standard
Below
Standard
Unsatisfactory
Teacher provides feedback on the correctness or incorrectness of in-class work to
encourage student growth.
Teacher regularly provides prompt feedback on out-of-class work.
Teacher affirms a correct oral response appropriately and moves on.
Teacher provides sustaining feedback after an incorrect response by probing, repeating
the question, giving a clue, or allowing more time.
Teacher uses knowledge of effective verbal and non-verbal communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. Major Function: Facilitating Instruction
6.1
6.2
Above
Standard
At
Standard
Below
Standard
Unsatisfactory
Teacher has long- and short-term instructional plans that are compatible with school and
district curricular goals, the school improvement plan, the NC Standard Course of Study,
and the diverse needs of students and the community.
Teacher uses diagnostic information obtained from tests and other formal and informal
TPAI-R Full Review Certified Teacher
Appendix A
Page 5 of 6
6.3
6.4
6.5
assessment procedures to evaluate and ensure the continuous intellectual, social, and
physical development of the learner.
Teacher maintains accurate records to document student performance.
Teacher understands how students learn and develop and plans appropriate instructional
activities for diverse student needs and different levels of difficulty.
Teacher uses available human and material resources to support the instructional
program.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7.
7.1
7.2
7.3
Major Function: Communicating within
the Educational Environment
Above
Standard
At
Standard
Below
Standard
Unsatisfactory
Teacher treats all students in a fair and equitable manner.
Teacher participates in the development of a broad vision of the school.
Teacher fosters relationships with school colleagues, parents, and community agencies to
support students’ learning and well being.
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
8.
8.1
8.2
8.3
8.4
Major Function: Performing Non-Instructional Duties
Above
Standard
At
Standard
Below
Standard
Unsatisfactory
Teacher carries out non-instructional duties as assigned and/or as need is perceived to
ensure student safety outside the classroom.
Teacher adheres to established laws, policies, rules, and regulations.
Teacher follows a plan for professional development and actively seeks out opportunities
to grow professionally.
Teacher is a reflective practitioner who continually evaluates the effects of his or her
decisions and actions on students, parents, and other professionals in the learning
community.
TPAI-R Full Review Certified Teacher
Appendix A
Page 6 of 6
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Evaluator’s Summary
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Teacher’s Reactions to Evaluation
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Evaluator’s Signature
I acknowledge that I have received a copy of this report. I
further acknowledge that this form will be placed in my
personnel file.
Evaluator’s Title
*Teacher’s Signature
Date
Date
*Signature indicates that the written evaluation has been seen and discussed and
does not necessarily indicate agreement.
Doc#212407.doc
TPAI-R Snapshot (Long Version)
Appendix B
Page 1 of 2
LENOIR COUNTY PUBLIC SCHOOLS
Career/Tenured Teacher
TPAI-R Snapshot (Long Version)
Teacher:
School:
Grade:
Subject:
Date:
Time Observed:
1.
Management of Instructional Time
1.1 Teacher has material, supplies, and equipment ready at the start of the lesson or instructional activity.
1.2 Teacher gets the class started quickly.
1.3 Teacher uses available time for learning and keeps students on task.
Comments:
2.
2.1
2.2
2.3
2.4
2.5
2.6
Management of Student Behavior
Teacher has established a set of rules and procedures that govern the handling of routine administrative matters.
Teacher has established a set of rules and procedures that govern student verbal participation and talk during different types of activities—whole class
instruction, small group instruction, etc.
Teacher has established a set of rules and procedures that govern student movement in the classroom during different types of instructional activities.
Teacher frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between
instructional activities.
Teacher stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
Teacher analyzes the classroom environment and makes adjustment to support learning and enhance social relationships.
Comments:
3.
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
Instructional Presentation
Teacher links instructional activities to prior learning.
Teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning activities that make
these aspects of subject matter understandable and meaningful for students.
Teacher speaks fluently and precisely.
Teacher provides relevant examples and demonstrations to illustrate concepts and skills.
Teacher assigns tasks and asks appropriate levels of questions that students handle with a high rate of success.
Teacher conducts the lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding
unnecessary slowdowns.
Teacher makes transitions between lessons and between instructional activities within lessons effectively and smoothly.
Teacher makes sure that assignment is clear.
Teacher creates instructional opportunities that are adapted to diverse learners.
Teacher uses instructional strategies that encourage the development of critical thinking, problem solving, and performance skills.
Teacher uses technology to support instruction.
Teacher encourages students to be engaged in and responsible for their own learning.
Comments:
4.
Instructional Monitoring of Student Performance
4.1 Teacher maintains clear, firm, and reasonable work standards and due dates.
4.2 Teacher circulates to check all students’ performance.
4.3 Teacher routinely uses oral, written, and other work products to evaluate the effects of instructional activities and to check student progress.
4.4 Teacher poses questions clearly and one at a time.
4.5 Teacher uses student responses to adjust teaching as necessary.
Comments:
TPAI-R Snapshot (Long Version)
Appendix B
Page 2 of 2
5.
Instructional Feedback
5.1
5.2
5.3
5.4
5.5
Teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
Teacher regularly provides prompt feedback on out-of-class work.
Teacher affirms a correct oral response appropriately and moves on.
Teacher provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue, or allowing more time.
Teacher uses knowledge of effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Comments:
6.
Facilitating Instruction
6.1
Teacher has long- and short-term instructional plans that are compatible with school and district curricular goals, the school improvement plan, the NC
Standard Course of Study, and the diverse needs of students and the community.
6.2 Teacher uses diagnostic information obtained from tests and other formal and informal assessment procedures to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
6.3 Teacher maintains accurate records to document student performance.
6.4 Teacher understands how students learn and develop and plans appropriate instructional activities for diverse student needs and different levels of
difficulty.
6.5 Teacher uses available human and material resources to support the instructional program.
Comments:
7. Communicating within the Educational Environment
7.1 Teacher treats all students in a fair and equitable manner.
7.2 Teacher participates in the development of a broad vision of the school.
7.3 Teacher fosters relationships with school colleagues, parents, and community agencies to support students’ learning and well-being.
Comments:
8.
8.1
8.2
8.3
8.4
Performing Non-Instructional Duties
Teacher carries out non-instructional duties as assigned and/or as the need is perceived to ensure student safety outside the classroom.
Teacher adheres to established laws, policies, rules, and regulations.
Teacher follows a plan for professional development and actively seeks out opportunities to grow professionally.
Teacher is a reflective practitioner who continually evaluates the effects of his or her decisions and actions on students, parents, and other professionals
in the learning community.
Comments:
A full TPAI evaluation is required if any function is rated Below Standard.
Evaluator's Comments:
Teacher’s Comments:
Signature: ______________________________
Title: __________________________________
Date: __________________________________
Doc#212405.doc
Signature: _______________________________
Date: ___________________________________
TPAI-R Snapshot (Short Version)
Appendix C
Page 1 of 1
LENOIR COUNTY PUBLIC SCHOOLS
Career/Tenured Teacher
TPAI-R Snapshot (Short Version)
Teacher:
School:
Grade:
Subject:
Date:
Time Observed:
1. Management of Instructional Time
Comments:
2. Management of Student Behavior
Comments:
3. Instructional Presentation
Comments:
4. Instructional Monitoring of Student Performance
Comments:
5. Instructional Feedback
Comments:
6. Facilitating Instruction
Comments:
7. Communicating within the Educational Environment
Comments:
8. Performing Non-Instructional Duties
Comments:
A full TPAI evaluation is required if any function is rated below standard.
Evaluator's Comments:
Teacher's Comments:
Signature: ______________________________
Title: __________________________________
Date: __________________________________
Doc#212406.doc
Signature:_____________________________
Date: __________________________________
Formative Observation Template
Appendix D
Page 1 of 2
LENOIR COUNTY PUBLIC SCHOOLS
Teacher:
School:
Grade:
Subject:
Date:
Time Observed:
Observer/Evaluator:
Observer’s/Evaluator’s Title:
FORMATIVE OBSERVATION DATA ANALYSIS (FODA)
Based on your observations, address each function using statements that
accurately reflect the quality of performance documented by your data.
MANAGEMENT OF INSTRUCTIONAL TIME
MANAGEMENT OF STUDENT BEHAVIOR
INSTRUCTIONAL PRESENTATION
INSTRUCTIONAL MONITORING
Formative Observation Template
Appendix D
Page 2 of 2
INSTRUCTIONAL FEEDBACK
FACILITATING INSTRUCTION
COMMUNICATING WITHIN THE EDUCATIONAL ENVIRONMENT
PERFORMING NON-INSTRUCTIONAL DUTIES
From the classification of raw data on this sheet, list the strengths observed in this observation
cycle and prioritize the areas for improvement.
Strengths:
Areas for Improvement (Prioritize):
Teacher’s Signature
Date
Evaluator’s Signature
Date
Doc#212423.doc
Performance Appraisal Criteria – Teacher Assistant
Appendix E
Page 1 of 4
LENOIR COUNTY PUBLIC SCHOOLS
PERFORMANCE APPRAISAL CRITERIA
TEACHER ASSISTANT
NAME
YEAR
SCHOOL
GRADE
Instructions: 1.
When a new teacher assistant is hired, the principal should conduct a “probationary”
evaluation within the employee’s first three months. The principal may conduct a
probationary evaluation on a teacher assistant who transfers from another position in
the district. Employees retained after the probationary period should be evaluated on a
yearly basis, unless performance or conduct concerns warrant more frequent review.
2.
When a teacher assistant’s annual evaluation includes one or more needs
improvement, below standard or unsatisfactory ratings and the teacher assistant is not
recommended for dismissal at that time, the teacher assistant should receive another
evaluation in no more than sixty (60) working days. Another evaluation also may be
conducted if a principal documents concerns about an employee’s conduct or
performance. The teacher assistant must recognize that being placed on a conditional
evaluation means that his/her job is in jeopardy and that significant and sustained
improvement must be demonstrated for this employee to be retained. The principal
should consider whether to make a recommendation for dismissal following
completion of the conditional evaluation, unless more immediate action is warranted.
3.
In completing this evaluation form, the principal should include a comment to explain
any “below standard” or “unsatisfactory” rating. If additional space is required, the
principal should attach a separate sheet for his/her comments. The principal is
encouraged to add any pertinent comments for ratings that exceed “at standard.”
4.
The principal should discuss the results of the evaluation and any recommended
actions with the teacher assistant. The teacher assistant may respond in writing to the
evaluation. Such a document will be attached to the evaluation.
5.
All teacher assistant evaluations are to be signed by both the principal and the teacher
assistant. A copy will be placed in the teacher assistant’s personnel file and a copy will
be provided to the employee.
6.
Teacher assistants are at-will employees who may be recommended for dismissal at
any time for any lawful reason. This evaluation instrument form does not create any
job rights or protections. The school system is free to conduct an evaluation on teacher
assistants at any time.
Performance Appraisal Criteria – Teacher Assistant
Appendix E
Page 2 of 4
RATING SCALE:
Above Standard
Performance is consistently high. Teacher assistant seeks to expand scope of
competencies and undertakes additional appropriate responsibilities.
At Standard
Performance within this function area is consistently adequate/acceptable. Teacher
assistant maintains an adequate scope of competencies and performs additional
responsibilities as assigned.
Below Standard
Performance within this function area is sometimes inadequate/unacceptable and needs
improvement. Teacher assistant requires supervision and assistance to maintain an
adequate scope of competencies and sometimes fails to perform additional
responsibilities as assigned.
Unsatisfactory
Performance within this function area is consistently inadequate or unacceptable and
most practices require considerable improvement to fully meet minimum expectations.
Teacher assistant requires close and frequent supervision in the performance of all
responsibilities.
MA
JOR
FU
NC
TIO
NS
Above Standard
At Standard
Below Standard
Unsatisfactory
A. INSTRUCTIONAL ASSISTANCE
1. Assists the teacher with planning and organizing instructional duties and
activities.
□
□
□
□
2. Cooperates in developing procedures for the classroom.
□
□
□
□
3. Assists in the preparation of materials.
□
□
□
□
4. Maintains awareness of goals and objectives of supervising teacher.
□
□
□
□
5. Assists in implementing the planned program.
□
□
□
□
6. Provides information to teacher(s) concerning program evaluation.
□
□
□
□
7. Participates in and facilitates activities to improve effectiveness of the
total school program.
□
□
□
□
Performance Appraisal Criteria – Teacher Assistant
Appendix E
Page 3 of 4
□
□
□
□
1.Collects and records money according to established procedures.
□
□
□
□
2. Maintains classroom files and records in accordance with applicable
rules, laws, and regulations.
□
□
□
□
3. Performs clerical duties as assigned.
□
□
□
□
4. Demonstrates technical skill in operating equipment.
□
□
□
□
8. Carries out student supervisory duties in a prompt and responsible
manner to ensure a safe and healthful environment.
Comments:
B.
CL
ERI
CA
L/T
EC
HNI
CA
L
AS
SIS
TA
NC
E
Above Standard
At Standard
Below Standard
Unsatisfactory
□
□
□
□
□
□
□
□
2. Works to communicate the needs of school and children to parents and
the community in a positive manner.
□
□
□
□
3. Conducts self as a positive role model in the school and community.
□
□
□
4. Assists students with understanding, interpreting and adhering to laws,
rules, and regulations.
□
□
□
□
5. Shares the responsibility for school cleanliness and neatness.
□
□
□
□
6. Assists in developing good housekeeping skills and regard for the
environment both inside and outside the classroom.
□
□
□
□
5. Assembles materials to maximize their use.
Comments:
C. GENERAL CLASSROOM ASSISTANCE
1. Exhibits positive behavior toward children, parents, staff and
administrators.
□
Comments:
Evaluator’s Summary
Comments:
Performance Appraisal Criteria – Teacher Assistant
Appendix E
Page 4 of 4
Teacher Assistant’s Reaction
to Evaluation:
I acknowledge that I have received a copy of this
report. I further acknowledge that this form will be
placed in my personnel file.
Evaluator’s Signature
Date
Teachers Assistant’s Signature
Date
Signature indicates that the written evaluation has been seen
and discussed.
Doc#212321.doc
Peer Observation Form
Appendix F
Page 1 of 2
LENOIR COUNTY PUBLIC SCHOOLS - PEER OBSERVATION FORM
Teacher’s Name:
Observer/Evaluator:
Date of Observation:
Time of Observation:
FORMATIVE OBSERVATION DATA ANALYSIS (FODA)
Based on your observations, address each function using statements that accurately reflect the
quality of performance documented by your data.
MANAGEMENT OF INSTRUCTIONAL TIME
MANAGEMENT OF STUDENT BEHAVIOR
INSTRUCTIONAL PRESENTATION
INSTRUCTIONAL MONITORING
INSTRUCTIONAL FEEDBACK
FACILITATING INSTRUCTION
COMMUNICATING WITHIN THE EDUCATIONAL ENVIRONMENT
PERFORMING NON-INSTRUCTIONAL DUTIES
From the classification of raw data on this sheet, list the strengths observed in this observation
cycle and prioritize the areas for improvement.
Strengths:
Areas for Improvement (Prioritize):
Teacher’s Signature: ______________________ Evaluator’s Signature: ________________
Date: ________________________ Evaluator’s Title: _______________________________
Date: _____________________________________________
Doc#212425.doc