Administrative Procedures Handbook

ADELANTO SCHOOL DISTRICT

ADMINISTRATIVE PROCEDURES HANDBOOK

A SOURCEBOOK FOR PRINCIPALS

August 2006

The children we teach will not care how much we know

until they know how much we care."

Thomas Sergiovanni

Adelanto School District

Administrative Procedures Handbook

Mission Statement for Adelanto School District

We will use all educational resources to build upon the District's foundation to meet the educational needs of all students by continually improving the content of our learning programs, which demonstrate our commitment to education. Our commitment involves a strong community/school relationship which will produce life long learners.

Adelanto School District

Board of Education

VACANT, Trustee

Michelle Cox, Trustee

Holly Eckes, Trustee

Brad Letner, Trustee

Christine Turner, Trustee

Christopher van Zee, Superintendent of Schools

Introduction

The purpose of this handbook is to provide a brief overview of specified topics to support principals in their day to day decision making, perhaps triggering some creative ideas, as well as providing a degree of district-wide standardization, predictability and consistency. It is not intended to be memorized, but instead, referred to as situations/questions arise. Topics are presented in alphabetical order, not by order of importance, for that reason.

. For detailed information, refer to the contacts list at the back of this document or the Adelanto Elementary School District (AESD) website, www.aesd.net:

Policies and procedures for the district may be researched by clicking the School Board link, then go to Board Information. You may search any given topic from the Search Board Policies window.

The Teachers Contract may be researched by clicking on Jobs/Benefits, then Online Teacher Contract. [CTRL]-[F] (holding down both keys at once) will bring up the find menu. Merely type in a few key words for your topic of inquiry to quickly reference the contract.

The CSEA, classified personnel contract may be found by clicking Jobs/Benefits, then CSEA Contract. This document may also be searched with [CTRL] [F].

Appendices

49

Assemblies

Assessment

Associated Student Body (ASB)

6

6

6

Attendance Accounting

7

Badges

Barbecues and Other Non-CNS Foods on Campus

7

7

Board Agenda Items

7

Board Meeting Protocol

8

Budgets

8

California Law

8

Categoricals

8

Child Abuse

9

Complaints

Conferences

9

10

Contractual Issues

11

Custody Issues

11

Directory Information

Disciplinary Memo Elements to Include

12

Discipline - Student

12

Arrest/Apprehension

Special Education

Student Searches

Discipline Rules Committee

Donations

14

14

Drugs/Alcohol Policy

14

Effective Schools

14

Emergencies

16

Enrollment Procedures

17

Field Trips

17

Fire and Earthquake Information to Have on Hand

Flyers From Outside Organizations

18

19

Food Services

19

Fund Raising

20

Gifts to School Personnel

23

Grievances - Certificated

23

Classified

23

Homeless Students

23

Homework Policy

24

Individualized Education Program (IEP)

25

Immunizations

25

Inclement Weather

25

Inter/Intradistrict Transfers-Students

26

Intervention programs

26

Leaves and Absences

26

Length of the School Day/Year

27

Maintenance Work Orders

27

Media/News Releases

27

Movies/DVDs (in classrooms)

27

Non-Registered Students on Campus

27

Opening School Checklist

28

Organizational Chart

30

Parent Disruption/Danger

29

Parent Volunteers

PDSA

Pledge of Allegiance

29

29

31

Procedures and Board Policies

31

Programs Descriptions

Promotion Exercises

31

32

Purchase Orders

32

Radios (District communication)

32

Records Reviews for New Students (Principals Review)

Restraining Orders

Restrooms (Students)

33

33

33

Safe School Plans

Section 504 of the Rehabilitation Act

33

35

Sensitive Curricular Topics

36

Sexual Harassment

Special Education/Section 504 Referrals

36

36

Staffing Adding staff

Student Dress Code

36

36

Student Records

Student Work Permits

36

38

Subpoenas

Substitute Teachers

38

38

Suicide Threat

38

Transportation (student) Eligibility

38

Truancy

38

Vendors

VIP Invitations to School Events

VIP Protocol

Visitors

39

39

39

39

Walk-Throughs

Web Resources

40

42

Withholding Grades

Who Do We Contact? by topic

41

44

Assemblies

Prior to approval, assess the educational merit and appropriateness, the time required for each performance, and their effect on existing programs and schedules. Assemblies should be closely tied to the academic program and grade level content standards.

Along with approval to fund from the Categorical Office, the following (underlined items) are required in order to fund an assembly. Please keep in mind that funding will take from two to three weeks from the time the request is made:

- On the purchase order, include:

The name of the assembly

The date(s) of the assembly

The time(s) of the assembly

Price

If prepayment is required, please write Prepay by ___(date)___ in big letters on the face of the purchase order.

- A contract: signed by one of the above and the vendor.

- Proof of Insurance or Hold Harmless agreement signed by the vendor.

- W-9 filled out completely and signed by the vendor

- Invoice

Assessment

Each fall, administrators and teachers will receive a staff Curriculum Handbook listing the dates of assessments to be given throughout the year. The Curriculum Coordinator will contact schools with the dates of all STAR assessments once they have been established.

Adelanto District has Criteria Reference Tests in language arts, math, and specific grade levels in the content areas of science and social studies.

Associated Student Body (ASB)

Student organizations may raise and spend money in order to promote the - general welfare, morale and educational experiences of the students and to finance worthwhile activities which go beyond those provided by the district.

Student body funds are administered by the ASB. Student body funds shall be supervised by a faculty advisor who shall countersign all checks drawn upon them. The student body fund shall be under the general supervision of the building principal. Student body funds may be related to the following activities: 1. Student government 2. Student clubs 3. Student entertainment 4. Student publications 5. Class activities

6. School band7. Chorus8. Interscholastic activities

1. Funds of any student body organization may be deposited or invested in banks whose accounts are insured by FDIC.2. No fund raising may occur prior to receiving district approval. Funds collected shall be turned in to the faculty advisor before the end of each school day to be safeguarded. They shall be deposited as soon thereafter as possible. See Fundraising section of this handbook).3. Records shall be maintained of the receipt and disbursement of all such monies in accounts according to the activity involved.4. Disbursements shall be made by check only upon the request of a staff advisor and with the approval of the principal.5. An invoice or voucher shall be obtained to verify payment in accordance with district policies and regulations.6. Contracts for materials or supplies, whether on purchase or rental, may be made for a one-year period only by the principal in accordance with state law and applicable bidding policies of the Board.7. All funds should be of an exchange nature and large balances should not be permitted to accumulate. Money should not be raised or collected unless there is a definite purpose for doing so.8. No funds shall be expended without the signature of the faculty advisor of the organization, a student representative of the organization and the principal.9. All student body accounts shall be auditedquarterly by the district auditor.10. A financial report of the condition of each general organization shall be submitted to the Board annually.11. All purchases must be supported by minutes showing student body approval of the purchase.

[BP 3452 Student Body Funds]

Attendance Accounting

Some of the common reasons to excuse student absences include:

1. Personal illness 2. Medical, dental, optometric, or chiropractic appointments 3. Attendance at funeral services for a member of the immediate family 4. Participation in religious instruction or exercises in accordance with district policy

A 1% INCREASE IN ADA RESULTS IN AN ADDITIONAL $432,000 IN REVENUE. That is 7 additional teachers, or more than 36,000 hours of classified support.

Badges (Staff ID)

Adelanto School District badges are to be worn when on school sites. If lost, a new one may be obtained from the Human Resources Department.

Barbecues and Other Non-CNS Foods on Campus

Programs need to promote healthy choices.

Food may not be sold or distributed from one hour before school starts, through one hour after school dismissal.

Homemade food may not be sold or served on school campuses.

Items which are pre-wrapped and perishables that require refrigeration are the sole responsibility of the fundraising group and may not utilize the CNS refrigerators or freezers. Education Code requires compliance with CURFFL California Uniform Retail Food Facilities Law.

Any food sales conducted outside the districts food services program shall meet nutritional standards specified in law, Board policy and administrative regulations and shall not impair student participation in the districts food service program.

Prepared foods require food handling permits and food handling certification for those preparing foods.

Failure to comply with policies and the law place each party involvedat risk. For further clarification, refer to the Fundraising section of this manual, BP 3554 (Other Food Sales), or contact the Director of Child Nutritional Services (CNS).

Board Agenda Items

Board agenda items are to be submitted for approval two weeks prior to the Board meeting. A specific form for Board approval of fundraisers is available through the budget clerk. All other Board agenda items are to be sent to the Assistant Superintendent services for approval. Please follow the Board format when submitting items. Agenda items must include:

Background information

Student Achievement Impact

Expenditures and Funding Source

Administrative recommendation

Board Meeting Protocol

Greet the Board president, Board Members, Superintendent, Assistant Superintendents and audience before starting a presentation.

Direct comments to the trustees, not the audience

Place cell phones off or on vibrate

Refrain from side-conversations during the meetings

Fill out appropriate form prior to the Board meeting and give to the secretary if you would like to speak on a particular subject

Budgets

Categorical Budgets

1. The Director of Student Achievement will work with schools to ensure that all reported budget data reflects the best known apportionments and allocations.

2. Categorical funding is supplemental and is to be used to support the academic program for which the categorical funding source specifies by state and/or federal requirements.

CBET can only be used for teaching parents and community members English. Parents must sign a contract to verify their commitment to help teach English.

ELAP can only be used to assist students in grades 4 through 8 to master English.

Drug Free and TUPE is for drug alcohol and smoking prevention.

GATE is for gifted and talented students but may also be shared with high achieving students.

Title I is for improving reading, writing and math. It is a Federal supplement designed for low socioeconomic students in need of academic support. Schools must meet or exceed the district poverty level in order to qualify for this funding. There is no carry-over of this fund from year to year.

SLIP, School-Library Improvement Plan is one of the least restrictive programs and is used for overall school improvement.

Discretionary can be used for anything. Middle schools are allocated additional district funding in their discretionary budgets to support athletic programs.

California Laws

The following URL is a handy resource for all of Californias laws, including Education Code. There is an easy to use search engine.

http://www.leginfo.ca.gov/calaw.html

Categoricals

CPM Categorical Program Monitoring (formerly known as CCR) -- State audits of categorical programs are conducted every three or four years. The state determines which categorical programs will be audited and coordinates their visit with the district Director of Student Achievement.

Single Plan for Student Achievement This template can be accessed at the California Department of Education website: www.cde.ca.gov/nclb/sr/le/documents/singleplantemp.doc

The Single Plan for Student Achievement must be updated/written annually by the School Site Council (SSC) and presented to the Board for final approval.

Child Abuse

Every school district employee is a mandated reporter, and as such is obligated to report suspected child sexual, physical, and emotional abuse, as well as neglect. Reports will be made to Child Protective Services at the numbers listed below. If the student is in serious immediate danger, also notify the police department.

1. In conducting the site investigation, be cautious to not ask leading questions. Mandated reporters do not need detailed information or evidentiary proof to make a report. A reasonable suspicion is all that is required. Was it the teenager next door? is NOT an appropriate question. Instead, Who was it? will have less of a tendency to steer the response. Reasonable suspicion means that it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing, when appropriate, on his or her training and experience, to suspect child abuse or neglect... (Pen. Code, 11166.)

2. To report known or suspected child abuse, any employee shall report by telephone to the local child protective agency.

The telephone report must be made immediately, or as soon as practically possible, upon suspicion. This report will include: a. The name of the person making the report b. The name of the child c. The present location of the child d. The nature and extent of any injury e. Any other information requested by the child protective agency, including the information that led the mandated reporter to suspect child abuse When the verbal report is made, the mandated reporter shall note the name of the official contacted, the date and time contacted, and any instructions or advice received.

3. Within 36 hours of making the telephone report, the mandated reporter shall complete and mail to the local child protective agency a written report which includes a completed Department of Justice form (DOJ SS 8572). Forms are available at every school site as well as at the district office.

4. Employees reporting child abuse to a child protective agency are encouraged, but not required, to notify the principal as soon as possible after the initial verbal report by telephone.

(For more information, visit: http://hss.co.san-bernardino.ca.us/dcs/reporting_child_abuse/default.htm)

[AR 5141.4 Child Abuse Reporting Procedure]

Complaints

Each school will have a process for handling complaints that is included in the district parent handbook. Parents who are not able to resolve complaints at the site level will be referred to the district office where they may file a formal complaint with the Superintendents secretary. Formal complaints will be investigated by a district office administrator.

In addition, the Williams Lawsuit Settlement has a separate complaint procedure for parents who question sufficiency of textbooks, teacher qualifications or clean and safe facilities. Complaints may be made to the site principal or to the Superintendents secretary.

12 Step Complaint Investigative Process (Lozano Smith-Details in the Lozano Smith Professional Development Seminars for School Administrators (PDSA) booklet)

1. Initial meeting with complainant

2. Assessing the nature of the complaint

3. Decide who should conduct the investigation

4. Make a list of what you need to verify

5. Review the documentation

6. Make a list of the witnesses

7. Draft questions for each witness

8. Conduct interviews

9. Review results and conduct additional interviews

10. The report

11. Corrective action

12. Re-publicize policies/rules

[AR 1312.1 Complaints Concerning District Employees]

[cf. 1312.2 - Complaints Concerning Instructional Material][cf. 1312.3 - Uniform Complaint Procedures]

[Lozano Smith]

Conferences

Green Sheet - Conference Request Form

The green sheet must be approved by the Principal and an Assistant Superintendent or Director of Fiscal Services.

Once approved, a purchase order must be completed along with conference registration.

If there are no conference fees, a green sheet must still be approved for mileage, hotel, meals or other reimbursements.

The front of the PO must include the name of the conference, when it is, where it is, and who will be attending.

The green conference approval sheet must be attached.

Employees are responsible to arrange their own transportation and lodging and if vendors do not accept purchase orders, may have to cover costs with their credit cards pending district reimbursement. A check to cover hotel costs may be issued if requested at least four weeks in advance and presented with a hotel invoice.

DO NOT PERMIT RESERVATIONS TO BE PLACED OR ANY FINANCIAL COMMITMENTS MADE UNTIL ALL APPROVALS ARE IN PLACE.

Expense Sheet

Complete the expense sheet. Snacks (in the middle of the day, ie: sodas, cookies, etc) are not reimbursable. When the conference covers breakfast and lunch, meals will not be reimbursed.

Alcoholic beverages will not be reimbursed.

Gratuities may be reimbursed at no more than 15%.

Reimbursement is made only for meals not provided by the conference.

Mileage must be actual and reasonable.

Meals may not exceed $60 per day, with guidelines of a maximum of $10 for breakfast, $20 for lunch, and $30 for dinner.

Reimbursement is provided only to conference participants.

Items to be submitted after the conference (within seven days of return):

Original ITEMIZED meal receipts including tax and tip (no more than 15%) not to exceed $60 per day. Reimbursement is made only for meals not provided by the conference. Alcoholic beverages will not be reimbursed.

Copy of conference approval form (green sheet).

Copy of conference registration form.

Copy of conference agenda (itemized list of activities and meals that you receive when you arrive at the conference)

Original hotel bill. Phone calls, movies, honor bar charges, etc., are not reimbursable.

Original airline receipts with itinerary.

Original rental car receipts.

Within 10 days after returning from a conference or workshop, a written and/or oral report must be submitted to the district center for distribution to appropriate personnel and as information provided in a report to the Board.

[AR 4131.3 4231.3,4331.3 Conference/Workshop Attendance]

Contractual Issues

The teachers contract may be accessed on the district website, www.aesd.net. Contracts are documents negotiated by two parties, and there are protections, obligations and rights for both therein. Do not go by past practice or what is customarily assumed. Know and abide by the actual wording of the contract.

Click Jobs/Benefits

Then click Online Teacher Contract

For specific topics, press [CTRL] [F] together and type a key word in the box. ie: evaluation You will then be taken to the first incidence of the word evaluation in the contract. Find next will advance to the next incidence of your search word.

The classified contract may be accessed on the district website, www.aesd.net .

Click Jobs/Benefits

Then click CSEA Contract.

For specific topics, press [CTRL] [F] together and type a key word in the box. ie: evaluation You will then be taken to the first incidence of the word evaluation in the contract. Find next will advance to the next incidence of your search word.

For further assistance with the classified and teachers contracts, contact the Assistant Superintendent of Human Resources or the Director of Human Resources.

Custody Issues Parent Custody Conflicts

Refer to any court orders that are on file or that the parents present. The most recent, stamped and signed by the court, that the school possesses is the one that is honored.

Absent a court order stating otherwise (Lozano Smith. Refer to the PDSA booklet for more details):

any parent with custody, whether primary or not, should be treated as a parent.

any parent without custody still has access to student records.

stepparents have no rights absent written permission from natural parent or court order.

notices can go to the parent with whom the student is living and need not go to all parents.

Types of Custody:

Joint Custody: Joint legal and physical custody.

Joint Legal Custody: Both parents share the right and responsibility to make decisions relating to the health, education and welfare of the child.

Joint Physical Custody: Each parent must have significant periods of physical custody, shared in such a way as to assure a child of frequent and continuing contact with both parents.

Sole Legal Custody: That parent has the sole right and responsibility to make decisions relating to the health, education and welfare of the child.

Sole Physical Custody: A child shall reside with and be under the supervision of one parent, while the other parent may be granted visitations by the court.

For records:

Legal Custodial Parents - Both parents have identical rights.

Non-Legal Custodial Parent These parents may view, but not challenge student records.

Physical, but Non-Legal Custody These parents have no right or responsibility to make decisions regarding their childs education.

Non-Physical, Non-Legal Custody Unless a court order otherwise specifies, these parents should not be allowed to visit the childs classroom, or remove the child from class, unless the custodial parent consents in writing to such contact. This type of consent would be no different than consent given for a friend or relative to visit or remove the child from class.

Non-Physical, Non-Legal Custody, with Visitation Should not remove the student from class, absent a court order or consent from the custodial parent. This parent should be considered as a friend or relative of the child.

Definition of Parent

Natural parent, adopted parent or legal guardian: If parents are divorced or legally separated, only a parent having legal custody of the pupil may challenge the content of a record, offer a written response to a record, or consent to release records to others. Either parent may grant consent if both parents have notified, in writing, the school or school district that an agreement has been made.

Stepparents: Generally, the rights of stepparents are limited to those areas where they have received the consent of a natural parent.

[BP 5021 Noncustodial Parents]

[Lozano Smith]

Directory Information

The Superintendent or designee may authorize the release of student directory information to representatives of the news media, prospective employers or nonprofit organizations as provided by law. Unless prohibited by the parent/guardian in accordance with law, directory information which school officials may disclose consists of the following: student's name, address, telephone number, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of athletic team members, dates of attendance, degrees and awards received, and most recent previous school attended. Telephone numbers shall be released only with express parental consent.

[BP/AR 5125.1 Release of Directory Information]

[BP 5125 Student Records]

Disciplinary Memo Elements to include

When writing a disciplinary memo to staff, the following are elements which should be included (refer to FRISK Manual):

1. When did the incident happen (date and time)?

2. Where did the incident occur (place)?

3. What happened (Describe what rule, policy or collective bargaining agreement provision

was violated; who was affected; how severe was the violation)?

4. What must be done (provide clear and precise directives to correct misconduct)?

5. When it must be done (provide reasonable timelines)?

Please share a copy of the memo with the Human Resources Department prior to sharing with the employee.

[Lozano Smith]

Discipline - Student

The jurisdiction of the school to impose disciplinary actions on student misconduct is outlined below. They include acts related to school activities or attendance to include, but not be limited to:

1. while on school grounds.

2. while going or coming from school

3. during the lunch period, whether on or off the campus

4. during, or while going to or coming from, a school sponsored activity

5. while on any other schools grounds.

The purpose in student discipline is to affect a positive change in the students behavior. Intervention plans including SST/SAT, behavior plans, parent conferences and alternative methods of discipline should always be attempted prior to suspension or recommendation of expulsion.

When serious infractions involving drugs and weapons occur, contact the district office. Most schools usually suspend from school and recommend expulsion, depending on the circumstances of the violation.

Board policy states that on the fourth suspension in one school year students are referred to behavior SARB

Board policy states that on the fifth suspension in one school year, the recommendation of expulsion

(See Appendix for the summary of suspendable and expellable offenses)

Arrest/Apprehension of Student Police officers, officers of the juvenile court, and other authorized law enforcement officials have an absolute right to enter a school to take a student into custody or to make an arrest of a student. If a minor student is removed from school into the custody of a peace officer, the principal or designee shall immediately notify the parent/guardian or responsible relative regarding the student's release and the place to which he/she is reportedly being taken, except when the minor has been taken into custody as a victim of suspected child abuse or unless instructed by the peace officer not to contact parents.

[AR 5145.11 Questioning And Apprehension/Questioning on School Grounds]

[Education Code 48906]

Questioning of Student (Lozano Smith refer to PDSA booklet for further details)

School districts may question or interview students at any time during the school day concerning a matter reasonably related to the schools educational function, provided that such questioning is not arbitrary, capricious or harassing. Districts are not required to inform the students parents prior to such questioning, but it is advisable to contact parents when police are questioning their child unless a police officer directs otherwise.

Searches

Schools may conduct searches based on reasonable suspicion. Staff may:

- Request that pockets be emptied.

- Have student lift a pant leg to expose articles that might be hidden in socks or shoes.

Staff may not conduct strip searches or body cavity searches, no matter the circumstance.The parent/guardian of a student subjected to an individualized search shall be notified by the district as soon after the search as possible.

[AR 5145.2 Individual search and seizures]

(Lozano Smith)

Special Education Disciplining students with disabilities

Students with disabilities are subject to discipline similar to non-disabled students except:

More than ten suspension days per school year constitute a change in the students placement, an action that requires an IEP meeting. When suspending a special education student more than five total days, contact the Director of Pupil Services.

If a disabled student is recommended for expulsion, a manifestation determination IEP must be conducted and conclude that the behavior was not the result of the students disability.

Under IDEA 2004, on a case-by-case basis, school personnel may consider any unique circumstances when determining whether to order a change in placement for a child with a disability who violates a code of student conduct.

Contact the Pupil Services Director if a special education student has seven accumulated days of suspension in one school year. A behavior plan may need to be implemented as a part of that students IEP.

Teacher Notifications - MANDATORY

Anytime a student is suspended from school, a copy of that suspension will be distributed to the students teacher(s).

Teachers will be immediately notified of any student who poses a risk to self or others. The principal shall expeditiously disseminate the information to those teachers, counselors and administrators directly supervising or reporting on the behavior or progress of the student for the purpose of working with the student in an appropriate fashion, to avoid being needlessly vulnerable or to protect other persons from needless vulnerability.

Information Received by Teacher

Any information received by a teacher, counselor, or administrator shall be confidential for the limited purpose of rehabilitating the student and protecting students and staff, and shall not be disseminated further by the teacher, counselor, or administrator except insofar as communication with the student, his/her parents/guardians, law enforcement personnel, and the students probation officer is necessary to effectuate the students rehabilitation or to protect students and staff. Unlawful dissemination of such information is a misdemeanor.

[US Department of Education website: http://www.ed.gov/policy/speced/guid/idea/idea2004.html]

[AR 5144 Student Discipline]

Discipline Rules Committee

E.C. 35291, 35291.5, and 35291.7 require school site discipline rules to be established by school committees with specific membership and filed with the governing board.

parents will be notified annually at the beginning of the year.

at least every four years, school rules will be reviewed/adopted/modified, by a committee comprised of at least:

(1) Parents.

(2) Teachers.

(3) School administrators.

(4) School security personnel, if any.

(5) For junior high schools and high schools, pupils enrolled in the school.

the governing board may review, at an open meeting, the approved school rules and procedures for consistency with Board procedures and state statutes.

Donations

Donations to schools must be accepted by the Board. All donations must be listed on the district donation form and submitted to the districts ASB clerk for presentation to the Board for approval. All gifts, grants and bequests shall become district property.

[BP 3290 Gifts, Grants and Bequests]

Drugs/Alcohol Policy

No employee shall unlawfully manufacture, distribute, dispense, possess, use or be under the influence of any alcoholic beverage, drug or controlled substance as defined in the Controlled Substances Act and Code of Federal Regulations before, during or after school hours at school or in any other district workplace.

[BP 4020 Drug and Alcohol Free Workplace]

Effective Schools Correlates (Lezotte 1991)

Effective Schools Correlates provide a framework for reform based on seven guiding principles, or correlates, derived from empirical investigations and case studies of school success. They describe the culture and learning climate of schools where students are achieving. The correlates have continually led schools, administrators, and teachers towards looking at ways to improve the culture of a school, and the achievement of its students.

A Clear and Focused MissionIn the Effective School, there is a clearly articulated school mission through which the staff shares an understanding of and commitment to the instructional goals, priorities, assessment procedures, and accountability.

The school staff knows and understands the primary mission of their school

Student learning is the most important criteria used in making decisions

State level standards are incorporated in and aligned with the local curriculum

The instructional program focuses on specific grade or course level student expectations.

Performance indicators have been identified and agreed upon by school staff

High Expectations for SuccessIn the Effective School, there is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of essential school skills and that they, the staff, have the capability to help all students do so.

Teachers believe that all of their students can achieve and expect their students to achieve, and their behaviors communicate this to the students

Attention is distributed equally between low and high achieving students

Students know what is expected of them, and teachers provide opportunities for students to experience success

Teachers provide opportunities for student responsibility and leadership

Instructional LeadershipIn the Effective School, the principal is the instructional leader who shares leadership with the rest of the staff. He or she is a leader of leaders.

The principal, with the rest of the staff, emphasizes that the purpose of the school is learning

The principal and teachers are active and involved with all aspects of the school. They are resourceful, bold, supportive and dedicated to the mission of the school

The principal and teachers convey high expectations for student, staff, and administrator performance

Both principal and teacher collaborate to strengthen the instructional programs and monitor progress of students

Frequent Monitoring of Student ProgressIn the Effective School, student academic progress is measured frequently. A variety of assessment procedures are used and the results of the assessments are used to improve individual students performance and to improve the instructional program.

Achievement data drives changes in instructional programs and school procedures

Test data, grade distribution and enrollment patterns are analyzed by race, gender, ethnicity and socio-economic status to detect any inequity and to ensure that all students are learning

Summaries of student performances are shared with all staff and reported to the community. Both district-wide and individual school scores are analyzed by all staff to make inferences about program success and target new areas for school improvement

Norm-referenced tests and/or authentic assessments are designed and/or used by teachers to assess the degree of student mastery of grade level or course objectives

Opportunity to Learn and Student Time on TaskIn the Effective School, teachers allocate a significant amount of classroom time to instruction in the essential skills.

The time allocated for instruction in content areas is specified. The amount of time allocated to instruction in a particular content area is positively associated with learning

Teachers reduce the number of digressions and focus instruction on the objective to be learned

Teachers clearly communicate the purpose or goal of each lesson

The student success rate, in achieving standards, is 80-85% to insure productive learning. This is accomplished by teachers monitoring the quality of their lessons, revising and reteaching and differentiating student assignments for the same objective

Safe and Orderly EnvironmentIn the Effective School, there is an orderly, purposeful business-like atmosphere which is free from threat of physical harm. The school climate is conducive to teaching and learning.

The school staff believes, and their behavior demonstrates, that consistency across the staff is key to a positive climate

The school staff accepts the proposition that they are on duty at all times and everywhere while at school

There is a positive climate for students. Good behavior, achievement, efforts and attributes are rewarded

Well-kept interiors and administrative attention to the schools appearance are important

Home/School RelationsIn the Effective School, parents understand and support the schools mission and are given the opportunity to play an important role in helping the school to achieve the mission.

Parents have a clear understanding of school goals and curriculum standards through frequent communication

Parents are given information on how to help their children at home

Parents are given complete information on their childs progress, including results in statewide tests and whether or not the child is achieving at, below or above grade level

Multiple means are used to communicate with parents including handbooks, newsletters, notes home, telephone calls, parent/teacher conferences, home visits, home learning packets and school and class meetings, etc.

[California Center for Effective Schools, University of California Santa Barbara]

Emergencies

In the event of an emergency, deal first with the situation at hand, then notify the Superintendent via the Superintendents Secretary (246-8691 x221) who will disseminate the information as is appropriate. It is important that the superintendent be notified anytime law enforcement, an ambulance or the fire department is dispatched to your site.

Air Evacuation (Mercy Air): Paramedics or law enforcement personnel will make the decision to conduct an air evacuation and identify an appropriate landing zone. If it is deemed necessary, it is important that students and staff remain well clear of the landing zone, as ground-debris can be accelerated to over 100 MPH.

Bomb Threat:

The Bomb Threat Checklist (theres one at the back of this handbook) should be kept by the telephones of, and reviewed with, all who might be fielding such calls (the people who answer the phones)

Do not use two way radios

Keep calm

Listen. Do not interrupt

Be courteous

Keep the caller talking. Ask the caller to repeat information

Record information

Notify a co-worker or supervisor that a bomb threat is in progress

Complete the Bomb Threat Checklist

Campus Lock Down: Listed are some considerations if it becomes necessary to lock a campus down:

Restroom needs of staff and students.

Press/Media

Students who are away from their classes- strays

Classes that are out of their classrooms

Staff needs

Parent/community needs and safety

Dismissal - Delayed? Safe?

Lunches. Dinners?

Communication (staff, parents, etc)

Enrollment Procedures

Homeless Students Homeless students shall be admitted to the district with residence verification such as a hotel or motel receipt, letter from social service agency or homeless shelter verifying the student lives within the district and/or an affidavit from the parent/guardian stating the family lives within the district.

Special Education Students entering the school with an active IEP must be served under the terms of that IEP pending a transition IEP meeting. During this transition time, the previous IEP will be implemented as much as is possible and the match between needed services and site programs assessed. Ensure that appropriate general and special education personnel are notified of the students enrollment and special needs.

Section 504 Notify all staff working with the student of the existence, and conditions of any Section 504 Individual Service Plans (ISP).

English Learners - Any student with a language other than English noted on the Home Language Survey (HLS), and with no documentation of classification as Initial-Fluent English Proficient (I-FEP) or Redesignated-Fluent English Proficient (R-FEP). These students will be placed in an age and language appropriate setting based on California English Language Development Test (CELDT) and other assessments.

Field Trips

All field trips must be academically focused and meet California standards. Excursions must be tied into teachers instructional plans. Students are encouraged to follow up the excursion with a writing activity. Arrange to get on the School Site Council agenda as soon as possible if you are planning on using site funds for the field trip. Prepare Purchase Order with all necessary backup and turn in to the District Office at least two weeks before the field trip.

At least two months prior to the trip, the sponsor must complete the Teacher/Sponsor Field Trip Checklist and submit it to the principal for preliminary approval. The principal completes the Principals Field Trip Assurance and submits it to the Superintendent (or designee) for final approval. If the trip requires an overnight stay or is out of state, Board approval is required. If the trip is not on the Suggested Field Trip List, a Request for One-Time Board Approval of Trip Not on the Suggested Field Trip List form must be completed and submitted to the Board for approval.

1. Minimum of two months before your trip: a. Select trip from "Approved Field Trip List." Consider objectives, standards, suggested grade level and distance. b. Call destination to set trip date and discuss any arrangements. c. Call the transportation department to confirm date of travel. d. Immediately complete "Request for Field Trip Transportation" and submit it a minimum of two weeks prior to the week of the trip. The Request for Field Trip Transportation needs to include the Funding Code. Complete a "Purchase Request" (if needed to pay for any admission fees). Obtain a signed and completed W-9 from the vendor.

e. If purchase orders are not accepted and a check must be issued, the purchase order must be submitted to purchasing with the words, Advance Payment Required highlighted and bold at least four weeks before the trip. f. Contact parents/guardians for possible assistance on trip. g. Contact Child Nutrition Services at (760) 246-5531 or fax a copy of the "Request for Field Trip Transportation" request form, complete with the estimate of student meals that will be needed and the time that they are needed.

2. One week before trip: Notify parents/guardians of trip plans and send home field trip permission forms.3. Two days before trip: a. Reconfirm transportation with transportation department. b. Prepare bus seating chart. c. Make arrangements for any students not participating on field trip. d. Secure purchase order and class field trip permission forms. e. Confirm field trip departure date, number of meals needed and departure time with the Child Nutrition Services offices.

4. Day of trip: Things to take: purchase order form, class field trip permission forms, bus seating chart (one copy to secretary, one copy to bus driver).

If the proposed field trip is not on the Board approved list

If the proposed field trip is not on the Board approved list, a Board request must be put forth so the Board may grant permission to attend this field trip. As is the case with all Board requests, it must include:

Background information brochures, flyers, information about the destination

Student Achievement Impact How will this trip support mastery of grade level content standards

Expenditures and Funding Source

Administrative recommendation

Fire and Earthquake Information to Have on Hand The principal of each school shall conduct fire drills at least once a month in all elementary and middle schools. (Code of Regulations, Title 5, Section 550)

1. All students, teachers, and other employees shall be required to leave the school building in an orderly and rapid manner. Teachers shall ascertain that no student remains in the building.2. Teachers shall be prepared to select alternate exits and direct their classes to these exits in the event the designated escape route is blocked.3. A record shall be kept in the principal's office of each fire drill conducted. A copy of the record shall also be filed in the Office of the Superintendent or Director of Classified Human Resources. In the event that fire is discovered in any part of the school, the fire department shall be called immediately after the signal is given to evacuate the building. Principals and teachers shall recognize that it is essential in any emergency to prevent panic by giving students clear direction and supervision.

In case of an actual fire emergency, the following actions will be taken:1. Sound fire signals.2. Call police and fire departments, and notify the Superintendents office.3. Students and adults evacuate the building to outside assembly areas.4. In outside assembly areas, teachers shall take roll, report missing students, and provide assistance to injured students.5. If the fire is serious, students shall be taken to an alternate location for protective custody until parents/guardians can pick them up or until they can be safely transported to their homes.

Earthquake While Indoors at SchoolWhen an earthquake occurs, the following actions shall be taken inside the school building and in individual classrooms:

1. The teacher or other person in authority shall implement the DROP action. Each student shall: a. Get under equipment (desk, table, etc.) where available. Otherwise get next to an inside wall or under an inside doorway. b. Drop to knees with back to the windows and knees together. c. Clasp both hands firmly behind the head, covering the neck. d. Bury face in arms, protecting the head. Close the eyes tightly. e. Stay there until the procedure or emergency is over or until subsequent instructions are given. Such instructions will depend upon circumstances and the extent of damage to the buildings.

[AR 3516.1 Fire Drills and Fires]

[AR 3516.3 Earthquake While Indoors in School]

Flyers From Outside Organizations

Prior to posting flyers from organizations outside the school and district, they must have the approval of the superintendent or designee.

Food Services (CNS-Child Nutrition Services)

Families are encouraged to prepay meals. Payment may be made to the school cafeteria or online on the district website under NUTRITION.

During any school year on the first occasion that a student does not have money to pay or does not bring a sack lunch from home, the student shall be provided an option of calling home to have money or a sack lunch brought to school. The student will be allowed to charge two times. Until the charges are reimbursed, a student will receive a nutritious snack and milk.

Non-CNS food sales are prohibited during school hours, and within one hour before or after school hours.

Homemade foods shall not be sold on school premises or provided for class parties.

Meals may be served to adults other than employees and Board members who are on campus during meal times for a legitimate purpose, such as serving as a classroom volunteer.

The (middle school) snack bar is a privilege and not a required service. No charges are allowed at the snack bar and all debt to the cafeteria must be paid before purchase from the snack baris allowed.

Food Allergies - the cafeteria and/or the office has a form that must be completed by a medical professional.Generally, children with food allergies or intolerances do not have a disability as defined under Section 504 of the Rehabilitation Act or Part B of Individuals with Disabilities Education Act (IDEA), and the school food service may, but is not required to, make food substitutions for them.However, when in the licensed physician's assessment, food allergies may result in severe, life-threatening (anaphylactic) reactions, the child's condition would meet the definition of "disability," and the substitutions prescribed by the licensed physician must be made.

Account charges are the responsibility of the parent/ guardian. Benefits determined by the Free and Reduced meal program are determined within 10 working days of the application being received at the District Food Service office located at 11824 Air Expressway, Adelanto, CA 92301. Charges made prior to benefit determination are the responsibility of the parent/ guardian. The Food Service computer system tracks both positive and negative balances of each student for the entire time that they are enrolled in the District.

Reminder notices are printed weekly by the cafeteria to be distributed by the office/ teacher. The CNS staff does not assume responsibility for students getting these notes home. Parents are encouraged to pay in advance, utilizing the online Parent Accounting Management System (PAMS) program - this allows parents to track balances and make automatic payments. Each school site has a cashier and they are able to run activity reports reflecting student purchase activity- please allow 24 hours to generate these reports.

[BP 3550 Food Service/Child Nutrition Program]

[BP 3554 Other Food Sales]

BP 3551 Food Service Operations Cafeteria Fund]

Fundraising

Complete the Fundraiser Assurances page and submit it to the superintendent for approval prior to starting any fundraising. Principals may authorize parent groups to conduct fund raising activities with prior approval of the superintendent. Be certain that all fund raisers meet all regulations prior to submission for approval.

There shall be no more than four fundraisers per school, per year.

Fundraising activities shall not encroach on instructional time. Elementary school fundraisers should normally be conducted at the school, after school hours. Fundraising activities in the community should be limited and subject to the approval of the superintendent.

After the fundraiser is held, parents/guardians shall be told how much money was raised and how it was spent.

No students shall be made to feel uncomfortable or pressured to provide funds

Staff is expected to emphasize the fact that donations are always voluntary

No students shall be barred from an activity because they did not participate in fund-raising.

No door to door solicitation by students shall be permitted

The Board prohibits the collection of money in school or on school property or at any school-sponsored event by a student for his/her own benefit

Food Related Fund Raising Restrictions

Fundraising programs need to promote healthy choices.

Food may not be sold from one hour before school starts, through one hour after school dismissal.

Homemade food may not be sold or served on school campuses

Snack foods which may be sold shall be of good nutritional quality, such as nuts, dried and fresh fruit, yogurt, juices, cheese, seeds, sandwiches and milk. Such foods should contain no more than a moderate amount of salt, sugar or fat. They can only be things that supplement a meal and may not exceed 175 calories for elementary and 250 calories for middle school students. No more than 35% of the total calories should be from fat. No more than 10% of calories from saturated fats. Sugar will comprise not more than 35% of the total weight. 100% fruit juices, fruits, nuts, nut butters and seeds are exempt.

Items which are pre-wrapped and perishables that require refrigeration are the sole responsibility of the fundraising group and may not utilize the CNS refrigerators or freezers. Education Code requires compliance with CURFFL California Uniform Retail Food Facilities Law.

Any food sales conducted outside the districts food services program shall meet nutritional standards specified in law, Board policy and administrative regulations and shall not impair student participation in the districts food service program.

[BP 1321 Solicitation of Funds From and By Students]

[BP 3554 Other Food Sales]

Proposed Fundraisers/Vendors List

Schools can help promote a healthy learning environment by using healthy fundraising alternatives.

Items You Can Sell

Things You Can Do

Activity theme bags

Auction (teacher does something for kids)

Air fresheners

Bike-a-thons

Bath accessories

Bowling night/bowl-a-thon

Balloon bouquets

Car wash (pre-sell tickets as gifts)

Batteries

Carnivals (Halloween, Easter)

Books, calendars

Dances (kids, father/daughter, Sadie Hawkins)

Vendors

Brick/stone/tile memorials

Family/glamour portraits

All for Kidz (The Ned Show)

Bumper stickers & decals

Festivals

Americas Lemonade Stand

Buttons, pins

Fun runs

CC Fundraising

Candles

Gift wrapping

Fantastic Fundraising

Catalogue Sales

Golf tournament Maredy Corporation

Christmas trees

Jump-rope-a-thons

Oriental Trading Company

Coffee cups, mugs

Magic show

Red Apple Morley

Cookbooks

Merchant Discount Cards

Red Apple Morley

Crafts

Read-a-thons

Scholastic Book Fair

Christmas ornaments

Recycling cans/bottles/paper

West Coast Fund Raising

Coupon books

Science fairs

Customized stickers

Singing telegrams

Emergency kits for cars

Spelling bee

First aid kits

Talent shows

Flowers and bulbs

Tennis/horseshoe competition

Foot warmers

Treasure hunt/scavenger hunt

Football seats

Walk-a-thons

Giant coloring books

Workshops/classes

Gift baskets

Gift certificates

Healthy Foods

Gift items

Frozen bananas

Gift wrap, boxes and bags

Fruit and nut baskets

Greeting cards

Fruit and yogurt parfaits

Hats

Fruit smoothies

Holiday wreaths

Lunch box auctions

House decorations

Trail mix

Jewelry

License plates or holders with school logo

Lunch box auctions

Magazine subscriptions

Megaphones

Sell Custom Merchandise

Monograms

Bumper stickers/decal

Music, videos, CDs

Calendars

Newspaper space, ads

Cookbook made by school

Pet treats/toys/accessories

Logo air fresheners

Plants

T-shirts/sweatshirts

Pocket calendars

Pre-paid phone cards

Scarves

School art drawings

Items Supporting Academics

School Frisbees

Read-A-Thon

School spirit gear

Science Fair

Sell/rent wishes

Spelling Bee

Souvenir cups

Spirit/seasonal flags

Stadium pillows

Stationery

Student directories

Stuffed animals

T-shirts, sweatshirts

Tupperware

Valentine flowers

Yearbook covers

Yearbook graffiti

The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, age, disability, political beliefs, sexual orientation, or marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternate means for communication of pro-gram information (Braille, large print, audiotape, etc.) should contact USDAs TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call (202) 720-5964 (voice and TDD). USDA is an equal opportunity provider and employer.

*Adapted from: Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002.

Healthy Fundraising

Candy, baked goods, soda and other foods with little nutritional value are commonly used for fundraising at school. Schools may make easy money selling these foods, but students pay the price. An environment that constantly provides children with sweets promotes unhealthy habits that can have lifelong impact. As we face a national epidemic of overweight children, many schools are turning to healthy fundraising alternatives.

Benefits of Healthy Fundraising

Healthy Kids Learn Better: Research clearly demonstrates that good nutrition is linked to better behavior and academic performance. To provide the best possible learning environment for children, schools must also provide an environment that supports healthy behaviors.

Provides Consistent Messages: Fundraising with healthy foods and non-food items demonstrates a school commitment to promoting healthy behaviors. It supports the classroom lessons students are learning about health, instead of contradicting them.

Promotes a Healthy School Environment: Students need to receive consistent, reliable health information and ample opportunity to use it. Finding healthy alternatives to fundraising is an important part of providing a healthy school environment. P

Consequences of Unhealthy Fundraising

Compromises Classroom Learning: Selling unhealthy food items contradicts nutrition messages taught in the classroom. Schools are designed to teach and model appropriate skills and behaviors. Nutrition principles taught in the classroom are meaningless if they are contradicted by other activities that promote unhealthy choices, like selling candy and other sweets. Its like saying, You need to eat healthy foods to feel and do your best, but it is more important for us to make money than for you to be healthy and do well. Classroom learning about nutrition remains strictly theoretical if the school environment regularly promotes unhealthy behaviors.

Promotes the Wrong Message: Selling unhealthy foods provides a message that schools care more about making money than student health. We would never think of raising money with anything else that increases student health risks, but food fundraisers are often overlooked. As schools promote healthy lifestyle choices to reduce student health risks and improve learning, school fundraisers must be included.

Contributes to Poor Health: Foods commonly used as fundraisers (like chocolate, candy, soda and baked goods) provide unneeded calories and displace healthier food choices. Skyrocketing obesity rates among children are resulting in serious health consequences, such as increased incidence of type 2 diabetes and high blood pressure.

More than 15 percent of children are overweight, a three-fold increase from the 1970s.1 At 400,000 deaths per year, poor eating habits and a sedentary lifestyle are fast becoming the leading cause of death in the United States, just behind smoking at 435,000 deaths per year. 2

References 1 Ogden CL., Flegal, KM Carroll MD and Johnson CL. valence and Trends in Overweight Among US Children and Adolescents, 1999-2000. JAMA 2002;288: 1728-1732 2 Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Actual causes of death in the United States, 2000. JAMA. 2004;291(10):1238-1246 Additional Resources Clearinghouse for Fundraising Information: http://www.fund-raising.com/index.htm Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002. http://www.co.shasta.ca.us/Departments/PublicHealth/ CommunityHealth/projlean/fundraiser1.pdf Guide to Healthy School Stores. Alabama Department of Public Health Nutrition & Physical Activity Unit, 2004. http://www.actionforhealthykids.org/index.htm (Select Alabama in box at right and scroll down to Links to State Team-Recommended Tools and Resources.) Healthy Fundraising & Vending Options. Produce for Better Health Foundation. http://www.5aday.com/html/educators/options.php Healthy Fundraising/Health Related Fundraising. http://www.fundraiser-finder.com/fundraising-cat/healthy.php Idaho Recommendations for Promoting a Healthy School Nutrition Environment. Idaho State Department of Education, 2004. http://www.sde.state.id.us/child/docs/ promotingahealthyschoolnutritionenvironment.pdf Non-Food Ways to Raise Funds and Reward a Job Well Done. Texas Department of Agriculture, 2004. http://www.agr.state.tx.us./ foodnutrition/newsletter/NonFoodRewards.pdf School Fund Raiser Ideas: Alternatives to Selling Junk Food and Sodas: http://departments.oxy.edu/uepi/cfj/resources/ AlternativeFundRaisers.htm

Gifts to School Personnel

The Governing Board recognizes that students and parents/guardians may wish to express feelings of appreciation through personal gifts, but encourages them to write personal notes of appreciation. District staff accepting gifts from students or parents/guardians should be sensitive to the feelings of other students and use discretion if gifts are opened in front of others.

District employees shall not receive gifts, presents, or articles of value from students or classes, nor shall they give such gifts or receive gifts from any vendor, including publishers, doing business with or attempting to do business with the school district.

[BP 5133 Gifts to School Personnel]

Grievances

Certificated: There may be times when disagreements in the interpretation of the contract between the district and employee groups arise. In such cases, the employee must comply with the directive of his/her supervisor, then under the contract, implement the following grievance process

Level One: Informal conference with the grievant and immediate supervisor

Level Two: Complaint in writing and conference with principal and the principals immediate supervisor

Level Three: Complaint goes to the Superintendent

Level Four: Complaint goes to the Board

Level Five: Submit a request for Binding Arbitration to the Superintendent

[Article 11 of the contract between ADTA and ASD]

Classified Throughout all phases of the classified grievance process, the district representative has ten days to respond, at which time if no response is received, the grievance automatically advances to the next level. (Refer to Article 14 Grievance Procedures of the CSEA Collective Bargaining Agreement for detailed process and timeline.)

Informal Level:Conference with supervisor. Failing this:

Formal Level:

Level One: Complaint in writing to supervisor and opportunity for either party to request a conference

Level Two: Complaint in writing to the assistant superintendent and opportunity for assistant superintendent or grievant to request a conference

Level Three: Complaint in writing to the superintendent and opportunity for superintendent or grievant to request a conference

Level Four: State mediation

Level Five: The grievant may appeal the decision to the Board of Trustees. The School Board shall schedule a hearing

[Article 14 of the contract between CSEA and ASD]

Homeless Students

McKinney-Vento in a Nutshell:

Express prohibition against segregating homeless students - The statute expressly prohibits a school or State from segregating a homeless child or youth in a separate school, or in a separate program within a school, based on the child or youths status as homeless.

Requirement for transportation to and from school of origin - Transportation is provided, at the request of the parent or guardian (or in the case of the unaccompanied youth, the liaison) to and from the school of origin.

Immediate school enrollment requirement - If a dispute arises over school selection or placement, an school must admit a homeless child or youth to the school in which enrollment is sought by the parent or guardian, pending resolution of the dispute.

Changes in best interest determination Schools must make school placement determinations on the basis of the best interest of the child or youth. In determining what is a child or youths best interest, a school must, to the extent feasible, keep a homeless child or youth in the school of origin, unless doing so is contrary to the wishes of the child or youths parent or guardian.

Local liaison in all school districts - Every district must designate a local liaison for homeless children and youth.

Homeless students living in the district shall be admitted to district schools upon presentation of any of the following:

1. Hotel or motel receipts.2. A letter from a social service agency or homeless shelter verifying that the child lives within the district.3. An affidavit from the parent/guardian stating that the family lives within the district. A reasonable effort shall be made to secure an address, phone number and medical release from the parent/guardian when a child is placed in a classroom.

If you suspect a student is homeless, he is entitled to additional rights and privileges. Please contact the districts Homeless Liaison immediately.

[AR 5111.13 Residency for Homeless Children]

[EDUCATION FOR HOMELESS CHILDREN AND YOUTH PROGRAM, Title VII-B of the McKinney-Vento Homeless Assistance Act, as amended by the No Child Left Behind Act of 2001]

Homework Policy

Homework is an extension of a students lesson to help reinforce concepts. It is work that students can do independently at home. The general rule of thumb is ten total minutes of homework for each year of school (ie: fifty minutes for a fifth grade student). Homework must be tied to teachers lessons and California standards. Board policy states: The principal and staff at each school shall develop and regularly review a school-site homework plan which includes guidelines for the assignment of homework and describes the responsibilities of students, staff and parents/guardians. The plan shall identify all of the following:

1. For each grade level, the amount of time that students shall be expected to spend on homework shall be appropriately increased to reflect the complexity of content and maturity of the student.

2. For each grade level, the extent to which homework assignments shall systematically involve participation by parents/guardians3. The means by which parents/guardians shall be informed about: a. Homework expectations b. How homework relates to the student's grades c. How best to help their children4. Techniques that will be taught to help students allocate their time wisely, meet their deadlines and develop good personal study habits5. The access that students shall have to obtain: a. Resource materials from the library media center b. Assistance and/or tutoring through telephone help lines and/or after-school centers6. The means by which teachers shall coordinate assignments so that students do not receive an overload of homework one day and very little the next

7. For each grade level, the extent to which homework assignments shall emphasize independent research, reports, special reading and problem-solving activities.

[AR/BP 6154 Homework/Make-Up Work]

Immunizations Upon enrollment, students must present evidence of full immunization against diphtheria, pertussis (whooping cough), tetanus (Td), poliomyelitis, measles, mumps and rubella (MMR) as documented by a physician, nurse or clinic in the manner prescribed by the State Department of Health Services. Students seven years old or older shall not be required to be immunized against pertussis or mumps. (Health and Safety Code 120335) Upon enrollment, children entering school or a child care and development program at the kindergarten level or below shall also present evidence of immunization against Hepatitis B. Children who have not reached the age of four years, six months shall also present evidence of immunization against Haemophilus influenzae type b. (Health and Safety Code 120335) Upon enrollment on or after July 1, 1999, children entering, advancing, transferring or repeating 7th grade shall present evidence of Hepatitis B immunization. (Health and Safety Code 120335) Any student without the required evidence of immunization shall be excluded from school until the immunization is obtained or until the student presents a letter or affidavit of exemption from his/her parent/guardian or physician. Exemption is allowed when the parent/guardian states in writing that immunization is contrary to his/her beliefs. Exemption is also allowed to the extent indicated by a physician's written statement describing the medical condition of the child and the probable duration of the medical condition or circumstances which contraindicate immunization.

[AR 5141.31 Immunizations]

Individualized Education Program (IEP)

IEP meetings are centrally scheduled through Pupil Services. Minimally the parent(s), a special education teacher, a general education teacher (if child is or may participate in a regular education environment), and a district representative who is qualified to provide or supervise the provision of special education services and is knowledgeable about the general curriculum and the availability of resources. The psychologist should also be present at initial, triennial and meetings resulting in a change in placement.

By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. In a nutshell, this information is:

Current levels of performance

Annual goals

Special education and related services

Participation with nondisabled children

Participation in state and district-wide tests

Dates and places. The IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last.

Transition service needs. Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs.

Needed transition services. Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school.

Measuring progress and how parents will be informed

[AR 6159 Individualized Education Program]

[www.ed.gov US Department of Education website]

Inclement Weather

Snow: Contact Transportation or listen to radio station KATJ 100.7 MHz or Y102 KFRG, to determine school closure days due to snow.

Heat: The judgment of the principal is critical, particularly between 100F and 110F.

100F degrees Caution. Watch for effects.

105F degrees School decision to stay inside

110F degrees Mandatory: No outdoor activities

Inter/Intradistrict Transfers - Students

Interdistrict transfers are transfers between school districts. All interdistrict transfers are handled at the district office. Parents are to contact the district receptionist to complete an interdistrict transfer request form.

Intradistrict transfers are made between schools within the district. Parents are always encouraged to have their children attend their home school. Parents wishing to attendance at a different school shall contact the Enrollment Center. All students on transfers complete district-provided contracts where behavior and attendance is monitored for annual renewal.

Principals may approve intradistrict transfers pending space available. Childcare and/or babysitting are not grounds for approval priority.

Intervention Programs

Saturday school Offered at some middle schools, for academic enrichment, intervention and discipline.

Summer school Accessible to all identified district students for academic enrichment/GATE and for intervention.

Before and after school programs Either program is offered at schools for both enrichment and for intervention.

REACH A Science Research Associates (SRA) program, in part, designed to accelerate students mastery of reading. In this model, it is implemented for 2 hours per day and is for fourth through eighth grade students more than two years below grade level.

High Point is also used to accelerate students mastery of reading. It is implemented for 2 hours per day and is used to support students in grades 4 through 8 who are more than two years below grade level in reading. Additionally, it is used to support English learners in ELD classes at the middle school level.

Math Academy The second math offering at the middle school level, creating a double block of mathematics for target students.

English Language Development (ELD) is required for all students identified by the CELDT as English language learners.

Section 504 for disabled students who may not qualify for, or require, special education services.

School Attendance Review Board (SARB) meets weekly at the district office. SARB-A is for attendance problems. SARB-B is for behavior problems.

SAT/SST The Student Advocacy Team/Student Study Team is a site team comprised of the students teacher(s), the counselor, administrator(s), and possibly special education personnel. Their charge is to design successful intervention programs to support students.

SART The School Attendance Review Team is a site level team that reviews attendance problems and designs and monitors intervention plans to ameliorate those problems. During SART, an attendance contract is completed between the student, parent and administrator. Before referring students to the next level, SARB, students must have participated in SART at the site level. Referrals to SARB must include the SART contract.

Behavior Contracts Each student with a history of behavior problems should have a behavior contract. This contract is designed to ameliorate the students negative behaviors and should be monitored regularly. (see Appendices 4 and 5 for samples)

PRIM Pre-Referral Intervention Manual, by Hawthorn Press, is a sourcebook of interventions. Organized by common problem areas, it offers a plethora of ideas, specifically targeted to those problem areas. Each site has at least one.

Leaves and Absences

All leaves and non-illness absences must be pre-approved by the administrators supervisor. All certificated absences will be documented on the pink leave sheet and classified on the blue leave sheet. Absence reports should be turned in prior to leave when possible or within 24 hours when an employee returns to work. Failure to submit an absence report on a timely manner could result in a payroll dock.

Refer questions and concerns to the Human Resources Department.

[Lozano Smith]

Required Minimum Instructional Minutes (Ed Code) Per Year

(A) 36,000 minutes in kindergarten.

(B) 50,400 minutes in grades 1 to 3, inclusive (C) 54,000 minutes in grades 4 to 8, inclusive (D) 64,800 minutes in grades 9 to 12, inclusive

[EC 46201.5]

Maintenance Work Orders

All work orders shall be processed through the districts on-line work order system, www.opras.com/adelanto . Any questions about input procedures or anything relating to the work order program should be directed to the maintenance and operations office (760) 246-0429.

Media/News Releases

Other than publications within the district, all outside releases will be channeled through the superintendent.

District employees shall contact the superintendents office when contacted by a reporter. If administrators speak to the press they should make it clear that they are expressing their own personal viewpoints when so doing. They should not express viewpoints on behalf of the district unless they have been designated to do so.

[BP 1112 Media Relations]

Movies/DVDs in Classrooms

All movies must be approved by the site principal. Only G rated movies may be shown, and only if they directly relate to the instructional program and state content standards. Teachers are discouraged from showing movies and videos in their entirety, but instead, just the clips that best support the lesson being taught.

Teachers shall carefully preview all supplementary instructional materials in order to ensure that, in their professional judgment, the materials are:1. directly related to the course of study in which they are being used2. appropriate for students' age and maturity levels Supplementary instructional materials must also be consistent with criteria developed for the selection and evaluation of other instructional materials. If the teacher believes that the materials may be in conflict with district criteria, the teacher shall confer with the principal or designee before using them. When using supplementary materials, teachers shall provide appropriate introductory and follow-up activities. In addition, teachers shall ensure that supplementary materials do not supplant the use of basic texts or teaching activities. All materials must be used within legal copyright limits.

[BP 6161.11 Supplementary Instructional Materials]

Non-Registered Students on Campus

According to the Administrative Regulation 1250, school age children wanting to visit campus must have principal permission to do so. Administrators arediscouraged from allowing visitors on campus due to liability and insurance issues. This includes staff members' children. These children are not covered by district liability or worker's compensation insurance.

Opening of School Checklist

FORMCHECKBOX Appoint teacher in charge (TIC) and administrative designee

FORMCHECKBOX Behavior plans reviewed with and distributed to appropriate staff

FORMCHECKBOX Budgets Is money in place to support goals for the year? Do plans so reflect?

FORMCHECKBOX Conduct orientation/welcome meetings

FORMCHECKBOX Distribute curriculum guides and grade level content standards

FORMCHECKBOX Crisis response plan

FORMCHECKBOX Develop annual calendar for staff meetings, trainings, staff development, etc.

FORMCHECKBOX Develop staff emergency contact tree

FORMCHECKBOX Distribute information regarding medically fragile students to appropriate staff

FORMCHECKBOX District and school organizational charts

FORMCHECKBOX District annual calendar listing staff development and assessment dates

FORMCHECKBOX EL student records reviewed and students appropriately placed

FORMCHECKBOX Enlist parent volunteers

FORMCHECKBOX First day plan written and shared with staff. Some considerations include:

FORMCHECKBOX Class schedules to parents/students

FORMCHECKBOX Class lists

FORMCHECKBOX First day registrations and class placements

FORMCHECKBOX Getting students to and from buses and loaded on the correct buses in the afternoon

FORMCHECKBOX List of parent volunteers and their tasks

FORMCHECKBOX Greeting new families and directing them to the office

FORMCHECKBOX Distributing class assignments

FORMCHECKBOX Directing students and parents on the campus

FORMCHECKBOX Assisting in kindergarten classrooms before school

FORMCHECKBOX General assistance to teachers

FORMCHECKBOX General assistance to office

FORMCHECKBOX Walking new students to class

FORMCHECKBOX Lunch and recess schedule. Coordinate with CNS

FORMCHECKBOX Parent drop off and pick up. Parking lot

FORMCHECKBOX Plan for getting students through lunch lines, especially kindergarten

FORMCHECKBOX Plan for weaning parents from the children, especially kindergarten

FORMCHECKBOX Plan for getting students to the correct buses and safely loaded at the end of the day

FORMCHECKBOX Prepare opening of school discipline/expectations assemblies/classroom visits

FORMCHECKBOX Supervision schedules

FORMCHECKBOX Supporting kindergarten students and parents on the first day

FORMCHECKBOX Volunteers/staff to direct and assist students to class

FORMCHECKBOX What time are classrooms to be opened? Gates to the campus?

FORMCHECKBOX GATE lists and students appropriately placed

FORMCHECKBOX IEPs reviewed and distributed to appropriate staff. Special Education students properly placed

FORMCHECKBOX Instructional materials all classes have what they need

FORMCHECKBOX Mail out welcome back to school letter to parents

FORMCHECKBOX New staff orientation

FORMCHECKBOX Plan for warm body counts which are forwarded to the Superintendents Secretary for the first ten days of school.

FORMCHECKBOX Publicize the opening of school date and times in local publications and on school marquee

FORMCHECKBOX Review at risk students and placements. Confer with parents. Retention? Summer school promotion? Promote with interventions?

FORMCHECKBOX Safe Routes to School Plan

FORMCHECKBOX Safety and security plans developed and reviewed with staff

FORMCHECKBOX SST/SAT, Section 504 ISP and other support plans reviewed and distributed to appropriate staff

FORMCHECKBOX Staff Handbook

FORMCHECKBOX Staffing adjustments

FORMCHECKBOX Substitute lesson plans collected from teachers

FORMCHECKBOX Textbooks all classes have what they need

Parent Disruption/Danger

Per PC 626.4, the principal may notify a person that consent to remain on the campus or other facility under the control of the principal has been withdrawn for a period of up to fourteen days, whenever there is reasonable cause to believe that such person has willfully disrupted the orderly operation of such campus or facility. The first conviction of violation of this prohibition may result in up to a $500 fine, and/or up to six months in jail. (See PC 626.4 for more details).

[California Penal Code 626.4]

Parent Volunteers

All volunteers must be Board approved prior to working in schools

Fill out volunteer forms and mail to the Personnel Office

Provide proof of TB clearance

May require fingerprint clearance

[BP 1240 Volunteer Assistance]

PDSA The Plan(Do(Study(Act Improvement Cycle

The Deming Wheel

Plan

Develop a plan for improving quality at a process

Do

Execute the plan, first on a small scale

Study

Evaluate feedback to confirm or to adjust the plan

Act

Make the plan permanent or study the adjustments

Organizational Chart (Mgmt)

Community

Pledge of Allegiance

In every public elementary school each day during the school year at the beginning of the first regularly scheduled class or activity period at which the majority of the pupils of the school normally begin the school day, there shall be conducted appropriate patriotic exercises. The giving of the Pledge of Allegiance to the Flag of the United States of America shall satisfy the requirements of this section.

In every public secondary school there shall be conducted daily appropriate patriotic exercises. The giving of the Pledge of Allegiance to the Flag of the United States of America shall satisfy such requirement. Such patriotic exercises for secondary schools shall be conducted in accordance with the regulations which shall be adopted by the governing board of the district maintaining the secondary school.

The district respects the legal right of individuals not to participate in the salute to the flag for personal reasons. If a student has conscientious objections which interfere with full participation in the flag salute or Pledge of Allegiance, the student shall simply maintain a respectful attitude throughout the ceremony. (DP 808)

[California Education Code 52720][BP 6115 Patriotic Exercises]

Procedures and Board Policies

Procedures can be found at the AESD website.

1. www.aesd.net

2. click on School Board

3. click on Click here for Board information

4. In the search window, type your topic

Programs Descriptions

ACRC: Adelanto Community Resource Center located at Adelanto School.

AVID at all middle schools: Advancement via Individual Determination (AVID) is a program that targets students with potential to go to college, who need additional support to accomplish that potential.

Core Knowledge Bradach and El Mirage Schools K-8: The theory behind Core Knowledge is that there is a common body of knowledge that people should possess in order to be successful in society.

ELD: English Language Development, for students not yet identified as English proficient. Rigby On Our Way to English, and Into English published by Hampton-Brown are ELD programs. High Point is the English learner support program published by Hampton-Brown, offered at middle schools.

NASA Explorer School Columbia MS: Science, Technology, Engineering, Mathematics and Geography are the cornerstones to NASAs support of schools in this program.

GATE All schools: Gifted and Talented Education (GATE) is instruction that is qualitatively different from the regular curriculum. It may be characterized by accelerated or enriched learning.

REACH Reading intervention program. Published by SRA, when implemented in a 2 hour per day block, its goal is to accelerate reading skills acquisition for students profoundly behind (more than two years) and within a year, bring them to a level where they can successfully navigate through grade level materials. REACH is recommended for students in grades four through twelve.

RSP Resource Specialist Program offered at all schools for students with IEPs who benefit from special education small group or individual services for less than 50% of their instructional day.

Special Day Class (SDC) Mild to Moderate for students with IEPs who require more than 50% of their day in a small group or individual setting.

SDC Moderate to Severe for students with IEPs, who require more supp