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 Grading and Reporting Student Progress Code 317 Page 5 of 8 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. Grading and Reporting Student Progress Code 317 Page 6 of 8 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. Grading and Reporting Student Progress Code 317 Page 7of 8 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. Grading and Reporting Student Progress Code 317 Page 8 of 8 (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 Code 318 Page 1 of 4 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 Homework Code 318 Page 2 of 4 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. Homework Code 318 Page 3 of 4 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 Homework Code 318 Page 4 of 4 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. Honor Code Code 320 Page 2 of 2 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 Page 1 of 3 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 Code 324 Page 2 of 3 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. Media Center Code 324 Page 3 of 3 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. Media Center Code 324 Page 3 of 3 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 Page 1 of 1 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 Page 2 of 2 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