COMMITTEES\PARTICIPATION - Paris High School Documents... · Web viewCOMMITTEES PARTICIPATION...

$: COMMITTEES\PARTICIPATION - Paris High School Documents... · Web viewCOMMITTEES PARTICIPATION POLICY Legal Requirements: KRS 160.345 (2) c 2 (part of the SBDM Law) says: If a School$
SBDM POLICIES

Paris Elementary School

Last revision on a policy 5/23/16

COMMITTEES PARTICIPATION POLICYLegal Requirements:KRS 160.345 (2) c 2 (part of the SBDM Law) says:If a School Council establishes committees, it shall adopt a policy to facilitate the participation of interested persons, including, but not limited to classified employees and parents. The policy shall include the number of committees, their jurisdiction, composition, and the process for membership selection.

Number and Jurisdiction of Standing Committees:

Paris Elementary School will have the following five committees working towards school improvement:

1. Technology/Math

2. Science/Social Studies

3. Reading/Writing

4. Health Committee

5. Arts/Humanities

Every effort will be made to get a parent representative on each committee.

The committees will meet each month to review school improvement documents such as the Program Review evidence, CSIP, or Tell Surveys to discuss ideas and areas for recommending improvements. Sometimes, a committee will be asked to revise a policy for the council. In addition, the committees will be responsible for planning various upcoming events.

With reference to Ad hoc Committees: The Principal may establish Ad hoc committees by:

1. Directing a Committee Charge that includes a provision for the committee to dissolve when its work is done.

2. Principal decides how many members the committee needs and what groups need to be represented, as well as the Committee Chair designation.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council.Date Adopted: _______Date Reviewed or Revised: 5/19/14Council Chairperson’s Initials: RS

CURRICULUM POLICY

[KRS 160.345(2)(i)1] Purpose: The Curriculum Policy ensures and establishes a process for curriculum development, implementation, evaluation and communication of the school’s curriculum that involves all stakeholder groups. Procedures: Paris Elementary School defines curriculum as what students are taught to help them become college and career ready and the links they make to “real world”. The curriculum shall define what students should know and be able to do in all content areas. The curriculum shall also be defined as all experiences provided by the school staff which are designed to assist students in valuing learning and developing academically, socially, emotionally and physically. Curriculum includes both what is taught and how it is organized for delivery. The curriculum shall include all core subject areas (i.e., English/Language Arts, Mathematics, Science and Social Studies, Arts and Humanities, Practical Living/Career Studies, Health and Physical Education World Language and Global Competency and Technology). The curriculum shall encompass local, state and national standards and be research-based. It shall be aligned with the Kentucky Core Academic Standards. All students shall have equal access to all aspects of the curriculum during the school day.

The curriculum shall include the follow features: Fully aligned to all local and state documents

Developmentally appropriate

Vertically and horizontally aligned

Reflect skills and concepts, instructional strategies, assessments and resources

Provide real world experiences

Integrated career awareness

Integrated problem solving

The PES Council recognizes the stakeholders for the Curriculum Committee membership. These stakeholders shall be responsible for evaluating and revising the curriculum annually.

The principal shall be responsible for ensuring the implementation of the curriculum. All teachers shall be responsible for implementing the curriculum with fidelity in all classroom assignments and documenting the curricular topic as part of lesson planning.

The curriculum shall be communicated to all stakeholders on an annual basis. Teachers, parents and students, as well as the community at large, shall receive information on what students are to know and be able to do. This information will be posted to the Paris Independent website.

All staff members shall receive appropriate professional development.


HOMEWORK POLICY

The purpose of assigning homework is to develop a partnership between home and school and to increase authentic reading for our students. Recent research* indicates that assigning written homework at the elementary level has no benefit or correlation with academic achievement (Strauss, 2012).

In keeping with our purpose and recent research, Paris Elementary’s Homework Policy is as follows:

Twenty minutes of reading will be assigned nightly for all K-5 students since research has proven this to be the most successful predictor of school success. The reading can include being read to, shared reading, and independent reading. Students will be encouraged to select books of their choice to increase their interest in reading; however, reading logs with parent signatures will be required.

Optional homework activities will be noted on each grade level’s weekly newsletter to provide extra practice in grade level skills.

Occasional projects will be assigned that are special to that grade/class and the students will be

given several days notice to provide ample opportunities to complete it successfully. Ex. Band practice logs, Entrepreneur Fair, etc.

Parents may request special assignments from their child’s teacher if that is their wish.

To prepare for middle school, fifth grade students will have written homework assigned for the second semester to enhance concepts taught in class.

* The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (Cambridge, MA: DaCapo Press, 2006)Valerie Strauss’ Washington Post article, Nov. 2012. Homework: An Unnessary Evil…Surprising Findings from New Research. Alfie Kohn’s Scholastic article: Is Homework Really Good for Kids?Angela Bunyi’s Scholastic.com article Homework: Applying research to Policy

Date Adopted: 5/20/13Date Reviewed or Revised: 5/23/16Council Chairperson’s Initials: RS

INSTRUCTIONAL & NON-INSTRUCTIONAL STAFF TIME ASSIGNMENT POLICY

CRITERIA FOR ASSIGNMENTThe principal will assign staff members’ time in a manner that will:1. Fully support implementation of our School Improvement Plan and our Student Assignment Policy. 2. Take into account staff members’ requests to vary their work particularly if a teacher has made past requests for a change or has been in a particular assignment for multiple years. 3. Take into account different teachers’ strengths and in-depth knowledge of specific topic or take into account specific student needs. 5. Respect state certification requirements and the parameters of district job classifications.

ASSIGNMENTS BASED ON CRITERIATo complete assignments, the principal will:1. In March, invite all returning staff members to indicate their preference for continuing or changing assignments the next year, including classroom assignments, extra-duty assignments, and other responsibilities.2. By the close of the school year, meet with any individual staff members whose requests may be difficult to grant to discuss reasons for the staff member’s interest, factors making it difficult to grant the requests, and possible solutions.3. By the close of the school year, assign staff members based on the criteria in the first section of this policy. 4. In August, notify the council of how all staff members have been assigned.

ALTERING ASSIGNMENTSAfter making assignments, the principal may alter them:1. When necessary to respond to unanticipated enrollment or staffing changes.

SUPERVISION OF STUDENTSWhile on school property, students at Paris Elementary will be under the supervision of a qualified adult who will hold them accountable for their conduct.

DAILY SUPERVISION PLANSPrior to the opening of each school year, the principal (or designee) will have in place a plan of daily student supervision for the following areas:

Cafeteria Restrooms Playground Locker areas Halls and stairwells Before and after school areas

SUPERVISION OF EVENTS AND ACTIVITIESThe principal (or designee) will ensure that all school sponsored events and activities are supervised and chaperoned with a suitable number of qualified adults who will hold students to appropriate standards of conduct.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our School Improvement Planning Process.Date Adopted: ____Date Reviewed or Revised: 11/18/13Council Chairperson’s Initials: RS

STUDENT ASSIGNMENT POLICY

Legal Requirements:

Section (2) (i) 3 of the SBDM Law states:

The School Council shall adopt a policy to be implemented by the Principal in the following additional area: Assignment of students to classes and programs within the school.

Policy:

In May of each school year, the principal shall allow parents to make a written teacher or special request with a specific reason listed for their child. A letter will be sent home to parents indicating the request procedures, and written requests will be due a week after the letter is sent. These requests will be considered in making placement decisions but will not necessarily be honored.

During the spring semester and before classroom lists have been made for the next school year, exiting and receiving teachers, special education teachers, counselors, related arts teachers, and the principal will share information about students’ academic, behavioral, and social strengths and/or weaknesses. This information will be considered to facilitate placement, but final placement will be made at the discretion of the principal, as the first priority would be to balance the classes to meet the students’ needs. Factors considered in balancing the classes may be but are not limited to: ability levels, gender, behavioral concerns, and Individual Education Plans.

Special education classroom placements will provide the opportunity for inclusion in the regular education curriculum where special education staff is available to provide support.

Maintaining a low student-teacher ratio is a priority of the Council but there may be occasions when the Principal may choose to go above the recommended class size of 24 for primary grades, 28 for 4th grade, and 29 for 5th grade.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council.Date Adopted: _______Date Reviewed or Revised: 4/20/15Council Chairperson’s Initials:RS

SCHEDULING POLICY

Legal Requirements:

Section (2) (i) 4 of the SBDM Law says:

The School Council shall adopt a policy to be implemented by the Principal in the following additional areas: Determination of the schedule of the school day and week, subject to the beginning and ending times of the school day and school calendar year as established by the local board.

Policy:

Determination of the schedule of the school day/week is subject to beginning and ending times of the school day and the school calendar established by the Paris Independent Board of Education.

The Master Schedule will be prepared annually by the principal, in collaboration with school staff, and be submitted to the School Site Base Council for approval by June (for the following year) each school year. The following criteria will be met:

All students will have equal opportunity with the Core Curriculum, regardless of cultural background, physical abilities, socio-economic status, and intellectual status. Additionally, no special needs students will lose access to the curriculum through pull out programs.

Course offerings will be designed and included in the Master Schedule in order to address Kentucky’s Academic Expectations, Program of Studies, and KY Academic Common Core Standards.

The Master Schedule will accommodate sufficient time to support successful performance levels of students.

The Master Schedule supports the goals and strategies of the Comprehensive School Improvement Plan.

The Master Schedule will allow for collaboration by content areas for grade levels among teachers.


SCHOOL SPACE POLICY

Legal Requirements:


The School Council shall adopt a policy to be implemented by the Principal in the following additional areas: Determination of the school space during the school day.

POLICY :

Each teaching team shall, to the extent possible, be assigned a set of adjacent rooms that permit quick, orderly movement of students from one room to the next.


INSTRUCTIONAL PRACTICES POLICY

Legal Requirements:


The School Council shall adopt a policy to be implemented by the Principal in the following additional areas: Planning and resolution of issues regarding instructional practices.

Policy:

We believe that all children can learn at high levels when provided with appropriate instruction and support. We believe that students learn best when they:

Are actively involved in their own learning. Have some ownership over what is being learned. Communicate with peers about what they are learning. Study subjects in a way that shows them applications to life. Are able to make connections among content.

Time on Task Each class shall spend a minimum of 90 minutes on math instruction and 120 minutes on

language arts instruction (reading, grammar, spelling, and writing) daily. Math and Language Arts may be integrated with other content areas (Science, Social Studies, Art, etc.)

DISCIPLINE AND CLASSROOM MANAGEMENT POLICY

Legal Requirements:


The school council shall adopt a policy to be implemented by the Principal in the following additional areas: Selection and implementation of discipline and classroom management techniques as a part of a comprehensive school safety plan, including responsibilities of the student, parent, teacher, counselor, and Principal. (the underlined section is a 1998 revision made by the School Safety Act, House Bill 330.)

KRS 158.148 (4), as amended in 1998 by House Bill 330, says:

Each local board of education shall be responsible for formulating a code of acceptable behavior and discipline to apply to the students in each school operated by the board.

(a) The superintendent or designee shall be responsible for overall implementation and supervision, and each school principal shall be responsible for administration and implementation within each school. Each school council shall select and implement the appropriate discipline and classroom management techniques necessary to carry out the code. The board shall establish a process for a two-way communication system for teachers and other employees to notify a Principal, supervisor, or other administrator of an existing emergency.

Policy:

In addition to Paris Elementary School Safe Schools Plan as documented through our Comprehensive School Improvement Plan, our District Code of Conduct will serve as the basis for our safety plan. Classroom management includes each teachers’ use of CHAMPS. School-wide referrals and discipline measures will follow the PES Discipline Plan.


Paris Elementary SchoolDiscipline Plan

Human nature dictates that people will sometimes bend or break the rules. Effective disciplinary procedures do not prevent all student misbehavior, but with pre-planning the faculty and staff at Paris Elementary School can respond calmly, consistently, respectfully and professionally. We have collectively agreed to a three-leveled system of disciplinary responses that are summarized on the chart below:

Level 1Procedures Behaviors Consequence

sThe faculty and staff at P.E.S. has collectively agreed to the following criteria to define LEVEL 1 behaviors:

These behaviors are minor misbehaviors.

The behaviors can be adequately corrected by the supervising staff member, at the immediate time and in the setting in which they occur.

Students will never be sent to the office for these behaviors.

Staff members may utilize a correction and/or response from the acceptable school wide list of corrections.

School WideArguing with staff memberHitting/kicking/etc. (without intent to harm)HorseplayVoice levelLyingMILD disrespectful behaviors (eye rolling, murmuring, etc.)Name calling/making fun of others (first offense)Off- task Slow to comply to adult directionsTalking without permissionTattlingThrowing paperWhining/cryingDisruptive Conduct in the lunchroom/restroom

ClassroomCheating (unplanned, looking at another student’s work)Excessive talkingLeaving class without permission (student location known)Refusing to work / participate in activities (first time that day)

Hallway/LinePushing/cutting lineNot walking appropriatelyTalking

Give a gentle verbal reprimand

Use proximity correction Contact parents Use “planned ignoring” Keep a record of the

misbehavior; follow through with school consequences

Classroom behavior management system (ex. moving clips)

Time-out spot in classroom Redirection Positive reinforcement CHAMPS procedures

Level 2Procedures Behaviors Consequences

The faculty and staff at P.E.S. has collectively agreed to the following criteria to define LEVEL 2 behaviors:

These behaviors are moderate misbehaviors.

The behaviors do not require immediate administration involvement.

These behaviors do require administrative awareness and documentation on a school wide incident form.

These behaviors do not warrant the student to miss any instructional time waiting to see administration. Administration may call for student at a later time. Students will never be sent to the office for these behaviors.

Staff members may utilize a correction and/or response from the acceptable school wide list of corrections.

Behaviors that will ALWAYS be treated as a LEVEL 2 behavior: (This list does not include all possible LEVEL 2 behaviors.)

Bullying (first offense)Cutting hair/clothesHiding from staffInappropriate drawingsInappropriate hand gestures/body languageInappropiate language/cursingInappropiate use of the internetThreatening othersFalsifying notes/excusesStealingContinued and repeated level 1 behaviorThrowing food in cafeteriaRefusing to do work (repeated/pattern)Vandalism- If the student can repair / clean the damage themselves, the vandalism will be considered a Level 2. THIS STUDENT WILL BE SEEN BY THE ADMINISTRATION.

A staff member observing a Level 2 infraction corrects the student at the time and completes a discipline referral that goes to the principal or designee.

The principal or designee shall determine the consequences for all Level 2 and Level 3 misbehaviors depending on the severity of the infraction. The principal will use the Paris Independent Schools Student Code of Conduct booklet as a guide. The following options may be utilized by the principal or designee:

Placement in the school’s SAFE room

Time-out in a designated area away from the classroom

(use Buddy Teacher) Referral to the Child Guidance

Specialist if the misbehavior is deemed a counseling issue

In school service (working off the infraction by completing a task)

Student/parent/principal/teacher conference

Referral to Paris Police Dept. law enforcement

In School Suspension

Level 3Procedures Behaviors Consequences

The faculty and staff at P.E.S. has collectively agreed to the following criteria to define LEVEL 3 behaviors:

These behaviors are severe misbehaviors. The behaviors require immediate

administration involvement. The behavior requires written documentation. A student exhibiting LEVEL 3 behavior is

“OUT OF INSTRUCTIONAL CONTROL” (The teacher cannot continue instruction due to the student’s presence).

The student’s continued presence in the classroom poses a threat to the physical safety of self or others.

The child’s continued presence in the classroom poses a threat to adult control of the setting.

Illegal acts / behaviors are Level 3.

STUDENTS EXHIBITING A LEVEL 3 BEHAVIOR ARE ALWAYS REFFERRED TO

THE OFFICE, FOLLOWING THE ESTABLISHED PROCEDURES.

A staff member observing a Level 3 infraction calls the office for help to remove the student. No student should be sent to the office without an adult if they are being removed for severe behavior. A Student Discipline Referral should be sent to the office as soon as possible after the student is removed.

Behaviors that will ALWAYS be treated as a LEVEL 3 behavior: (This list does not include all possible LEVEL 3 behaviors)

Acts of Defiance – An act in which a student engages in overt and immediate refusal to comply with reasonable adult directives. Student defiance should be considered a Level 3 infraction only when the following conditions are met:

The direction is clear and observable. The direction is immediate. (The student is capable of complying in 1-2

minutes) The exact, same direction is stated three times in a calm, respectful

manner.Biting/Spitting Continued and repeated Level 2 behaviors.Bullying (Repeated Offense)Leaving Class Without Permission (location unknown)Physical Aggression

Intimidating physical behavior Intentional, physical harm to another person Verbal or Non-verbal intent to cause physical harm to another

person (threat) Accidental harm caused to another person during an act of defiance.

Profane Language Towards Another PersonVandalism – damage to property that cannot be repaired / cleaned by a student. Damage is so destructive that it will require an expense to replace or repairViolations as Defined by Paris Independent School Code of Conduct

Assault Dangerous Instruments, Fireworks or Ammunition, possession of. Deadly weapons, possession of look-a-like or toy. Drugs, Alcohol, Tobacco, possession of, use of, under influence of False fire alarm Fighting Harassment, Bullying, Menacing Sexual misconduct

Complete a Student Discipline Referral Form

The principal or designee shall determine the consequences for all Level 2 and Level 3 misbehaviors depending on the severity of the infraction. The principal will use the Paris Independent Schools Student Code of Conduct booklet as a guide. The following options may be utilized by the principal or designee:

Placement in the school’s SAFE room

Time-out in a designated area away from the classroom(use Buddy Teacher)

Referral to the Child Guidance Specialist if the misbehavior is deemed a counseling issue

In school service (working off the infraction by completing a task)

Student/parent/principal/ teacher conference Referral to Paris Police Dept.

law enforcement Suspension

EXTRACURRICULAR ACTIVITIES POLICY


The school Council shall adopt a policy to be implemented by the principal in the following additional areas: Selection of extracurricular programs and determination of policies relating to student participation based on academic qualifications and attendance requirements, program evaluation and supervision.

Policy:

The principal shall ensure the male and female students have a reasonable range of opportunities to participate in extracurricular activities. Each activity shall have a board approved sponsor or coach who shall be present throughout the activity.

PROCEDURES ON STATE STANDARDS, TECHNOLOGY & PROGRAM APPRAISAL POLICY

Section (20 (i) of the SBDM Law says:

The School Council shall adopt a policy to be implemented by the principal in the following additional areas: Procedures, consistent with the local school board policy, for determining alignment with state standards, technology, utilization and program appraisal.

Policy:

To determine alignment with the state standards, the principal each year will assign one or more teams to conduct a thorough review of the school’s KPREP scores and shall use the information from that review to develop the school’s CSIP.

To appraise the quality of our programs, the council at the end of each year shall review the observed results of each Consolidated Plan component. In addition, the review of test scores each year will help us identify priority need for the future.


CONSULATION ON VACANCIES POLICY

Section (2) (h) of the SBDM Laws says:

From a list of the applicants submitted by the local superintendent, the principal at the participating school shall select personnel to fill vacancies, after consultation with the School Council. Request for transfer shall conform to any employer-employee bargained contract which is in effect… Personnel decisions made at the school level under the authority of this subsection shall be binding on the superintendent who completes the hiring process. The superintendent shall provide additional applicants upon request when qualified applicants are available.

House Bill 321, which took effect April 15, 1998, adds: Each School Council shall adopt a policy to be implemented by the principal relating to the procedures to assist the council with the consultation in the selection of personnel by the principal, including but not limited to meetings, timelines, interviews, review of written applications, and review of references.

Policy:

1. The principal will attempt to select at least (3) written applications, with references available, to be reviewed by the SBDM council.

2. An interview committee will be formed by the council with membership of the committee determined by the vacancy to be filled. A representative from the area of vacancy and a SBDM representative will be included on the interview committee along with the principal. A site base parent representative is desired but not required.

3. After the interviews are complete, the committee members shall meet in a closed session to discuss each applicant.

4. Council will make recommendation(s) of the chosen applicant(s) to the principal. The principal will make the final selection for the vacancy after consulting with the council.

5. If there is no quorum of the council available for a consultation meeting, the principal will conduct consultation by telephone or e-mail.


PRINCIPAL SELECTION POLICY

Section (2) (h) of the SBDM Law says:

If the vacancy to be filled is the position of principal, the School Council shall select the new principal from among those persons recommended by the local superintendent. Personnel decisions made at the school level under the authority of this subsection shall be binding on the superintendent who completes the hiring process. The superintendent shall provide additional applicants upon request when qualified applicants are available.

Policy:

When the Council learns that the school needs to hire a principal, the Council will:

1. Hold at least one afternoon and one evening meeting to receive suggestions from parents, staff, and other interested parties on what traits will make the best leader for this school.

WELLNESS POLICY

All students shall participate in moderate to vigorous physical activity each day, as follows:

On days that PE is not part of the rotation schedule, each student may engage in up to 15 minutes of planned moderate to vigorous physical activity. (This is in addition to normal recess time.) The arrangements must fit within the limits of our campus and must be compatible with our school improvement plan.

Each student shall participate in physical education class at least once a week for 45 minutes.

Each student shall have at least 20 minutes of supervised recess daily. The school shall provide space and equipment to make that activity appealing to students.

Teachers shall make all reasonable efforts to avoid periods of more than forty minutes whenstudents are physically inactive. When possible, physical activity should be integrated intolearning activities. When that is not possible, students should be given periodic breaks duringwhich they are encouraged to stand and be moderately active.

Appropriate accommodations shall be made for students with special needs, as required by lawand sound professional judgment.

Our school shall assess students’ level of physical activity at least once a year. The P.E. teacher shall select an assessment tool by the start of each school year, and shall develop a schedule for completing that assessment.

Our school shall encourage healthy choices among students using the following methods:

Our school shall implement the nutritional standards required by federal and state laws andregulations. Those rules apply to our food program and to other food and beverages availableduring the school day.

Our Practical Living curriculum shall address the full Core Content, including health,consumerism, and physical education.

The rest of our curriculum shall reflect an integrated concern for wellness, including connectionsto Science, Social Studies, and other subjects.

The provisions of this policy shall be implemented to comply with provisions required by federal law, statelaw, or local board policy. If any specific requirement above does not fit with those rules, the principalshall notify the council so that the policy can be amended to fit.

The principal shall share this policy with the Kentucky Department of Education when KDE asks for thisinformation.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council.Date Adopted: _______Date Reviewed or Revised: 10/20/14Council Chairperson’s Initials RS

STUDENT TRANSPORTATION CHANGES POLICY

All student transportation changes need to be made in writing by the custodial parent/guardian by noon of the school day of the request. Transportation changes will not be made over the telephone.


VIDEOS/MOVIES POLICY

All movies/videos/DVDs shown to our students will follow the following criteria:

Fulfill core content as indicated in lesson plans Be used as a reward (minimally)as indicated in lesson plans Be rated G, or PG with principal and parent consent Be 30 minutes or less

If a movie is longer than 30 minutes permission will be considered by principal. This request must be made at least 2 days prior to the requested date of showing.

Substitute teachers will sign off that they are aware of this policy as well.


FIELD TRIPS (SIBLINGS) POLICY

Field trips will be planned per grade level. Only students at that grade level will be permitted to attend the trip due to missed instruction at their own grade level. (This policy does not pertain to students who are not of school age.)


MARQUEE RENTAL POLICY

One side of the school marquee will be made available for community members to rent for one day at a time. It will be on a first come first serve basis for $5. The message will be on the marquee for 24 hours. The rental will only be for individuals’ birthdays. The message will read “Happy Birthday _____.” (Individual names will be substituted. No lude names, nicknames, or other words will be substituted for an individual’s name.) Payment must be made beforehand. The payment must be made in cash or check made payable to “Paris Elementary School”. A receipt will be provided upon payment. Every effort will be made to change the message between the hours of 10:00 a.m. and noon each day, weather permitting. Necessary school messages will have the priority when needed. During non school days, the message will not be changed.


HANDWRITING POLICY

Handwriting will be systematically taught in all K-5 classrooms. K-2 students will be taught to use block manuscript and grade 3-5 students will be taught traditional cursive handwriting. Lessons will take place several times a week using appropriate resources. Resources for Kindergarten students will include fine motor instruction (paintbrushes, air-strokes, sand, shaving cream, etc.) to practice early formation with lines and curves in the 1st nine weeks. Students will begin writing their name and be taught proper instruction on pencil grip (tripod grip.) Transition into the use of wide “red/blue-lined newsprint with tail space,” as well as an instructional program for handwriting will be used daily starting the 2nd nine weeks and through the first grade. Second grade students will also use “red/blue lined newsprint with tail space.” Grade 3-5 students will practice cursive handwriting on both handwriting paper and wide-ruled notebook paper and apply handwriting to a number of daily assignments. Teachers will post all written text and assignments on the board modeling cursive beginning at the start of the 4th grade through the end of the 5th grade year. POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council.Date Adopted: _______Date Reviewed or Revised: 5/19/14Council Chairperson’s Initials: RSHa n dw r i t i ng standards alignment by the grade level:

Kindergarten 1st

Grade 2nd

Grade 3rd

Grade 4th

Grade 5th

Grade

I can use proper hand

placement with a writing tool

(tripod grip).

This means I can hold my pencil the right way.

I can use appropriate spacing

between letters and words.

This means I can form my letters close to other letters andinclude one finger space between my words.

I can use appropriate letter

size

I can master printfor readability using K-2 targets.

This means I can write neatly in order for others to read my printing. This means I can write on a line, within margins, and use proper spacing and letter size.

I can read cursive. I can read cursive.

I can use proper letter

formation.

This means I can know and show how to form a letter correctly.


formation.

This means I can know and show how to form a letter correctly.


formation.

This means I can know and

show how to form a letter

correctly.

I can form cursive letters. I can write cursive using

proper spacing between

letters and words (in at

least one subject area).

I can write cursive using

proper spacing between

letters words and form letters

with appropriate size (in at

least one subject area).

I can write on a line. I can write on a line. I can write within the

margins with proper page

orientation.

This means I can write within the margins and make sure my paper holes

I can form letters to create

words.

I can write cursive letters

on a line.

I can form a signature.

I can use appropriate spacing

between letters and words.

This means I can form my

letters close to other letters

and include one finger space

between my words.

I can know and show how to

indent.

I can recognize cursive

letters.

HARRASSMENT/BULLYING POLICYIn dealing with a situation, which might be considered harassment, the following guidelines shall be used in accordance with the Paris Independent Schools’ Code of Conduct with consideration being given for the offending student’s ability, circumstances, maturity, and the severity of the accusation.

Harassment is defined in Paris Independent’s Code of Conduct as intimidation by threats of or actual physical violence; the creation by whatever means, including electronic (computers, internet, etc), of a climate of hostility, or intimidation, or the use of language, conduct, or symbols in such manner as to be commonly understood to convey hatred, contempt, or prejudice or to have the effect of insulting or stigmatizing an individual.

First Step: The classroom teacher shall take whatever action he/she deems appropriate, and a record shall be made of the offense and the disciplinary action taken. Some possible actions the teacher may use are: Teacher-child conference Teacher calling home Move classroom behavior clip Time out Walk laps at recess

If the classroom teacher considers the offense serious/severe enough he/she may skip this step and refer the situation to the principal.

Second Step: The principal shall impose appropriate punishment, and a record shall be made of the offense and the disciplinary action taken. The parent shall be notified by phone or by letter if the parent is unable to be reached. This letter will be required to be signed by parent/guardian. If the principal considers the offense serious/severe enough he/she may skip this step and move directly to step three or step four.

Third Step: The principal refers the student to the counselor. Based upon the nature and severity of the harassment, the counselor will arrange for the student to attend a series of character education sessions. Parents will be requested to observe their child during recess, classroom, or lunchroom for 30 minutes. Parents will be asked to collaborate with the counselor regarding the plan to change the harassing behaviors of the student.

Fourth Step: If the student exhibits harassing behaviors after attending the character education sessions, a new intervention will be chosen by a team including the counselor, principal, classroom teacher, parent, and other staff members as needed for this particular child.

Components of Paris Elementary’s Bully-free Program

Bully/Harassment Policy that parents sign (included with Code of Conduct book) Comprehensive guidance program for all grade levels Bullying reporting system in place (slip to see counselor) IALAC Social skills groups for students needing assistance Weekly bully-free oath Bully/Harassment guidance (minimum of 4 lessons per year)


FAMILY & COMMUNITY ENGAGEMENT POLICY

Our Council recognizes our student’s families and our local community as essential partners in helping each student succeed. We believe students succeed when there is two-way communication between the school and home. We commit ourselves to:

1. Sharing clear information about each child’s progress with the child’s family.2. Offering practical suggestions to families on how they can support student learning at home.3. Make representative parents and community members’ full partners in our decision making.4. Seeking and supporting adult volunteers to work with and inspire our students.

We will achieve each of these goals through the methods listed below:INFORMATION ON STUDENT PROGRESSEach grading period, teachers will provide each student’s family with:

1. A written report on student progress.2. A written report on how each student with a disability is progressing toward the goals of their IEP.3. An invitation to meet and discuss the child’s progress through a parent teacher-conference.4. An opportunity for the student to participate in sharing information on his/her progress with the parents.5. The e-mail address and telephone number they can use to communicate with their child’s teachers.

HOME SUPPORT FOR STUDENT LEARNINGOur principal and teachers will:

1. Assign homework compatible with the Paris Elementary Homework Policy.2. Provide information on the content students will learn each year through the methods listed on our CSIP and shared through our

beginning of the year syllabus and through grade level newsletters.3. Send home school newsletters monthly that include information on constructive family practices.4. Support a vigorous Parent Teacher Organization.5. Share a Title 1 Parent Compact, a yearly update on the Title 1 ten components, and an annual district Title 1 informational meeting.6. Share school events and weekly news through principal’s electronic newsletter.7. Share resources and school documents on school webpage.

Our Family Resource Center will:1. Survey families at least once a year to learn what services and activities would most help them support their children.2. Offer a well-planned, well-publicized set of programs to meet those needs.3. Provide added information on those issues on our school website.

DECISION MAKINGWe invite concerned adults throughout our community to join in our decision-making by:

1. Signing up to serve on our SBDM committees.2. Attending Council or committee meetings.3. Commenting on draft policies and plans as they are made available.4. Participating in surveys, input meetings, and other opportunities to define school needs and develop solutions.

VOLUNTEERSWe invite concerned members of our community, including parents, to volunteer to help our students in the following capacities:

1. Tutoring.2. Assisting with classroom activities.3. Preparing materials.4. Joining our PTO and supporting their efforts to strengthen our school.5. Supporting through the Helping Hounds’ Volunteer Program.

Any parent wishing to serve as a parent volunteer in the school must complete a criminal background check and attend confidentiality training.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council and through parent input with our PTO.Date Adopted: _______Date Reviewed or Revised: 3/28/16Council Chairperson’s Initials: RS

WRITING POLICYParis Elementary School recognizes that writing is part of literacy, a necessary communication skill for students, and should be authentically taught and practiced in all content areas. The writing curriculum will be designed so that all students achieve at high levels. The curriculum will comply with all applicable state and federal statutes and regulations.

Policy Components:

I. The school will provide multiple opportunities for students to develop complex communication skills for a variety of purposes.

II. The school will provide developmentally appropriate access to and use of technology tools for students.III. Feedback will be given to students regarding their writing and communication skills from individual classroom teacher/s.

Students will be provided opportunities to self-assess and provide feedback on the work of others as developmentally appropriate.

IV. The school’s procedures as established by the Literacy team, reviewed by the faculty, and adopted by the SBDM for developing and monitoring Student Writing Portfolio Collections will be implemented.

Component I

Paris Elementary School will provide multiple opportunities for students to develop complex communication skills for a variety of purposes. Communication skills will include students actively engaged in reading, writing, speaking, listening and observing regularly in classrooms across all content areas.

A. Writing and reading will be vertically and horizontally aligned to the KY Common Core Academic Standards.B. Writing will be incorporated throughout all subject areas and should be a natural outcome of classroom activities.C. Students will be provided with instruction and opportunities to practice proficient communication (speaking, listening,

language, writing) for authentic purposes.

Component II

Paris Elementary School will assist students in being creative and innovative members of a global society by providing them developmentally appropriate access to and authentic use of technology tools.

A. Students will be provided opportunities to innovatively use technology to communicate.B. Students will have access to a variety of technology tools (document camera, projector, Inter-write Boards, computer labs,

and software programs). C. Students will be provided with opportunities to actively communicate using technology across content areas.

Component III

The development and monitoring of Student Writing Portfolio Collections at Paris Elementary School will follow the guidelines below in order to support the teachers, guide instruction, and monitor student growth over time.

A. All grade levels and content areas will participate in writing and communication instruction, the development of Student Writing Portfolio Collection pieces, and the Student Writing Portfolio Collection review. Student Writing Portfolio Collection (hard copy and/or digital) will follow the student from kindergarten through fifth grade. Student Writing Portfolio Collections will be sent to the middle school at the end of fifth grade.

B. Students will be engaged in three categories of writing: writing to learn, writing to demonstrate learning, and writing for publication. Students will learn the writing process (prewriting, drafting, revising, editing, and publishing).

Writing to Learn - for all subject areas, Writing to Learn activities can include but are not limited to: Journaling or Writer’s Notebook Note-taking and/or use of graphic organizers Reading logs or response journals

Writing to Demonstrate Learning – for all subject areas, Writing to Demonstrate Learning activities can include but are not limited to:

classroom Open Response Questions exit slips that involve writing book reviews projects that involve writing

Writing for Publication – for all subject areas, Writing for Publication activities includes any writing that could be actually published (or sent) in the real world, such as letters, editorials, speeches, feature articles, research papers, stories, poems, scripts, personal narratives, memoirs, autobiographies, personal essays.

Student Writing Portfolio Collections will be reviewed to collect data on student needs and growth in order to guide instruction. Student Writing Portfolio Collections will be reviewed for both individual student needs, common grade level and school needs. Writing will be reviewed for specific individual and grade level student needs in order to guide instruction and monitor student growth. Grade level review of Student Writing Portfolio Collections will occur regularly throughout the school year in order to adjust instruction.

In each grade, each student shall prepare the following writing pieces per school year, which shall be placed in the student’s informal portfolio to be passed along to the next grade level. The following pieces will be included:

Narrative Opinion Informational/Explanatory

C. All teachers will participate in PD based on teacher and student needs determined by the review of the Student Writing Collection data. PD will be ongoing and job-embedded as a result of the Student Writing Portfolio Collection reviews.

D. Administration will support and guide the writing and communication instruction, PD, and review process.E. The Writing Policy and Action Plan will both be living documents adjusted based on student and school instructional

needs.F. The Reading and Writing Committee will review the Writing Policy and the School Improvement Plan to make strategy

and PD recommendations.G. The Reading and Writing Committee will communicate the Student Writing Portfolio Collection review findings to the

staff and stakeholders.Component IVFeedback will be given to all Paris Elementary School students regarding their writing and communication skills.

A. In order to advance instruction, teachers will provide students and parents frequent and descriptive feedback on student progress in writing and communication skills.

B. Student writing pieces and communication skills will be analyzed for strengths and weaknesses.C. Students will be given the opportunity to self-assess and improve writing based on teacher and peer feedback. Feedback

will be based on a writing and communication rubric.


RETENTION POLICY

The faculty and staff at Paris Elementary have worked together to create classrooms that accommodate varied ability levels and to differentiate for each student’s needs. However, at times the child’s age and stage of development may be so far from the Common Core and Core Content Standards for their grade level that it becomes clear that the child would benefit from more time to learn the grade level standards. Factors that may impact whether a child is a strong candidate for retention include excessive absences, inadequate progress on work and assignments, formal assessment results, age, and maturity.

In the case the faculty at Paris Elementary believes a child may benefit from more time to advance to the next grade, the child’s progress toward meeting grade level expectations will be shared with parents by the child’s teacher in February. The teacher and parents will determine next steps to help the student be successful. Retention may be required.


ALLOCATION OF INSTRUCTIONAL MATERIALS POLICYDefinitions:

a. Instructional Materials – any materials a teacher needs to implement his/her curriculum.b. Student Support Services- any services needed for students including but not

limited to health or medical services, family services, counseling services, and how the services will be provided, as described in the activities in the CSIP.

Responsibilities:a. The school shall organize all instructional and other activity to be aligned with state standards

established in state laws and regulations, and in a manner that is consistent with local school board policy.

b. The following services are available to all students as outlined below: Success Coach-upon recommendation from a teacher FRYSC-upon recommendation from a teacher, administrator, etc.

c. The Teacher Leadership Team shall determine which textbooks, instructional materials, and student support services should be provided and recommend their adoption to the Council. The Teacher Leadership Team shall consult with the school media librarian or appropriate personnel on the maintenance of the school library media center, including the purchase of instructional materials, information technology, and equipment. Subject to available resources, the local board shall allocate an appropriation to each school that is adequate to meet the school’s needs related to instructional materials and school-based student support services, as determined by the Council.

d. The school shall utilize technology in a manner consistent with local school board policy and state laws and regulations. The implementation of technology at Paris Elementary School shall: Allow for equal access for all students and staff Enhance curriculum and Kentucky Standards Be aligned with state and district technology guidelines

The Teacher Leadership Team will consult with the library media specialist/technology coordinator, the technology resource teacher (TRT), at least one (1) teacher from each team and at least one (1) parent/guardian. The Teacher Leadership Team will assess needs for instructional and administrative technology and will recommend appropriate technological approaches to address needs of the school, especially the priority needs stated in the CSIP. The school shall appraise all programs in a manner that is consistent with local school board policy. The program shall be appraised upon request of the Council by assigning the program appraisal to the appropriate committee for completion and recommendation to the Council.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council.Date Adopted: 8/14/14Date Reviewed or Revised: ____Council Chairperson’s Initials: RS

Purchasing Plan Date__________ FORM 1

COVER PAGE

School Name __________________________________________________________

School Number ____________________ District Number _____________________

Grades ___________________________ Enrollment _________________________

Adoption Cycle 20 __________ - ______________

Content Area(s) _____________________________________

_____________________________________

_____________________________________

Names and titles of persons responsible for the development of the plan:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________

Purchasing Plan Date__________ FORM 2

School Name _____________________________ School Number _____________

DETAILED PURCHASE PLAN FOR TEXTBOOKSOne completed form for each vendor or use a copy of the purchase order

Vendor ____________________________________________________________________________________________________________________________________________________________________________

Textbook *ISBN Unit Cost Quantity Total Cost

* International Standard Book Number (ISBN) – In books, the ISBN is found on the backside of the title page. It is extremely important to use this number when ordering; otherwise mistakes could occur with your order.** State bid prices do not include shipping costs. A good estimate of freight is 10%.

Purchasing PlanDate__________ Form 3

School Name _____________________________ School Number _____________

DETAILED PURCHASE PLAN FOR INSTRUCTIONAL MATERIALSOne completed form for each vendor or use a copy of the purchase order

Vendor ____________________________________________________________________________________________________________________________________________________________________________________________

Item *ISBN orCatalog Number

Unit Cost Quantity Total Cost

* Note on ISBN – All items listed on the State Multiple List have an ISBN that should be used when placing orders. For supplementary items, a catalog number is appropriate.** State bid prices do not include shipping costs. A good estimate of freight is 10%.

Subtotal

Purchasing Plan Form 4Date__________

School Name ______________________________ School Number _____________

BUDGET SUMMARY

Revenue:Current State Allocation ________________

Carry-over funds_______________________(becomes carry-over on July 1)

Total State Monies _______________________

Projected Cost for: Categories

Textbooks

Instructional Materials

Rebinding & Replacement

TOTAL EXPENDITURES

Projected carry-over funds ________________________

Purchasing Plan Form 5Date__________

School Name ____________________________ School Number _______________

STATEMENT OF ACCOUNTABILITY

We, the undersigned, certify that this Textbook/Instructional Material Purchasing Plan implements the Kentucky Core Academic Standards for the 20___ - ____ adoption cycle.

School Council Members’ Signatures:

________________________________ ____________________________

________________________________ ____________________________

________________________________ ____________________________

________________________________ ____________________________

_______________________________________ ______________School Council Chair Date

The cost of this plan is within the appropriation for this school.

_______________________________________ ______________School Board Chair Date

In the absence of a school council, ________________________Board of Education certifies that this Textbook/Instructional Material Purchasing Plan implements the Kentucky Core Academic Standards for the 20____ - _______ adoption cycle. The cost of this plan is within the appropriation for this school.

________________________________________ ______________School Board Chair Date

________________________________________ ______________School Board Secretary Date

Program Review Policy

• The Program Review Teams include Arts/Humanities, Practical Living and Career Studies, Primary, World Language and Global Competency and Writing. Members working on these teams include all faculty members, the Success Coach and Family Resource staff, along with SBDM parent representatives.

• The teams will be responsible for identifying and/or collecting evidence, analyzing data, and evaluating standards for each of the content areas listed above throughout the school year.

• The council will analyze the data throughout the year provided by the teams, decide action steps to strengthen the programs, including but not limited to: adjusting staffing, and schedule. Pertinent goals, strategies, etc. will be included in the School Improvement Plan based upon the recommendations from the Program Review Teams)

• The Council will develop a professional development plan including justification for plan components and how the action plan will be communicated to stakeholders.

• The Program Review T e a m s will monitor and staff will implement the steps to strengthen the programs.

PROGRAM MONITORING

The principal will:

• Ensure curriculum is aligned to Kentucky Core Academic Standards.

• Ensure the implementation of the program review policy.

• Ensure that the council annually reviews, revises (if necessary), the Program Review Policy.

The council will:

• Ensure teachers receive embedded professional development needed to improve instruction in Writing, Arts and Humanities, World Language and Global Competency, Primary and Practical Living/Career Studies instruction.

• Ensure staffing allocation decisions are made to support all the school's instruction programs, including writing, arts and humanities, w o r l d l a n g u a g e a n d g l o b a l c o m p e t e n c y and practical living/career studies. Each year the council will review the effectiveness of the staffmg allocation for supporting the school's programs.

• Receive regular reports from the principal on the availability of resources for supporting the school's writing, A/H, W L / G C and practical living/career studies programs when it makes budget decisions.

• Receive regular reports from the principal on the use of instructional time for supporting the school's writing, A/H and WL/GC and practical l living/career studies programs through committee minutes.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council.Date Adopted: _______Date Reviewed or Revised: 11/30/15Council Chairperson’s Initials _____

Grading Policy

Include only achievement. Do not include student behaviors (effort, participation, adherence to class rules etc.) in grades.

Provide support for the learner. Do not reduce marks on “work” submitted late. Seek only evidence that more work has resulted in a higher level of achievement. Do not give

points for extra credit. Apply other consequences and reassess to determine actual level of achievement. Do not

punish academic dishonesty with reduced grades.

Report absences separately. Do not consider attendance in grade determination. Use only individual achievement evidence. Do not include group scores in grades.

Compare each student’s performance to preset standards. Do not assign grades based on students achievement compared to other students.

When evidence is missing use alternatives, such as reassessing to determine real achievement, or use “I” for Incomplete or Insufficient Evidence. Do not include zeros in grade determination. Lowest grade assigned in gradebook will be a 65%.

Teachers will provide a redo opportunity for students to correct incorrect responses on all summative graded assignments to improve achievement levels. A new grade will replace the original score.

Use summative evidence that demonstrates mastery for grading (tests, quizzes, projects, writings, etc.) Do not use information from formative assessments the first time taught.

Students with IEPs or PSPs need their accommodations provided for any assignment that a grade will be given.

Specific feedback should be given regularly on formative work without a grade so improvements can be made before a summative assessment.

POLICY EVALUATIONWe will evaluate the effectiveness of this policy through our Site Base Council.Date Adopted: 9/28/15Date Reviewed or Revised:Council Chairperson’s Initials: RS

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