See attached.
Introduction:
In contemporary educational institutions, leaders rely heavily on technology and other tools to
communicate with stakeholders, both internally and externally. As we consider the use of tools,
we must also be mindful of what it means to use the tools effectively.
Instructions
Please review the sample communication tools provided below. Select one tool to analyze and
critique. Based on what you have learned in your required readings and optional resources this
week, use your knowledge to write 2-4 well-developed paragraphs, addressing the points below.
Cite evidence from the reading or other scholarly sources.
1. A discussion of the strengths and weaknesses of each. Some questions to consider
may include:
○ Are you able to identify the intended audience?
○ Is it easily accessible to relevant stakeholders?
○ Is information clearly communicated?
○ What would make this communication tool more effective?
2. How does the review of these tools influence your work as a prospective educational
leader?
Sample School Website:School Website
Sample School Email Communication to Families: EDUC 566_. Sample Email to Families
Regarding Student Progress
Sample School Handbook: EDUC 566_Sample School Handbook
Sample Faculty Handbook: EDUC 566_Sample Faculty Handbook
Sample District Facebook Page: Seattle Public Schools Facebook Page
New Student Orientation Page: UCLA New and Transfer Student Orientation Page
Student Athlete Resource Guide: University of Texas Student Athlete Resource Guide
https://dcscholars.org/
https://canvas.ewu.edu/courses/1627275/files/101648307?wrap=1
https://canvas.ewu.edu/courses/1627275/files/101648307?wrap=1
https://canvas.ewu.edu/courses/1627275/files/101648323?wrap=1
https://canvas.ewu.edu/courses/1627275/files/101648304?wrap=1
https://canvas.ewu.edu/courses/1627275/discussion_topics/7868915?module_item_id=17655446#
https://www.facebook.com/SeattlePublicSchools/
http://newstudents.ucla.edu/orientation-programs/first-year-students/#:~:text=New%20Student%20Orientation,held%20online%20using%20remote%20technologies.
https://texassports.com/sports/2019/8/9/GEN_0729133817.aspx
Required Reading Material
Kowalski, Theodore (2011). Public Relations for Schools (5th Edition). Upper Saddle
River, NJ: Pearson Education, Inc.
Chapter 2: Social and Political Contexts
Chapter 8: Using Technology to Exchange and Manage Information
Warner, Carolyn (2009). Promoting Your School: Going Beyond PR. (3rd Edition).
Thousand Oaks, CA: Corwin Press.
Chapter 1: The Foundation of Success
Chapter 4: Publications/ Electronic Communications
Chapter 13: Communicating with Technology: Going Beyond Web Sites
Recommended (Optional) Reading and Supplemental Materials
Optional Reading/ Resources
DeLoatch, P. (2015). The 25 Best School Websites. Retrieved from
https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-del
oatch
Links to an external site.
Principals Share Tips for Newsletters That Work. Retrieved from
https://www.educationworld.com/a_admin/admin/admin414_b.shtml
Links to an external site.
Atlanta Public Schools Student Handbook
Atlanta Public Schools 2018-2018 School Year Handbook
Actions
Optional Video (3 minutes)
https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-deloatch
https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-deloatch
https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-deloatch
https://www.educationworld.com/a_admin/admin/admin414_b.shtml
https://www.educationworld.com/a_admin/admin/admin414_b.shtml
https://canvas.ewu.edu/courses/1627275/files/101648308/download?wrap=1
https://canvas.ewu.edu/courses/1627275/pages/module-2-lecture-and-reading-materials?module_item_id=17655444#
https://canvas.ewu.edu/courses/1627275/pages/module-2-lecture-and-reading-materials?module_item_id=17655444#
Silver Spur Elementary School Principal, Marta Jevenois, presents on the
implementation of the Harper for Kids Youth Character Development Program at her
school.
Harper for Kids with Principal Marta Jevenois (Pyramid of Success)
Links to an external site.
Harper for Kids. (2015). Retrieved from
https://www.youtube.com/watch?v=gWIJoSle7P8
Warner, C. (2009). Promoting Your School (3rd ed.). SAGE Publications, Inc. (US).
https://bookshelf.vitalsource.com/books/9781452261188
Chapter 1: The Foundation of Success
“If you’re the only one who knows something, it’s a secret.”
In days past, schools did not always need solid communication and public relations programs.
The school was there, the teachers were there, parents sent their children, the law said so—and
that was it!
Half a century ago, more than three-quarters of the families in both rural and urban
communities across the United States had children in public schools. Today, fewer than
one-quarter of families have children in public schools, leaving many community members with
no direct line of communication with their local schools.
Thus, the traditional modes of communication from the school to the public—report
cards, parent-teacher conferences, calls home when a child misbehaved, open house, flyers
announcing special events, a newsletter, sporadic media coverage of special activities—were
deemed adequate for keeping the community informed. But today, these methods, although still
important pieces of a comprehensive communication plan, are simply not sufficient to build the
broad-based support schools need to be successful.
The rightness of your “cause” (your position, your district’s mission) aside, people just
aren’t going to take your word for it anymore. They want to see results, accountability, proof.
Can you blame them for being skeptical in the face of the current, widespread public furor over
the crisis in American education? However, it has been demonstrated that, over the long haul,
communities will support a school system that exhibits a solid, measurable commitment to
quality.
As a professional educator or public education supporter, you know that in most schools
throughout the country, most educators are doing a good job with most students. Yet the public’s
knowledge of and confidence in public education does not always reflect these achievements. It
is up to you to be the principal communicator, to make sure your community has the best
possible image of your school, because it is their school, too. You must strive for constituency
“buy-in.”
Public schools are sizable financial enterprises. Many school districts, especially in rural
areas, are their community’s largest employers. School board members and administrators are
responsible for managing large amounts of tax dollars. With that fiscal accountability comes the
responsibility of informing federal, state, and local taxpayers (the stockholders in the enterprise
of public education) in honest terms about how their money is spent, how their investment is
managed, and what return they are getting from their dollars.
The siren song of “No new taxes!” is strong in this economic and political climate of
deficit reduction and fiscal restraint. After all, it is easier to rationalize withholding financial,
political, and even moral support from an institution than from the individual taxpayer who is
struggling to pay the mortgage or to obtain affordable health care.
The school that takes its communication role seriously is the school that will receive the
greatest public support when a program need arises or a crisis occurs. Public confidence cannot
be bought. It must be earned through the daily actions of the entire school family and through a
planned communication effort involving all education supporters, from the local school principal
and PTA president to the district superintendent and the governing board.
https://bookshelf.vitalsource.com/books/9781452261188
THE COMMUNICATION PROCESS
What is communication? It is an exchange of information between people. Conveying
information alone does not involve an exchange; it is simply the act of providing someone with
data, a one-way flow. When we communicate with someone, what are we really attempting to
do? Most of the time, we are trying to change or mold that person’s attitude about something so
that it becomes congruent with our own. Information is disposable; it can be presented,
reviewed, or discarded—and with no attempt at changing attitudes, it may be simply a one-shot
process. But you must make communication and attitude formation a continuous process.
Everyone involved in education is a communicator—a good one or a not-so-good one.
As a principal or other educational leader, one of your major challenges is to build a schoolwide
team of people who can effectively carry a positive message into the community about your
school or district.
The communication process begins with determining what is currently being
communicated about your school and deciding whether or not this is really what you wish to
communicate. It then requires developing a strategy with an action plan that targets the opinion
leaders within your community. These people will add their own perceptions to what is
communicated and share their versions of the information with their constituencies. Local media
will either reinforce the communication or add its own interpretation. Parents with students in
your school will have their own assessments, as will your faculty and staff. This leads you back
to Step 1, and the process begins over again. Once you understand the process of
communication, you can begin to build understanding and support for your school.
DEALING WITH PERCEPTIONS
Educators tend to communicate with the public on the basis of facts, but the public does not
always care about facts. Most people tend to function on the basis of individual perceptions.
Each involved group operates according to a general consensus of what its members perceive.
With the media adding its own spin, the public becomes confused and confidence levels toward
schools drop.
As an example of perception, suppose two people witness a hit-and-run accident. When
the police ask what color the car was, one witness says “gray” and the other says “green.” Who
is correct? The fact that the car was actually blue loses out to the perceptions of the witnesses.
Recognizing that perception is often more powerful than reality, how do you address this
incongruity, a matter over which you may feel you have no control? First, you try to look at your
school from the points of view of your varied constituencies. When you realize what their
perceptions are and understand why, then you are ready to plan and work to bring perception
and reality closer together.
As in any other major enterprise, good public relations and positive public perception are
important keys to a successful school operation. These keys are almost as important to schools
as what goes on in the classroom—because they greatly enable schools to be more effective in
providing quality education.
OPINION LEADERS
There are diverse groups of people involved with the schools. As an educational leader, you at
various times deal with the following people:
Governing board members
● The superintendent’s public information officer
● Central office staff
● Principals
● Teachers
● Support staff
● Students
● Parents
● Social service providers
● Community members
● Business leaders
● Legislators
● The media
Within most of these groups are individuals who function as opinion leaders. They are
the people to whom others in the group turn for information and advice. How do you identify
these citizens who have a following, who have credibility within the group, be it for their
trustworthiness or for their expertise?
These opinion makers can be any number of informal leaders: the school secretary, the
25-year teacher, the president of the PTA, the local grocer or dry cleaner, the bank vice
president. Always be aware that, in one way or another, these opinion leaders have an interest
in the schools of their community.
One of the interesting characteristics of opinion leaders is that they are seldom the
loudmouths in their group. The person who complains at every PTA meeting is not an opinion
leader. An opinion leader, generally, is the one who stands to speak when it is important and has
a valid statement to make. These citizens are usually activists and positivists, and it is vital that
you cultivate their support.
GETTING THE WORD OUT
In spite of our best efforts to be effective communicators, we aren’t always successful in
reaching our desired goals. This is true for many professionals, but especially true for educators
because they tend to be so focused and dedicated to simply getting the job done that it seems
almost unprofessional to be seen and heard tooting their own horn. This terminal modesty is a
dangerous by-product of dedication to the task at hand.
Former high school teacher, coach, and principal (and Governing Board President as of
spring, 2008), Orin K. Fulton of Agua Fria High School in Avondale, Arizona, doesn’t mince
words: “Publicize throughout the community your student successes in everything—athletics,
academics, performance groups, success rates. Don’t hide your good qualities—flaunt them!”
Here’s a challenge for you:
● Inform the public about your school’s programs and activities.
● Build confidence in what you, your faculty, and staff are doing for students.
● Restore the partnership between parents, teachers, and community in meeting students’
needs.
● Rally support for the total educational program.
● Enrich the home, school, and community by improving educational opportunities for all.
Now, that’s a tall order. How can you possibly accomplish all of those tasks? Chapter 2 will
explain how to
● identify the image your school presents and identify the community’s perception of your
school.
● develop a strategic plan.
● develop an action plan to implement your strategic plan.
● become an educator who communicates and put your plans to work.
If community members are made aware of the quality work your school is doing in educating
their children, they will support your efforts wholeheartedly. You, as well as the students and
their parents, faculty, and staff—in fact, the entire community—will reap the benefits of such a
partnership. Confidence in American education will be renewed—step by step, student by
student, family by family, school by school, and community by community.
Let the communicating begin.
Commandments for Communicators
Thou shalt accept that it is difficult to communicate clearly.
Thou shalt know what thy message is.
Thou shalt define what thine objective is.
Thou shalt remember who thine audience is.
Thou shalt simplify.
Thou shalt repeat. Thou shalt repeat.
Thou shalt respect the power of the parable.
Thou shalt weave humor into the fabric of thine message.
Thou shalt analyze how thy message has been received.
Thou shalt stop when thou hast no more to say.
Source: John Jay Daly, Daly Communications, Chevy Chase, MD.
Chapter 4: Publications/Electronic Communication
“If you want it to be remembered, put it in writing.”
One of the most important charges given to public schools is to teach children to communicate
through the proper use of language. Throughout the elementary grades, the primary focus is on
teaching and reinforcing the skills of reading, writing, grammar, spelling, vocabulary, and
pronunciation. In high school, more advanced uses of language are emphasized through
creative writing, journalism, speech, and drama.
As an educational institution, how much effort and emphasis does your school place on
utilizing these same communication skills to educate, inform, and enlist the support of your
principal constituencies? Because it is a given that your school should be doing this, this
chapter focuses on the hows and not the whys of written communication from you and your
school.
First and foremost, every written communication from your school must be well-written,
grammatically correct, and free of errors. You can never allow these seemingly small details to
slide because you are pressed for time or are dealing with other issues. Once a publication
reaches the hands of the intended readership, an image of your school and your leadership is
created that may be difficult to undo without a great deal of time and effort. Therefore, it makes
sense to ensure the quality of any publication up front.
If a publication from your school contains typos or spelling and grammatical errors; if it
has inaccurate, incomplete, or misleading information; if it is visually hard to read because the
type is too small or too faint or the layout is cluttered; if it is written above or below the average
reading level of your targeted audience, readers may well draw comparisons between the
quality of the publication and the quality of education you provide. Such publications send this
hidden message: “You, the reader, aren’t very important to me, the writer.” That is a message no
school leader can afford to send—to anyone!
School publications are an important, and somewhat unappreciated, form of
communication. Although traditionally they have been used as vehicles for providing information
to parents, with the advent of site-based management and similar decentralization concepts,
publications should be adapted by educators to provide information to other community groups
as well.
There are a variety of publications that schools can use effectively. You may need a
brochure for one project, a flyer for another, or an announcement on your Web site for a third.
These days, everyone is inundated with incredible amounts of information on an enormous
number of topics. Because people cannot possibly read everything available to them, most have
become much more selective about what they do choose to read. Some simply do not read
much of anything; others, especially older and retired people, avidly read everything that comes
their way. As a result, school publications must be adapted to these varied and changing
information needs. You want your patrons to choose to read what you send them, so you must
make it easy and appealing for them to do so.
To create or improve your school’s communications/publications plan, ask yourself four
questions:
1. Who? Determine the publication’s audience. Who do you want to read it? Is it for staff,
parents, students, the community at large, or a special interest group such as parents of
a particular student population? The targeted audience will determine how the
publication is written and designed, as well as how it is distributed.
2. What? Determine the purpose of the publication. What do you want it to do? Is it meant
to provide basic information about your school programs and activities; to report on local,
state, or national educational issues; to enhance your school’s image with the
community; to ask for help; or to recognize achievement? Does the overall design reflect
the purpose?
3. When? You will need to determine not only the audience and the purpose of the
publication, but also the frequency. Is it a one-shot item or an ongoing effort?
4. Whether you send it out weekly, bimonthly, monthly, or twice a year, if you are consistent,
many in your targeted audience will begin to look for it. If the design is always the same
in size and color, your intended readership will recognize it whether it is mixed in with
their other mail, folded inside their child’s backpack, or lying on the floor. Design the
publication with those thoughts in mind.
5. How? Decide how best to communicate the information the publication is intended to
disseminate; then determine a writing style to match. Is it appropriate for the audience
and subject? Is it clear, focused, accurate, and interesting? Is the type size and style
appropriate and easy to read? For example, publications for young children and seniors
should use a large, clear typeface. Children like lots of graphics and illustrations. Is the
reading level appropriate for the audience? (Use the Fog Index check discussed near
the end of this chapter.)
NEWSLETTERS
Perhaps the most common type of published school communication is a newsletter. Desktop
publishing by personal computer has greatly simplified the process of creating an attractive
newsletter. There are several different commercially produced software packages on the market
that are specifically designed for creating newsletters and similar publications. You can also buy
graphics software that eliminates the need for pasting in “clip art” or having someone illustrate
the page.
Sample school newsletters are included at the end of this chapter, from Fall Mountain
Regional High School in Charlestown, New Hampshire, and Washington Jr. High in Toledo,
Ohio.
The following guidelines consist of 10 commandments for a good newsletter.
● Make it interesting. If no one wants to read your school’s newsletter, you have wasted
significant time and resources. Review your concept with others, including intended
members of the target audience. Get, and use, constructive advice. Remember, a
newsletter is intended to accomplish something for a specific set of readers; it isn’t a
diary.
● Follow the 30–3–30 principle. That means your newsletter is written to provide pertinent
information whether the reader has 30 seconds, 3 minutes, or 30 minutes to spend. This
is why it is important to use headlines with action verbs, subheads within blocks of copy,
strong lead sentences, and first paragraphs that address the content of the story. For an
outstanding example of the application of this principle, study the presentation of the
news in USA Today.
● Have an easily identifiable masthead that is used consistently. The masthead should
incorporate the following:
○ The name of the publication
○ The school name
○ An identifying logo (This could be the school mascot or a distinctive use of type.)
○ Publication date
○ Statement of purpose (Examples are “A Newsletter for Parents and Patrons” or
“A Publication for Staff Members.”)
○ The school address, phone number, and e-mail address (This can alternatively
be placed at the bottom of the page.)
● Leave lots of white space. You don’t have to fill every inch of space available. If you try
to do so, the pages will look cluttered and will be unappealing to the eye. Short
paragraphs and a column format with plenty of space increase readability.
● Use color for emphasis. In the interest of cost, most school newsletters use only one
color of ink. However, you can “punch up” your newsletter by preprinting quantities of
your masthead using two or more colors. These can then be run through the copy
machine and printed on an as-needed basis. You can also stretch the use of color by
using “spot color” or “screens” (shades of color or black/gray) to create varied shades or
by overlapping two colors of ink to create a third.
One caution on using screens created with desktop publishing and laser printers:
The quality and appearance diminish with each generation run on a copy machine and
quickly begin to look muddy or smudged. Run a proof copy first and evaluate the effect.
You may be better off eliminating screens and using borders to highlight copy instead.
If you opt for using colored paper for your newsletter, use soft neutral colors such
as ivory, beige, or pastels. Brighter colors may attract attention, but they make the
newsletter difficult to read. Save the neon colors for flyers.
● Avoid endless columns of text. Use subheads, bullet copy, borders, graphs, and graphic
art to add interest to the page and break up blocks of “gray” copy. Warning: Use art only
if it relates to the story so it will be complementary rather than distracting. When using
art, be sure that it is in the public domain or that you have purchased the right to use it,
for instance, in a software package of clip art. Using comic strips from the local
newspaper or other published art is in violation of copyright laws. No one is likely to go to
the trouble to sue you, but it is unprofessional and could damage your credibility with key
members of the constituencies you want to build a relationship with—especially the
media!
● Use consistent type elements. One of the pitfalls of computerized newsletters is the
temptation to use every typeface available. Stick to one style of type for the body copy
(text) and another for headlines. Body copy should generally be a serif type (letters with
tails or flourishes that lead the eye to the next word) and headlines in sans serif (plain
type without tails and flourishes) in a larger size than the body copy. Use bold or italic
type for emphasis within a sentence. Never type body copy in all capital letters—it is the
written equivalent of shouting at the reader. Most copy, including headlines, should be
printed in standard upper- and lowercase for readability. By the same token, do not print
entire paragraphs in bold or italic.
● Use photos judiciously. Before you use photos in your newsletter, be sure that you can
ensure good reproductive quality. You may be able to use a computer scanner to place
the photograph in your publication. However, if the copy machine you are using is not
capable of reproducing clear and identifiable copies, you are better off leaving photos
out. If your newsletter is printed on a press, you can have the photos stripped in by the
printer and you won’t have a problem. Like art, photos are effective only if they add to
the story. Caution: Photos taken by students or teachers are great to use in district or
school publications as long as they do not require copyright permission—most do not if
taken and used for school publications on school property, but be careful that all FERPA
(Federal Education Rights and Privacy Act) laws are followed and that each student
pictured has parental permission. All other copyright laws prevail. (Most school districts
use an opt-out clause in the Student Handbook that parents will sign. Use good
judgment and follow district policy with regard to photos posted on Web sites, especially
those created by students.)
● Use the best printer you can find. A laser printer is excellent, but if you don’t have easy
access to one, you might consider taking your newsletter to a local quick-print shop to
have an original copy printed. For a minimal charge, they will print your newsletter on a
high-quality laser printer or imagesetter. All you have to do is provide the computer disk
with your newsletter copied on it exactly as you want it printed. You will then have a
quality original from which to run your copies.
● Make sure copies are clean and neat. Before you waste 800 sheets of paper running
newsletters that turn out to be unreadable or crooked, take the time to run several proof
copies and check them carefully for problems. While the copies are running, periodically
pull one to make sure it still looks good. You are better off catching a problem halfway
through and correcting it, rather than catching it after the fact. Paper is expensive—and
so is your time!
Parent and Community Newsletters
Publishing a regular newsletter gives you a chance to inform patrons about the positive
education stories that apply to their school and stories that the local media don’t know about,
don’t have room for, or don’t choose to cover. It can be a monthly, biweekly, or weekly
publication, depending on available time, energy, and resources. As was mentioned earlier, the
front pages of several sample newsletters are included at the end of this chapter.
Traditionally, school newsletters have been distributed to parents only. But as more
schools move toward building-level decision making and a greater level of community
involvement, educational leaders need to create a news link to people and organizations and
businesses that do not have children in school—groups that have been “outside the loop” until
now.
One effective way to produce a quality newsletter (and to make sure all the key points
previously discussed are addressed) is to create a newsletter team responsible for preparing
and publishing it on time. This team could include teachers from different grade and subject
levels, a parent or two, and the school secretary. Seek out retirees in your community with a
journalism or printing background who are willing to volunteer their help, or build a partnership
with a local business that produces its own in-house newsletter and ask for assistance. Charge
the newsletter team with responsibility for collecting information, writing articles, and preparing
and designing the publication.
Principal Robert Ericson of North High School (Sheboygan, Wisconsin) uses students
from the journalism department to write his monthly newsletter. He meets with the editors
monthly and reviews with them the material to be included. The students contribute ideas, write
articles, interview teachers, dig up facts about an event, and develop the artwork and
appropriate graphics.
You may wish to produce two monthly newsletters—one aimed specifically at parents
and one targeted toward your school’s nonparent community/business constituency. A
newsletter for parents and the community, or whatever combination of audiences you wish to
address, can follow a regular format of presenting information by subject areas such as student
achievements, calendars of events, curriculum updates, and tips for parents, or it can
concentrate on a specific theme in order to provide comprehensive information about a topic or
issue of interest.
If you are just beginning this process, use an early issue to survey your readers and
gather input about the type of information that is most valuable to them. Just because you think
your newsletter is terrific doesn’t mean your readers find it relevant. If you are already in the
newsletter business, it is wise to review the characteristics of a good newsletter periodically.
Typically, timely newsletters do the following:
● Discuss various curriculum programs and how they impact student learning. For
example, the newsletter might explain in lay terms the benefits of the new science lab or
the reasons for using cooperative learning techniques
● Highlight the achievements of students, staff, and volunteers
● Review school rules and regulations, and attendance and discipline policies
● Inform parents how much homework to expect at each grade level and provide tips on
how they can help their children
● Provide age-appropriate reading lists and book reviews
● Address issues of concern such as drug and alcohol abuse, gangs, guns, safety, and
teen pregnancy, and list community resources parents can access for help
● Feature an outstanding school program and provide in-depth information
● Share test results and explain how to interpret them
● Profile a staff member, student, volunteer, or business partner
● Explain how new legislation will impact your school, as well as your district
● Provide updates on the activities and decisions of organizations such as school site
councils
● Provide updates on the activities of the PTA/PTO and student council
● Include district news and information of interest to parents and community members
● Address student health issues
● Solicit volunteers for specific projects or ongoing programs
● Offer special-focus issues on subjects such as building self-esteem, the importance of
parent involvement, school–business partnerships, and cultural diversity
● Inform about projects affecting the school site (for example, construction, remodeling,
repairs, weather damage, parking lot problems, landscaping, and beautification projects).
Major site projects often impact the local neighborhood, and residents appreciate being
informed in advance whenever possible
Staff Newsletters
Although your staff should receive copies of the school newsletter along with parents
and patrons, there is a lot of other information they need to know in order to be effective in their
jobs. A staff newsletter can help provide them with that information. The format should be simple
and easy to read. Don’t waste time with photos and graphics, because this should be a “quick
read” publication, preferably one page front and back. Survey your staff and ask them about
their information needs. Involve them in making it their publication.
Items for the staff newsletter might include the following:
● Information about colleagues: retirements, new staff members, illnesses, births, deaths,
promotions, awards, and achievements
● Periodic review of policies, procedures, and state and federal mandates.
● Testing information
● Governing board actions or proposals (if your district does not have a publication for this
purpose)
● New legislation affecting schools
● Grade-level reports
● Curriculum updates and adoptions
● Teaching tips and ideas
● Professional growth opportunities
● Ideas for communicating with parents
● School concerns and problems
● Upcoming events and meeting schedules
● News from around the district
● Student discipline information
Two examples of different staff communications are included at the end of this chapter:
“Week in Review Form” from Paradise Valley High School in Phoenix, Arizona, and “Weekly
Calendar” from Owen J. Roberts School District in Pottstown, Pennsylvania.
Student Newsletters
Don’t overlook the importance of student newsletters in communicating the good news
about your school. Although student newsletters are written by and for students, you can bet
that parents read them, too. Under the guidance of staff or community volunteers, students can
apply the techniques discussed earlier in this chapter to create interesting and informative
newsletters.
Items for student newsletters might include the following:
● Student council information and decisions
● Interviews with staff members or community members
● Reports on classroom projects and school activities
● Information about school and district events
● Book and movie reviews
● Creative writing and poetry
● Homework tips
● Lunch recipes
● Information about community service projects
● Student profiles focusing on cultural diversity
Distributing Your Newsletter
How you choose to distribute your newsletter will depend a great deal on the frequency
of your publication and your financial resources. Some possible distribution methods are
● E-Mail. Most schools collect parent e-mail addresses at registration. Recent parent
surveys show that this is the new preferred method of delivery in most communities,
especially among younger parents, and even in low-income areas where parents have
access to computers at their local library or place of work. Inserting an opt-out clause is
always recommended.
● U.S. Mail. Schools qualify for a nonprofit bulk rate permit, the cheapest postage rate
available. You pay a yearly permit fee and a per-piece cost for each mailing. To take
advantage of the bulk mail rate, you must mail a minimum of 200 pieces of the same
item and they must be grouped by zip codes. Your district office may already have a bulk
mail permit that you can use. You can also mail first class, which does not require
grouping by zip code, but this is an expensive option best reserved for critical
communications with individual parents.
Obviously, you have access to an address list of parents, but you should also
consider mailing to other residents in your school community. Through a specialty
service, you can purchase mailing labels for all residences in a designated area, but
these are expensive even for a one time purchase. You can also use a direct mail
service, but again, this is expensive and you pay on a per use basis. Building your own
mailing list is time-consuming but can be accomplished using city directories, volunteer
help, and the assistance of organizations such as chambers of commerce that already
have the lists you may need of businesses in your area.
● Newspapers and Free-Throw Publications. (“Free-throws” are free publications that are
distributed to school neighborhood residents. Schools can usually include inserts
through arrangements with the publishers.) Check with your local “free” newspaper
publisher or “Pennysaver” about inserting your newsletter for distribution in your
attendance area.
● Community-Based Drop-Off. Ask permission to leave stacks of newsletters in the offices
of doctors, dentists, real estate agents, veterinarians, and other professionals in your
school community. Take copies of your newsletter to retirement homes and apartment
complexes and ask that they be distributed. Some banks, restaurants, and grocery and
convenience stores may also be willing to let you leave some newsletters on display. Be
sure to get permission before leaving them, however, or they may end up being thrown
in the trash by an irritated proprietor or store manager, which won’t build a positive image
for you or your school.
● Door-to-Door Delivery. Check with school-based scout troops or other student
organizations to see if they might distribute newsletters door-to-door as a community
service project or as a fundraiser. They may be willing to take it on as a regular project
for much less than the cost of mailing.
● Student Delivery. The old standby is to send parent newsletters home with students. This
works better in the primary grades than it does at the middle or high school levels. To
conserve costs and cut down on waste, you might try sending the newsletter home with
only the youngest child in a family. Be sure that some statement such as “A Newsletter
for Parents” is near the masthead, so there is no mistaking for whom the publication is
intended.
TECHNOLOGY TOOLS
Now that we are living in the 21st century, technology has added new dimensions to how
organizations communicate, both internally and externally. Tried and true techniques and written
materials still need to exist but many times are more easily disseminated to our audiences via
this new format. This age of instant information using computers and cell phones is one that
changes rapidly, and if we don’t stay current, we can miss out on the best way to reach many of
our students, parents, and community members. Without using technology, we also put people
at risk during times of crisis or when immediate communication is needed.
Superintendent Dr. Paul Kinder of Blue Springs School District in Missouri highlights how
his staff augments traditional communication vehicles with technology.
Communication occurs in myriad ways within our organization. While some are quite
traditional such as newsletters to parents from teachers, others are much more advanced. The
internal audience receives most information in an electronic format through e-mail, Web-based
information, and communication boards within our management systems. Weekly information is
sent to staff via a link to an online document. This includes information about our staff and their
awards, and concerns, what is going on in our schools, and even a place for staff to share ideas
and items. In addition, our superintendent [both] sends . . . legislative updates and
communicates events and issues to the staff in an e-mail message weekly. Stories of success
and information are published quarterly for our internal audience, and this is sent via a Web link
to staff with computer access, and printed copies are sent to those without.
Our external communication is also multifaceted. It includes both formal and scheduled
communication and informal communication that occurs as needed. Parents are able to gain
information about their student using our “Parent Connect” information portal. This allows
parents to log on and see their child’s grades, attendance, and daily schedule. In addition,
parents can pay for school lunches online and can check out what their student is purchasing
for lunch using our electronic payment and food management system. Parents are also afforded
instant information in the form of an automated calling system. They receive a call within
minutes of [the] decision to close school due to inclement weather, and this system also
disseminates information about possible health issues in schools and notifies parents when a
student is absent. Not only can each school use this system individually, but the district office
has access and a phone call can be delivered within minutes to more than 13,000 parents and
families.
The District publishes a quarterly magazine that highlights current events in our district
and the awards that students, staff, schools, and community members have received. This also
gives the district an opportunity to share information about programs of which our patrons may
not be aware. These stories are also then uploaded to our Web site so it is made available to
the world.
The Web site is a major form of our communication to our external audience. Ten years
ago, the information remained static and most sites seemed to be an electronic contact sheet
with a few photos. Today, our site is dynamic and provides the user a glimpse into our schools.
Information is updated daily and calendars of events are provided for each school and the
district as a whole to ensure all members have access to necessary information. Board policy is
available online as well as the minutes from each meeting and agendas. This gives all patrons,
parents, students, and staff equal access to information that impacts our learning community.
Technology has even impacted the way we transport students. Recently our buses have
been tagged with Global Positioning Sensors that allow us to keep up-to-the-second accounts of
our buses’ locations and it also provides information about their rate of speed and time on route.
This is especially important as a communication tool when we have concerns from patrons
about our transportation services. It also allows our district to communicate with employees
using accurate information about job performance in an arena where the supervisor cannot be
present at all times.
E-Newsletters, Web Sites, and Online Media
As the number of schools utilizing e-newsletters and Web sites continues to grow each year,
school communication professionals face new opportunities and unique challenges with each
new digital communication option. There are many resources and tools available beyond the
scope of this book that instruct readers in the use of the very latest technology tools to assist in
school and district communication efforts.
Parents and other community members have come to expect at least a “Web presence”
for information about their local schools and school districts.
According to Edward H. Moore, APR, in the National School Public Relations
Association’s (NSPRA) resource guide to Mastering E-Newsletters (2005), when it comes to
technology, communication efforts are best served when things are kept simple. As Moore
points out, in the same manner as the office and personal e-mail that most of us are used to
receiving, e-publications are another method of getting electronic messages to many people
quickly and efficiently.
The speed at which e-newsletters can communicate messages to as many recipients as
you have e-mail addresses for, and be quickly forwarded to other interested recipients, has far
surpassed traditional print newsletters. E-newsletters can include links to more detailed
information where other Web sites of interest help readers better understand the story, and they
also can be invaluable in helping collect feedback and data from readers.
How well e-publishing technology works in delivering school e-publications is crucial to
e-publishing success. Choosing the right computer software and list management tools is as
important as the content and design.
Web sites can also be effective or ineffective tools for school and district communication.
In many schools, the duty of keeping the Web sites content current falls on the shoulders of
already busy teachers or school secretaries. A good, easy-to-navigate Web sites with a simple,
appealing, and user-friendly design is a great start.
Advanced technology designers (many of whom are students in Career and Technical
Education programs) are now using the newest features of Internet “broadcasting” and
“videography” to help tell their stories as well.
MONTHLY CALENDAR/MENU
An inexpensive and effective way to keep parents informed of upcoming events is to send out a
one-page combination calendar/menu that can be posted on the refrigerator for quick reference.
(Many schools are opting to post this information on the individual school’s Web sites for
parents to view online, preferring to “go green”/environmentally friendly.) There are some great
computer software packages available specifically for creating calendars. At the top of the
calendar page, add the phone number of the attendance clerk, the office, and the homework
hotline if you have one. Use the back side of the page to list student achievements such as
student of the month, honor roll, improvement awards, and contest winners. This will get
important information to parents and will save space in your regular newsletter for more detailed
articles.
Many schools still print separate wall calendars or combination handbook/calendars.
These look great. However, the downside is that they are expensive to print, and usually by the
time school starts, some events have already been rescheduled.
PARENT/STUDENT HANDBOOKS
A parent/student handbook is an important publication that every school needs. It provides vital
information about your school, district policies, and the guidelines for cooperation between
parents and educators. Handbooks are most valuable to educators if they are to be used as a
reference and guide for student conduct and similar purposes. Your handbook should contain
general guidelines that allow you flexibility in dealing with a variety of situations while remaining
within the boundaries of district policy. If rules and regulations are written in too much detail, you
may find yourself boxed into a corner when dealing with a particular issue.
Involve your school site council or other parents and staff members in helping to develop
the contents of your handbook. By including those who will be using it, you will end up with a
publication that better serves the needs of your school. Even if your school district provides
such a handbook to parents, a supplement addressing issues specific to your school would be
very useful.
Subjects that should be included in the handbook are the following:
● Attendance
● Code of conduct
● Dress code
● Discipline
● Academics
● Student activities
● Student and parent rights
● Health care and regulations
● Transportation
● Safety programs
● Parent involvement
● Philosophy and goals
The brochure for Plymouth (Minnesota) Middle School is an excellent example of an
easy to update, do-it-yourself handbook.
BROCHURES AND FLYERS
Brochures and flyers are useful for promoting specific programs or events. They contain
topic-specific information, usually on one page, and sometimes on a front-back format. Due to
space limitations inherent in this type of publication, your copy must be concise and to the point.
If you try to include too much information, you may not have the space to make it look attractive.
Decide on the most important information, and concentrate on presenting it in an interesting and
understandable format. Some possible topics for brochures and flyers include the following:
●
● Preschool programs
● Kindergarten programs
● Special education programs
● Volunteer programs
● Afterschool programs
● School–business partnerships
● Homework
● Magnet programs
● Athletics
● Honors programs
● Fine arts programs
● Sex education-HIV/AIDS curriculum
Brochures
Good brochures use graphic art or photographs to add interest and break up the copy. You can
also use borders, dashes, bullets, and white space to create an interesting look. If you plan to
use photographs, it is best to use white paper and black ink; otherwise, the photos may not look
natural. Add color by adding a second color of ink to headlines or art. If you use colored paper,
stick to neutrals and pastels for readability.
The most common sizes used in brochures are 8½ x 11 inch (letter-size paper) or 8½ ×
14 inch (legal-size paper). These sizes are also the easiest and least expensive to produce and
can be used with most copy machines. Different looks can be created with different folds.
Brochures can be folded in half, in thirds, in quarters, and with variations on these. You can get
lots of ideas by collecting brochures that you find attractive and studying their layout and the
different ways in which they are folded. Visit a local print shop and ask to see some samples.
If you don’t have a folding machine, you may want to consider having a printer or a
quick-copy outlet prepare your brochure. You may be able to talk the shop’s staff into letting you
provide the printed sheets and charging you only for the folding. Otherwise, be prepared to bring
in the troops to fold your brochures by hand.
Flyers
Flyers generally are used to announce an event. They are usually one sided and contain a
minimum of information, but that information is displayed in an eye-catching format. Use
attention-getting, bright-colored paper for flyers, as there will not be a lot of copy to read.
Extra-large type and graphics can enhance the message and entice people to read it. By using
a computer to do your layout, you might fit two or three copies of your announcement on one
sheet, then cut the sheet into halves or thirds after printing.
LANGUAGE
If there are a large number of non–English-speaking parents in your school community, consider
producing anything you want parents to read, such as parent newsletters, brochures, flyers,
handbook inserts, and calendars, in English on one side of the page and in another language on
the other. Make sure your translations are done by someone who has a written and not just an
oral knowledge of that foreign language.
SUGGESTIONS FOR BETTER WRITING
These writing suggestions were developed by Bob Grossman (1979), an educational public
relations consultant:
● Nouns
○ Simplify complex nouns.
○ Look for nouns that can be changed to strong verbs.
○ Use specific nouns rather than general.
● Verbs
○ Strengthen verbs.
○ Reduce the number of linking verbs.
○ Use active, visual verbs.
● Other parts of speech
○ Eliminate needless adverbs.
○ Eliminate weak adjectives.
○ Avoid too many pronouns.
○ Avoid needless adverbs modifying adjectives.
○ Eliminate excessive numbers of prepositional phrases.
● Vocabulary
○ Cut jargon.
○ Reduce the number of multisyllabic words.
○ Use vocabulary appropriate to the audience.
● Sentences
○ Strive for shorter sentences.
○ Vary sentence length.
○ Be careful of compound subjects and verbs.
○ Use subject–verb–object word order.
● Content
○ Concentrate on specifics rather than abstracts. Resist the temptation to be legally
specific.
○ Get to the message quickly.
○ Organize thoughts into logical order.
● Style
○ Eliminate the word there when you can use active speech. (For example, instead
of “There are a number of students who have signed up for the school picnic
clean-up team” say the following: “A number of students have signed up for the
school picnic clean-up team.”)
○ Write in short paragraphs when possible.
○ Put words that demand emphasis at the beginning or end of the sentence.
○ Limit each sentence to one or two thoughts.
○ Don’t overuse transitional words and phrases.
The Fog Index
The Fog Index is a device used to estimate the reading level appropriate for your
publication. Keep in mind that most successful publications write to a general reading level of
ninth grade or less. Try conducting a Fog Index on a sample story from a popular general
publication (such as Reader’s Digest, USA Today, or your local newspaper) and comparing it
against your own writing.
● Step 1. Select a 100-word sample of writing.
● Step 2. Find the average number of words per sentence in the sample. If the 100th word
is in the middle of a sentence, count the rest of the words in that sentence and use that
number to compute the average.
● Step 3. Count the number of words in the 100-word sample that have three or more
syllables. Do not count proper names or three-syllable verb forms ending in –ing, –ed, or
–es.
● Step 4. Add the average number of words per sentence to the number of three-syllable
words and multiply by 0.4.
The result is an estimate of the reading level (grade) required to understand your writing.
The Fog Index is affected mainly by two factors: the level of vocabulary and the length of the
sentences. The purpose of using the Fog Index is to make sure your newsletter copy can be
understood by the intended audience.
Proofreading Tips
One of the bonuses of computer publishing technology is the ability to spell-check and
grammar-check your writing. But that does not eliminate the need to proofread your articles,
especially names and numbers that the computer cannot identify. It is worth a little extra time to
ensure accurate copy.
● Have someone other than the writer proofread the copy. Better still, have more than one
person proof it.
● Proof the copy backward, beginning with the last word. This helps to catch mistakes you
may miss because of reading too fast (even though you’re trying to read slowly and
carefully).
● Mistakes tend to cluster. Watch for more than one typo in a sentence or paragraph.
● Watch for changes in typeface or type style that should not be present.
● Check the sequence of page numbers.
● Check accuracy of all callouts (“continued to page . . .” or “continued from page . . .”).
● Check for complete parentheses, brackets, and quotation marks. Check that these
punctuation marks face the proper direction.
● Check the spelling of all names.
● Check all addresses and phone numbers. Watch for transposed numbers.
● Check that photos and cutlines (or captions) match.
● Check carefully for all necessary punctuation marks. Omitted periods are easy to
overlook.
Chapter 13: Communicating With Technology
Going Beyond Websites
Change is good. You go first.
– Dilbert comic strip
Web sites, Web pages and e-mail, blogging, podcasting, RSS . . . the list is endless. Just within
the last decade, computers have offered many new avenues for communication. Most schools
and school districts around the country have Web sites or Web pages, and even in the most
remote rural areas, communication now regularly utilizes the newest technology such as Web
sites, e-newsletters, podcasts, Web blogs, and more for information and even socialization.
Teachers help students keep track of homework on their individual Web sites, parents can
monitor their students’ grades and progress online, and departments have Web pages on
school district Web sites for anything from course offerings, school calendars, and enrollment
forms to student handbooks and employment information. Many school Web sites and Web
pages within those sites are even created and maintained by technology-savvy students. Most
information can be entered (or posted) and changed with ease.
For example, at L’Ouverture Computer Technology Magnet School in Kansas, Principal
Howard Pitler says that each teacher updates his or her Web page weekly with information for
parents on what students are studying. L’Ouverture students test software and hardware for a
number of companies, and the school puts out a weekly electronic newsletter (or e-newsletter)
edited by fifth graders.
Electronic mail (e-mail) is one of the easiest and quickest ways to make contact with
individuals, such as key communicators, all at once, with “broadcast e-mails.” Instant
messenger services on the Internet offer the opportunity for two or more people to have a
dialogue. A “chat room” can be made private with the use of a password or “user ID.” (See
Chapter 4 for more about electronic communication).
HOW HAS TECHNOLOGY CHANGED (OR IMPROVED) THE WAY WE COMMUNICATE
WITH OUR STAKEHOLDERS?
Communicating via technology is instantaneous—that can be a benefit or a detriment
depending on how it is used, especially in emergency situations. It can lead to inaccurate
information, rumors, and speculation that can be counterproductive to the real message. That
said, being able to notify families early that a school will be closed because of a local issue is
just one example of how this rapid communication is a plus. Many educational staff currently
use text messages, instant messaging, cell phones, and e-mail to get the word out, and older
students use such technology as well; the challenge is to encourage more parents to use it.
Many people have made technology an integral part of their lives, and they tend to avoid
traditional communication methods such as mailings. Who hasn’t had the challenge of safely
pinning notes to young students’ clothes or trying to get middle school and high school students
to carry home important flyers? As advantageous as instant communication has proven to be, it
is critically important that messages be thoroughly reviewed before a “send” button is ever
pushed. Many people have faced the embarrassment of sending e-mails to the wrong people or
not giving enough thought to the message being conveyed.
Technology saves money on paper and postage, but it is important to assess if it should
be used as a supplement to a mailing or public meeting or any other communication techniques
commonly used. Keep in mind that today’s rapid-fire communication via the Internet means that
e-mail “mailboxes” can quickly become overloaded with messages. Knowing how parents and
community members access information will provide the answer to the question of the best way
to communicate with your audiences.
Another consideration is keeping up with the knowledge level students have of
technology. Most students have a mastery of technology that adults may not have achieved.
They can text message in class without even looking at their phone, take pictures and video
secretly, and access inappropriate content on the Web. So, today, using technology to
communicate is a given, but putting protections in place such as filters, school technology use
policies, and careful observation is a must.
TECHNOLOGY TERMINOLOGY
Wiki? Podcast? Social networking? Here are a few definitions that can help you decipher
the jargon.
One hallmark of the Digital Age is the creation of new words. Many terms you hear in
discussions of 21st Century Learning and Classroom 2.0 (education curriculum discussions)
may be strange to the ear. Here are brief definitions of several expressions used in “techno
lingo” that you might need to know.
What does “asynchronous” mean?
Asynchronous literally means “not at the same time.” Blogs, threaded discussion
boards, and e-mails are examples of asynchronous tools. An asynchronous event on the Web
allows participants to access, process, and respond to information and discussion at times they
choose, by downloading or viewing multimedia and text files or reading and posting to message
boards and electronic mailing lists.
What is a “blog” and how is it used?
A “weblog” or “blog” is an “Internet journal” that enables the user to publish comments,
images, and ideas instantly for other people to read. Bloggers frequently include Web links to
other materials to enrich the content of their postings. Teachers and students may use blogs to
extend class discussions, pursue collaborative projects; publish the products of their work; or
communicate with parents, experts, students in other schools, and so forth. Free, easy-to-use
weblog services like “Edublogs” (edublogs.org) make it simple and safe for the nonexpert to
create a blog. One popular use of classroom blogs is the Scribe Post.
In the past few years, blogs have established themselves as a key part of online culture.
Two surveys by the Pew Internet and American Life Project showed the popularity of what has
become known as the “blogosphere.” By the beginning of 2005,
● 7 percent of the 120 million U.S. adults who reported using the Internet said they
had created a blog or Web-based diary. That represented more than 8 million
people. (With the rapid growth of social networking sites, that number has
increased exponentially.)
● 27 percent of Internet users said they read blogs—a 58 percent jump from the 17
percent who had reported they were blog readers just months before. By the end
of 2004, an estimated 32 million Americans were blog readers.
● 5 percent of Internet users said they used “RSS aggregators” or “XML readers” to
get the news and other information delivered from blogs and content-rich Web
sites as posted online.
● the interactive features of many blogs are attractive to “bloggers.” Twelve percent
of Internet users reported they had posted comments or other material on blogs.
What is “filtering”?
Filtering is the process of controlling access to a network by analyzing the incoming and
outgoing packets of information from the Internet. School systems often use filters to guard
against objectionable content reaching students.
What is “podcasting”?
Podcasting is a method of distributing multimedia files, such as audio or video
programs, over the Internet for playback on mobile devices and personal computers. Podcasts
are often distributed using RSS (defined below) feeds. Teachers and students use tools like
digital recorders and editing software to produce audio/video podcasts about things they are
teaching or learning.
Web 2.0 or the Read/Write Web are labels used to describe the evolution of the World
Wide Web from a medium used primarily to find or post information to a medium where those
with shared interests can communicate, collaborate, and form temporary or long-term social
networks. One key tool in the growth of the read/write Web is RSS—Web-based software that
lets users keep track of new postings on the Web.
RSS is a “Rich Site Summary,” also called “Really Simple Syndication.” According to the
technology experts, “RSS” is really simple. RSS is a text-based format, a type of XML, a
common computer syntax used for writing Web content. (In fact, RSS files are often labeled as
“XML, or sometimes as “RDF.”) RSS files (also called RSS feeds or channels) simply contain a
list of items. Usually, each item contains a title, summary, and a link to an URL (e.g., a Web
page). The most common use for RSS files is for news and other Web sites such as “blogs.” An
item’s description may contain all of a news article, blog post, and so forth, or just an extract or
summary. The item’s link will usually point to the full content (although it may also point to what
the content itself links to). When a Web sites has an RSS feed, it is said to be “syndicated.” The
most popular applications for RSS feeds are for displaying headlines on other Web sites,
creating search engines, or aggregating data from multiple Web sites (RSS information above
came from www.faganfinder.com/search/rss.shtml). Here are some other helpful Web sites that
explain the basics of RSS and give tips about how to set up RSS feeds, and also give some
perspective on blogs:
www.digitaldivide.net/articles/view.php?ArticleID=68
www.dartmouth.edu/~libacq/News_Center/ncrss.shtml
www.iupload.com/news/rss_overview.asp
www.xml.com/pub/a/2002/12/18/dive-into-xml.html
What does “social networking” mean?
Social Networking—Social network theory emerged in the 1950s to describe the ways
people are connected through family, work, community, and so forth. In the context of the World
Wide Web, social networking refers to the communications and relationships that develop
through the use of social software—Internet applications that help connect friends, business
partners, teachers, students, and others using a variety of tools (see below).
What is “social software”?
Social Software is any digital tools that promote social networking, allowing people to
“rendezvous, connect, and collaborate” and to form online communities. “Old-fashioned”
examples include electronic mailing lists, message boards, and the like. More recent examples
range from publishing tools like blogs and wikis, to information-sharing sites like Flickr or
Delicious, to social network services like Ning or (for students) Think.com and more commercial
http://www.faganfinder.com/search/rss.shtml
http://www.digitaldivide.net/articles/view.php?ArticleID=68
http://www.dartmouth.edu/~libacq/News_Center/ncrss.shtml
http://www.iupload.com/news/rss_overview.asp
http://www.xml.com/pub/a/2002/12/18/dive-into-xml.html
kid networks like Webkinz and Club Penguin. A more advanced approach to social networking
can be found at Second Life and Teen Second Life, networks that present a videogame-like
virtual world where participants (over 7 million at last count) create “avatars” to represent
themselves and move about to participate in events and activities. Educators are beginning to
use Second Life to create innovative learning environments for students and faculty.
What does “wiki” mean?
Wiki is the Hawaiian word for “quick.” A wiki is a Web sites that anyone can edit at any
time. Users can easily and quickly add, remove, or otherwise edit all content on a wiki page.
Most wikis include discussion pages where visitors can leave comments. This ease of
interaction and operation makes a wiki an effective tool for collaborative writing, brainstorming,
and project development. Typically, a wiki Web sites provides an easy way to monitor changes
and restore earlier versions of pages. Some free wiki services (such as the Wikispaces service)
offer the option of password protection to prevent non-participants from editing pages. Several
Alabama schools use Wetpaint, a wiki-like free service with more flexibility to add graphics and
special features.
INTERNET BEHAVIOR TRACKING
According to the Pew Internet and American Life Project (www.pewinternet.org), a nonprofit
initiative of the Pew Research Center to examine the social impact of the Internet, in 2004, an
estimated 6 million Americans reported getting their news and information fed to them through
“RSS aggregators” (when they were defined for them), but 62 percent of those online did not
know what a blog was. Today, with the more prevalent use of political blogs, and as more
Americans are becoming technology-savvy communicators, education leaders need to stay
informed of the way technology has become integral to how we communicate with each other
and about our schools.
http://www.pewinternet.org
2020-2021
CERTIFIED EMPLOYEE
HANDBOOK
Updated: July 2020
Published by:
Office of Human Resources and School Accreditation
Norfolk Public Schools
512 Philip Avenue – PO Box 139
Norfolk, Nebraska 68702-0139
Telephone: (402) 644-2500
FAX: (402) 644-2506
2
Notice of Nondiscrimination
Norfolk Public Schools does not discriminate on the basis of race, color, national origin, sex, disability, religion, age
or other protected status in its programs and activities and provides equal access to the Boy Scouts and other
designated youth groups. The following persons have been designated to handle inquiries regarding the non-
discrimination policies:
Students: Erik Wilson, Director of Student Services, 512 Philip Ave., Norfolk, NE 68701 (402)644-2500
(erikwilson@npsne.org).
Employees and Others: Angie Baumann, Director of Human Resources and Accreditation, 512 Philip Ave.,
Norfolk, NE 68701 (402)644-2500 (angiebaumann@npsne.org).
Complaints or concerns involving discrimination or needs for accommodation or access should be addressed to the
appropriate coordinator. For further information about anti-discrimination laws and regulations, or to file a
complaint of discrimination with the Office for Civil Rights in the U.S. Department of Education (OCR), please
contact OCR at One Petticoat Lane, 1010 Walnut Street, #320, Kansas City, Missouri 64106, (816) 268-0550
(voice), or (877) 521-2172 (telecommunications device).
3
Table of Contents
Board
Section Policy Page
1 Intent of Handbook 8
2 Information About Norfolk Public Schools 9
3 School Vision and Mission Statement 9
4 Members of the Board of Education 10
5 Administrative Staff 10
6 Grant Coordinators/Facilitators 11
7 NPS Foundation 11
Article 1 – School Calendar and Schedules
Board
Section Policy Page
1 School Calendar 12
2 Daily Schedule 12
3 Severe Weather and School Cancellations 12
4 Employment and Contract Days 4110 13
5 Make-Up Days 4005 14
6 Address Change 14
Article 2 – Community Relations
Board
Section Policy Page
1 Visiting Schools 1010 14
2 Advertising and Promotion 1060 14
3 Community Use of School Facilities 1100 14
4 Recording of Others 1102 15
5 Bulletin Boards, Display Case, and Posted Materials 1110 15
6 Service Animals 1260 15
7 Fund Raising Activities 1300 15
8 Parent Organizations 1410 15
9 School Personnel and the Public 1450 15
10 Weapon-Free Workplace 16
11 Parental Involvement 16
12 Title 1 Parental Involvement 6410 17
Article 3 – Administration
4
Board
Section Policy Page
1 Superintendent of Schools 2100 18
2 Principalship 2200 18
3 Associate Superintendent 2221 18
4 Line of Authority 2400 18
5 Administrative Actions in Emergencies 2410 18
6 Administrative Action in Absence of Policy 2440 18
7 Confidentiality of Protected Health Information 18
Article 4 – Business Operations
Board
Section Policy Page
1 Tuition Fees for Non-Resident Students 3050 19
2 Materials Fees 3060 19
3 Summer School Fees 3070 19
4 Sales and Disposal of Books, Equipment/Supplies 3090 19
5 Purchasing 3130 19
6 Inventory of Equipment 3190 19
7 Monies in School Buildings 3200 20
8 Video Surveillance 3231 20
9 Risk Management and Safety Committee 3240 20
10 Trespassers 3250 21
11 Safe Driving Record Standards for Drivers 3410 21
12 Transportation 3520 22
13 Rebates to School Personnel 3550 22
14 Asbestos Information 22
15 Security of Desks and Lockers 22
16 Care of School Property 22
17 Use of Telephone 22
18 Funds 23
Article 5 – Personnel
Board
Section Policy Page
1 Recruitment and Selection 4001 23
2 Equal Opportunity Employment 4002 23
3
Anti-discrimination, Anti-harassment and Anti-retaliation,
Notice of Nondiscrimination
4003 23
4 Duty Hours of Employees 4004 26
5 Absence of Employees 4005 27
6 Absence From Building 4006 27
7 Returning from Absences 27
8 Family Medical Leave Act 4007 28
5
9 Adoption Leave 4008 30
10 Drug and Substance Use and Abuse 4009 30
11 Blood borne Pathogen Compliance 4011 31
12 Infectious Diseases 4012 31
13 Personnel files 4013 31
14 Receiving Agents, Salespersons, and Other Business Representatives 4014 31
15 Intellectual Property and Work-for-Hire 4010 31
16 Unauthorized Purchases 4015 31
17 Use of School Facilities and Equipment by School Employees 4016 31
18 American Civics 8153 32
19 Activity Passes 4017 32
20 Military and Family Military Leave 4022 33
21
Notification of Arrest, Criminal Charges, and Certificate,
License or Child Abuse Complaints
4025 33
22 Professional Boundaries Between Employees and Students 4025 35
23 Appropriate Dress 4026 36
24 Assignment of Duties 4130 36
25 Agents/Tutors 4131 37
26 Professional Growth 4140 37
27 Evaluation of Teachers 4150 37
28 Reduction in Force 4160 37
29 Leave of Absence 4170 37
30 Standards of Ethical and Professional Performance 4190 38
31 Outside Employment 40
32 Address Change 40
33 Grievances and Complaints 40
34 Compensation 40
35 Extended Duty Pay 41
36 Benefits 41
37 Payroll Deductions 42
38 Expense Reimbursement 42
39 403(b) Salary Reduction Agreements 42
40 Overtime 43
41 Paid Leave 43
42 Payroll Deductions for Absences in Excess of Paid Leave 44
43 Unpaid Leaves 44
44 Jury Duty Leave 44
45 Subpoena to Testify Leave 44
46 Long Term Leave Communication 44
47 Crisis Team 45
48 State Tournament Guidelines – Grades 7-12 45
Article 6 – Students
6
Board
Section Policy Page
1 Assignment of Students 5003 45
2 Student Attendance 5008 45
3 Student Discipline 5101 45
4 Promotion and Retention 5201 46
5 Student Records 5202 46
6 Search and Seizures 5406 46
7 Vandalism 5407 47
8
Requests to Contact Students and Student Interviews by Non-School
Personnel
5413 47
9 Supervision of Students 47
10 Dispensing Medication 6910 48
11 Homeless Students 5418 49
12 Reporting Child Abuse 5402 49
13 Confidentiality of Student Records (FERPA) 50
14 Disclosure of Student Information to Military Recruiters and Colleges 50
15 Student Privacy Protection 50
16 Mental Health Assessment or Service 50
Article 7 – Instruction
Board
Section Policy Page
1 Classroom Environment 6111 51
2 Emergencies 6114 51
3 Fire Drills, Emergency Plans 6115 51
4 Ceremonies, Observances, and the Pledge of Allegiance 6117 51
5 Curriculum – Assessments 6211 51
6 Activity Fund Management 6281 53
7 Initiations, Hazing, Secret Clubs, and Outside Organizations 6284 53
8 Parent Request for Exclusion 6320 53
9 Multicultural Education 6370 53
10 Free and Reduced Price Meals 6500 54
11 Computer – Internet Safety and Acceptable Use Policy 6800 54
12 Lesson Plans 55
13 Classroom and School Procedures 55
14 Purpose and Goals of Academic Achievement 57
15 Academic Progress 57
16 Grading 57
17 Recording Grades 58
18 Homework 60
19 Parent-Teacher Conferences 60
Copyright and Fair Use Policy 60
Appendix
7
Appendix Page
A S School Calendar 61
B Handbook Receipt Page 62
8
Norfolk Public Schools
2020-2021
Certified Staff Handbook
FOREWORD
Section 1 Intent of Handbook
Welcome to Norfolk Public Schools! This handbook is intended to be used by certified employees to provide
general information about the district and to serve as a guide to the district’s policies, rules, and regulations, benefits
of employment, and performance expectations.
References in this handbook to “certified employees” are intended to apply to all staff required by their position to
hold a teaching or administrative certificate.
Each certified employee is responsible for becoming familiar with the handbook and knowing the information
contained in it. Although the information found in this handbook is detailed and specific on many topics, the
handbook is not intended to be all encompassing so as to cover every situation and circumstance that may arise.
This handbook is intended to supplement other documents that deal with your employment, including your
employment obligations and the policies and regulations of the Board of Education. In reading this handbook,
please understand that where a direct conflict exists; state or federal law, the Negotiated Agreement, and NPS Board
of Education policies and regulations adopted after this handbook, will be referenced for decision making.
This handbook does not create a “contract” of employment. Staff positions and assignments which do not legally
require a certificate or are otherwise not protected by the teacher tenure laws may be ended or changed on an “at
will” basis notwithstanding anything in this handbook or any other publication or statement, except for a contract
approved by the Board of Education.
The administration will be responsible for interpreting the rules contained in the handbook and shall have the right
to make decisions and make rule revisions at any time. Should a situation or circumstance arise that is not
specifically covered in this handbook, the administration will make a decision based upon applicable school district
policies, state and federal statutes and regulations, and the best interests of the district.
This handbook will be in effect for the 2020-2021 school year and subsequent school years unless replaced by a
later edition.
9
Section 2 Information about Norfolk Public Schools
Norfolk Public Schools serves approximately 4,400 students in pre-kindergarten through twelfth grade. All-day
kindergarten is available in all seven elementary schools and (beginning with the 2019-2020 school year), Little
Panthers Preschool will begin operations at its own building located at 2500 Norfolk Ave. Lincoln Elementary also
offers a K-4 Montessori Program. For the upper grades, Norfolk Middle School serves grades 5-6, Norfolk Junior
High serves grades 7-8, and Norfolk Senior High serves grades 9-12. In addition, Alternatives for Success is a
specialized program that provides an alternative, flexible learning environment for 9th through 12th grade students.
Career Academies are also in place at the high school to provide additional career exploration opportunities. Finally,
our High Ability Learner (HAL) program serves intellectually gifted students and our comprehensive special
education (SPED) program provides a wide variety of services for our students with special needs.
The district covers 68.8 square miles in Madison, Pierce, Stanton, and Wayne Counties. Norfolk Public Schools
exceeds accreditation requirements of the Nebraska Department of Education. Norfolk Senior High School also
outperforms accreditation standards set forth by the AdvancED Commission.
Norfolk Public Schools believes that quality education begins with a quality staff and collaborative partnerships with
local businesses and community agencies. Since the first graduating class in 1889, Norfolk Public Schools, in
cooperation with the community, have prepared students for the world beyond the walls of the schools.
Section 3 School Vision and Mission Statement
The Vision of Norfolk Public Schools is to be a top-performing school that provides outstanding educational
opportunities for every student and is a source of pride and an asset to our community.
The Mission of Norfolk Public Schools is to: prepare all students to pursue their goals for the future. An essential
education is one that enables students to reach the following outcomes:
A. Proficient in meeting the State’s academic content standards, essential learning outcomes, and such additional
standards as established by the Board of Education.
B. Successful at each educational level and in transitioning between those levels from early childhood through
postsecondary education and/or career entry.
C. Effective in functioning in and contributing to our culturally diverse democratic society.
The district seeks to satisfy this mission by developing and maintaining:
A. Qualified and competent administrative, teaching, paraprofessional, and other support staff;
B. Integrated, planned curriculum that prepares students to achieve state standards and such additional standards as
are established by the Board of Education and to reach the student outcomes identified above.
C. Comprehensive support programs and services that meet the diverse needs of all students;
D. Safe, clean and supportive facilities and learning environments;
E. Implementation of a curriculum that meets the following:
1. Is based on state standards and such additional standards; as are established by the Board of Education;
2. Is appropriate for the developmental level of the students;
3. Addresses diverse learning needs;
4. Instills a passion for learning and the importance of life-long learning;
5. Develops problem solving and critical thinking skills, decision making skills, data gathering, and critical
use of information;
6. Develops expected work ethics, as well as group participation and leadership skills;
7. Incorporates character education and multicultural education, including respect for diversity;
8. Provides for application of technology in all learning areas;
9. Provides access to advanced courses;
10. Implements an organized schedule that is functional and meets student needs in all curriculum areas.
10
11. Provides a supportive learning environment which includes:
a. A welcoming and inviting structure that is emotionally safe, nurturing, supportive, and disciplined;
b. respect, trust, integrity, and regard for self and others; and honors diversity;
c. Learning as the central purpose with students engaged in meaningful, relevant, and productive learning
experiences; and
d. Implementation of policies and practices that result in an orderly environment with emphasis on
consistent school-wide positive behaviors.
Section 4 Members of the Board of Education
Name Contact Information
Tammy Day tammyday@npsne.org
Dr. Patti Gubbels (Vice President) pattigubbels@npsne.org
Bruce Mitchell brucemitchell@npsne.org
Arnie Robinson arnierobinson@npsne.org
Robert Waite bobwaite@npsne.org
Sandy Wolfe (President) sandywolfe@npsne.org
Section 5 Administrative Staff
Name Position
Dr. Jami Jo Thompson Superintendent of Schools
Dr. William Robinson Associate Superintendent of Business Services
Angela Baumann Director of Human Resources /School Accreditation
Beth Nelson Director of Teaching and Learning
Mary Luhr Director of Student Programs
Erik Wilson Director of Student Services and School Safety
Derek Ippensen Principal: Norfolk Senior High School/Alternatives for Success
Ben Ries Assistant Principal / Activities Director: Norfolk Senior High School
Jason Settles Assistant Principal: Norfolk Senior High School
John Erwin Assistant Principal: Norfolk Senior High School
David Nelson Dean of Students: Norfolk Senior High School
Jennifer Robinson Principal: Norfolk Junior High School
Josh Weber Assistant Principal, Norfolk Junior High School
Beau Viergutz Dean of Students / Assistant Activities Director: Norfolk Junior High School
Chuck Hughes Principal: Norfolk Middle School
Renee Rucker Assistant Principal: Norfolk Middle School
Trisha Andreasen Principal: Bel Air Elementary School
Troy Berryman Principal: Grant Elementary School
Haeven Pedersen Principal: Jefferson Elementary School
Angie Hausmann Principal: Lincoln Montessori Elementary School
Melissa Jantz Principal: Little Panthers Preschool
Ryan Specht Principal: Washington Elementary
Tracy Lichty Principal: Westside Elementary
Bruce Strong Principal: Woodland Park Elementary
mailto:tammyday@npsne.org
mailto:tammyday@npsne.org
mailto:pattigubbels@npsne.org
mailto:pattigubbels@npsne.org
mailto:brucemitchell@npsne.org
mailto:brucemitchell@npsne.org
mailto:arnierobinson@npsne.org
mailto:arnierobinson@npsne.org
mailto:sandywolfe@npsne.org
11
Section 6 Grant Coordinators/Facilitators
Name Building Position
Austin Casselberry Norfolk Middle School Aftershock Coordinator
Heather Hirsch Little Panthers Preschool Sixpence Family Facilitator
Jeff Hoffman Norfolk High School Career Academy Coordinator
Kerstin Ditter Little Panthers Preschool Sixpence Family Facilitator
Section 7 Norfolk Public Schools Foundation
Sarah Dittmer Executive Director
Ann Feidler-Klein President
Bobbi Theisen Vice President
Mary Hoien Assistant to the Foundation and Superintendent
Brenda Carhart Treasurer
April Pearson Secretary
Brad Easland Board Member
Dr. Jami Jo Thompson Superintendent of Schools
Sandy Wolfe Board of Education Representative
Sandy Heimes Board Member
Jake Claussen Board Member
Mary Meyer Board Member
Dave Merritt Board Member
Jim Reedy Board Member
Nate Stratton Board Member
Metka Kolm Board Member
Jenna Hatfield – Waite Board Member
Diane Tremain Board Member
Leann Widhalm Board Member
For other staff contacts, please visit the district website at www.norfolkpublicschools.org
http://www.norfolkpublicschools.org/
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Article 1 – SCHOOL CALENDAR AND SCHEDULES
Section 1 School Calendar
The 2020-2021 School Calendar is attached as Appendix A.
Section 2 Daily Schedules
Norfolk Senior High School: Grades 9-12
Students – 8:00 a.m. – 3:25 p.m.
Norfolk Junior High School: Grades 7-8
Students – 8:00 a.m. – 3:25 p.m.
Norfolk Middle School: Grades 5-6
Students – 8:00 a.m. – 3:20 p.m.
Norfolk Elementary Schools: Grades K-4
Students – 8:05 a.m. – 3:15 p.m.
All Teachers: Grades K-12
7:45 a.m. – 3:45 p.m.
Section 3 Severe Weather and School Cancellations
The Superintendent is authorized by the Board of Education to close school in case of severe weather.
Representatives of the Superintendent’s staff will notify local news media when inclement weather warrants such
action. The information is broadcast regularly by radio and television stations.
Decision to Close Schools. A decision to close school is made when forecasts by the weather service and civil
defense officials indicate that it would be unwise for students to go to school. If possible, a decision about the next
school day will be made by 9 p.m. for announcement during the 10 p.m. news. An early decision is not always
possible because of uncertain weather conditions. School officials will make periodic assessments of conditions
during the night and will decide early in the morning (by 6 a.m. if possible) whether to have school or not. The
decision to cancel school is never an easy one, but the decision will always be made with student and staff safety at
the forefront. In any case, an announcement will be made to the news media when schools will be closed. In some
instances, schools will be open, but certain services may be cancelled (bus transportation, kindergarten, student
activities). Some staff may be designated as being required to come to school even in the event of a school closing.
After School Starts. Every attempt will be made to avoid closing school once classes are in session. In some
instances closing school during the day is inevitable if children are to safely return home before the brunt of a major
storm hits. In these cases as much advance notice as possible will be given. If school is closed during the day, staff
will be notified and parents will be notified via various media broadcasts. Teachers will be responsible for
remaining with students until all students have safely left school or the administration has made arrangements for
remaining students.
13
Parental Decisions. Parents may decide to keep their children at home in inclement weather because of personal
circumstances. Students absent because of severe weather when school is in session will be marked absent. Parents
should treat the absence like any other absence for legitimate causes provided parents properly notify the school of
their decision. Parents may pick up their children in inclement weather (except in case of a tornado) at any time
during the school day. Students will not normally be dismissed from school during severe weather on the basis of a
telephone request.
Emergency Conditions. Norfolk Public Schools uses a Standard Response Protocol (SRP) which, when
implemented, includes the necessity to either evacuate the building or to move to safer areas of the building. All
regular drills are held as required by law throughout the school year. There are plans for Lockdown, Lockout,
Evacuate, and Shelter. School officials are not permitted to release students from the school building during a
tornado warning. In the event of a severe weather warning, staff should implement the school’s designated safety
protocols.
Section 4 Employment and Contract Days Policy 4110
A teacher is employed by Norfolk Public Schools when the teacher signs the Teacher’s Contract and the Board of
Education approves such contract of employment. The teacher’s employment continues absent action by the
administration or the Board of Education to non-renew, terminate, amend or cancel the teacher’s employment
contract with the school district, or action by the Board of Education to accept a resignation of employment.
On or after March 15
th
of each school year a teacher may be requested to accept employment for the next school
year and shall be required to signify such acceptance on March 15
th
or such other date after March 15
th
as may be
designated in the notice. It is important for teachers to respond to the request to signify acceptance because failure
to signify acceptance of employment by the designated date shall constitute cause for amendment of termination of
the teacher’s contract. If a teacher signifies acceptance of employment for the next school year, the teacher may
either be issued a new Teacher’s Contract or a “Contract Renewal Agreement.”
Should a teacher wish to resign from employment, the teacher should give written notice of resignation to the
Superintendent. The request to resign will be acted upon by the Board of Education. Mid-year resignations and
resignations given late in the spring for the following school year can present significant planning problems for the
district. If a mid-year resignation is submitted, or a resignation for the following school year is submitted after
March 15
th
or after the teacher has signified acceptance of employment for the next school year, the Board of
Education may act to not accept the resignation unless a suitable replacement can be found. The district will enforce
the continuing contract of teachers accepting employment for the next school year under the provisions of Neb Rev.
Stat. §79-829.
Teachers are contracted for 188 days (192 days for new teachers) (hereinafter referred to as the “contract year”).
Such contract days shall be fulfilled by individual teachers on varying schedules as established by the Board of
Education and administration.
Release from Contract
It is the intent of the Norfolk Public Schools Board of Education to assist an employee in his or her professional
growth, professional advancement, and personal needs. To that end an employee under contract will be granted a
release from his or her contract if the request is received on or before March 15
th
. Unless extreme extenuating
circumstances apply, a request for release from contract received after March 15
th
will only be granted after a
suitable replacement has been found. The board of education reserves its right to contact the Nebraska Professional
Practices Commission for those certificated personnel who may breach their contract obligations. Legal Reference:
Neb. Rev. Stat. ‘ 79-817 Neb. Rev. Stat. ‘ 79-818 Neb. Rev. Stat. ‘ 79-819 Neb. Rev. Stat. ‘ 79-829
14
Section 5 Make-Up Days Policy 4005
Any teacher, including those living outside or within the School District, who is absent from school during the
school year due to weather or road conditions may use a personal day. If no personal days are available, the staff
member shall receive a deduction from their salary based on the number of days of service contained in the teacher’s
contract.
All teachers will be required to attend faculty meetings and other designated school events as well as attend pre-
school and post-school workshops and reporting days as determined by the Superintendent. In the event the Norfolk
Public Schools dismisses school more than two (2) school days for snow or other reasons related to inclement
weather prior to March 1st the additional missed days (up to 2) will be made up by eliminating days from Spring
Break. The Superintendent will make the announcement regarding Spring Break Make up Days prior to March 1st.
If additional days of school are missed due to weather after this announcement they will not be made up unless it is
necessary in order to meet NDE’s Instructional Hours Requirement. If additional days are needed for this reason,
parents and staff will be notified as soon as practicable.
Section 6 Address Change
It is necessary that an accurate directory of all employees of the school district be kept in the Central Office.
Employees changing their address or phone number should report such changes to the payroll office at the Central
Office as soon as possible IN WRITING (e-mail notification is appropriate).
Article 2: Community Relations
Section 1 Visiting Schools Policy 1010
All visitors to any school building are required to report immediately to the office. All visitors must have a visitor
badge. In addition, any individuals who may create a disruption to the educational program may be removed from
school grounds.
Teachers are not to have personal visitors on school property, except on a short-term basis and only with permission
of the building principal. Included in the definition of visitors are family members of the teacher. Visitors should
follow posted procedures for being on school property. Teachers are not to bring their children to school with them
in lieu of taking them to childcare.
Section 2 Advertising and Promotion Policy 1060
Advertisements, promotions, soliciting, and fund drives conducted in the school buildings or on school grounds are
sometimes inevitable, sometimes necessary, and sometimes important. Care shall be taken to consider the effects of
such activities upon the student, parents, and the community. Exceptions to advertising and promotion can be
located in school board policy. If approved, copies of all promotional materials to be distributed directly to students
must be provided by the promoter in both English and Spanish.
Section 3 Community Use of School Facilities Policy 1100
School facilities are primarily intended for the district’s educational and extracurricular activity programs. School
facilities are, however, made available for use by outside groups to further the interests of the district and the
community. Use by non-school groups is allowed pursuant to an application process and is subject to the terms and
15
conditions set forth in school board policy. The application for use of a school facility is listed on our district
website under the “Business Services” tab.
Section 4 Recording of Others Policy 1102
To ensure the privacy and confidentiality of student information, no person is authorized to record or transmit any
sound or image of any person (including themselves) without the prior consent or authorization of either (1) the
person or persons being recorded or whose image or sound is being transmitted, or (2) the Superintendent or
Superintendent’s designee. This prohibition applies to all persons, including staff, students and community
members, regardless of the content or context of the image or sound; however, this provision shall not apply to
District-sponsored athletic or activity events where the focus of the recording or transmission is on the student
performances or activity. Nothing in this provision shall prohibit the recording of an Individualized Education
Program meeting if the recording is necessary to ensure that the parent understands the IEP or the IEP process or to
implement other parental rights guaranteed by the Individuals with Disabilities Education Act.
Section 5 Bulletin Boards, Display Case, and Posted Materials Policy 1110
Bulletin boards and display cases are available for school-related and approved materials to be posted and displayed.
Posters to be used in the halls or materials for distribution will need to be approved by the Director of Student
Services or building principal. Posters are not to be attached to any painted wall surfaces. The person or
organization responsible for distributing the posters is responsible to see that all posters are removed within 48 hours
after the event.
Section 6 Service Animals Policy 1260
The district will follow the requirements of state and federal law and regulations with regard to service animals.
Legal Reference: Americans with Disabilities Act of 1990 (ADA), 28 CFR §28.104 and §35.136; Section 504 of the Rehabilitation Act of
1973 (Section 504); and Neb. Rev. Stat. §§20-126.01 and 20-127
Section 7 Fund Raising Activities Policy 1300
As defined by this policy, fund raising is the selling of a product, providing a service or activity, or requesting
donations of any kind. School fundraising directly funds school programs and student organizations.
All fundraising for student organizations and charitable giving campaigns must have prior administrative approval.
School district employees who supervise official school programs or extracurricular activities are directed not to
organize, conduct, or involve students in fundraising activities unless the fundraising activity has been approved by
the building administrator or activities director. More information about fundraising can be found on our district
website under the “Business Services” tab.
Section 8 Parent Organizations Policy 1410
The Board of Education recognizes Parent -Teacher Associations and other school/parent groups as vital factors in
establishing and maintaining positive community relationships. Staff members are asked to cooperate and
coordinate their efforts with the officials of these organizations and assist in their work as needed.
Section 9 School Personnel and the Public Policy 1450
16
It is the Board of Education’s belief that all school employees are obliged to disseminate an encouraging impression
of the school district, its programs, and students. All employees are obliged to use insight, serenity, and civility in
their interactions with students, parents, and district patrons.
Involvement in community celebrations, patriotic observations, or other special events by student groups is
suggested by the Board of Education. School officials are invited to collaborate with any group endorsing positive
activities for the youth of our community. All community performances must be approved by the Superintendent or
his/her designee.
Section 10 Weapon-Free Workplace
The district prohibits any person from being in possession of a weapon at a school attendance facility, on school
property, at a school-supervised activity, or at a school-sponsored function. Any teacher found to be in violation of
this policy shall be subject to disciplinary action, up to and including termination.
The term “weapon” means an instrument or object used, or which may be used, as a means of attack, defense, or
destruction, including, without limitation:
A. Any object which will, or is designed to, or may readily be converted to, expel a projectile by the action of an
explosive or other means;
B. The frame or receiver of any object described in the preceding example;
C. Any firearm muffler or silencer;
D. Any explosive, incendiary or gas (a) bomb, (b) grenade, (c) rocket, (d) missile, (e) mine, or similar device;
E. Any bludgeon, sand club, metal knuckles, or throwing star;
F. Any knife other than as used for strictly instructional or personal care or eating purposes. A pocket knife with a
blade of 2-1/2 inches or more is a prohibited weapon. A switch-blade knife is prohibited regardless of size of
the blade. A switch-blade knife is defined as a knife with a blade that opens automatically by hand pressure
applied to a button, spring, or other device in the handle of a knife, or any knife having a blade that opens or
falls or is ejected into position by the force of gravity or by an outward, downward, or centrifugal thrust or
movement;
G. Any electronic device designed to discharge immobilizing levels of electricity, commonly known as a stun gun;
and
H. A teacher may possess mace or other similar chemical agents in quantity and/or concentration typically
designed for individual personal defensive purposes and it shall not be considered as possession of a weapon.
Possession of larger quantities and/or concentrations of mace or other similar chemical agents than is typically
designed for individual personal defensive purposes will be considered as possession of a weapon. Usage of
mace or other similar chemical agents will be considered as usage of a weapon if the usage is found to be for
non-defensive purposes. A teacher who is negligent in their possession of mace or other similar chemical
agents will be subject to disciplinary action.
I. A teacher may possess an item which may be considered a weapon where such item is used for instructional
purposes and the teacher has received approval of the administration to possess the item, provided it is used in
the manner approved and is maintained in such manner as the administration has directed.
J. Any other object that is designed for or intended for use as a destructive or injurious device. The phrase
“possession of a weapon” includes, without limitation, a weapon in a teacher’s personal possession, as well as in
a teacher’s motor vehicle, desk, locker, briefcase, backpack, or purse.
Section 11 Parental Involvement
General – Parental/Community Involvement in Schools
The district’s policy is to welcome parental involvement in the education of their children. As a part of this policy,
employees are expected to:
17
A. provide parents timely information about their child’s progress, including use of quarterly report cards, active
and constructive attendance at parent-teacher conferences, and more frequent parent contacts where warranted
by the student’s academic and behavioral needs;
B. make textbooks, completed tests, and other curriculum materials available for review by parents upon request;
C. permit parents access to their child’s records according to law and school policy;
D. encourage parents to attend courses, assemblies, counseling sessions, and other instructional activities with prior
approval of the proper teacher, counselor, or administrator, provided that such parent attendance be
educationally appropriate and not disruptive to the educational program;
E. assure that testing occurs to assure proper measurement of each child’s educational progress and achievement;
F. permit parents to excuse their child from testing, classroom instruction, and other school experiences when
possible and educationally appropriate;
G. notify parents of student surveys in accordance with district policy, obtain parental permission for surveys
where required by district policy or law, and allow parents to opt-out of such surveys in accordance with district
policy and law; and
H. encourage parents to express their concerns, share their ideas, and advocate for their child’s education.
Section 12 Title I Parental Involvement Policy 6410
A. The District Parent and Family Engagement Policy has been developed jointly with, updated periodically
and distributed to parents and family members of participating children and the local community in an
understandable and uniform format. This policy agreed on by such parents describes the means for carrying
out the requirements as listed below.
a. Parents and family members of all students are welcomed and encouraged to become involved
with their child’s school and education; this includes parents and family members that have
limited English proficiency, limited literacy, are economically disadvantaged, have disabilities,
racial or ethnic minority background or are migratory children. Information related to school and
parent programs, meetings, school reports and other activities are sent to the parents of
participating children in a format, and to the extent practicable, in a language the parents can
understand.
b. Parents are involved in the planning, review, evaluation and improvement of the Title I program,
Parent and Family Engagement Policy and the School-Parent Compact at an annual parent
meeting scheduled at a convenient time. This would include the planning and implementation of
effective parent and family involvement activities.
c. Conduct, with meaningful parent and family involvement, an annual evaluation of the content and
effectiveness of the Parent and Family Engagement Policy. Use the evaluation findings to design
evidence-based strategies for more effective parental involvement, and to revise the Parent and
Family Engagement Policy.
d. Opportunities are provided for parents and family members to participate in decisions related to
the education of their child/children. The school and local educational agency shall provide other
reasonable support for parental involvement activities.
e. Parents of participating children will be provided timely information about programs under this
part, a description and explanation of the curriculum in use, the forms of academic assessment
used to measure student progress and the achievement levels of the challenging State academic
standards. The school will provide assistance, opportunities, and/or materials and training to help
parents work with their children to improve their children’s academic achievement in a format,
and when feasible, in a language the parents and family members can understand.
f. Educate teachers, specialized instructional support personnel, principals, and other school leaders,
with the assistance of parents in the value and utility of contributions of parents, how to reach out
to, communicate with and work with parents as equal partners.
g. Coordinate and integrate parental involvement programs and activities with other Federal, State
and local programs, including preschool programs that encourage and support parents in more
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fully participating in the education of their children. Employees are expected to comply with the
Title I Parental and Family Engagement policy.
Article 3: Administration
Section 1 Superintendent of Schools Policy 2100
The Superintendent of Schools is the chief executive officer of the Norfolk Public Schools and shall have broad
supervision of the school structure. The Superintendent also exercises those functions which are directed by statutes
and those which are distinctively selected in the policies and regulations of the Norfolk Public Schools.
Section 2 Principalship Policy 2200
The principal is immediately accountable to the Superintendent for all functions of the supervision of the principal’s
designated school/schools, and for any universal school duty as assigned by the Superintendent. The principal,
however, is the direct supervisor of the assigned school’s professional and support staff members.
Section 3 Associate Superintendent Policy 2221
The director and/or Associate Superintendent shall provisionally presume the functions and responsibilities of the
Superintendent in the occurrence that the Superintendent is unavailable.
Section 4 Line of Authority Policy 2400
All employees of the school district shall be under the universal guidance of the Superintendent, but shall be under
the direct supervision of the building principal or designated supervisor.
Section 5 Administrative Actions in Emergencies Policy 2410
In the occurrence of a crisis or emergency, our first priority is protecting the wellbeing and safekeeping of students
and staff. The Superintendent of Schools is in charge of governing and monitoring any emergency incident with the
exclusion if the circumstance is limited to a specific building. In this situation, the building principal will take the
lead with the Superintendent of Schools directing on crucial judgments.
Section 6 Administrative Action in Absence of Policy Policy 2440
In the instance a challenging judgment is not supported by an existing law, policy, or by regulations, the
Superintendent or the Superintendent’s designee is authorized to determine the resolution deemed best. Decisions
made in the deficiency of a needed policy shall be conveyed to the board and the Superintendent shall propose a
policy to deal with comparable issues.
Section 7 Confidentiality of Protected Health Information
It is the policy of the district to develop and implement all necessary practices, policies, and procedures to comply
with the Health Insurance Portability and Accountability Act of 1996 (HIPAA) where and to the extent applicable
and to maintain the privacy of protected health information (PHI), as that term is defined by HIPAA, that it receives,
obtains, or transmits for employees and students. The district designates the Superintendent as its HIPAA privacy
officer. Student and employee records containing PHI shall be accessible only to those who require such
information to carry out their duties.
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Article 4: Business Operations
Section 1 Tuition Fees for Non Resident Students Policy 3050
The Board of Education may permit non-resident students to enroll and attend Norfolk Public Schools upon
compensation of tuition established by the Board of Education and to the extent required by law.
Section 2 Materials Fees Policy 3060
Each building principal is accountable for developing and requesting budgetary necessities for resources identified
as part of the school curriculum. This procedure shall include teachers, coaches, and other instructional personnel.
Section 3 Summer School Fees Policy 3070
Students who take summer school classes out of district shall be required to pay their own tuition and operating cost.
In the occurrence that Norfolk Public Schools offers summer school instruction, tuition charges shall not surpass the
costs incurred in operation.
Section 4 Sales and Disposal of Books, Equipment/Supplies Policy 3090
The Superintendent of Schools is sanctioned to dispose of books, furniture, equipment, and other materials that are
obsolete. Any sale of school assets is conditional on consent by the vote of the Board of Education. Disposal may
be public or private sale, or by taking bids.
Section 5 Purchasing Policy 3130
A. No student, teacher, or employee of the board shall have power to purchase, or agree to purchase, any supplies
or materials for use in the public schools, whether or not to be sold to students or used in any department
whatsoever, except by a proper requisition for a purchase order through the appropriate office. This also applies
to purchase of services, such as printing, etc.
B. When ordering supplies or materials through the Central Supply catalog, a requisition form signed by the
principal/supervisor must be submitted to the Central Office for processing. The requisitioner should specify
item number and description and keep a copy for his/her records. Be sure to include budget code number on the
requisition.
Section 6 Inventory of Equipment Policy 3190
At the close of the school year, each instructor or department will maintain and certify a complete inventory of
technology materials and designated equipment on respective forms. Digital or hard copies of this inventory shall
be distributed as such: one copy shall be filed with the principal of the building and one copy retained by the
instructor. At the close of the school year, or when a teacher terminates employment, the inventory shall be
reconciled for accuracy by the building principal or his/her designee. Any irregularities in inventory must be
immediately reported to the Associate Superintendent for Business Services. ADMINISTRATORS – PLEASE
NOTE: Building principals will personally check the inventory sheets.
Building and room inventories:
A. Inventories should be completed by rooms as well as buildings. It is very important that our inventories of
furniture, technology, and designated equipment are up-to-date. This is important not only because we need to
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know exactly what we have in each building, department, and room so that we will know at all times whether
we are adequately equipped; but also for insurance purposes. If we were to have a loss through fire, tornado, or
some other catastrophe, we would need to prove what we have in the building. It is necessary, therefore, that
each building principal make certain that the inventory sheets are up-to-date. If at all possible, staff should
specify the type of furniture. For example, it would be helpful to know that desks in a certain room are
American Seating, Heywood-Wakefield, Artcobell, or another make.
B. The transfer of furniture and/or equipment from one building to another is allowed to take place only when the
loaning principal and borrowing principal are aware of such a transfer. It is the responsibility of the borrowing
principal, to be certain the loaning principal (and the district Maintenance Supervisor or his/her designee), is
informed of the specific furniture and/or equipment borrowed, which building will house the material, and the
duration of the transfer. Both principals will be asked to document the equipment transfer whenever such
transfer occurs. The Maintenance Supervisor should also receive a copy of the information regarding the
equipment transfer.
C. The activity directors at the high school and junior high will check athletic inventories with each coach before
the coach will be permitted to check out in the spring.
D. Principals will thoroughly check room and teachers’ inventories before approving “checkout” sheets.
Section 7 Monies in School Buildings Policy 3200
All monies collected shall be immediately receipted and accounted for and directed without delay to the proper
location of deposit. Monies collected shall be managed in a good and prudent business manner.
Section 8 Video Surveillance Policy 3231
The Board of Education has authorized the use of video cameras on school district property to ensure the health,
welfare, and safety of all staff, students, and visitors to district property, and to safeguard district facilities and
equipment. Video cameras may be used in locations as deemed appropriate by the Superintendent.
Notice is hereby given that video surveillance may occur on district property. In the event a video surveillance
recording captures a student or other building user violating school policies or rules or local, state, or federal laws,
the video surveillance recording may be used in appropriate disciplinary proceedings against the student or other
building user and may also be provided to law enforcement agencies.
Section 9 Risk Management and Safety Committee Policy 3240
The district has established a Safety and Security Management Plan which includes safety and security plans and
procedures, including plans and procedures to address emergency and crisis situations. Teachers are expected to be
familiar with and to comply with the Safety and Security Management Plan. The plan may be obtained for review
or copy from the principal or the Superintendent. Staff may also be required to complete various safety trainings (in
person or online) as directed by administration.
The district also has a safety committee to address employee accidents, injuries, and work place conditions.
Representatives who serve on the committee are appointed by the administration. Teachers can make suggestions
and/or report concerns to the safety committee by contacting members of the safety committee or their building
principal.
Safety Practices
Guidelines for safe work practices which teachers should follow include the following:
A. Never stand on chairs, counters, tables, etc. Only use step stools, ladders and, locking stools to stand, climb,
etc., to reach high places, put things on bulletin boards, etc.
B. Always wear protective equipment (i.e., goggles, aprons, gloves, and ear protection).
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C. Wipe up spills or report promptly to appropriate personnel. DO NOT assume someone else will do it.
D. Be aware of your surroundings. Pick up clutter, keep your work area or room clean and free of clutter, debris,
etc.
E. Identify and report all hazards (i.e., broken equipment, broken or uneven floor surfaces, non-operating tools,
windows, doors, etc.). Follow up if not repaired.
F. Do not use equipment if you are not familiar with it or operate machinery without proper training.
G. Do not carry heavy or bulky objects. Get a cart, dolly or assistance. Know how to properly lift.
H. Report any injuries or medical problems to your supervisor immediately and complete the employee accident
report in accordance with district procedures.
I. Wear seatbelts when in vehicles where provided.
J. Do not do repetitive tasks for long periods of time (i.e., keyboarding, cutting out things, filing, typing, etc.).
Take breaks, learn and do stretching exercises, etc. Every accident in the school building, on the school
grounds, at practice sessions, or at any athletic event sponsored by the school must be documented and reported
immediately to the principal.
As required by law, approved safety glasses will be required of every student and teacher while participating in or
observing vocational, technical, industrial technology, science, and art classes. All visitors to these areas must check
out a pair of safety glasses when entering any of these areas.
Accidents
Every accident which results in a personal injury must be reported to the principal immediately. In the event the
injury involves a student, the teacher responsible for the student either as teacher, coach or sponsor is responsible for
making the report. If the injury occurs in the presence of the teacher, the teacher is also responsible for making a
report.
Workers Compensation
Teachers are required to immediately report any work-related injury and/or work-related medical condition to their
supervisor and complete all appropriate paperwork in accordance with district procedures.
Section 10 Trespassers Policy 3250
Restrictions on the use of school buildings and grounds may be utilized by administrative action. Building
administrators and their designees have the authorization to employ and impose boundaries on access. Such
measures will be in accordance with constitutional and other legal rights.
Section 11 Safe Driving Record Standards for Drivers Policy 3410
Employees who drive school vehicles to transport students must have a valid driver’s license and proof of insurance.
Employees will be given instruction on emergency evacuation and first aid and provided a Driver’s Certification
form following completion of the district driving class.
Employees who drive school vehicles are responsible for following safe driving practices. Employees are to abide
by all rules of the road and any applicable rules of the Nebraska Department of Education (NDE Rule 91) and the
district relating to driving a motor vehicle. Seat belts and child restraint systems will be utilized by all occupants.
Failure to do so could result in personal liability. When transporting students or using a school vehicle, employees
are not to use cell phones or otherwise engage in distracted driving. This rule applies to the driver when the vehicle
is in motion. The only exception would be in the case of emergencies. Employees are prohibited from transporting
students in their personal vehicle.
School staff supervising activity trips are ultimately responsible for the active supervision of the students under their
care. To help ensure that a staff member’s main focus remains on the students assigned to their care, school staff
may not bring family members or friends (not associated with the activity) with them on school vehicles. Staff or
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volunteers that will be supervising students on school sponsored activities must also pass a district approved
background check.
Section 12 Transportation Policy 3520
Norfolk Public Schools does not offer free transportation to and from school aside from conditions where
administration establishes it suitable for students who would otherwise be allowed by law to a transportation stipend.
Transportation will be provided for school activities and field trips as determined by administration.
Section 13 Rebates to School Personnel Policy 3550
School employees and board members shall not receive anything of value (commission, paid trips) from individuals
or companies from which the school district purchases equipment or materials in the operation of the school district.
Section 14 Asbestos
You are hereby notified that current federal regulations require all schools to inventory asbestos-containing material
and to develop a management plan to identify and control asbestos in their buildings. Norfolk Public Schools
adheres to all current regulations concerning asbestos management in district facilities. For more information on the
Asbestos Management Plan, contact the Associate Superintendent for Business Services, 512 Philip Avenue,
Norfolk, Nebraska 68701, at (402) 644-2500.
Section 15 Security of Desks and Lockers
Offices, teacher desks, lockers, file cabinets and other such storage devices are owned by the school and are to be
properly cared for and maintained. Appropriate security measures should be used to protect school and personal
property kept in storage devices from theft or vandalism and to protect confidential student records.
The school exercises exclusive control over school property and reserves the right to search offices and storage
devices provided to or used by employees where permitted by law, such as where reasonable grounds exist for
suspecting that a search will turn up evidence that the employee has committed work-related misconduct, or that a
search is necessary for a non-investigatory work-related purpose, such as to retrieve a file. School-related
documents or records must remain readily available to administration and other appropriate school staff. Any
personal items a teacher wants to have kept private should be kept in a separate personal storage device, such as a
brief case, purse or backpack.
The district is not responsible for any personal property teachers may bring to school. Teachers are cautioned not to
bring large amounts of money or items of significant value to school.
Section 16 Care of School Property
Teachers are responsible for the proper care of all books, equipment, supplies and furniture supplied by the school.
If an item is in need of maintenance or repair, report it to the principal as soon as possible. If you learn that a student
has damaged school property or equipment, or if you are responsible for damage to school property, promptly report
it to the principal so the item may be replaced or repaired if possible and appropriate responsibility for the cost of
replacement or repair may be determined.
Section 17 Use of Phones
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Beginning with the 2019-2020 school year, the vast majority of classrooms now have phone systems in them for
safety purposes. Personal telephone calls should not be made during duty time (teaching, active supervision of
students) except in the event of an emergency. Staff need to promptly log long distance calls in accordance with
building procedures and be responsible for any charges which are for personal use.
Section 18 Funds
Receipts
A. No assessments against students (other than fines) shall be made until permission is secured from the building
principal and/or the Superintendent.
B. New organizations requiring payment of dues, fees, or assessments may not be organized without permission
of the building principal and/or the Superintendent.
C. Certain monies collected by Middle School instructors, Junior High instructors or Senior High instructors shall
be immediately checked in to designated support staff using district approved procedures to ensure proper
accountability of funds.
D. Secretaries shall give a receipt for all money paid to them, showing to what fund the same is credited.
The office secretary shall make a monthly report for all subsidiary accounts to persons concerned if requested to do
so. These funds cannot be drawn on except through the secretary under the direction the authorized persons
concerned and with the approval of the building principal or the Superintendent of Schools.
No money shall be kept in offices, teacher’s desks, or file cabinets, etc. overnight. During the day such funds should
be kept under lock and key until the funds can be securely transferred to the office for deposit.
Article 5: Personnel
Section 1 Recruitment and Selection Policy 4001
Norfolk Public Schools will recruit and endorse for employment the best skilled staff. When vacancies exist, the
administration may ponder reassignment of existing staff or implore applicants by advertising. Preferred applicants
must suit the requirements set by the Board of Education and laws of the State of Nebraska. Rehiring of a former
employee is conditional upon the former employee having an affirmative performance profile with the district and
the employee meeting all NDE requirements for reemployment.
Section 2 Equal Opportunity Employment Policy 4002
It is the charge of Norfolk Public Schools to employ the best skilled candidate for each vacancy without regard to
sex, disability, race, color, religion, veteran status, national or ethnic origin, marital status, pregnancy, childbirth or
related medical condition, or other protected status. There shall be no prejudice by school personnel against any
employee because of membership in an employee organization or because of protected free speech activities.
Section 3 Anti-discrimination, Anti-harassment and Anti-retaliation,
Notice of Nondiscrimination Policy 4003
Purpose: Norfolk Public Schools is committed to offering employment and educational opportunity to its employees
and students in a climate free of discrimination. Accordingly, unlawful discrimination or harassment of any kind by
administrators, teachers, co-workers, students or other persons is prohibited. In addition, the Norfolk Public Schools
will try to protect employees and students from reported discrimination or harassment by non-employees or others in
the work place and educational environment.
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For purposes of this policy, discrimination or harassment based on a person’s sex, disability, race, color, religion,
veteran status, national or ethnic origin, age, marital status, pregnancy, childbirth or related medical condition, or
other protected status is prohibited. The following are general definitions of what might constitute prohibited
harassment.
In general, ethnic or racial slurs or other verbal or physical conduct relating to a person’s sex, disability,
race, color, religion, veteran status, national or ethnic origin, age, marital status, pregnancy, childbirth or
related medical condition, or other protected category constitute harassment when they unreasonably
interfere with the person’s work performance or create an intimidating work, instructional or educational
environment.
Age harassment (40 years of age and higher) has been defined by federal regulations as a form of age
discrimination. It can consist of demeaning jokes, insults or intimidation based on a person’s age.
Sexual harassment is defined by federal and state regulations as a form of sex discrimination. It can consist
of unwelcome sexual advances, requests for sexual favors, or physical or verbal conduct of a sexual nature
by supervisors or others in the work place, classroom or educational environment. Sexual harassment may
exist when:
o Submission to such conduct is either an explicit or implicit term and condition of employment or
of participation and enjoyment of the school’s programs and activities;
o Submission to or rejection of such conduct is used or threatened as a basis for employment related
decisions, such as promotion, performance, evaluation, pay adjustment, discipline, work
assignment, etc., or school program or activity decisions, such as admission, credits, grades,
school assignments or playing time;
o The conduct has the purpose or effect of unreasonably interfering with an individual’s work or
educational performance or creating an intimidating, hostile, or offensive working, class room or
educational environment.
o Sexual harassment may include explicit sexual propositions, sexual innuendo, suggestive
comments, sexually oriented “kidding” or “teasing”, “practical jokes”, jokes about gender-specific
traits, foul or obscene language or gestures, displays of foul or obscene printed or visual material,
and physical contact, such as patting, pinching or brushing against another’s body.
Complaint and Grievance Procedures
Employees or students should initially report all instances of discrimination or harassment to their immediate
supervisor or classroom teacher. However, if the employee or student is uncomfortable in presenting the problem to
the supervisor or teacher, or if the supervisor or teacher is the problem, the employee or student is encouraged to go
to the next level of supervision. In the case of a student, the Principal would be the next or alternative person to
contact.
If the employee or student’s complaint is not resolved to his or her satisfaction within five (5) to ten (10) calendar
days, or if the discrimination or harassment continues, or if as a student you feel you need immediate help for any
reason, please report your complaint to the Superintendent. If a satisfactory arrangement cannot be obtained through
the Superintendent, the complaint may be processed to the Board of Education.
The supervisor, teacher or the Superintendent (or his or her designee) will promptly and thoroughly investigate all
complaints. These situations will be treated with the utmost confidence, consistent with resolution of the problem.
Based on the results of the investigation, appropriate corrective action, up to and including discharge of offending
employees, and disciplinary action up to expulsion against a harassing student, may be taken. Under no
circumstances will any threats or retaliation be permitted to be made against an employee or student for alleging in
good faith a violation of this policy.
Notice of Nondiscrimination
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The Norfolk Public School District does not discriminate on the basis of sex, disability, race, color, religion, veteran
status, national or ethnic origin, marital status, pregnancy, childbirth or related medical condition, or other protected
status in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups.
The following persons have been designated to handle inquiries regarding the nondiscrimination policies:
Students: Erik Wilson, Director of Student Services: 512 Philip Avenue, Norfolk, NE 68701, (402)644-2500.
Employees and Others: Angie Baumann, Director of Human Resources and Accreditation, 512 Philip Ave.,
Norfolk, NE 68701 (402)644-2500
Complaints or concerns involving discrimination or needs for accommodation or access should be addressed to the
appropriate Coordinator. For further information about anti-discrimination laws and regulations, or to file a
complaint of discrimination with the Office for Civil Rights in the U.S. Department of Education (OCR), please
contact the OCR (816) 268–550 (voice), FAX (816) 268-0599, (800) 877-8339 (telecom. device for the deaf), or
ocr.kansascity@ed.gov.
Designation of Coordinators Policy 4003
Any person having inquiries concerning the district’s compliance with anti-discrimination laws or policies or other
programs should contact or notify the following person(s) who are designated as the coordinator for such laws,
policies or programs. The contact address for the coordinator is: Norfolk Public Schools, 512 Philip Avenue,
Norfolk, NE 68702, (402) 644-2500.
Law, Policy or Program Issue or Concern Coordinator
Title VII Discrimination or harassment based on
race, color, or national origin;
harassment
Director of Student Services
Title IX Discrimination or harassment based on
sex; gender equity
Director of Student Services
Section 504 of the Rehabilitation
Act
Americans with Disability Act
(ADA)
Discrimination, harassment, or
reasonable accommodations of persons
with disabilities
504 – Director of Student Services
ADA – Associate Superintendent
of Business Services
Homeless student laws Children who are homeless Director of Student Programs
Safe and Drug Free Schools and
Communities
Safe and drug free schools Associate Superintendent
of Business Services
Grievance Procedure for Persons with a Disability Policy 1240
The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act address discrimination,
harassment or failure to provide reasonable accommodations to persons with a disability. The following grievance
procedure shall be used for resolution of complaints of alleged violations of the ADA or Section 504:
A. Complaints shall be filed with the ADA and Section 504 Coordinator. Complaints shall be made in writing,
unless the complainant’s disability prevents such, in which event the complaint can be made verbally.
B. Complaints shall set forth: (a) the name of the complainant, (b) the address and telephone number or other such
information sufficient to enable the coordinator to contact the complainant, (c) a brief description of the alleged
violation, and (d) the relief requested by the complainant.
C. Complaints shall be investigated by the coordinator or the coordinator’s designee. Investigations shall be
thorough, but informal, and the complainant shall be given a full opportunity to submit evidence relevant to the
complaint.
D. The coordinator shall make a decision on the complaint within thirty (30) days of the filing of the complaint,
unless such time period is extended by agreement with the complainant or a longer period is reasonably
mailto:ocr.kansascity@ed.gov
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necessitated by the circumstances. The decision shall be made in writing, shall set forth the coordinator’s
proposed resolution of the complaint, and shall be forwarded to the complainant.
E. The complainant shall have ten (10) days from the date the coordinator’s decision is sent to the complainant to
accept or reject the coordinator’s proposed resolution. The complainant shall be deemed to have accepted the
proposed resolution unless the complainant rejects the proposed resolution within such time period.
F. In the event the complainant rejects the proposed resolution, the complainant shall be given the opportunity to
file a request for reconsideration within ten (10) days from the date the coordinator’s decision is sent to the
complainant. The request for reconsideration shall be filed with the coordinator. Upon receipt of the request
for reconsideration, the coordinator shall promptly forward the request for reconsideration and all evidence
received by the Coordinator in connection with the complaint to a third person for review (either an
administrator or other employee of the district, or members of the Board of Education or committee of the
board).
G. A decision on the request for reconsideration shall be made within ten (10) days after the request for
reconsideration was filed unless the board or committee of the board is the reviewer, in which event the
decision shall be made within thirty (30) days of the filing of the request for reconsideration, unless such time
period is extended by agreement with the complainant or a longer period is reasonably necessitated by the
circumstances.
Legal Reference: Title VI, 42 U.S.C. § 2000d, Title VII, 42 U.S.C. § 2000e, Title IX;
20 U.S.C. § 1681, and the Nebraska Fair Employment Practices
Act, Neb. Rev. Stat. §48-1101 et seq.
Age Discrimination in Employment Act (ADEA), the Older
Workers Benefit Protection Act (OWBPA), 29 U.S.C. §621 et seq.,
and the Nebraska Age Discrimination in Employment Act, Neb.
Rev. Stat. §48-1001 et seq.;
Americans with Disabilities Act (ADA), 42 U.S.C. § 12101 et seq.
Section 504 of the Rehabilitation Act of 1973 (Section 504)
Pregnancy Discrimination Act, 42 U.S.C. § 2000e(k)
Uniform Service Employment and Reemployment Rights Act
(USERRA), 38 U.S.C. § 4301 et seq.
Neb. Rev. Stat. § 79-2,115, et seq
Section 4 Duty Hours of Employees Policy 4004
Hours of Work & Meetings
Regular, dependable on site attendance at work is an essential function of a teacher’s employment position.
The Board of Education recognizes that teachers’ responsibilities to their students and their profession generally
involve the performance of duties and the commitment of time beyond the normal working day, but also recognizes
that teachers and other educational professionals are entitled to regular time and work schedules on which they can
rely in the ordinary course of events and which will be fairly and evenly maintained to the extent possible
throughout the school system.
Schools have different start and end times for the student day. Certificated employees assigned to a building will
usually spend at least eight hours on site, excluding that duty-free lunch time (30 minutes) which can be spent off-
site. The principal will determine the length of time prior to and after the student class schedule for staff to be on-
site in order to meet the hour requirements. Staff may leave the building earlier when called to a professional
meeting.
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Certificated employees are required to serve on playground, lunchroom, before or after school or hall supervision,
etc. duty as designated by the principal. The principal will attempt to make an equitable distribution of such
assignments and professional staff shall assume such duties as part of their work and agreement of employment.
Teachers shall attend meetings called by the Superintendent of Schools, principals, department heads and team
leaders, except those meetings which are designated for optional attendance.
Arrival to Duty Assignments
Full-time teachers designated on-site work day is 7:45 a.m. to 3:45 p.m. Elementary school teachers are to be in the
building and in their classroom no later than 7:45 a.m. and remain on duty until 3:45 p.m. Secondary teachers are to
be in the building and in their classroom no later than 7:45 a.m., and remain on duty until 3:45 p.m. Certificated
employees other than teachers are expected to meet the same guidelines for entry to the building, being in their
assigned duty area, and duty departure time. Teachers and other certificated employees who are part-time or work
on adjusted schedules are to be in the building at least 10 minutes before their class or assigned duty begins. During
the school day, teachers are to be in their assigned classroom before each period begins to assure that students are
not unsupervised within the classroom. Because certificated staff are contracted by days and not hours, there may be
times where staff will stay later than the normal duty hours listed above.
Section 5 Absence of Employees Policy 4005
Absent – Need For Substitute
Instructors who are ill and unable to report for duty should notify the substitute procurement system (Absence
Management / Frontline) and the principal at the earliest possible time, preferably between 6:00-6:30 a.m.
Substitutes must be selected from the approved list of substitutes provided by the HR office. Teachers are not to
make their own arrangements for a sub without using approved building protocols.
Employees apply for leave in order to carry out obligations (jury/counseling) in which they will be compensated are
obligated to dispatch to the district either the compensation garnered beyond operating expense or their district
wages for time missed. Absence or suspension of any employee shall result in loss of pay for the period excluding
as otherwise provided by policy or law.
Weather Related Absence – Any teacher, living outside or within the school district, who is absent from school due
to weather or road conditions may use a personal day. If no personal days are available, staff shall receive a
deduction from their salary.
Section 6 Absence from Building Policy 4006
Employees may not be absent from assignments during duty hours unless granted authorization from their
immediate supervisor or the Superintendent. An employee may be released from the building for one class period
with authorization of immediate supervisor or the Superintendent for affairs of personal business which cannot be
fulfilled after school hours.
Section 7 Returning from Absences
A. Justification for Absences Taken Without Prior Approval. If an employee is absent without advance approval
either: (1) the day immediately preceding or immediately following a regularly scheduled school break (such as
winter break, spring break, and quarter or semester breaks) or (2) during the first two weeks or the last two
weeks of school (student contact days), the employee will be required to give verification (for example, a
doctor’s note) to establish that the employee was unable to work for an excusable condition or excusable reason.
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B. Establishing Fitness for Duty. Employees must present a written statement from their physician or health care
provider to their supervisor when absent for any period of time because of injury requiring care from a
physician or health care provider, or absent from work for 5 days or more due to a personal health condition.
The statement is to clearly verify that the employee is mentally and physically able to return to duty. This
statement is to be presented in person to the employee’s supervisor before the employee returns to duty in order
that the readiness to perform work can be observed and discussed.
Employees are required to disclose any medical restrictions that limit their ability to perform the essential
functions of their position by written notification from the employee’s physician to their supervisor and, if
needed, request a meeting with the Americans with Disabilities Act (ADA) Coordinator to discuss the provision
of reasonable accommodations. The district will not discriminate against any employee due to disability and
will provide reasonable accommodations. Information provided about medical conditions or disabilities shall be
treated as confidential, as required by state and federal statutes, and will be divulged only to the extent
necessary to provide reasonable accommodations.
Section 8 Family and Medical Leave Act Policy 4007
Employee Rights and Responsibilities under the Family and Medical Leave Act
Family and medical leaves shall be allowed under the terms and conditions of the Family and Medical Leave Act of
1993, as amended (FMLA).
Basic Leave Entitlement. FMLA provides up to 12 weeks of unpaid, job-protected leave to eligible employees for
the following reasons:
A. For incapacity due to pregnancy, prenatal medical care or child birth;
B. To care for your child after birth, or placement for adoption or foster care;
C. To care for an immediate family member who has a serious health condition (an immediate family member is
defined as: husband, wife, child, mother, father, sister, brother, mother/father-in-law, brother/sister-in-law,
grandparents, grandchild, aunt, uncle, niece, nephew, and daughter/son-in-law); or
D. For a serious health condition that makes you unable to perform your job.
The “leave year” for purposes of the FMLA is a “rolling” 12-month period, measured backward from the date of any
FMLA leave usage.
Military Leave Entitlement. Eligible employees with a spouse, son, daughter, or parent on active duty or call to active
duty status in the National Guard or Reserves in support of a contingency operation may use their 12-week leave
entitlement to address certain qualifying criteria. Qualifying criteria may include attending certain military events,
arranging for alternative childcare, addressing certain financial and legal arrangements, attending certain counseling
sessions, and attending post-deployment reintegration briefings.
FMLA also includes a special leave entitlement that permits eligible employees to take up to 26 weeks of leave to care for
a covered service member during a 12-month period. A covered service member is a current member of the Armed Forces,
including a member of the National Guard or Reserves, who has a serious injury or illness incurred in the line of duty on
active duty that may render the service member medically unfit to perform his or her duties for which the service member
is undergoing medical treatment, recuperation, or therapy; or is in outpatient status; or is on the temporary disability
retired list.
Benefits and Protections. During FMLA leave, a teacher’s health coverage under a ”group health plan” will be maintained
on the same terms as if the teacher had continued to work. Upon return from FMLA leave, most employees must be
restored to their original or an equivalent position with equivalent pay, benefits, and other employment terms.
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A teacher’s use of FMLA leave will not result in the loss of any employment benefit that accrued prior to the start of the
FMLA leave.
Eligibility Requirements. A teacher is eligible if he or she has been employed with Norfolk Public Schools for at least one
year, for 1,250 hours over the previous 12 months, and if there are at least 50 employees of Norfolk Public Schools within
75 miles of your work location.
Definition of Serious Health Condition. A serious health condition is an illness, injury, impairment, or physical or mental
condition that involves either an overnight stay in a medical care facility, or continuing treatment by a health care provider
for a condition that either prevents a teacher from performing the functions of his or her job, or prevents the qualified
family member from participating in school or other daily activities.
Subject to certain conditions, the continuing treatment requirement may be met by a period of incapacity of more than
three consecutive calendar days combined with at least two visits to a health care provider or one visit and a regiment of
continuing treatment, or incapacity due to pregnancy, or incapacity due to a chronic condition. Other conditions may meet
the definition of continuing treatment.
Use of Leave. A teacher does not need to use FMLA leave entitlement in one block. Leave can be taken intermittently or
on a reduced leave schedule when medically necessary. The teacher must make reasonable efforts to schedule leave for
planned medical treatment so as not to unduly disrupt the District’s operations. Leave due to qualifying exigencies may
also be taken on an intermittent basis.
Substitution of Paid Leave for Unpaid Leave. The teacher may choose or Norfolk Public Schools may require use of
accrued paid leave while taking FMLA leave. In order to use paid leave for FMLA leave, the teacher must comply with
the district’s normal paid leave policies.
Employee Responsibilities. The teacher must provide sufficient information for the district to determine if the leave may
qualify for FMLA protection and the anticipated timing and duration of the leave. Sufficient information may include that
the teacher is unable to perform job functions, the family member is unable to perform daily activities, the need for
hospitalization or continuing treatment by a health care provider, or circumstances supporting the need for military family
leave. The teacher also must inform the district if the requested leave is for a reason for which FMLA leave was
previously taken or certified. The teacher also may be required to provide a certification and periodic recertification
supporting the need for leave.
Employer Responsibilities. The district will inform employees requesting leave whether they are eligible under
FMLA. If they are, the notice will specify any additional information required as well as the employees’ rights and
responsibilities. If they are not eligible, the district will provide a reason for the ineligibility.
The district will inform employees if leave will be designated as FMLA-protected and the amount of leave counted
against the employee’s leave entitlement. If the district determines that the leave is not FMLA-protected, the district
will notify the employee.
Unlawful Acts by Employers. FMLA makes it unlawful for any employer to:
A. Interfere with, restrain, or deny the exercise of any right provided under FMLA;
B. Discharge or discriminate against any person for opposing any practice made unlawful by FMLA or for
involvement in any proceeding under or relating to FMLA.
Enforcement. An employee may file a complaint with the U.S. Department of Labor or may bring a private lawsuit
against an employer.
FMLA does not affect any federal or state law prohibiting discrimination, or supersede any state or local law or
collective bargaining agreement which provides greater family or medical leave rights.
For additional information you may refer to FMLA posters on employee bulletin boards or contact the U.S. Wage
and Hour Division at:
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1-866-4US-WAGE (1-866-487-9243) TTY: 1-877-889-5627
www.wagehour.dol.gov
To obtain a form and submit a request for use of FMLA, or to make arrangements for payment of benefits while on
an FMLA leave, contact the Payroll office at (402) 644-2500.
Legal Reference: Neb. Rev. Stat. §§ 55-160 to 55-166
Neb. Rev. Stat. §§ 55-501 to 55-507
29 U.S.C. §§ 2611, et seq.; 29 CFR Part 825 (FMLA)
38 U.S.C. §§ 4301 to 4333;20 CFR Part 1002 (USERRA)
Section 9 Adoption Leave Policy 4008
Adoption leave will be permitted to be taken by an adoptive parent for the same time and on the same terms as a
teacher is permitted to take a leave of absence upon the birth of the teacher’s child.
The adoptive parent leave of absence begins following the commencement of the parent-child relationship. The
parent-child relationship commences, for purposes of adoption leave, when the child is placed with the teacher for
purposes of adoption. The teacher shall be deemed to have waived any adoptive leave days not taken following the
commencement of the parent-child relationship, except as the Superintendent and the teacher may otherwise agree.
Advance notice of an anticipated adoption shall be provided by the teacher to the Superintendent or their designee as
early as possible.
Legal Reference: § 48-234
Section 10 Drug and Substance Use and Abuse Policy 4009
Drug-Free Workplace
The district has established the school as a drug free workplace. The drug-free workplace for this purpose includes
school grounds, school utilized vehicles, and places in which school activities are held.
The unlawful manufacture, distribution, disposition, possession, or use of a controlled substance is prohibited in the
work place. The possession, use or distribution of illicit drugs or alcohol, the use of glue or aerosol paint or any
other chemical substance for inhalation, and being under the influence of illicit drugs, alcohol, or inhalants is
prohibited in any place while teachers are on duty time. Any level of impairment from illicit drugs, alcohol, or
inhalants, and the presence of any odor of illicit drugs (such as marijuana) or alcohol on a teacher in the work place
or on duty time shall be a violation of the drug-free workplace. The possession or distribution of a look-alike drug
or look-alike controlled substance is prohibited. In addition, teachers are expected to serve as role models for
students and will be considered to have violated the district’s expectations in the event the teacher commits a
criminal drug or alcohol offense off the work place or off duty time.
As a condition of employment teachers will abide by the district’s drug-free workplace policies and notify the
Superintendent of any criminal drug statute conviction for a violation occurring in the workplace no later than 5
days after such conviction. Disciplinary sanctions up to and including termination of employment and referral for
prosecution will be imposed for violations of the district’s drug-free workplace policies. Sanctions may include the
requirement that the teacher complete an appropriate rehabilitation program, a reprimand, and termination of
employment. Drug and alcohol counseling and rehabilitation and reentry programs are available through local health
agencies.
Smoke and Tobacco-Free Workplace
The use of tobacco products is prohibited in all school buildings and all school vehicles. Smoking shall also be
prohibited in any area where school staff, students or members of the public may be present or may be affected by
smoke, including without limitation the stands and bleachers of outdoor athletic fields and near the entry of school
buildings.
http://www.wagehour.dol.gov/
http://www.wagehour.dol.gov/
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For purposes of this policy, tobacco means any tobacco product (including but not limited to cigarettes, cigars, and
chewing tobacco), vapor products (such as e-cigarettes), alternative nicotine products, tobacco product look-alikes,
and products intended to replicate tobacco products either by appearance or effect. This does not preclude adults
from wearing non-visible nicotine patches, or using nicotine gum without displaying the product container, as part
of a smoking cessation program.
Section 11 Bloodborne Pathogen Compliance Policy 4011
The school district shall collaborate with county and state health departments in utilizing measures for the
management of communicable disease in school district programs and activities. Procedures shall correspond to the
system for communicable disease control set by the state health department. Staff will need to successfully complete
designated training on this subject each school year.
Section 12 Infectious Diseases Policy 4012
In the occurrence that a student, employee, or other person in recurrent exchange with students, employees, or others
present in Norfolk Public Schools contracts an infectious disease, the determination of whether that person should be
allowed to continue on duty, be present at or partake in school activities shall be made on a case-by-case basis.
Section 13 Personnel Files Policy 4013
The district will follow the requirements of state and federal law and regulation with regard to a teacher’s personnel
file, including but not limited to Neb. Rev. Stat. § 79-8,109.
Section 14 Receiving Agents, Salespersons, and Policy 4014
Other Business Representatives
Teachers need not allow, and should not permit, any salesperson or representative or agent of any commercial
enterprise or theatrical presentation to contact the teacher while engaged in the teacher’s duties except for such times
as may be designated by the Superintendent or designee. By law, the hours of no solicitation are between 8:30 a.m.
and 5:00 p.m. on all days school is in session. If you are required to be at work earlier than 8:30 a.m., the hours are
extended to that earlier time as well.
Section 15 Intellectual Property and Work-for-Hire Policy 4010
Teachers shall not use classrooms, buildings or other school property for personal use or profit without specific
approval from the Superintendent or his/her designee. Teachers shall not use time for which the teacher is on duty
or paid by the district to engage in any activity for personal financial profit. Materials created or produced by a
district employee in their capacity as a district employee is the property of the district.
Section 16 Unauthorized Purchases Policy 4015
An employee who orders school supplies/equipment without approval may be personally accountable for
compensation of the materials ordered.
Section 17 Use of School Facilities and Equipment by School Employees Policy 4016
Teachers will be issued keys to the school. Teachers are expected to not lose their keys and to not allow others to
have access to or to use their keys. Teachers are permitted to have access to school facilities during non-school time
provided such access is for work-related purposes. When teachers leave the building, they are to close all windows,
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lock their classroom door, and make sure that the entry door is fully closed and locked. This is especially important
when teachers are using the school facilities prior to the beginning of the school year and during any weekend or
evening usage. Teachers will be responsible for the costs incurred to replace keys. Teachers leaving the district are
expected to turn in all keys upon their last day of employment.
School property is to be used for approved work-related purposes and not for personal purposes or for personal gain
or benefit. Use of school supplies (paper, staples, etc.), school equipment (copiers, fax machines, telephones, etc.),
and school postage is to be for approved school-related purposes only. Excess or surplus supplies or equipment,
including items which have been placed in the trash, should not be removed for non-school use without approval
from the administration.
Section 18
American Civics Policy 8153
LB 399 is applicable to all schools in Nebraska, public and private, beginning with the 2019-20 school
year. Excerpts from the policy are listed below. For more specific information on this policy, please refer to the
district website under the Board of Education “Policies” tab.
Curriculum
LB 399 requires that all social studies courses approved for grade levels as noted below must include and
adequately stress contributions of all ethnic groups:
to the development and growth of America into a great nation,
to art, music, education, medicine, literature, science, politics, and government, and
to the war services in all wars of this nation.
All grades of all public and private schools, below the 6th grade, must devote at least one hour per week to exercises
or teaching periods for the following purpose:
The discussion of stories having to do with American history or the deeds and exploits of American heroes;
The historical background, memorization, and singing of patriotic songs such as the Star-Spangled Banner
and America the Beautiful;
The development of respect for the American flag as a symbol of freedom and the sacrifices of those who
secured that freedom; and
Instruction as to proper conduct in the presentation of the American flag.
Appropriate patriotic exercises suitable to the occasion must be held under the direction of the Superintendent in
every public and private school on:
George Washington’s birthday,
Abraham Lincoln’s birthday,
Dr. Martin Luther King, Jr.’s birthday,
Native American Heritage Day,
Constitution Day,
Memorial Day,
Veterans Day, and
Thanksgiving Day.
…or on the day or week preceding or following such holiday, if the school is in session.
Section 19 Activity Passes Policy 4017
Current employees, Board of Education and Foundation Board members along with Booster Steering Committee
members of Norfolk Public are eligible for a free activity pass. Those employees listed above may also work three
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activities (or accumulate a designated number of hours for longer activities) to earn an activity pass for their spouse.
Additional information about activity passes is available through the Norfolk Senior High School Activities office.
Section 20 Military and Family Military Leave Policy 4022
Military leave and family military leave will be granted to the extent required by state and federal law.
Employees requesting military leave must notify the Superintendent or his/her designee as soon as they receive
notification of activation. Employees are to attach a copy of their orders to a leave request form when they prepare
the request for military leave.
Employees requesting to take family military leave under the Nebraska statutes must notify the Superintendent or
his/her designee at least 14 days in advance of taking such a leave if the leave will be for 5 or more consecutive
days, and consult with their supervisor to schedule the leave so as to not unduly disrupt operations of the school
district. For leaves of less than 5 days, the employee is to notify the Superintendent or his/her designee of the leave
request as soon as practicable.
Family military leave under the FMLA will be provided in accordance with that law and subject to the provisions of
the board policy pertaining to FMLA leave.
Legal Reference: Neb. Rev. Stat. §§ 55-160 to 55-166
Neb. Rev. Stat. §§ 55-501 to 55-507
29 U.S.C. §§ 2611, et seq.; 29 CFR Part 825 (FMLA)
38 U.S.C. §§ 4301 to 4333; 20 CFR Part 1002 (USERRA)
Section 21 Notification of Arrest, Criminal Charges, and Certificate,
License or Child Abuse Complaints Policy 4025
Teachers serve as role models for students and their actions and conduct reflect on the school as a whole. Teachers
are in all respects to conduct themselves in a professional manner.
Notification of Arrest, etc.
Employees must notify the Superintendent by the next business day after:
A. Arrest or Criminal Charges. The employee is arrested, ticketed, or issued a criminal charge where:
1. The maximum penalty for the crime equals or exceeds six months incarceration;
2. The crime relates to abuse, neglect or endangerment of a minor, a minor was allegedly a victim or a
witness, or the crime involves alleged sexual misconduct;
3. Conviction would impact performance of employee’s job responsibilities, including offenses that:
a. Would impact the responsibility to be a role model for students or relations with other employees of
Norfolk Public Schools;
b. Would impact the employee’s ability to operate a motor vehicle if the employee at times needs to
travel during duty time or the employee at times drives students; or
c. Would impact the employee’s Commercial Driver’s License (CDL) if the employee’s job requires
that the employee have a CDL.
4. The arrest or the alleged criminal activity occurred while the employee was on duty, on property of
Norfolk Public Schools, or in a school owned or utilized vehicle, or at a school-supervised activity or
school-sponsored function.
Employees must also promptly report to the Superintendent whenever the employee has been sentenced
to be incarcerated for any period of time, even if the offense is not otherwise reportable.
B. Certificate or License. The employee becomes aware that a complaint has been filed against the employee that
could affect a certificate or license required for the employee’s position. This includes proceedings of the
Nebraska Department of Education related to an alleged violation of the NDE Standards of Conduct and
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Ethics, Chapter 27, and proceedings of the Health and Human Services related to an alleged violation of the
professional standards of conduct for the employee’s position.
C. Child Abuse. The employee becomes aware that a report of child abuse or neglect has been made against the
employee under the Child Protection Act.
Further, employees must give full disclosure of any Child Protection Act investigation that resulted in an
“inconclusive” determination that occurred at any time. Current employees must give such disclosure within
ten days following adoption of this policy. As a condition of employment, applicants for employment must
give such disclosure prior to commencement of employment. Any hiring made without such disclosure shall
be subject to being immediately revoked in the event the required disclosure was not given.
Employees must give full disclosure of the existence and nature of the above proceedings and must also promptly
notify the Superintendent of the disposition of the proceedings.
Legal documents relating to the proceedings shall be treated and maintained as part of the employee’s confidential
criminal background file.
Failure to notify as required under this policy may subject the employee to disciplinary action, up to and including
termination.
Civility
All employees shall behave with civility, fairness and respect in dealing with fellow employees, students, parents,
patrons, visitors, and anyone else having business with Norfolk Public Schools. Uncivil behaviors are prohibited.
Employees may be subject to disciplinary action up to and including termination for engaging in uncivil behaviors.
Uncivil behaviors are any behaviors that are physically or verbally threatening, either overtly or implicitly, as well
as behaviors that are coercive, intimidating, violent or harassing. Such interactions are prohibited in all forms of
communication, including telephone conversations, voice mail messages, face-to-face conversations, written
communications, and email messages.
Any employee aware of another employee’s uncivil behavior shall report the conduct to the employee’s immediate
supervisor or to the Superintendent. There will be no retaliation against a person for making the report.
Complaints or Concerns of Employees
Employees are to inform Norfolk Public Schools of any complaints or concerns about the operations of Norfolk
Public Schools using the established chain of command (immediate supervisor, next higher level supervisor, etc.) on
all matters that require administrative attention; that is, on all matters or issues that their job responsibilities require
them to report to a supervisor.
It is important to the efficient and successful operation of Norfolk Public Schools and a duty of all of the district’s
employees to share any such complaints or concerns in a responsible, professional manner such as to: (1) not disrupt
the proper functioning of their office, department, or position, (2) not undermine the authority of their co-workers,
supervisors, or superiors, (3) maintain close working relationships with their co-workers, supervisors, and superiors,
and (4) ensure that all applicable laws and regulations are followed. All employee official communications must be
accurate, demonstrate sound judgment, and promote Norfolk Public Schools’ mission. Employees must ensure that
all applicable laws and regulations are followed by Norfolk Public Schools and its employees. In the event an
employee becomes aware of any such non-compliance, the employee is to report such to the employee’s immediate
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supervisor (or the next higher level, if the supervisor is responsible for the problem) and maintain the confidentiality
of the report so that the problem can be appropriately corrected in the best interests of Norfolk Public Schools.
Employees are to use the appropriate complaint or grievance mechanism for matters involving discrimination or
harassment or other established mechanism specific to the nature of the complaint or concern.
Norfolk Public Schools will not tolerate unlawful retaliation against an employee for engaging in legally protected
activity. A protected activity includes an employee’s act of opposing an unlawful practice prohibited by employment
discrimination or other laws that protect the conduct in question. Any act of unlawful retaliation by a supervisor or
other employee may result in serious disciplinary action up to and including termination. Any employee may file a
complaint with the administrator or appropriate coordinator if the employee feels that they have experienced
unlawful retaliation in any form.
Section 22 Professional Boundaries between Employees and Students Policy 4025
It is important for teachers to maintain an effective working relationship with the administration and all co-workers,
including other teachers and support staff. Teachers are also to maintain appropriate relationships with students.
Appropriate relationships are established by extending social courtesies, following through on commitments and
promises, complying with administrative directives and board policies, being honest and consistent, and not
intruding into personal matters outside the scope of duties or gossiping or spreading rumors about others.
Professional Boundaries between Employees and Students
All employees are expected to observe and maintain professional boundaries between themselves and students. A
violation of professional boundaries will be regarded as a form of misconduct and may result in disciplinary action.
The following non-exclusive list of actions will be regarded as a violation of the professional boundaries that
employees are expected to maintain with a student:
A. Using e-mail, text messaging, instant messaging or social networking sites to discuss with a student a matter
that does not pertain to school-related activities, such as the student’s homework, class activity, school sport or
club, or other school-sponsored activity. Electronic communications with students are to be sent simultaneously
to multiple recipients, not to just one student, except where the communication is clearly school-related and
inappropriate for persons other than the individual student to receive (for example, e-mailing a message about a
student’s grades).
B. Engaging in social-networking friendships with a student on social networking sites. Material that employees
post on social networks that is publicly available to those in the school community must reflect the professional
image applicable to the employee’s position and not impair the employee’s capacity to maintain the respect of
students and parents or impair the employee’s ability to serve as a role model for children.
C. Employees shall not “friend” or “follow” students on any social networking site.
D. Engaging in sexual activity, a romantic relationship, or dating a student or a former student within one year of
the student graduating or otherwise is leaving the district.
E. Making any sexual advance – verbal, written, or physical – towards a student.
F. Showing sexually inappropriate materials or objects to a student.
G. Discussing with a student sexual topics that are not related to a specific curriculum.
H. Telling sexual jokes to a student.
I. Invading a student’s physical privacy (e.g., walking in on the student in a restroom).
J. Hugging or other physical contact with a student that is initiated by the employee when the student does not
seek or want this attention.
K. Being overly “touchy” with a specific student.
L. Allowing a specific student to get away with misconduct that is not tolerated from other students, except as
appropriate for students with an IEP or 504 Plan.
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M. Discussing with the student the employee’s problems that would normally be discussed with adults (e.g., marital
problems).
N. Giving a student a ride in the employee’s personal vehicle without express permission of the student’s parent or
school administrator unless another adult is in the vehicle.
O. Taking a student on an outing without obtaining prior express permission of the student’s parent or school
administrator.
P. Inviting a student to the employee’s home without prior express permission of the student’s parent and school
administrator.
Q. Going to the student’s home when the student’s parent or a proper chaperone is not present.
R. Giving gifts of a personal nature to a specific student.
S. Discussing alcohol, tobacco or other illicit drugs in a non-instructional setting, such as describing a party that
the employee attended.
T. Discussing another student’s or an employee’s personal matters when it is not appropriate outside of the
instructional setting.
Appropriate exceptions are permitted to the foregoing for legitimate health or educational purposes and for reasons
of familial relationships between employees and their children who are students in the district.
Section 23 Appropriate Dress Policy 4028
It is important for teachers to project a professional image to students, parents and co-workers. Appropriate attire
and grooming is one of the means of projecting a professional image. Teachers are expected to maintain
conservative and professional attire and grooming when on duty. As professionals, teachers are expected to be
aware of the standard to be maintained. Staff members shall dress appropriately, presenting a neat, clean,
professional appearance conducive to the learning environment of the students. As a general guideline, appropriate,
professional attire is to dress “Business Casual.” The general guidelines for business casual are: dress pants or
khakis, a reasonable length dress or skirt, or dressy capris combined with a dress shirt, polo or sweater; dress
shoes/sandals. Fridays will be designated as Spirit Days across the district and staff members are encouraged to
show their school spirit by wearing a Panther polo on those days. Neat, clean jeans may be allowed by your
building principal on Spirit Days if they are accompanied by a Panther polo. The administration may establish more
detailed guidelines for individual employees should that be necessary.
Section 24 Assignment of Duties Policy 4130
The professional duties to be performed by a teacher with the district shall be subject to assignment by the
Superintendent of the district with the approval of the Board of Education. A teacher will be expected to devote full
time during days of school to the teacher’s position and to diligently and faithfully perform the assigned duties to the
best of the teacher’s professional ability. Job descriptions, where available, provide additional information about the
position duties.
A certified staff member who wants to transfer to another posted opening within the district must send a letter to the
Director of Human Resources and Accreditation indicating their current assignment and requesting a transfer to the
posted position. Administrators must submit a Certified Employment Offer Form to the Human Resources office to
record all changes in employment status. Please note: Submitting a request for transfer does not mean the transfer is
automatically approved.
The district reserves the right to transfer employees to other positions as deemed necessary to best meet the overall
needs of the school district.
In addition to the normal duties traditionally required of teachers, a teacher may be assigned such “extra duty”
assignments to support the extra-curricular programs of the district, which shall be upon such terms and conditions
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and at such additional rate of compensation as the teacher and the district may agree upon or as set forth in the
negotiated agreement. The extra-curricular program of the school district is an integral part of the overall education
program of the school district. As such a teacher shall not unreasonably refuse to accept such extra-duty
assignments. In addition, performance in an extra-duty assignment is a part of the evaluation of the teacher’s overall
performance to the district.
Section 25 Agents/Tutors Policy 4131
Teachers are encouraged to provide individual assistance to students as a part of their duties. Teachers who engage
in private tutoring for pay (compensation of any kind from a source other than the district) are subject to the
following rules:
A. The teacher may not arrange to provide private tutoring for any child enrolled in the teacher’s class.
B. The teacher is not to provide private tutoring in a school building.
C. The teacher is not to provide private tutoring during duty time.
D. The teacher is not to advertise or promote the teacher’s private tutoring services in the school or in the school’s
communications systems except with the express permission of the Superintendent or designee.
Section 26 Professional Growth Policy 4140
Professional growth is defined as those activities in which certificated personnel may participate to gain insight,
innovative ideas, and practical knowledge in their field of teaching which may be utilized in the classroom.
Professional growth for Norfolk Public Schools certificated personnel shall be measured and documented in
accordance with district procedures. Credit for professional growth may be accumulated through college work,
educational travel, in-service activities, and other approved activities, exceptional in kind and of value to the Norfolk
Public Schools. Failure to meet the Professional Growth requirements may result in nonrenewal of the teaching
contract. More information about the Professional Growth process is located on the district website under the
“Human Resources” tab.
Section 27 Evaluation of Teachers Policy 4150
Evaluations of teachers will be conducted in accordance with the district’s evaluation policy. Supervisors reserve
the right to observe, appraise or evaluate teachers more frequently than required by policy on an as-needed basis.
Teachers are expected to participate constructively and positively in the evaluation process and to accept and
implement constructive suggestions and improvement strategies developed by the administration. In the event of a
job performance warning, there shall be a conference between the employee and the administrator who shall
cooperatively examine the results of the warning. More information about the evaluation process is located on the
district website under the “Human Resources” tab.
Section 28 Reduction in Force Policy 4160
A Reduction in Force (RIF) shall consist of a reduction of one or more positions or a reduction in the percentage of
employment of one or more certificated employees even if the number or percentage of employment of the
certificated staff overall may be increased by other hiring or increases in the percentage of employment of other
employees. Reduction in Force may result in termination of employment, an amendment to the employee’s contract
reducing the employee from full-time to part-time status or an amendment to the contract of a part-time employee
further reducing that employee’s percentage of employment. The district will follow the requirements of board
policy and state law regulations with regards to Reduction in Force.
Section 29 Leave of Absence Policy 4170
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After a minimum of three (3) years of employment in Norfolk Public Schools, a teacher may apply for a one-year
leave of absence pending approval from the Superintendent.
Section 30 Standards of Ethical and Professional Performance Policy 4190
The Norfolk Public Schools expects its certificated employees to adhere to the professional ethics standards
established by the Nebraska Department of Education as such standards may be modified from time to time. The
professional ethics standards which certificated employees are expected to adhere to include those set forth below.
References to “educator” shall include all certificated employees of the district.
Preamble
The educator shall believe in the worth and dignity of human beings. Recognizing the supreme importance of the
pursuit of truth, the devotion to excellence and the nurture of democratic citizenship, the educator shall regard as
essential to these goals the protection of the freedom to learn and to teach and the guarantee of equal educational
opportunity for all. The educator shall accept the responsibility to practice the profession to these ethical standards.
The educator shall recognize the magnitude of the responsibility he or she has accepted in choosing a career in
education, and engages individually and collectively with other educators, to judge his or her colleagues, and to be
judged by them, in accordance with the provisions of this code of ethics.
The standards listed in this section are held to be generally accepted minimal standards for public school certificate
holders in the State of Nebraska and for all educators, including administrators, with respect to ethical and
professional conduct.
Principle I – Commitment as a Professional Educator:
Fundamental to the pursuit of high educational standards is the maintenance of a profession possessed of individuals
with high skills, intellect, integrity, wisdom, and compassion. The educator shall exhibit good moral character,
maintain high standards of performance and promote equality of opportunity.
In fulfillment of the educator’s contractual and professional responsibilities, the educator:
A. Shall not interfere with the exercise of political and citizenship rights and responsibilities of students,
colleagues, parents, school patrons, or school board members.
B. Shall not discriminate on the basis of race, color, national origin, religion, disability, age, sex, or other
protected category.
C. Shall not use coercive means, or promise or provide special treatment to students, colleagues, school patrons,
or school board members in order to influence professional decisions.
D. Shall not make any fraudulent statement or fail to disclose a material fact for which the educator is responsible.
E. Shall not exploit professional relationships with students, colleagues, parents, school patrons, or school board
members for personal gain or private advantage.
F. Shall not sexually harass students, parents or school patrons, employees, or board members.
G. Shall not have had revoked for cause in another state a teaching certificate, administrative certificate, or any
certificate enabling a person to engage in any of the activities for which a special services counseling
certificate is issued in Nebraska.
H. Shall not engage in conduct involving dishonesty, fraud, deceit, or misrepresentation in the performance of
professional duties.
I. Shall report to the superintendent any known violation of paragraphs G, E, or B above.
J. Shall seek no reprisal against any individual who has reported a violation of this rule.
Principle II – Commitment to the Student:
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Mindful that a profession exists for the purpose of serving the best interests of the client, the educator shall practice
the profession with genuine interest, concern, and consideration for the student. The educator shall work to stimulate
the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy
goals.
In fulfillment of the obligation to the student, the educator:
A. Shall permit the student to pursue reasonable independent scholastic effort, and shall permit the student access
to varying points of view.
B. Shall not deliberately suppress or distort subject matter for which the educator is responsible.
C. Shall make reasonable effort to protect the student from conditions which interfere with the learning process or
are harmful to health or safety.
D. Shall conduct professional educational activities in accordance with sound educational practices that are in the
best interest of the student.
E. Shall keep in confidence personally identifiable information that has been obtained in the course of
professional service, unless disclosure serves professional purposes, or is required by law.
F. Shall not tutor for remuneration students assigned to his or her classes unless approved by the Board of
Education.
G. Shall not discipline students using corporal punishment.
Principle III – Commitment to the Public:
The magnitude of the responsibility inherent in the education process requires dedication to the principles of our
democratic heritage. The educator bears particular responsibility for instilling an understanding of the confidence in
the rule of law, respect for individual freedom, and a responsibility to promote respect by the public for the integrity
of the profession.
In fulfillment of the obligation to the public, the educator:
A. Shall not misrepresent an institution with which the educator is affiliated, and shall take added precautions to
distinguish between the educator’s personal and institutional views.
B. Shall not use institutional privileges for private gain or to promote political candidates, political issues, or
partisan political activities.
C. Shall neither offer nor accept gifts or favors that will impair professional judgment.
D. Shall support the principle of due process and protect the political, citizenship, and natural rights of all
individuals.
E. Shall not commit any act of moral turpitude, nor commit any felony under the laws of the United States or any
state or territory.
F. Shall, with reasonable diligence, attend to the duties of his or her professional position.
Principle IV – Commitment to the Profession:
In belief that the quality of the services to the education profession directly influences the nation and its citizens, the
educator shall exert every effort to raise professional standards, to improve service, to promote a climate in which
the exercise of professional judgment is encouraged, and to achieve conditions which attract persons worthy of the
trust to careers in education. The educator shall believe that sound professional relationships with colleagues are
built upon personal integrity, dignity, and mutual respect.
In fulfillment of the obligation to the profession, the educator:
A. Shall provide upon the request of an aggrieved party, a written statement of specific reasons for
recommendations that lead to the denial of increments, significant changes in employment, or termination of
employment.
B. Shall not misrepresent his or her professional qualifications, nor those of colleagues.
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C. Shall practice the profession only with proper certification, and shall actively oppose the practice of the
profession by persons known to be unqualified.
Principle V – Commitment to Professional Employment Practices:
The educator shall regard the employment agreement as a pledge to be executed both in spirit and in fact. The
educator shall believe that sound personnel relationships with governing boards are built upon personal integrity,
dignity, and mutual respect.
In fulfillment of the obligation to professional employment practices, the educator:
A. Shall apply for, accept, offer, or assign a position or responsibility on the basis of professional preparation and
legal qualifications.
B. Shall not knowingly withhold information regarding a position from an applicant or employer, or misrepresent
an assignment or conditions of employment.
C. Shall give prompt notice to the employer of any change in availability of service.
D. Shall conduct professional business through designated procedures, when available, that have been approved
by the employing agency.
E. Shall not assign to unqualified personnel, tasks for which an educator is responsible.
F. Shall permit no commercial or personal exploitation of his or her professional position.
G. Shall use time on duty and leave time for the purpose for which intended.
Section 31 Outside Employment
Teachers shall not perform duties unrelated to district employment during duty hours. In addition, teachers shall not
engage in employment which conflicts with their school duties. Teachers are not required to notify the district of
outside employment except: (1) teachers who are also employed by another Nebraska school district in order to
comply with Nebraska State Retirement System regulations and (2) teachers who have a work-related injury in order
to comply with workers’ compensation requirements.
Section 32 Address Change
It is necessary that an accurate directory of all employees of the school district be kept in the Central Office.
Employees changing their address or phone number should report such changes to the payroll office at the Central
Office as soon as possible IN WRITING (e-mail notification is appropriate).
Section 33 Grievances and Complaints
Teacher grievances regarding wages, hours, and conditions of employment set forth in the negotiated agreement
shall be governed by the grievance or complaint procedure in the negotiated agreement. All other employment
related grievances or complaints shall be addressed through the administrative chain of command following the
process set forth in board policy.
Section 34 Compensation
Regular Salary and Extra-Duty Compensation. Compensation is paid only as authorized by the Board of Education.
Teachers are paid a salary based on placement on the salary schedule set forth in the collectively bargained
negotiated agreement between the district and the collective bargaining agent for the certificated teaching staff
(referred to in this handbook as the “negotiated agreement”), and the extra-duty salary schedule also incorporated
into the negotiated agreement.
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Salary Payments. Salary is payable over twelve equal installments. Teachers will be paid on the 18th of the month,
or the last preceding school day, if the 18th falls on a holiday or week-end. Upon separation of a teacher’s
employment, or upon fulfillment of the contract, the teacher may, at the option of the board, be paid all salary due in
one lump sum.
Additional compensation over and above regular compensation, extra-duty pay and supplemental pay shall be
disbursed as it is earned and deductions from compensation due to unpaid leave shall be taken out as they are
reported to the payroll office. Reimbursements for mileage or other expenses will be considered separate from
compensation.
Changes in Salary Schedule Placement. Changes in a teacher’s placement on the salary schedule shall be governed
by the provisions of the negotiated agreement. Teachers are expected to provide the Superintendent with an official
transcript for all graduate hours earned for purposes of advancement on the salary schedule on or before September
1
st
of the school year in which such hours are to be credited for the teacher’s placement on the salary schedule.
Failure to provide an official transcript from the post-graduate institution of the graduate hours earned will result in
a loss of such credit for such school year.
General administrative guidelines to follow to advance on the salary schedule:
A. All courses used for salary schedule movement must receive pre-approval from the Superintendent’s office.
B. Pre-approval must be obtained at least ten days in advance of the beginning date of the course. Failure to obtain
pre-approval may result in using the class for the purposes of advancement on the salary schedule being denied.
C. Pre-approval of the course may be obtained by completing a “Course Approval” form or having a signed and
dated Master’s Degree Program on file in the Superintendent’s office
D. Salary schedule advancement and professional growth are two separate and distinct items. Advancement on the
salary schedule does not automatically happen when transcripts are provided for professional growth points.
E. The Superintendent’s office is responsible for granting approval for coursework to count towards salary
schedule movement and the Professional Growth Secretary at Central Office is responsible for maintaining
records for professional growth.
F. Official college transcripts, not grade cards, shall serve as the method of proof for granting salary schedule
movement.
G. Transcripts are due to the superintendent’s office by September 1
st
of each year for salary schedule movement
to be allowed.
H. Grade cards will be accepted as proof of course completion for professional growth purposes.
I. All courses to be used for advancement on the salary schedule shall be graduate level courses.
J. Certain exceptions to coursework for advancement on the salary schedule being graduate level exist. The
secretary to the Superintendent is able to provide further details.
K. A Human Relations course is required for certificate renewal and may be used for advancement on the salary
schedule or professional growth. The pre-approval process shall be adhered to when this course is taken.
It is the intention of the district to be understanding and fair in the application of the course approval program. Each
staff member will be dealt with consistently and in a timely manner.
Section 35 Extended Duty Pay
Extended duty for any teacher beyond the number of contract days established by the Board of Education for the
school year shall be paid at 100% of schedule placement on a per diem basis for such teacher’s extended time.
Section 36 Benefits
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Teachers are provided benefits in accordance with the negotiated agreement, group health insurance plan
requirements, and the school district’s Section 125 Plan document. Teachers shall make annual fringe benefit
elections by third Friday in August of each school year. Should a teacher fail to make such election, the teacher
election from the immediately preceding school and contract year shall be continued. Each teacher is responsible
for informing the payroll office in writing of any changes in benefit status.
Continued health insurance benefits are available through COBRA subject to certain qualifying requirements. A
Notice of COBRA Continuation Coverage Rights is attached to this handbook as Appendix “A.” The Health
Insurance Portability and Accountability Act (HIPAA) provides rights and protections for participants and
beneficiaries in group health plans. HIPAA includes protections for coverage under group health plans that limit
exclusions for preexisting conditions; prohibit discrimination against employees and dependents based on their
health status; and allow a special opportunity to enroll in a new plan to individuals in certain circumstances. HIPAA
may also give you a right to purchase individual coverage if you have no group health plan coverage available, and
have exhausted COBRA or other continuation coverage. Further information may be obtained from the Plan
Administrator of the group health plan.
Please note: If staff are not participating in the district health insurance plan, they must provide proof of coverage in
accordance with state and federal guidelines.
District health insurance premiums are pretax and plan adjustments can only be made (add coverage, etc.) during
open enrollments periods and life changing events (divorce, loss of other coverage, birth of a child, death of a
spouse, marriage, adoption, etc.) in alignment with IRS regulations. For more information about insurance coverage
requirements, please contact the payroll office at (402) 644-2500.
Section 37 Payroll Deductions
Salary and benefits are paid in accordance with the individual employment contracts and negotiated agreement.
Payroll deductions shall be made in accordance with current laws and the negotiated agreement.
Section 38 Expense Reimbursement
Reimbursement for authorized mileage will be paid to teachers required to drive their own vehicles during their
regular scheduled working hours between two or more work sites. Claims for reimbursement should be submitted to
the appropriate supervisor. The allowable rate shall be governed by board policy, unless otherwise required by law.
The district is not liable for physical damage to employee vehicles.
Materials necessary for instruction are provided by the district. If teachers need additional materials for instruction
or school-related purposes, the request should be made to the principal.
Reimbursement for purchase of materials or for meals or other expenses related to travel must be submitted to and
approved by either the principal or, if the expense relates to an activity, by the athletic director. The request for
reimbursement should include a voucher sufficient to establish that the expense was actually incurred and that the
expense was reasonable and related to a school-purpose.
Section 39 403(b) Salary Reduction Agreements
The district will cooperate with any teacher who chooses to participate in an investment program under Internal
Revenue Code Section 403(b) provided that the certificated employee executes a “Salary Reduction Agreement”
provided by the district and the vendor of the 403(b) Plan elected by the teacher has entered in to a “Service
Provider Agreement” with the district holding the district harmless from any liability that may arise out of such
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403(b) Plan, including, but not limited to, the calculation of the maximum exclusion allowance, tax reporting,
notices and income withholding.
Section 40 Overtime
Teaching professionals are classified as exempt from overtime under the Fair Labor Standards Act (FLSA). The
overtime exemption for teaching professionals is not dependent on whether the employee is paid on a “salary basis.”
Exempt employees are not eligible for overtime or compensatory time. A publication provided by the federal
government which provides more information about the FLSA is attached as Appendix “A” to this handbook.
The district’s policy is to not permit improper deductions from the salary of exempt employees who are required to
meet a “salaried basis” test for the exemption to be applicable. (Teaching professionals are not subject to the
“salaried basis” test). An employee who feels an improper deduction affecting exemption status has occurred may
submit a complaint to the Superintendent or the Superintendent’s designee, who shall promptly investigate the
complaint. Reimbursement shall be made and a good faith commitment to comply in the future will be given in the
event it is determined that an improper deduction affecting overtime exemption has been made.
The district’s policy is to authorize unpaid disciplinary suspensions of a full day or more for infractions of
workplace conduct rules and to apply such policy uniformly to all similarly situated employees, including exempt
employees who are required to meet a “salaried basis” test for the exemption to be applicable. Unpaid disciplinary
suspensions of a partial day or of a full day or more may be implemented for infractions of safety rules of major
significance. Deductions of pay of a partial day or of a full day or more may be made for FMLA leaves and in the
first and last weeks of employment. In addition, based on principles of public accountancy, deductions from pay of
a partial day or of a full day or more will be made for absences for illness, injury or personal reasons when accrued
leave is not used or not available, and for absences due to any budget-required furlough.
The Superintendent or Superintendent’s designee may suspend a teacher with or without pay for the teacher’s
violation of District policy or rules. Such suspensions and deductions (when applicable) will be made pursuant to
law.
Section 41 Paid Leave
Paid Leaves:
A. Paid Leaves Available. Norfolk Public Schools makes the following forms of paid leaves available to
certificated employees: Sick Leave, Bereavement Leave and Personal Leave.
B. Nature of Paid Leave. Paid leave is available to employees when the following specific conditions are met: (1)
the employee is currently employed by the district; (2) the paid leave day is taken on a day the employee would
otherwise be expected to be at work; and (3) the employee has met the conditions that are applicable to the
type of paid leave that has been requested.
C. Leave Year. The leave year for paid leaves is the district’s fiscal year.
D. Leave Days. Paid leave days are provided based on the same number of hours the employee is scheduled to
work on the day the leave is taken. For example, if an employee is scheduled to work 6 hours on a day that
sick leave is used, the use of the sick leave on that day constitutes the use of 1 full sick day. Paid leave days
may not be used in increments of less than one-half day unless otherwise specified or approved.
E. Carry-over and Accumulation. Unused sick leave may be carried over from one leave year to the next
succeeding leave year to a maximum of 75 sick leave days. Once the maximum is accumulated, no further sick
leave days will be available or granted for the ensuing leave year or years until the accumulated number of
days is less than 75, and then only to the extent necessary to restore the total number of available sick leave
days to the maximum of 75 days. Employees who have accumulated sick leave days in excess of said
maximum prior to the 2016-2017 school year will continue to have the excess days available for use, but will
not be given any additional sick leave days until their unused days are less than the maximum of 75, and then
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only to the extent necessary to restore the total number of available sick leave days to the maximum of 75 days
in a leave year.
Section 42 Payroll Deductions for Absences in Excess of Paid Leave
Should a teacher be absent from work in excess of the teacher’s accumulated sick leave or other paid leaves called
for in the negotiated agreement, the teacher’s salary shall be reduced by the day or days of work missed on a per
diem basis calculated using the number of days missed as the numerator, and the number of total contract days for
the school years as the denominator; e.g. one day missed = 1/188
th
of total salary.
Section 43 Unpaid Leaves
Norfolk Public Schools complies with laws that require leaves to be allowed without loss of pay, such as for FMLA
leaves, military service and jury duty. Should an employee be absent from work in excess of the employee’s
available paid leaves, the absence will be an unpaid leave. The employee’s salary may be subject to reduction for
the day or days of work missed.
Discretionary Leave of Absence
An employee may apply to the board for a leave of absence from duties. The board will consider such requests on a
case-by-case basis. No leave of absence shall extend beyond one leave year. All discretionary leaves shall be
without pay except as may be individually negotiated.
Section 44 Jury Duty Leave
A teacher who is summoned for jury service must promptly notify the Building Principal. The teacher will be
allowed time off for jury duty, pursuant to law.
There will be no loss of salary or deduction to the teacher for time spent in jury service. The District may, at its
discretion, reduce the teacher’s salary by an amount equal to any compensation, other than expenses, paid by the
court for jury duty service.
If a teacher reports for jury duty in the morning and is then dismissed from jury duty for the remainder of the day,
the employee is to report for work and resume duties for the balance of the day, except as may be otherwise
arranged by the Building Principal.
Legal Reference: § 25-1640
Section 45 Subpoena to Testify Leave
A teacher must promptly notify the Building Principal when the teacher receives a lawfully issued subpoena to
testify in court or to give a deposition that may require an absence from duty.
In the event the subpoena involves a job-related matter in which the teacher is testifying on behalf of the District, the
absence will be treated similar to a jury duty leave.
In the event the subpoena involves a personal matter, the teacher will be required to use available leave days. The
Superintendent shall make the final determination as to whether a matter is personal to the teacher.
Section 46 Long Term Leave Communication
45
Norfolk Public Schools encourages our staff in long term leave (maternity, medical, disability, etc.) situations to
regularly (at least weekly or biweekly) communicate with their building administrators, payroll, and the assigned
substitute (if there is one) about their progress and “intent to return” status. This communication provides important
insight into how things are going, allows opportunities for questions, proactively anticipates conflicts in schedules,
and minimizes miscommunication (especially if there is a change with the start or end date of the leave).
Section 47 Crisis Team
Events such as the death of a teacher or student, natural or accidental disasters, and real or threatened violence may
produce a crisis for students and faculty alike. The need to cope effectively is necessary. The purpose of the NPS
Crisis Response Team is to evaluate crisis situations and plan intervention strategies based on district guidelines.
Guidelines for the purpose and utilization of the Crisis Response Team is made available to staff at the beginning of
each school year by CRT members.
Section 48 State Tournament Guidelines: Grades 7-12
A. Coaches in grades 9-12 are able to go to the state tournaments in the sports they are coaching each year.
B. Seventh and eighth grade coaches will be allowed to go to the state tournament for the sports in which they are
coaching on an every-other-year basis.
C. Head varsity coaches may take up to two days of professional leave, assistant high school coaches may take up
to one day of professional leave every year and 7
th
and 8
th
grade coaches (Head or Assistant) will get one day of
professional leave every other year on a rotating basis.
D. Coaches will have subs and be provided a car – no other expenses will be covered by the district.
E. Coaches are expected to attend all Class A games, including the finals. This time should be used to evaluate
teams and philosophies of other successful programs in the state.
F. Coaches are encouraged to network with coaches from other schools.
G. Building administrators have the final say on teachers leaving.
Article 6: Students
Section 1 Assignment of Students Policy 5003
Academic placement decisions involving students are the responsibility of the administration. Decisions on grade
and teacher placement will be based on what best fits the needs of the students and school district.
Section 2 Student Attendance Policy 5008
Absences, Truancies, and Tardies:
A. All questionable student absences should be carefully checked by the respective building principal or assistant
principal.
B. Students should be excused from school without penalty to take part in presenting programs for church groups,
luncheon clubs, or any community, civic or patriotic organizations, or to keep an appointment with a doctor or a
dentist. Parents should be aware of (and notified of) these absences in advance. If the student is called out of
school so often that his/her school work is suffering, teachers should recommend to the parent that the child be
kept in school.
Section 3 Student Discipline Policy 5101
Discipline is everyone’s responsibility. It begins with the student being responsible for his/her own behavior and
understanding the consequences it may cause. The teacher is responsible for articulating classroom expectations at
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the beginning of the school year, implementing the classroom expectations on a consistent basis, and being familiar
with the student handbook. All staff are responsible for all students in the hallways, in the rest rooms, at
assemblies, at pep rallies, and during lunch. Consequences for inappropriate behavior may include students making
up time before or after school, a student or a parent conference, or a referral to an administrator.
The following guidelines will assist in maintaining appropriate student conduct and complying with the process
required for student discipline.
A. On the first day of class make students aware of classroom expectations. Students will accept them if they
know in advance and if they are fair and consistent. Students often appreciate giving input on classroom rules.
These expectations should be in writing. Give one copy to the students, post one copy in the room and provide
one copy for the principal.
B. It is important to document student behavior in your classroom; calls to parents, referrals, and/or
communications with a student.
C. If, after attempts to improve student behavior, the problems continue, talk to the student’s counselor or the
principal about possible alternatives in discipline procedures. Be attentive and immediately respond to
“bullying.”
D. If a student continues to cause problems, inform the administration for disciplinary action using approved
procedures. Be sure to state the problem clearly and expectations in terms of assistance, as at times the student’s
and teacher’s stories are different. Be prepared to provide documentation.
E. Follow up on any referral. The student may not go to the principal or the counselor when sent. The
administrator or attendance coordinator will inform the teacher of the consequences.
F. Refer students with continued and significant behavioral problems to designated teams for a determination of
whether the student is in need of special services. Contact the counselor or building principal if you have
additional questions as to the procedure.
G. Talk with other teachers about the classroom management techniques they use to establish an atmosphere
conducive to learning in their classroom. A large repertoire of classroom management techniques always
enhances learning.
H. Read and understand the student handbook and the student Code of Conduct.
I. Use good judgment when dealing with difficult situations involving students. Physical confrontation generally
escalates tense situations. Corporal punishment is prohibited in our school district and is not to be used.
Physical force may only be used to the extent reasonably necessary to protect the student, yourself and others,
and to protect property as may be reasonable.
J. Violations of student rules which are also violations of state law are required to be reported to law enforcement.
Make a report of such conduct to the principal so this law may be followed.
Section 4 Promotion and Retention Policy 5201
A student may be retained at a grade level or be required to repeat a course when such is determined in the judgment
of the principal in collaboration with teachers, parents, and counselor.
Section 5 Student Records Policy 5202
School staff shall maintain student records, student files and other educational reports. These shall not be circulated
or disclosed except in conformity with state and federal law.
Section 6 Search and Seizures Policy 5406
Norfolk Public Schools will comply with all applicable state and federal laws related to record maintenance and
retention. School officials may conduct a search if there is reasonable basis to believe that the search will uncover
evidence of a crime or rule violation. Random searches of school property used by students may be conducted at the
discretion of the administration in accordance with district procedures.
47
Section 7 Vandalism Policy 5407
Students and parents shall be held responsible for damages to equipment or school property.
Section 8 Requests to Contact Students and Student Interviews Policy 5413
by Non-School Personnel
Norfolk Public Schools’ employees are not to obstruct government operations or fail to aid a peace officer.
However, law enforcement officers should not be permitted to remove a child from school while the child is
properly in attendance, without permission of the child’s parent or guardian, except when legally authorized to do
so.
Section 9 Supervision of Students
Proper supervision of students is a necessity for teachers and other adults responsible for students. Teachers and
other adults responsible for student supervision are expected to meet the four “P’s” for student supervision and
safety.
A. Proper Supervision:
1. Report to all duty assignments on time.
2. Circulate through your duty area. Pay particular attention to areas and activities that pose an increased
risk of injury.
3. Be vigilant while supervising students. Never leave the classroom unattended; the need to make a copy is
not greater than the need to supervise students. If an emergency requires that a teacher leave the
classroom, request that another nearby staff member cover the class, or notify the office so someone can
provide assistance. If the teacher is on recess duty, the teacher’s responsibility is to supervise the students
in the assigned area. When talking with other adults or students, remember that the teacher’s primary
duty is supervision. This means that the teacher is aware of what all students are doing in their assigned
area of supervision.
4. If the teacher has been informed that a particular student has a propensity to act dangerously or in an
unpredictable manner, the supervision of that student must increase with the known risk of injury.
(Remember, though, that this type of information may be confidential—do not share confidential
information about students except with other staff who need to know the information to perform their
jobs).
5. Be careful with touching students. Use of corporal punishment is prohibited at Norfolk Public
Schools. Touching students should be limited to that necessary to protect the student from harm (e.g.,
falling from playground equipment) and that which professional educators determine appropriate for
purposes of proper student relationships.
6. Be careful with your language. Profanity or abusive language should not be used. Teachers must be
good role models for students. If a student uses such language, the teacher should correct the student and
take such disciplinary action as is appropriate, which may include making a report to administration.
B. Proper Instructions:
1. Proper instructions are important to reduce the risk of injury when students undertake an activity,
especially an activity that has an increased risk of harm to students.
2. Repeat the instructions on how to complete a task that has a heightened risk of danger as often as needed.
Do not assume because students heard the directions once that they will be remembered.
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3. When going over safety rules with students note it in your written records (e.g., your lesson plan book or
daily reports).
4. Review playground and classroom safety rules with students at least once each semester and note it in
your written records. Also, if any students are absent when reviewing the rules, the teacher will contact
the student(s) to review the same information and also note that contact in written records.
C. Proper Maintenance of Buildings, Grounds, and Equipment:
1. Conduct periodic inspections of equipment under your control or in your area of supervision.
2. If equipment is broken and presents a risk of injury, immediately take it out of service (if it can’t be
moved, tape a “Do Not Use” sign) and notify the principal so those repairs may be undertaken.
3. Check communication devices (whether it be a school phone, a walkie-talkie, intercom, e-mail, or a cell
phone) periodically to make sure teachers can communicate with the office immediately in the event of
an emergency.
D. Proper Warnings:
If you have knowledge of a hazard that can likely cause injury, take steps to warn other staff and students. Tell the
principal immediately so additional warnings may be given.
Contact the Office for Assistance:
The Principal should be contacted immediately when a situation exists which could cause injury to students or
others. Examples include:
A. student fight
B. student health problem (fainting, bleeding, high temperature, difficulty breathing, etc.); if the Principal cannot
be immediately located, call 911 if the problem appears to be of immediate and serious concern
C. a report or a suspicion that a student has a weapon or other dangerous item or drugs, alcohol, or other illegal
substances
D. presence of an intruder (a non-student or staff member who refuses to go to the office)
Student Searches
Office administration should be contacted before performing searches of students or their belongings. You may
direct a student suspected of having an item in violation of school rules to wait with you until another adult is
present, or to follow you to the office if you can leave your assigned area without causing risk of harm to others. Do
not use physical force to detain the student or make the student accompany you except as reasonably necessary to
protect the student or others.
Student Rights
Students should be treated fairly and given the same treatment without consideration of race, color, religion, gender,
or disability. Students who need special accommodations should be given those accommodations as needed for
them to participate in school and school activities. Further, students have the right to have their school records kept
confidential. Such information should be shared only with other school staff with a need to know the information to
perform their duties.
Section 10 Dispensing Medication Policy 6910
Teachers are not permitted to give any medication to students unless trained under the Medication Aid Act, Neb.
Rev. Stat. §71-6718 to 71-6743. Students who need to take prescription medicine must have a signed parent release
49
form on file in the office. Medications are to be taken in the presence of the office staff, the nurse, or medication
aide and are to be stored in the office. Medical procedures are not to be administered in the classroom except in
accordance with the district’s Safety and Security Management Plan and the district’s Emergency Protocol
(asthma/anaphylaxis protocol).
If students must take medication and/or perform medical procedures prescribed by a duly licensed physician or, for
asthma and anaphylaxis, a health care professional who prescribed the medication for treatment of the student’s
condition, during school hours, it is the responsibility of the parents or guardians to sign permission slips to dispense
the medicine at the school and to submit a note or prescription from the physician authorizing the medicine and/or
medical procedure or, for asthma and anaphylaxis, a health care professional who prescribed the medication for
treatment of the student’s condition. School district personnel will not administer medicine, including over the
counter medicine, without this signed form and note or prescription. Any medication brought to school needs to be
properly labeled. The label should include the following information: Student’s name, name of medication, dosage
needed, and time of dispensing the medication. Any questions about these rules are to be addressed with the
Principal
Section 11 Homeless Students Policy 5418
The Every Student Succeeds Act requires that homeless students not be stigmatized or segregated on the basis of
their status as homeless. Homeless children generally include children who lack a fixed, regular, and adequate
nighttime residence. The Superintendent serves as the district’s designated Homeless Coordinator. The
Superintendent or Director of Student Services should be contacted for questions relating to a homeless student.
Section 12 Reporting Child Abuse Policy 5402
Nebraska state law and District policy mandates school officials to promptly make a report to the proper law
enforcement agency or the Department of Health and Human Services (Child Protective Services) when the teacher
has reasonable cause to believe that a child has been abused or neglected, or a child is in a situation which would
reasonably result in abuse or neglect. According to Nebraska state law, abuse or neglect means knowingly,
intentionally, or negligently causing or permitting a minor child to be:
A. Placed in a situation that endangers his or her life or physical or mental health;
B. Cruelly confined or cruelly punished;
C. Deprived of necessary food, clothing, shelter, or care;
D. Left unattended in a motor vehicle if such minor child is six years of age or younger;
E. Sexually abused; or
F. Sexually exploited by allowing, encouraging, or forcing such person to solicit for or engage in prostitution,
debauchery, public indecency, or obscene or pornographic photography, films, or depictions.
Teachers are to promptly report to the appropriate law enforcement agency and the Principal when they have
reasonable cause to believe that a child has been subjected to abuse or neglect, including sexual abuse, or
circumstances which reasonably would result in abuse or neglect. Administrative staff may sometimes choose to
make the report for a teacher. However, simply informing a Principal or supervisor does not end the teacher’s
responsibility; teachers are obligated by law to make certain a report was made if they do not do it themselves.
This requirement shall apply to all school employees, including coaches and volunteers, participating in interstate
amateur athletic competition. The term “promptly” means “within a 24-hour period.”
It is vital that the report be made as accurately and as soon as possible. To assure accuracy, you are encouraged to
document the date of the incident and specific statements or explanations made by a child regarding an
abuse/neglect concern. Timeliness in making a report will assist in minimizing further risk to the child by allowing
the police or Child Protective Services workers to interview the child during the school day and prior to an evening
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or weekend. In cases of physical injury (e.g., bruising or other marks), it is essential the police observe and
document the injury. A counselor or an administrator will help you with any questions or concerns you may have.
Section 13 Confidentiality of Student Records (FERPA)
The Family Educational Rights and Privacy Act (FERPA) gives parents and students over 18 years of age rights of
access and confidentiality with respect to education records. Employees are expected to provide access rights and
maintain the confidentiality of education records in accordance with FERPA and board policy. Further information
about FERPA and the district’s policies under FERPA are found in board policy and in the student handbook.
Section 14 Disclosure of Student Information to Military Recruiters and Colleges
The Every Student Succeeds Act (ESSA) requires the district to provide military recruiters and institutions of
higher education access to secondary school students’ names, addresses, and telephone listings. Parents and
secondary students have the right to request that the school not provide this information (i.e., not provide the
student’s name, address, and telephone listing) to military recruiters or institutions of higher education, without their
prior written consent. Employees are expected to follow these requirements.
Section 15 Student Privacy Protection
The Every Student Succeeds Act (ESSA) requires the district to protect the privacy of students. Further
information about student privacy and the district’s policies with regard to student privacy are found in board policy
and in the student handbook. In general, employees are expected to comply with these provisions of ESSA and
related board policy, as follows:
A. Student surveys created by and administered by either the United States Department of Education or a third
party (a group or person other than the district)—give parent/guardian the opportunity to inspect the survey
upon request before the survey is administered or distributed to the students;
B. Student surveys which involve “sensitive” matters—make suitable arrangements to protect student privacy
(that is, do not include the name or other identifying information about a particular student) and give parents
the opportunity, in advance, to “opt-out” their child from the survey. Sensitive matters include:
1. Political affiliations or beliefs of the student or the student’s parent;
2. Mental or psychological problems of the student or the student’s parent;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating or demeaning behavior;
5. Critical appraisals of other individuals with whom the student has close family relationships;
6. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and
ministers;
7. Religious practices, affiliations, or beliefs of the students or the student’s parent;
8. Income (other than that required by law to determine eligibility for participation in a program or for
receiving financial assistance under such program).
C. Instructional materials—permit parents upon reasonable request to inspect any instructional material used as
part of the educational curriculum for their child. The term “instructional materials” does not include
academic tests or academic assessments for purposes of this parent inspection requirement. If you receive such
a request, direct the parent to contact your building principal and also inform the building principal yourself
about the request to get instructions.
D. The district policy is to not collect, disclose, or use personal information collected from students for the
purpose of marketing or selling that information.
Section 16 Mental Health Assessment or Service
The District shall obtain informed consent from the parent of each child who is under 18 years of age to participate
in any mental-health assessment or service that is funded under the Every Student Succeeds Act (“ESSA”). Before
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obtaining the consent, the District shall provide the parent written notice describing in detail such mental health
assessment or service, including the purpose for such assessment or service, the provider of such assessment or
service, when such assessment or service will begin, and how long such assessment or service may last.
Article 7: Instruction
Section 1 Classroom Environment Policy 6111
At all times, teachers are expected to organize, maintain and ensure that their classroom is in a safe, orderly and
clean condition for student learning. Classrooms should be free from distractions (such as inappropriate or
unprofessional posters or other displays) and other apparatus that may cause student health problems (such as
essential oils and/or essential oil diffusers).
Section 2 Emergencies Policy 6114
All employees of Norfolk Public Schools are accountable for upholding the protection of students. School district
procedures for implementing the Standard Response Protocol shall be consistent across the district. These
Standard Response Protocols are posted and accessible in every school building in the district.
Section 3 Fire Drills, Emergency Plans Policy 6115
Each building shall coordinate and exercise at least nine fire drills, two tornado drills, and two intruder drills each
school year.
Section 4 Ceremonies, Observances, and the Pledge of Allegiance Policy 6117
Exercises may be held for Veteran’s Day, Martin Luther King Day, President’s Day, Flag Day, Memorial Day, and
State Fire Day. Each school shall establish a time during each school day when students will be led in the recitation
of the Pledge of Allegiance.
Section 5 Curriculum – Assessments Policy 6211
A. State Assessments.
Norfolk Public Schools has adopted an assessment plan and has aligned the curriculum with the state approved
content standards. The assessment plan includes a schedule and procedures for assessing success in achieving
state standards.
Teachers are to clearly articulate the learning targets and align instruction to the learning targets within each of
the content standards. Teachers are to give students instruction on the content prior to students being assessed
on each content standard in order to provide learning opportunities for all students.
The assessments are to be conducted in accordance with the assessment plan schedule. Teachers are to
conduct the assessments in a manner that assures it accurately assesses whether or not students are meeting the
targets outlined by the content standards.
Assessment results are to be reported by the teachers in the manner and within the time directed by the
administration or designee. The assessment data is to be used to meet state standards, to provide students and
parents with information about student progress, to enhance school improvement planning, and to improve
instruction. The assessment data is to be evaluated by teachers to monitor student learning and to improve
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instruction or terminate ineffective teaching practices to ensure students are being given the opportunity to
meet the standards.
B. Achieving Valid Assessments.
Educators are responsible for maintaining the integrity of the assessments to ensure that assessments provide a
valid measure of student progress and accomplishments. Educators are not to engage in any practice that may
result in assessment results that do not reflect student learning, knowledge, skills or abilities in the area
assessed.
For purposes of this policy, student assessments include both “standardized assessments” (including state
assessments, norm referenced tests, and evaluations conducted for special education eligibility) and
“coursework assessments” (e.g., classroom tests, quizzes, and other evaluative tools used to assign grades).
The following specific assessment expectations and rules apply:
1. Integrity of the Assessment Instrument. The integrity of the assessment instrument is to be maintained.
a. Standardized Assessments. Standardized assessment instruments are not to be made available to
students at any time before the student takes the assessment. The assessment instrument is to be
maintained in a secure manner.
b. Coursework Assessments. Coursework assessment instruments are to be periodically modified to
keep the assessments current and prevent students from effectively using “test banks.” For
coursework assessments that are given on a repeat basis to students at different times (e.g., a test that
is given to students throughout the school day), the educator is to remind students to not share the
content of the assessment with students who will be taking the assessment later.
2. Teaching for Success on Assessments.
a. It is appropriate for educators to prepare students to do well on assessments. This is to be
accomplished in a manner that assures the assessment accurately reflects the student’s knowledge,
and not simply test preparation.
b. Teach the Content. Educators are to prepare students to do well on assessments by teaching the
subject content. Educators are not to “teach to the test” by teaching based solely on the content of the
assessment. The content is to be taught to the students over an appropriate amount of time prior to
the assessment. “Cramming” assessment content just before the assessment is to be taken is not
appropriate. Review of content previously taught is appropriate.
c. Practice Tests. Educators are to prepare students by teaching test taking skills independent of the
subject matter being assessed. Educators are not to conduct reviews (drills) using earlier (no longer
published) versions of the same test, using alternate (parallel) forms of the same published test, or
using actual items from the current form of a standardized test that will be administered to students.
Educators are not to conduct reviews (drills) using items of identical format (for example, multiple
choice) to the exclusion of other formats.
3. Conditions for Successful Assessments.
a. Communications. Educators are to communicate to students and parents when assessments will be
administered, the purpose of the assessment and how the assessment results will be used. Educators
are to motivate students to do their best on assessments. Educators are to read and be familiar with
assessment administration directions in advance and communicate the rules to students accurately
and clearly.
b. Climate. Educators are to have sufficient assessment materials available (e.g., No. 2 pencils, if
needed). The classroom is to be arranged to allow comfortable seating. Distractions are to be
eliminated. Educators in nearby classrooms are to be informed that the assessment is to be
administered so noises from neighboring classrooms are kept at a minimum. Activities or
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arrangements are to be made for students who finish early so such students do not cause a
distraction to other students still taking the assessment.
c. Security. Educators are to monitor students while administering assessments to ensure students are
complying with standards of academic integrity. Students who violate standards of academic
integrity are to be reported to the administration.
4. Full Participation. Educators are to make efforts to have all eligible students take the assessments. The
educator should develop a list of students who will be exempted from assessment and the reason for the
exemption and submit the list for review and approval by the principal.
5. Assistance during Assessments.
a. Standardized Assessments. Educators are not to provide assistance to students while a standardized
assessment is being administered except as provided for in a student’s 504 Plan or IEP. This
includes giving “hints,” giving extra time, reading the tests to students or defining or pronouncing
words for students, allowing students access to instructional material related to the content of the
assessment (e.g., displaying a map during a social studies assessment) or allowing students access to
mechanical aids (e.g., calculators).
b. Coursework Assessments. For coursework assessments, students may be allowed access to
instructional materials or mechanical aids only when all students being given the assessment are
given the aids and use of the aids does not hinder the students from learning the content of the
lesson.
6. Student Answers. Assessments are to reflect the students’ work as submitted by the students. During the
assessments, educators are to monitor students to make sure directions are being followed (e.g., students
are using a No. 2 pencil on all “bubble” sheet assessments and completely erase mistaken answers and
extra marks on “bubble” sheet assessments). Educators are not to change answers on a student’s
assessment sheet or otherwise participate in the submission of false or misleading assessment results.
Violations of the rules and expectations set forth in this policy will be considered to be a breach of the district’s
standard of ethics and may result in disciplinary consequences. Educators are to report suspected violations of the
expectation to the administration. The administration is to investigate and appropriately respond to violations of the
expectations.
Section 6 Activity Fund Management Policy 6281
School activity funds may be exhausted only for the function which may aid the student body of the school.
Section 7 Initiations, Hazing, Secret Clubs and Outside Organizations Policy 6284
Initiations are prohibited except with the approval of administration. Administration may only give consent to
initiation activities that are consistent with student conduct expectations.
Section 8 Parent Request for Exclusion Policy 6320
Parents may ask for their child to be exempt from the study of a book, instructional unit or a particular literary work.
However, the Principal shall decide on whether to concede to such requests based on legal requirements.
Section 9 Multicultural Education Policy 6370
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Norfolk Public Schools incorporates multicultural education in all curriculum areas in all grades. It is believed that
through the multicultural education program students will improve an understanding of (and sensitivity to) diverse
cultures and races.
Section 10 Free and Reduced Price Meals Policy 6500
The district participates in the National School Lunch Program. Employees are expected to keep information about
the participation of students in the program confidential.
Section 11 Computer – Internet Safety and Acceptable Use Policy Policy 6800
Teachers have access to the district’s computer network and the Internet for the enhancement and support of student
instruction. It is important to remember that the equipment and the software are the property of the school district.
In using the computers and the Internet, teachers are agreeing to the following:
A. Since copyright laws protect software, teachers will not make unauthorized copies of software found on school
computers by any means. Teachers will not give, lend, or sell copies of software to others unless the original
software is clearly identified as shareware or in the public domain.
B. If a teacher downloads public domain programs for personal use or non-commercially redistributes a public
domain program, the teacher assumes all risks regarding the determination of whether a program is in the public
domain.
C. Teachers shall not access material that is obscene, child pornography or otherwise inappropriate matter for
educational or work-related uses or contrary to the district’s mission. Teachers are not permitted to knowingly
access information that is profane, obscene or offensive toward a group or individual based upon race, color,
national origin, religion, disability, age, sex, or other protected category. Further, teachers are prohibited from
placing such information on the Internet.
D. Teachers will protect the privacy of other computer users’ areas by not accessing their passwords without
written permission. Teachers will not copy, change, read, or use another person’s files. Teachers will not engage
in “hacking” or otherwise attempt to gain unauthorized access to system programs or computer equipment.
E. Teachers will not use computer systems to disturb or harass other computer users by sending unwanted mail or
by other means.
F. Teachers will not disclose their passwords and account names to anyone or attempt to ascertain or use anyone
else’s password and account name.
G. Teachers will not attempt to login to the system as a system administrator.
H. Teachers understand that the intended use of all computer equipment is to meet instructional objectives.
I. Teachers will not waste or take supplies, such as paper, printer ribbons, toner, or other materials that are
provided by the district.
J. Teachers will not use the network for financial gain or for any commercial or illegal activity.
K. Attempts to bypass security systems on computer workstations or servers, or vandalism will result in
cancellation of privileges and may result in further consequences. Malicious attempts to harm or destroy data of
another teacher, or data that resides anywhere on the network or on the Internet, or the uploading or creation of
computer viruses are forbidden.
L. The district will not be responsible for any liabilities, costs, expenses, or purchases incurred by the use of the
district’s telecommunications systems such as the Internet. This includes, but is not limited to, the purchase of
online services or products. The teacher is solely responsible for any such charges. The teacher’s acceptance of
an email account is an acceptance of the teacher’s agreement to indemnify the district for any expenses,
including legal fees, arising out of the teacher’s use of the system in violation of the agreement.
M. The Internet will be supplied for your use on an “as is, as available” basis. The district does not imply or
expressly warrant that any information you access will be valuable or fit for a particular purpose or that the
system will operate error free.
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N. The district is not responsible for the integrity of information accessed, or software downloaded from the
Internet.
O. The district reserves the right to refuse posting of files, and to remove files.
P. The district further reserves the right to inspect a teacher’s computer and computer usage at any time. Teachers
have no privacy rights or expectations of privacy with regard to use of the district’s computers or Internet
system.
Q. The computer system is not a public forum. It is provided for the limited purpose of advancing the district’s
mission.
R. A technology protection measure is in place that blocks and/or filters Internet access to prevent access to
Internet sites that are not in accordance with policies and regulations. In addition to blocks and/or filters, the
district may also use other technology protection measures or procedures as deemed appropriate. The
technology protection measure that blocks and/or filters Internet access may be disabled only by an authorized
staff member for bona fide research or educational purposes: (a) who has successfully completed district
training on proper disabling circumstances and procedures, (b) with permission of the immediate supervisor of
the staff member requesting said disabling, or (c) with the permission of a building administrator. An
authorized staff member may override the technology protection measure that blocks and/or filters Internet
access for a minor to access a site for bona fide research or other lawful purposes provided the minor is
monitored directly by an authorized staff member.
Any violation of any part of this agreement or any other activity which school administrators deem inappropriate
will be subject to disciplinary action. Discipline could include but would not be limited to, the immediate suspension
or termination of the teacher’s Internet account and computer privileges, reprimand, suspension, or termination.
Section 12 Lesson Plans
Teachers will prepare written lesson plans. These plans must be consistently communicated to building principals
according to building expectations. The lesson plans should be specific, up to date and contain information about
curriculum, assessment, classroom procedures, emergency plans, and current student needs. The lesson plans must
be accessible to others in the teacher’s absence. If a physical plan book is kept, please keep the plan book, including
lesson plans, class rosters, etc. in the top right hand drawer of the teacher’s desk. If that is not possible, the plan book
should be kept in a place in which the plan book will be readily available in the teacher’s absence. If the lesson plans
are digital, the teacher must give the building principal access to these materials.
The lesson plans must be sufficiently clear in establishing instructional objectives, curricular learning targets, and
related activities so that they are easily used by a substitute teacher or other staff member not familiar with previous
classroom activities or progress. The plan book must give specific reference to other instructional sources
immediately available which will enhance the instructional lesson.
Section 13 Classroom and School Procedures
Teachers are expected to adhere to the following classroom and school procedure in the performance of their duties:
A. Bulletin Boards
Each teacher shall be responsible for completing an appropriate bulletin board regarding curriculum related
matters in their primary classroom. Bulletin boards should be changed as needed to ensure current and
relevant information is available.
B. Text Book and Room Inventory
All school purchased materials must be inventoried with the building bookkeeper or secretary. Textbooks are
to be numbered and either have cards in pockets or a form for writing the name of the student whom the book
is assigned. Teachers should keep good records of who has which book. At the start of the year, note the
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condition of the textbook on the inventory sheet and keep this sheet for future reference. When a book is
turned in, again note its condition, and if the book shows abuse (other than normal wear) assess a fine that you
consider is fair. Insist that students put covers on their books by the end of the first week after receiving them.
C. Use of Cell Phones
1. Teachers shall not use personal cell phones for any non-school purpose during teacher duty time.
2. Teachers are not to use wireless devices or otherwise engage in distracted driving while transporting
students. This rule applies to the driver when the vehicle is in motion. The only exception would be in
the case of emergencies.
3. Teachers will abide by all rules of the road and any applicable rules of the Nebraska Department of
Education and the district relating to driving a motor vehicle. Seat belts and child restraint systems will
be utilized by all occupants. Cell phones will not be used while the vehicle is in motion.
D. Use of Paraprofessionals
Paraprofessionals provide valuable assistance in the educational process and allow teachers to carry out their
responsibilities in a more efficient and effective manner. A paraprofessional must not, however, assume
teaching responsibilities. The teacher must maintain the role of leadership and responsibility for the students,
with the paraprofessional in a supportive role. Teachers ultimately bear responsibility of the actions that occur
in their classroom. Paraprofessionals may be used to assist the teacher by, among other tasks, assisting with
instructional activities under the direction of the teacher, helping to supervise students, copying tests and other
written material, organizing class materials, preparing bulletin boards, grading tests or class work, and
calculating grades and recording grades. Paraprofessionals are to work only on their assigned work days and
within their assigned work day. If the teacher desires the paraprofessional to work hours other than the
assigned work hours or assigned work day, contact the administration for approval.
E. Use of Student Aides
Student aides are to be directly supervised by the teacher or office staff and are not to leave the building or be
in the halls or anywhere they are not being supervised. Student aides are not to be used to assist the teacher by
helping supervise another student, grade tests or class work, calculate student grades or record grades. Keys
should NEVER to be given to students, whether they are student aides or not. A student aide should not be
present and assisting a teacher without another adult present after the end of regular teacher duty hours.
F. Checking Out of Equipment
All equipment must be checked out through the Building Principal. All school equipment may be used only
for school purposes. No school equipment may be directed to the personal use of a teacher or another district
employee.
G. Requisition of Equipment and Supplies
Books and supplies which are needed for instruction should be requested through the Principal’s office. No
equipment or supplies ordered through the district may be directed to the personal use of a teacher or another
district employee. If approved, the Principal will assign a purchase order number/budget code.
H. E-mail
Each teacher will be assigned a school e-mail address for purposes of intra-school and inter-school e-mail
correspondence. Teachers should respond to e-mails which require a response in a timely fashion, but should
avoid checking and responding to e-mails during instructional time. Use of the district’s e-mail system for
personal communications should be limited, and is subject to the rules governing overall computer usage found
in board policy and this handbook.
I. Teacher Mail Box
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Each teacher will be assigned a mailbox. Teachers should check for mail each morning and also later in the
school day, if possible. If something requires an answer, teachers are responsible for responding promptly.
Teacher mail boxes are to be limited to communications regarding school business.
J. Teacher Meetings
Teacher meetings will be held as designated by building/district administrators. ALL teachers are expected to
be present for meetings, unless they are absent from school for good cause or have made prior arrangements.
Section 14 Purpose and Goals of Academic Achievement
The Norfolk Public Schools’ Board of Education is committed to providing a quality education for all Norfolk
Public School students consistent with the school’s mission statement. Effective, quality instruction by teachers is
an essential means of meeting the district’s mission of providing a quality education.
Teachers shall instruct students in the curriculum, including the use of curriculum materials, adopted and
implemented by the Board of Education and as directed by the administration. Each teacher is responsible for
teaching in a manner that meets the mission of the District and assures student understanding and learning of the
standards and learning targets presented to students within the curriculum adopted by the District.
Teachers will model classroom instruction using the instructional model implemented by the District and the
components reflected in the teacher evaluation instrument adopted by the Board of Education. Teachers are
responsible for familiarizing themselves with the district instructional model and the components of instruction set
forth in the evaluation instrument. The administration shall provide periodic in-services regarding the instructional
model.
State and federal laws and regulations have been enacted which require that students with certain needs be provided
instruction and services consistent with those special needs. Examples include students who have been verified as in
need of special education (“special education students”), students with other disabilities which impact the
educational program (“504 students”), and limited English proficient students (“LEP or ELL students”). The
District’s policy is to comply with the state and federal laws and regulations in all respects. Teachers who are
assigned special education, 504, or LEP/ELL students are required to provide instruction and services consistent
with legal requirements and the requirements of Board policy and regulation.
Section 15 Academic Progress Policy 5203
Every teacher is required to keep a complete and easily understandable record of the attendance and achievement of
every student in a class using current district tools and procedures. This student record must be kept current and
include the following minimum information in a readily understandable fashion:
A. The names and any assigned student numbers of all students enrolled in the class at the beginning of the
semester.
B. The name and date of entry for each student who enrolls after the semester opens.
C. The date of withdrawal for each student who withdraws from the class previous to the close of the semester—
dropouts or early withdrawals.
D. A complete record of the attendance of each student enrolled showing:
1. Days on which the student was tardy.
2. Days on which the student was absent, with a differentiation between excused and unexcused absences.
E. A complete report of all recorded grades for each student.
Section 16 Grading:
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Measuring and accurately reporting the level of each student’s academic achievement is of critical importance to
students, parents, staff, the Board of Education and community. To this end, each teacher shall utilize a variety of
assessment instruments and techniques to accurately measure student achievement in the curriculum adopted and
implemented by the school district, record the results of such assessments, and report the results in accordance with
district procedures. Teachers should measure student learning and understanding on a frequent basis to provide an
accurate evaluation of each student’s academic achievement.
Section 17 Recording Grades
Each teacher shall record grades utilizing our district student management system. A sufficient number of grades
must be recorded in the grade book to justify all quarter and semester grades for each student. Teachers must be able
to support and justify the grades that each individual student earns. Grades must be recorded for all curricular areas.
Grading Scales:
Teachers are to use only the grading scales set forth below for designated levels of students:
Norfolk Public Schools: Grading Scales
Norfolk Elementary Schools will use the following marking system for grades K-2 on the progress reports:
O = Outstanding
S = Satisfactory
N = Needs Improvement
U = Unsatisfactory
Grades 3-12 will be evaluated on achievement, level of work performed, effort/assignments
Achievement Level
A = 94-100%
B = 86-93%
C = 78-85%
D = 70-77%
F = Below 70%
The preceding grade scales are expected to be used according to the following guidelines:
No other grade scales are to be used on official records or reports.
“Failing,” “unsatisfactory” or equivalent terms indicate that student performance does not meet the
minimum requirements established for the course.
A final mark of “failing” or “unsatisfactory” in a credit-bearing course means that credit hours will not
be granted.
The mark given at the end of each reporting period is considered an evaluation of the student’s
academic status at the time (for example, the final mark in a semester course is an evaluation of the
student’s status as of the close of the semester; not an average of two nine-week marks).
Teachers may exercise professional judgment in distributing grades. Grades are not expected to be
distributed on a normal curve.
Reports to Parents
Grades and credit are assigned on a quarter (9 weeks) or semester (18 weeks) basis. Reports are available to parents
during the school year. The grade reports are produced from information supplied by teachers and distributed to
students at school or mailed to parents.
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All grades are calculated on a cumulative basis; i.e., the grade given at the end of the first quarter represents an
evaluation of work done during that quarter, and the grade given at the close of the semester represents an evaluation
of all the work done during the entire 18 weeks.
The end-of-quarter and end-of-semester reports are directed to parents, not to students. Students probably know
quite well how they stand in such areas as citizenship, attitude, cooperation, attendance, preparation of assignments,
etc. The parents do not have this knowledge. If any such factors have significant bearing on the student’s grades or
their relationship with teachers, communication should be sent to parents. Arrangements will be made as needed to
include this communication with the grade report forms. The communication may call attention to deficiencies,
faults, or failures; or it may be commendatory in nature. If carefully prepared, this communication can be most
valuable. Parents need to have information about areas of strengths and areas needing improvement and progress
being made by their child. For their instruction, and for our ultimate well-being, if and when problems arise, it is
essential that all communication be as informative as possible. Teachers should, in all cases, keep on file copies of
all communication sent to parents.
Please accept, cooperatively and professionally, the responses that parents may make subsequent to the distribution
of term or quarter reports. Parents are not always helpful or reasonable under these circumstances, but they do need
information and direction. Please encourage parents to discuss their student-centered problems with you and give
them all possible assistance.
Upon request, a student’s individual record in the teacher’s class record book shall be made available for review or
copying. Information relating to other students should not be allowed to be seen by other students or parents.
Because the entries in the class record book constitute a source of original entry for information which may be
needed in the absence of the teacher, teachers are required to provide documentation of class records to the principal
at the close of the school year for filing in the permanent records. Teachers who return to Norfolk Public Schools
and wish to refer to the previous year’s class records may request the information from the building principal. Such
information shall be kept in the office for permanent filing when the teacher is finished with the information, or at
the close of the current term.
Reconsideration of Grades/Marks
Questions raised concerning duly assigned grades will be resolved cooperatively with the teacher(s) involved and
the Principal. In the event a grade is questioned by parents or students, the parents/guardians and/or student may be
included.
Failure to initially resolve the issue will result in an appeal involving the Superintendent or designee and the
participants described above. The grades designated by teachers will not be changed unilaterally by the
Superintendent unless the Superintendent determines that the grade is not consistent with the requirements of law,
board policy, or the best interests of the district.
Reduced Credit. Some students in certain situations may qualify for less than the number of credits normally granted
for a course. Late entry or a serious injury at an awkward point in the semester would be a couple of examples. If a
student is excessively absent from a class for any particular reason, a teacher may request reduced credit. All cases
of reduced credit should be recorded on a “Reduced Credit/Error Summary” form and be approved by the Principal.
Transfer Grades. A student transferring into Norfolk Public Schools at the 15 to 18 week time period will have all
grades on transcript from an accredited school accepted for semester credit. Grades must be approved for credit by
the Principal.
Section 18 Homework: Policy (6240)
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Norfolk Public Schools believes that homework contributes to the development of our students by building
responsibility, self-discipline, academic achievement, and lifelong learning habits, when it has a clear academic
purpose that is focused on learning targets. Norfolk Public Schools also values our partnership with parents and
believes that strong family involvement is critical to student success.
Teachers’ professional judgement should be utilized when determining the amount and type of homework assigned,
based upon grade level, developmental appropriateness, course, and purpose. The amount of homework will
increase gradually from elementary to senior high school. The intent is for students to engage in meaningful
homework assignments that strengthen skills, apply concepts, review knowledge, and/or practice procedures based
upon the learning targets introduced during the school day.
Teachers are to understand and utilize the district Homework Policy in assigning work to students.
Section 19 Parent-Teacher Conferences:
Parent-Teacher conferences are a critical opportunity for teachers to dialogue with parents (or guardians) of students
regarding student achievement and learning. To this end, two Parent-Teacher conferences are scheduled twice (once
in the fall and once in the spring) each school year as prescribed in the school calendar. Teacher attendance at
Parent-Teacher conferences is mandatory. A teacher may only be excused from attendance at Parent-Teacher
conferences in writing by the building principal.
Section 20 Copyright and Fair Use Policy
It is the school’s policy to follow the federal copyright law. Teachers are reminded that, when using school
equipment and when performing school duties, they also must follow the federal copyright laws. The federal
copyright law governs the reproduction of works of authorship. Copyrighted works are protected regardless of the
medium in which they are created or reproduced; thus, copyright extends to digital works and works transformed
into a digital format. Copyrighted works are not limited to those that bear a copyright notice.
The “fair use” doctrine allows limited reproduction of copyrighted works for educational and research purposes.
The relevant portion of the copyright statute provides that the “fair use” of a copyrighted work, including
reproduction “for purposes such as criticism, news reporting, teaching (including multiple copies for classroom use),
scholarship, or research” is not an infringement of copyright. The law lists the following factors as the ones to be
evaluated in determining whether a particular use of a copyrighted work is a permitted “fair use,” rather than an
infringement of the copyright:
A. the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit
educational purposes;
B. the nature of the copyrighted work;
C. the amount and substantiality of the portion used in relation to the copyrighted work as a whole, and
D. the effect of the use upon the potential market for or value of the copyrighted work.
Although all of these factors will be considered, the last factor is the most important in determining whether a
particular use is “fair.” Teachers should seek assistance from administration if there are any questions regarding
what may be copied.
61
Appendix A
Norfolk Public Schools
2020-2021 School Calendar Information
62
Appendix B
Norfolk Public Schools
Certified Staff Employee Handbook Receipt Page
RECEIPT OF THE 2020-2021 CERTIFIED STAFF HANDBOOK
OF NORFOLK PUBLIC SCHOOLS
This signed receipt acknowledges receipt of the 2020-2021 Certified Staff Employee
Handbook for Norfolk Public Schools. This receipt acknowledges that it is understood that I am
to read and be familiar with the handbook, that I understand the handbook contains a disclaimer
of contract and that I understand that the handbook includes the District’s policies of non-
discrimination and equity, and that specific complaint and grievance procedures exist in the
handbook which should be used for responding to harassment or discrimination.
_______________________________
Date:
____________________________________
Employee Signature:
Please return the signed document to your building secretary.
2020 – 2021
Stronger Together
Federal law prohibits discrimination on the basis of race, color, or national origin (Title VI of the Civil Rights Act of
1964); sex (Title IX of the Educational Amendments of 1972 and the Perkins Act of 1998); or disability (Section 504 of
the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990) in educational programs or activities
receiving federal financial assistance. Students, parents, employees and the general public are hereby notified that the
Bartow County Board of Education does not discriminate in any educational programs or activities or in employment
policies.
The following individuals have been designated as employees responsible for coordinating the school system’s
effort to implement this nondiscriminatory policy for students.
Deputy Superintendent Executive Director of Exceptional Education
65 Gilreath Rd NW Section 504/ADA
Cartersville, GA 65 Gilreath Rd NW
(770) 606-5800 Cartersville, GA
(770) 606-5800
Board of Education
Fred Kittle, Chair, District 4
Derek Keeney, Vice Chair, District 3
Tony Ross, District 1
Terry Lee Eggert, District 2
Anna Sullivan, District 5
Bartow County Board of Education
Phillip D. Page, Ed. D.
Superintendent
Board Members
Fred Kittle Derek Keeney Terry Lee Eggert Tony Ross Anna Sullivan
Chairman Vice-Chairman
August 2020
Dear Bartow County Families,
Welcome to the 2020-20
21
academic year! Commitment and collaboration drive our narrative. We are
committed to academic excellence through the collaborative investment of faculty, staff, students, parents,
and community.
Our school system, rich in high-quality educators, continues to work towards a guaranteed and viable
curriculum for all students. With an emphasis on “our students,” instead of “my students,” all staff members
engage in efforts to improve every child’s life both in and out of the classroom.
Our success as a school system is predicated on the success of all students regardless of ethnicity,
socioeconomics, and/or exceptional needs. With the understanding that our school system is a cornerstone of
the community, it is imperative we provide all of our students the highest quality education so they may,
through their future investments, continue making Bartow County an exceptional place to live.
This year’s Student Handbook includes our school system policies and code of conduct for all students. Our
staff’s commitment to the enforcement of these policies provides the foundation for your child’s safety and
security. Along with the student code of conduct, you will also find valuable information regarding our
curriculum and attendance expectations. Please review the contents of this handbook with your child, as it will
help in providing an academic environment where your child feels encouraged, empowered, and prepared for a
productive school year.
Once you and your child have read the Student Handbook, we ask that you sign and return the
consent/acknowledgement forms to your child’s school. Please contact your child’s principal if you have
additional questions or concerns regarding the contents of this handbook. I look forward to working with you
toward another highly successful school year.
Sincerely,
Phillip D. Page, Ed. D.
Superintendent
Table of Contents
…………………………………………………………………………………………………………………………………………………..1
…………………………………………………………………………………………………………………………………………………………………… 3
……………………………………………………………………………………………………………………………………………………… 3
………………………………………………………………………………………………………………………. 3
…………………………………………………………………………………………………………………………………………. 3
…………………………………………………………………………………………………………………………… 4
School Year Calendar ……………………………………………………………………………………………………………………………………………………… 5
Calendar for State Tests …………………………………………………………………………………………………………………………………………………. 6
Student Code of Conduct…………………………………………………………………………………………………………………………………………………
9
I.
……………………………………………………………………………………………….. 10
II.
………………………………………………………………………………………………………………………….. 12
III. Expulsion ……………………………………………………………………………………………………………………………………………. 14
IV. Students with Disabilities ……………………………………………………………………………………………………………….. 16
Guidelines for Student Misconduct …………………………………………………………………………………………………………………………… 17
……………………………………………………………………………………………………………………………………………. 18
Bus Discipline ………………………………………………………………………………………………………………………………………………………………… 26
Offense of Disorderly Conduct Ordinance ……………………………………………………………………………………………………………….. 27
Dress Code ……………………………………………………………………………………………………………………………………………………………………… 28
Alternative School Placement Procedures ………………………………………………………………………………………………………………. 29
Technology Initiative/Internet Acceptable Use ……………………………………………………………………………………………………… 33
Notification of Rights for Elementary and Secondary Students ………………………………………………………………………….. 35
Notice of Directory Information ………………………………………………………………………………………………………………………………… 36
District Parental and Family Engagement Plan………………………………………………………………………………………………………. 37
Homeless Education Program ……………………………………………………………………………………………………………………………………. 45
English to Speakers of Other Languages Program …………………………………………………………………………………………………. 46
Gifted Education Program …………………………………………………………………………………………………………………………………………… 46
Governor’s Honors Program ………………………………………………………………………………………………………………………………………. 47
Notification of Rights……………………………………………………………………………………………………………………………………………………. 47
Georgia Special Needs Scholarship……………………………………………………………………………………………………………………………. 48
Change of Address/Phone Number …………………………………………………………………………………………………………………………… 49
Emergency School Closings ………………………………………………………………………………………………………………………………………… 49
Asbestos Management Plan ………………………………………………………………………………………………………………………………………… 49
…………………………………………………………………………………………………………………………………….. 50
Gender Equity in Sports – Grievance Procedures ………………………………………………………………………………………………….. 55
Notice of Section 504 Procedural Safeguards & Parent/Student Rights …………………………………………………………… 57
Sexual Harassment Policies ………………………………………………………………………………………………………………………………………… 59
Disability Discrimination – Grievance Procedures ………………………………………………………………………………………………… 60
Student Medication Guidelines ………………………………………………………………………………………………………………………………….. 62
Consent/Acknowledgement Forms ………………………………………………………………………………………………………………………….. 63
Bartow County School System 1
Attendance Procedures
In order to receive maximum benefit from instructional activities, students are expected to be in school each day and on
time unless excused as provided by Georgia law. Good attendance habits positively impact the learning process and
carry over into the workforce. It is the position of the Bartow County Board of Education that every day at school is
important and that no student should be absent except for extraordinary reasons.
To be considered present, a student must be in attendance for at least 4 hours of the school day. Students that do not
meet this requirement will be absent for the day.
When a student is absent from school, it is the student’s responsibility to collect and complete all missed work and turn it in
within three (3) days of their return to school, unless other arrangements have been made by the student and teacher or
administration.
A student is tardy when the student is not in the classroom ready to learn when the school day begins. A check-
out occurs when a student leaves school before the end of the school day.
In accordance with Georgia Board of Education Rule 160-5-1-.10, students may be temporarily excused from school. The
following constitute legally excused absences, tardies, or check-outs from school, with proper documentation:
(1) Personal illness or attendance in school endangers a student’s health or the health of others. Local school
boards may request students to present appropriate medical documentation upon the return to school for the
purpose of validating the absence is an excused absence. With proper verification, a student may be eligible for
hospital/homebound instruction as outlined in State Board of Education Rule 160-4-2-.31 Hospital/Homebound
(HHB) Services.
(2) A serious illness or death in a student’s immediate family necessitating absence from school. In the event of a
serious illness in a student’s immediate family, local boards of education may request students to present
appropriate medical documentation regarding the family member upon return to school for the purpose of
validating that the absence is an excused absence.
(3) Observing religious holidays, necessitating absence from school.
(4) Pre-induction physical examinations for military service.
(5) Court order, court subpoena, or other required court appearances.
(6) Voter registration for a period not to exceed one day.
(7) A student whose parent or legal guardian is in military service in the armed forces of the United States or the
National Guard, and such parent or legal guardian has been called to duty for or is on leave from overseas
deployment to a combat zone or combat support posting, shall be granted excused absences, up to a maximum
of five school days per school year, for the day or days missed from school to visit with his or her parent or legal
guardian prior to such parents’ or legal guardians’ deployment or during such parents’ or legal guardians’
leave. Nothing in this Code section shall be construed to require a local school system to revise any policies
relating to maximum number of excused and unexcused absences for any purposes. (OCGA § 20-2-692.1)
(8) Conditions rendering school attendance impossible or hazardous to student’s health or safety.
(9) Any other absence not explicitly defined herein but deemed by the local school board to be excused based on
circumstances.
An absence, tardy, or check-out for any other reason is unexcused. For example, family vacations, traffic, missing the bus,
oversleeping, car trouble, personal convenience, or family emergencies without proper documentation are not valid
reasons for absences, tardies, or check-outs. Absences incurred as a result of a suspension are considered unexcused but
do not count in the compilation of absences that are counted for truancy.
Three (3) unexcused tardies, three (3) unexcused check-outs, or any combination of the two shall constitute one (1)
unexcused absence.
Bartow County School System 2
Very Important- Please Review Carefully!!!!
If a student has more than five (5) unexcused absences in a school year, the parents are subject to the following
penalties under Georgia’s Compulsory Attendance Law:
➢ A fine between $25 and $100 for each unexcused absence over five (5);
➢ Up to 30 days of jail time for each unexcused absence over five (5);
➢ Community service; or
➢ Any combination of these penalties
Documentation: In order for an absence, tardy, or check-out to be excused, proper documentation must be submitted
promptly and no more than three (3) days after the student returns to school. An example of proper documentation is a
doctor note, dentist note, court order or subpoena, or an obituary.
Parent Notes: A parent may submit parent notes to explain up to four (4) days of student absences each semester. Whether
the absence is excused or unexcused will be determined based on this Attendance Procedure. If the student is out for more
than two (2) consecutive days due to illness, a medical excuse will be required. All parent notes must be submitted no more
than three (3) days after the student returns to school.
Family Vacations: Family vacations are not excused absences based upon State Board of Education Rules.
Service as Page of the General Assembly: A student who serves as a Page of the General Assembly shall be counted
present and not absent on the day of service.
Children in Foster Care: A student who attends court proceedings related to his or her foster care shall be counted
present and not absent for any day or portion of the day missed from school.
Field Trips or Other Activities: A student who is participating in a school approved field trip, school approved event, or
school approved program shall be counted present and not absent for any day or portion of the day missed from school.
Driver’s Permit or License: A student under 18 who wishes to obtain a driver’s permit or license must be enrolled and
not under suspension from school.
Custodians and Guardians: In this Attendance Procedure, the word “parent” shall also include legal custodians, guardians,
or anyone else who has control or charge of a child.
Notification of Absences: When a student has three (3) unexcused absences for any reason, and again when a student has
five (5) unexcused absences for any reason, the school will make reasonable attempts to notify the parents. This notification
may include notification by first class mail or telephone contact.
Consequences of More Than Five (5) Unexcused Absences: If a student has more than five (5) unexcused absences, the
parent and/or student may be required to attend an Attendance Support Team meeting. The parent and/or student may
also be subject to referrals to the School Social Worker, Juvenile Court, Magistrate Court, and/or the Department of Family
and Children Services for truancy and/or educational neglect.
Acknowledgement of Receipt: All students 10 years or older by September 1 and all parents shall sign the
Acknowledgement Form at the end of this handbook which verifies that they have received a copy of this Attendance
Procedure and are aware of the possible consequences and penalties for violating the Georgia Compulsory Attendance Law.
For Additional Information: If you have any questions about the Attendance Procedures, please contact your child’s
school. You may also review O.C.G.A. § 20-2-690.1 through O.C.G.A. § 20-2-694, Georgia State Board of Education Rule 160-
5-1-.10, and the Attendance Protocol adopted by the Cartersville-Bartow County Student Attendance Protocol Committee.
Bartow County School System 3
Class Changes
No class changes may be made once school starts as teachers are hired and retained based on
student requests. Master school schedules are built on student requests. If you feel your child
has been incorrectly placed, please contact your student’s counselor immediately.
Online Course Option
In July 2012, Senate Bill 289 passed allowing students in grades 3 -12 the option of taking
online courses during the school day. Students are provided this option at no cost if taken
during the school day and reasonable accommodations are available. Additional fees may
apply if a course is taken outside the regular school day. For additional information, please
see your local school counselor.
Test-Out Option for High School Credit
Student may earn up to 3 high school credits through the Test-Out Option. Students are
allowed ONLY 1 opportunity per course to demonstrate subject area proficiency. Students
who do not reach the achievement level of “Distinguished Learner” on the associated
Georgia Milestone End-of-Course (EOC) must enroll in and take the entire course as well as
retake the EOC even if the student received a passing score. If you are interested in this
option, please see your counselor as there are additional Test-Out Option requirements.
High School Credit Recovery
Credit recovery is traditionally defined as a way to “recover” credit for a course that a student
was previously unsuccessful in earning academic credit towards graduation. This differs
greatly from programs that allow students to earn “first time credit” as students have already
taken the course and were not successful. Credit recovery courses focus on earning credit
based on competency of the content standards for that particular course. Students wanting to
participate in credit recovery courses must have earned a minimum grade in the course
previously taken.
Credit recovery courses may not be taken as “first time/new credit.”
Please contact your local school counselor for additional information, requirements, and credit
recovery procedures.
Bartow County School System 4
Grading Scales:
Grade Scales and Grade Calculations
• All K-2 subject areas will use the letter grading scale.
• All K-5 Special Areas courses (Art, Music, Physical Education, Technology) will use the
letter grading scale.
• Grades 3-5 will use numerical grades in academic subject areas.
• All grades for grades 6-12 will be recorded numerically on the report cards.
Bartow County uses the following letter grading scale:
E (Excellent) 96-100
S+ (Very Good) 9095
S (Satisfactory) 80-89
N (Needs Improvement)70-79
U (Unsatisfactory) 69 and below
Bartow County School System uses the following numerical grading scale:
A = 90 – 100*
B = 80 – 89
C = 70 – 79
F = Below 70**
N/A = Does not apply at this report period
* No grade above 100 will be recorded on the report card unless the additional points are a
result of the honors weighting formula.
** No grade below 50 will be recorded on the report card.
Bartow County School System 5
Bartow County School System 6
Bartow County School System 7
Bartow County School System 8
Bartow County School System 9
PURPOSE
Education in this community represents a significant commitment of financial and human
resources. The benefit a student derives from this investment depends greatly on the
student’s attitude toward learning and the student’s adherence to high standards of
behavior. This Code is an outgrowth of collaboration among school system staff, parents, and
other community members. This Code, adopted by the Bartow County Board of Education,
provides information and direction to students and parents regarding standards of behavior
as well as consequences of misconduct.
It is the Bartow County Board of Education’s hope that parents and guardians, teachers, and
school administrators will work together to improve and enhance student behavior and
academic performance and will communicate freely their concerns about, and actions in
response to, student behavior that distracts from the learning environment.
Parents who have questions or concerns about student discipline decisions arising from
violations of the Code should contact the school principal or assistant principal.
Bartow County School System 10
Expectations for Student Behavior
Each student is expected to comply with the following:
♦ Demonstrate courtesy and respect for others.
♦ Behave in a responsible manner.
♦ Attend all classes regularly and on time.
♦ Be prepared for each class; take appropriate materials and assignments to class.
♦ Pursue and attempt to complete the course of study prescribed by the state and local
school
authorities.
♦ Dress and groom to meet fair standards of health and common standards of decency.
♦ Respect the rights and privileges of other students, teachers, and other Bartow County
School System staff.
♦ Respect the property of others, including Bartow County School System property and
facilities.
♦ Cooperate with or assist the school staff in maintaining safety, order, and discipline.
♦ Avoid violations of the Student Code of Conduct.
A student, whose behavior shows disrespect for others, including interference with their access
to a public education and/or safe environment, will be subject to disciplinary action. The
Bartow County School System or individual schools may impose school or classroom rules in
addition to those found in the Student Code of Conduct. These rules may be posted in
classrooms and may or may not constitute violations of the Student Code of Conduct.
Discipline Authority
School rules and the authority of the Bartow County School System to administer discipline
apply whenever the interest of the school is involved on or off school grounds in conjunction
with, or independent of, classes and school sponsored activities.
The Bartow County School System has disciplinary authority over a student in the
following situations:
♦ During the regular school day and while the student is going to and from school.
♦ While the student attends any school related activity, regardless of time or location.
♦ For any school related misconduct, regardless of time or location.
♦ When retaliation against a school employee is involved, either on or off school property.
♦ When the student commits a felony offense, as provided by the Official Code of Georgia
Annotated.
In general, discipline will be designed to correct the misconduct and to encourage all students to
adhere to their responsibilities as citizens of the school community. Disciplinary action will
draw on the professional judgment of teachers and administrators and on a range of discipline
management techniques. Examples of discipline management technique includes referral to a
counselor and/or Student Support Team. Disciplinary action will be related to the seriousness
of the offense, the student’s age and grade level, the frequency of misbehavior, the student’s
attitude, the effect of the misconduct on the school environment, and requirements of law.
Because of these factors, discipline for a particular offense (unless otherwise specified by law)
may bring into consideration varying techniques and responses.
Bartow County School System 11
A student who violates school or classroom rules that are not Student Code of Conduct
violations may be disciplined by one or more of the following discipline management
techniques. These techniques may be used alone or in combination for Student Code of Conduct
and non-Student Code of Conduct violations:
♦ Verbal correction.
♦ Cooling-off time or “time-out.”
♦ Seating changes in the classroom.
♦ Counseling by teachers, counselors, or administrative personnel.
♦ Parent-teacher conferences.
♦ Confiscation of items that disrupt the educational process.
♦ Behavioral contracts.
♦ Sending the student to the office or other assigned area, or to in-school suspension.
♦ Assignment to another classroom.
♦ Detention.
♦ Assigned school duties other than class tasks.
♦ Withdrawal of privileges, such as participation in extracurricular activities and
eligibility for seeking and holding honorary offices.
♦ Techniques or penalties identified in individual student organizations codes of conduct.
♦ Withdrawing or restricting bus privileges.
♦ School assessed and school administered probation.
♦ Referral to the local school’s Student Support Team.
♦ Referral to an outside agency and/or legal authority for criminal prosecution in addition
to disciplinary measures imposed by the Bartow County School System.
♦ Other strategies and consequences as specified by the Student Code of Conduct.
Students shall be disciplined for engaging in off-campus conduct that affects the safety and
welfare of the school, staff and/or students, or that has a direct effect on the discipline or
education environment of the school. Off-campus misconduct for which a student shall be
disciplined includes, but is not limited to, any off-campus conduct that is prohibited by the
Georgia or United States criminal codes, is punishable as a felony or would be punishable as a
felony if committed by an adult, and for which a student has been arrested, indicted, adjudicated
to have committed, or convicted.
The Bartow County School System or an authorized representative possesses the authority to
conduct inspection of students’ school lockers, vehicles, or articles carried upon their persons,
including bags and purses. Such search shall be based on reasonable suspicion of the presence
of harmful items.
When disciplinary consequences require a conference or hearing, the Bartow County School
System will make a good faith effort to inform the student and the student’s parent or guardian
of the time and place of the conference or hearing. The school system may hold the conference
or hearing regardless of whether the student, the student’s parent or guardian, or another adult
representing the student attends.
Bartow County School System 12
General Misconduct
A. DEFINITION OF GENERAL MISCONDUCT
Students are prohibited from the following:
♦ Cheating or copying the work of another.
♦ Throwing objects.
♦ Leaving school grounds or school sponsored events without permission.
♦ Use of profanity, vulgar language or obscene gestures.
♦ Fighting.
♦ Stealing.
♦ Damaging or vandalizing property owned by others.
♦ Disobeying rules for conduct on school buses.
♦ Failing to comply with directives given by school personnel.
♦ Committing extortion, coercion, or blackmail (obtaining money or another object of
value from an unwilling person) or forcing an individual to act through the use of force
or threat of force.
♦ Name-calling, ethnic or racial slurs, or derogatory statements that school officials
believe will disrupt the school program or incite violence.
♦ Engaging in inappropriate physical or sexual contact.
♦ Engaging in conduct that constitutes sexual harassment or sexual abuse whether the
conduct is by word, gesture, or any other sexual conduct, including requests for sexual
favors.
♦ Possessing or using matches or a lighter.
♦ Possessing, smoking, or using tobacco products or e-cigarettes.
♦ Possessing or selling look alike drugs or items attempted to be passed off as drugs and
contraband.
♦ Possessing a laser pen.
♦ Behaving in any way that disrupts the school environment or educational process.
♦ Violating safety rules.
♦ Repeatedly violating other communicated school or classroom standards of behavior.
♦ Inappropriate and/or illegal use of the Bartow County School System’s electronic
communication system(s), including the Internet.
♦ Violating any local, state or federal laws.
♦ Using pocket pagers and other electronic communication devices other than before and
after school.
♦ Bullying/Cyberbullying.
Serious or Persistent Misbehavior
Students will also be disciplined or removed for “serious or persistent” misbehavior. The
Bartow County School System defines “persistent” to be two or more violations of the Student
Code of Conduct in general or repeated occurrences of the same violation. The school system
defines “serious” offenses to include, but not limited to, the following:
♦ Vandalism.
♦ Robbery or theft.
♦ Assaulting a teacher or other individual.
♦ Retaliation against a school employee.
Bartow County School System 13
♦ The use, gift, sale, delivery, possession, or being under the influence of alcohol,
marijuana, other controlled substances, dangerous drugs, or abusable glue or volatile
chemicals.
♦ Engaging in conduct that constitutes criminal mischief.
♦ Extortion, coercion, or blackmail.
♦ Aggressive, disruptive action or group demonstration that substantially disrupts or
materially interferes with school activities.
♦ Hazing.
♦ Profanity, vulgar language, or obscene gestures directed toward teachers or other
school employees.
♦ Fighting.
♦ Public lewdness.
♦ Sexual harassment of a student or school system employee.
♦ Possession of knives, bladed instruments, air guns, chemical dispensing devices,
fireworks, matches, replica firearms, firearms, electronic stunning devices, and other
dangerous items.
♦ Falsification of records, passes, or other school related documents.
♦ Possession or distribution of pornographic materials.
♦ Bullying/Cyberbullying.
B. CONSEQUENCES FOR GENERAL MISCONDUCT
Students who engage in general misconduct will be disciplined. General misconduct violations
may result in a referral to school administration, the use of any appropriate discipline
management techniques, or a request for formal removal. Any student committing behavior
resulting in in-school or out-of-school suspension shall be prohibited from participating in any
school sponsored or school related extracurricular and non-curricular activities for the length of
the punishment.
A teacher who has knowledge that a student has exhibited behavior that repeatedly or
substantially interferes with the teacher’s ability to communicate effectively with the students,
or with the ability of such student’s classmates to learn, must file a report with the school
principal. The report will be filed within one school day of the most recent occurrence. The
principal will send a copy of the report to the parent, if possible, within one day of receiving it. A
reasonable attempt shall be made to confirm that the notification has been received. The
notification will include information regarding how the student’s parent may contact the
principal.
If a student has been suspended for (1) threatening, striking, or causing bodily harm to a
teacher or other school personnel; (2) possession or sale of drugs or alcohol on school property;
or (3) possession or use of a weapon on school property; a Certificate of Non-Compliance will be
filed with the appropriate state authorities for the purpose of revoking the student’s Georgia
driver’s license or permit.
Any time a teacher or principal identifies a student as a chronic disciplinary problem student,
the principal shall notify the student’s parent or guardian by telephone call and by either
certified mail or statutory overnight delivery with return receipt requested or first class mail,
invite such parent or guardian to observe the student in a classroom situation, and request at
least one parent or guardian to attend a conference with the principal or the teacher or both to
devise a disciplinary and behavioral correction plan. O.C.G.A. § 20-2-765
Bartow County School System 14
A. OFFENSES SUBJECT TO EXPULSION
Expulsion
A student may be expelled for the following:
♦ Criminal mischief if punishable as a felon, whether committed on or off school property or
at a school related event.
♦ Using, giving, selling, delivering, possessing, or being under the influence of alcohol,
marijuana, or other controlled substances; or engaging in conduct that contains the
elements of an offense relating to abuse of glue, aerosol paint, or volatile chemicals.
♦ Serious or persistent misbehavior if a student is already in an alternative program setting
and continues to violate the school system’s Student Code of Conduct.
Mandatory Expulsion
A student must be expelled if they are found guilty of any of the following offenses if committed
on school property or while attending a school sponsored or school related activity:
♦ A firearm violation as defined by federal law and includes:
• Any weapon (including a starter gun), which will, or is designed to, or which may readily
be converted to expel a projectile by the action of an explosive.
• The frame or receiver of any such weapon.
• Any firearm muffler or firearm silencer.
• Any destructive device, such as any explosive, incendiary, or poison gas bomb, or
grenade.
♦ Use, exhibition, or possession of the following, under the Georgia Criminal Code:
• A firearm.
• An illegal knife, such as a knife having a blade of two or more inches, any dirk, bowie
knife, switchblade knife, ballistic knife, straight edge razor, razor blade, sword, or spear.
(At the discrepancy of the administration based on intent)
• A club.
• A prohibited weapon such as an explosive weapon, a machine gun, a short barrel
firearm, a firearm silencer, knuckles, armor piercing ammunition, or any flailing
instrument consisting of two or more rigid parts connected in such a manner as to allow
them to swing freely, which may be known as a nunchaku, shuriken, or fighting chain; or
any disc or whatever configuration having at least two points or pointed blades which is
designed to be thrown or propelled and which may be known as a throwing star or
oriental dart, or any weapon of like kind; and any stun gun or taser.
♦ Behavior containing the elements of the following under Georgia Criminal Code:
• Aggravated assault, sexual assault, or aggravated sexual assault.
• Arson.
• Murder, capital murder, or criminal attempt to commit murder.
• Indecency with a child.
• Aggravated kidnapping.
• Behavior related to an alcohol or drug offense that can be punishable as a felony.
• Retaliation against a school employee combined with one of the above listed offenses on
or off school property or a school related activity.
• Third bullying offense.
Bartow County School System 15
B. EXPULSION
The Bartow County Board of Education delegates the authority to expel students to the
disciplinary tribunal. This is under the direction of the Superintendent or Superintendent’s
designee.
A student may be subject to expulsion or long-term suspension for a period in excess of
ten school days for violations of school rules, rules of the Bartow County Board of
Education, or for any other act of misconduct or insubordination only by action of the
board of education. A decision to suspend the student for more than ten days shall come
only after the student has been afforded notice, an opportunity for a hearing, and the
other procedural requirements set forth below.
1. If a principal determines the misconduct of a student may require suspension for
more than ten days, or permanent expulsion, the lead hearing officer shall cause a
written notice of the charges to be prepared. This notice shall be delivered to the
student and the student’s parent or guardian by certified mail US Mail to the last
known address of the parents or guardian and/or can be hand delivered by the
school system. The notice is the Charge Letter. The letter will state and include the
following documents:
A. Charge Letter: A description of the acts of the student and the rule allegedly
violated, time and place for the hearing, the names of any witnesses expected to
be called at the hearing shall be given. (In the case of a student witness, the
student’s name will not be given if it is anticipated that the student will be
threatened or harmed.) Also, the maximum penalty which may be administered
for the alleged misconduct, and a statement that the student is entitled to be
represented by counsel, as well as the right to present evidence and cross-
examine witnesses.
B. A copy of the hearing procedures.
C. Copy of parental rights.
D. Witness Subpoena Form.
E. Student Waiver Form.
F. Copy of the Student Code of Conduct.
2. The burden of proof shall be on the school. Any party, including the principal,
superintendent, parents or guardians, students, any attorney representing any
party, or any tribunal member, is entitled to question witnesses about any matters
which may be relevant or related to the charges against the student or the
appropriate discipline. The hearing officer shall have the authority to limit
irrelevant or unrelated questioning.
3. The lead hearing officer shall be responsible for recording the proceedings either
through the use of a recording device or by providing a court reporter to transcribe
the evidence.
Bartow County School System 16
4. The lead hearing officer shall appoint a tribunal of three professional, certificated
employees of the Bartow County Board of Education. The tribunal appointed by the
lead hearing officer shall consist of employees of the system not assigned to the
school which the student attends, and the tribunal shall serve in lieu of the Bartow
County Board of Education to hear the case, determine the facts, and reach a
decision regarding the appropriate punishment.
5. The student shall be entitled to all of the procedural rights and notices set forth
above. The tribunal shall render a decision and shall furnish a copy of the decision
to the student, the parents or guardian, the principal, and the superintendent within
ten days. The decision of tribunal shall be final and shall constitute the decision of
the Bartow County Board of Education unless either party should appeal the
decision of the tribunal. Any party may appeal the decision of the tribunal to the
Bartow County Board of Education by filing with the superintendent a written
notice of appeal within 20 days from the date the decision is rendered. Such notice
of appeal shall set forth the decision of the tribunal as the basis for the appeal. Any
decision of the tribunal not appealed in this manner shall be final. The
superintendent, in his sole discretion, may suspend the disciplinary action imposed
by the tribunal pending the outcome of the appeal.
6. On appeal, the Bartow County Board of Education shall review the record before the
tribunal, the decision of the tribunal, and the notice of appeal and shall render its
decision in writing within ten days from the date it receives the notices of appeal.
The decision of the board of education shall be based solely on the record before
the tribunal, and the board shall not consider any other evidence in ruling on the
appeal. The board may find the facts to be different than those found by the
tribunal, and the board may change the punishment. The decision of the Bartow
County Board of Education shall be final, unless the student appeals to the Georgia
Board of Education.
Students with Disabilities
In the event the student being brought before the Bartow County Board of Education or the
tribunal is identified as having a disability or is receiving special education services from the
school system, the foregoing procedures shall be modified in accordance with the requirements
of state and federal laws. The Executive Director of Student Support and the Executive Director of
Exceptional Education (or designee) shall be consulted and appropriate steps taken pursuant to
the provisions of the Individuals with Disabilities Education Act 2004 (IDEA) and Section 504 of
the Rehabilitation Act of 1973/2008 Reauthorized. This process will be followed to provide
guidance to the student’s IEP or 504 Team in order to determine an appropriate placement for
the student and to ensure that all of the student’s procedural rights are protected.
Bartow County School System 17
Guidelines for Student Misconduct
Definitions of Terms
1. Warning – First step in addressing inappropriate behavior which may lead to additional
consequences if not following guidelines addressed in the student handbook.
2. After School Detention – student will be required to stay after school for a period of
designated time with supervision by one or more teachers.
3. In-School Suspension – (Alternative Learning Setting) – exclusion of a student for a
minimum of one class period.
4. Suspension – the short-term suspension of a student from a public school for not more
than ten school days pursuant to Code Section 20-2-751. (Code 1981, § 20-2-764, enacted
by GA. L. 1995, p. 240, § 2; Ga. L. 1996, p. 6, § 20)
5. Long Term Suspension – Suspension of a student for more than ten consecutive school
days but not beyond the current school quarter of semester. Due process procedures
must be followed. (Code Section 20-2-751)
6. Expulsion – expulsion of a student from a public school beyond the current school
semester or term. Due process procedures must be followed.
7. DJJ – Department of Juvenile Justice
PRE-K
Discipline steps in Pre-K are left up the discretion of administration in accordance with state
guidelines.
GRADES K-12
Conference with the student ……………………………………………………………………………………. 1
Conference with the parent ……………………………………………………………………………………… 2
Detention …………………………………………………………………………………………………………………….. 3
Community/School Service ……………………………………………………………………………………… 4
In-School Suspension ………………………………………………………………………………………………… 5
Short Term – Out of School Suspension (1 period –
to 10 days) …………………………………………………………………………………………………………………… 6
Long Term out of School Suspension (Out of school
suspension for more than 10 school days but not beyond
the current school quarter or semester. Subject to due
process hearing.) ……………………………………………………………………………………………………….. 7
Expulsion- expulsion of a student from a public school
beyond the current quarter or semester. (Subject to due
process hearing.) ……………………………………………………………………………………………………….. 8
Referral to Appropriate Authority………………………………………………………………………….. 9
Bartow County School System 18
Categories of Misconduct
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ ACADEMIC
MISCONDUCT
Plagiarizing, cheating, or gaining unauthorized
access to material.
Tampering with information (e.g., computer
files, teacher records).
1-5
3-6
1st Offense: 1-2
2nd Offense: 1-5
3rd Offense:
1-6
3-6
◆ ARSON
**Contact Campus Police
Unlawful and intentional damage or attempted
damage to any real or personal property by
fire or incendiary devices as defined by Code
OCGA § 60 and 61
8-9 7-9
◆ ASSAULT
**Contact Campus Police
An unlawful physical or verbal attack upon
school personnel, persons attending a school-
related function, or other students; a verbal
threat, attempt, or offer to do violence to
another with or without battery. For example,
biting, kicking, slapping, or spitting.
Student – Student
Student – School Personnel
Student – Others
1-9
5-9
5-9
5-9
5-9
5-9
◆ BATTERY
**Contact Campus Police
Intentional touching of another person to
intentionally cause bodily harm. Note: The key
difference between battery and fighting is that
fighting involves two mutual participants (OCGA
§ 1605-23.1)
5-9
1st Offense: 6-9
2nd Offense: 7-9
3rd Offense:
8-9
◆ BEHAVIOR
DANGEROUS TO SELF
OR OTHERS
Any behavior that can be construed as
threatening the safety or well-being of anyone.
1-9 1-9
Bartow County School System 19
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ BULLYING The term “Bullying” means an act that is:
1. Any willful attempt or threat to inflict injury on
another person, when accompanied by an apparent
present ability to do so
2. Any intentional display of force such as would
give the victim reason to fear or expect immediate
bodily harm.
3. Any intentional written, verbal, or physical act
which a reasonable person would perceive as being
intended to threaten, harass, or intimidate that
• Is so severe, persistent, or pervasive that it
creates an intimidating or threatening
education environment, or
• Has the effect of substantially disrupting the
orderly operation of the school.
4. The term applies to acts which occur on school
property, on school vehicles, at designated school
bus stops, or at school related functions or
activities, or by use of data or software that is
accessed through a computer, computer system,
computer network, or other electronic technology
of a local school system. The term also applies to
acts of cyberbullying which occur through
electronic communication, whether such electronic
act originated on school property or with school
equipment, if the electronic communication
a. is directed specifically to students or school
personnel
b. is maliciously intended for the purpose of
threatening the safety of those specified or
substantially disrupting the orderly operation
of the school
c. creates a reasonable fear or harm to students’
or school personnel’s person, property, or has
a high likelihood of succeeding in that
purpose.
For the purpose of this Code Section, electronic
communication includes but is not limited to any
transfer of signs, signals, warnings, images, sounds,
data, or intelligence of any nature transmitted in
whole or in part by a wire, radio, electromagnetic,
photo electronic, or photo optical system.
1st two offenses:
1-6
3rd offense: 7-8
1st two offenses:
1-6
3rd offense: 7-9
Bartow County School System 20
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ BLACKMAIL/
EXTORTION
Any attempt to extort by payment or intimidation
as by threats of injury or accusations.
1-9 1st Offense: 5-6
2nd Offense: 6-9
3rd Offense: 7-9
◆ CHRONIC
DICIPLINARY
PROBLEM
STUDENT
Any accumulation of infractions detracting
from or interfering with the school/classroom
environment. See O.C.G.A. 20-2-765.
Behavior Contract must be established.
1-8 6-8
◆ DEFAMATION
OF CHARACTER
False statements or slander about another
person based on deliberate falsehood and/or
rumor or innuendo.
1-5
1-9
◆ DESTRUCTION
OR DEFACING OF
PROPERTY
Personal or school.
1-9
5-9
◆ DISTURBANCE An outbreak of disorder, a breach of public
peace. Leading/Supporting. 1-7
3-9
◆ ELECTRONIC
DEVICES
The Bartow County School
System is not responsible
for lost, damaged, or
stolen electronic devices.
General Use
1st Offense – Warning. Device taken up but
returned to the student at the end of the day.
2nd Offense – Device returned at the end of the
day.
3rd Offense – Device returned at the end of the
day.
4th Offense – Device only returned after parent
conference.
5th Offense – Device is confiscated and
returned at the end of the year.
Major Offenses (Sexting, sharing of
inappropriate material)
1-5
3-5
5-
6
6
8-9
1-5
3-5
5-6
6
8-9
◆ FALSE ALARM Intentional initiation – fire alarm and/or bomb
threat
1-9 1-9
◆ FIGHTING Mutual participation in a fight involving
physical violence where there is no one main
offender and an intent to harm. (Note: The key
difference between fighting and battery
involves mutual participation.)
1st Offense: 1-5
2nd Offense: 5-9
1st Offense: 5-6
2nd Offense: 6-9
◆ FIREWORKS Use, possession, and/or sale.
Damage or injury.
8
9
8
9
Bartow County School System 21
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ FORGERY The alteration of writing by which the legal
rights or obligations of another person are
apparently affected. Signing of another
person’s name to any such writing without
permission.
Making a copy of something, especially money,
in order to defraud or deceive people.
1-8
3-9
◆ GAMBLING Playing a game for money, property, or other
contingent reward.
1-6
1st Offense: 3-6
2nd Offense: 5-6
3rd Offense: 6-9
◆ GANGE RELATED Gangs are groups that pose a threat to public
safety and order through violence,
intimidation, or other illegal activities. There
is no toleration of gangs or gang activity in the
Bartow County School District. Students who
violate other Disciplinary Guidelines as a
result of gang activity shall receive a more
severe penalty of at least one step higher. A
Gang is defined as any group of three or more
persons with a common name or common
identifying signs, symbols, tattoos, graffiti, or
attire with engage in criminal gang activity.
(O.C.G.A. 16-15-3)
Behavior may involve:
Membership (suspected/confirmed)
Clothing, symbols, signals, paraphernalia
Threats/Intimidation
Gathering (as a gang or for gang related
action or disturbance)
Defacing school property/graffiti
Initiation
1st Offense: 1-5
2nd Offense: 5-9
1st Offense: 1-6
2nd Offense: 5-9
5-9 for all
categories listed
here
5-9 for all
categories listed
here
Bartow County School System 22
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ HARRASSMENT/
INTIMIDATION
RACIAL/ETHNIC/
RELIGIOUS
Any gesture or written, verbal, or physical act,
or any electronic communication that is
reasonably perceived as being motivated
either by any actual or perceived characteristic
including race, color, ethnicity, religion,
gender, sexual orientation, ancestry, national
origin, physical attributes, socioeconomic
status, physical or mental ability or disability,
or by any other distinguishing characteristic,
that takes place on school property, at any
school-related functions or activities or on a
school bus and that
• A reasonable person should know, under
the circumstances, will have the effect of
harming a student or school employee
or damaging his or her property
• Has the effect of substantially interfering
with a student’s educational
performance, or school employee’s work
performance, or either’s opportunities,
or benefits
• Has the effect of having a substantial
negative impact on a student’s or a
school employee’s emotional or
psychological well-being; or
• Has the effect of insulting or demeaning
any student or school employee in such
a way as to cause substantial disruption
in, or substantial interference with, or
the orderly operation of the school.
1st Offense: 1-6
2nd Offense: 5-9
1st Offense: 1-6
2nd Offense: 5-9
◆ INAPPROPRIATE
PHYSICAL CONTACT
This includes kissing, fondling, consensual or
non-consensual touching of another student.
1-9 1-9
◆ INSUBORDINATION Refusal to comply with reasonable class or
school rules or directions of school personnel*
related to school activities.
*Including hall monitors, cafeteria staff,
teachers, custodians, secretaries, parking lot
attendants, administrators, etc.
1-6 1-9
◆ INTERNET
VIOLATIONS
Violation of the BCSS Internet Acceptable Use
Policy.
1-9 1-9
◆ INTIMIDATION To force into or deter from some action by
inducing fear.
1-9 3-9
◆ LOITERING/TRESPAS
SING
Unauthorized student presence on campus,
parking lots, halls, restrooms, campus grounds,
etc.
1-7 1-9
◆ MISUSE OF SCHOOL
PROPERTY
Use of an item for other than its intended
purpose.
1-9 1-9
Bartow County School System 23
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ POSSESSION OF
STOLEN PROPERTY
Being in possession of or accepting stolen
property.
1-9 3-9
◆ PROFANITY/
OBSCENETIES
Verbal, written, and/or gestures.
Student to Student
Student to Staff
1-6
1-6
1st Offense: 1-6
2nd Offense 5-8
◆ RECKLESS DRIVING/
INAPPROPRIATE USE
OF VEHICLE
Before, during or after school. Will result in loss
of privilege to drive on campus.
Middle School students are not allowed to drive
on campus.
N/A 5-9
◆ ROBBERY
**Contact Campus Police
The felonious taking of the property of another
individual against his/her will by violence or
intimidation. Also, the felonious taking of school
items.
6-9 6-9
◆ SEXUAL
HARRASSMENT
**Contact Campus Police
Behavior including unwelcome sexual advances,
requests, or attention that makes another person
feel uncomfortable, threatened, unsafe, angry,
powerless, and/or demeaned.
Sexual harassment is considered a form of sexual
discrimination in violation of Title VI of the Civil
Rights Act of 1964, the Civil Rights Act of 1991,
and Title IX of the 1972 Educational
Amendments.
Behavior may include, but is not limited to:
Nonverbal: Staring, pictures, suggestive
gestures, looks, poses, and clothing with a sexual
message.
Verbal: Insults, jokes, stories, pressures,
comments, noises, notes, obscenities, requests,
and demands of a sexual nature.
1-6 1-9
◆ SEXUAL
MISCONDUCT
(CRIMINAL)
**Contact Campus Police
State Law
Rape 16-6-1
Sodomy; aggravated sodomy 16-6-2
Statutory Rape 16-6-3
Child Molestation 16-6-4
Enticing a child for indecent
purposes 16-6-5
Sexual Assault 16-6-5.1
Public Indecency 16-6-8
Prostitution 16-6-9
Pimping 16-6-11
Pandering 16-6-12
Solicitation of Sodomy 16-6-15
Fornication 16-6-18
Sexual Battery 16-6-22.1
Aggravated Battery 16-6-22.2
8-9 8-9
Bartow County School System 24
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ SEXUAL OFFENSES
**Contact Campus Police
Unlawful sexual behavior, sexual contact without
force or threat of force, or possession of explicit
images. This sexual behavior could be
consensual.
1-6 1-9
◆ SUBSTANCE ABUSE
**Contact Campus Police
Category I: Tobacco, tobacco/nicotine related
products.
Category II: Alcohol (Possession, consumption,
under the influence)
Category III: Substances (Included but not
limited to: Drugs, glue, steroids, inhalants,
marijuana, heroin, cocaine, LSD, counterfeit or
simulated substances, oils such as CBD and like
substances, and any other substance that is illegal
by law and/or intended to change and/or alter
behavior or mood such as caffeine and diet pills)
Under the influence/use, Paraphernalia
Possession on Campus/Distribution and/or
sale.
1-6 1st Offense: 1-5
2nd Offense: 5-7
1-9
5-9
8-9
8-9
◆ SUBSTANTIAL
PHYSICAL INJURY
TO SCHOOL OR
CONTRACTED
PERSONNEL
Any act of physical violence resulting in
substantial physical injury to school personnel or
contracted personnel.
6-9 6-9
◆ THEFT
**Contact Campus Police
Act of stealing; the wrongful taking and/or
carrying away of the personal goods of another;
larceny.
5-9 5-9
◆ TRUANCY
**Consult Truancy
Protocol
Absence from class or school without permission.
*Behavior Plan where applicable.
1-6, 9 1-9
◆ UNAUTHORIZED
MATERIAL
Any material detrimental to the educational
process.
1-9 1-9
Bartow County School System 25
CATEGORIES OF
MISCONDUCT
DISCIPLINE
STEPS
K – 5 6 – 12
◆ WEAPONS
**Contact Campus Police
The Gun Free Schools Act of 1994 (US Code:
Title 20, Section 8921)
“Weapon” means and includes any pistol,
revolver, or any weapon designed or intended to
propel a missile of any kind including a dirk,
bowie knife, switchblade knife, ballistic knife,
any other knife having a blade of two or more
inches, straight-edge razor, razor blade, spring
stick, metal knucks, blackjack, any bat, club, or
other bludgeon-type weapon, or any flailing
instrument consisting of two or more rigid parts
connected in such a manner as to allow them to
swing freely, which may be known as a nun
chahka, nun chuck, nun chaku, churiken, or
fighting chain, or any disc, of whatever
configuration, having at least two points or
pointed blades which is designed to be thrown or
propelled and which may be known as a throwing
star, oriental dart, or any weapon of like kind, and
any stun gun or taser as defined in subsection (a)
Code Section 16-11-106.
7-9 7-9
◆ PARTIES TO THE
OFFENSE
No student shall urge, encourage, counsel,
promote, assist, cause, advise, procure, abet any
other student(s) to violate any section or
paragraph of the Bartow County School System
Categories of Misconduct.
Same
punishment as
Guilty Party
Same punishment
as Guilty Party
Tobacco, nicotine-related products, vape, vaporizers, e-cigarettes, or other devices used to inhale vapor
by means of an electronic device in students’ possession will be considered contraband and turned over
to the Bartow County School Police to be destroyed.
Parents are not permitted to view videos as it would infringe on the privacy of the other students in the
educational setting, as protected under the Family Education Rights to Privacy Act (FERPA). Videotapes
will be strictly controlled by the school system. Videos also include Transportation Department’s bus
videotapes.
Bartow County School System 26
Bus Discipline: Grades Pre-K – 12
Be Respectful … Use Self-Control … Stay Safe
Prior to an Administrative Referral – PBIS processes should be followed.
Conference with the student …………………………………………………………….. 1
Conference with the student/parent ………………………………………………. 2
1-3 days Bus Suspension …………………………………………………………………… 3
5-10 days Bus Suspension ………………………………………………………………… 4
15-30 days Bus Suspension ………………………………………………………………. 5
Remainder of school year Bus Suspension ……………………………………. 6
1st Offense 2nd Offense 3rd Offense 4th Offense
Lesser Offenses 1-3 2-4 4-5 5-6
Severe Offenses 3-6 4-6 5-6 6
*NOTE: Any or all categories of misconduct listed in the student
handbook may apply. The school bus and bus stop are
considered an extension of the classroom.
Lesser Offenses(s) – Refusal to follow directions, talking/making noise at railroad crossing, yelling
/being loud/name calling, inappropriate language/actions, late for morning pick up, disrespectful
toward driver, eating/drinking, pushing/slapping/hitting (not fighting), or other as may apply.
Severe Offenses(s) –Failure to remain in seat, having body parts out window, not following proper
loading/unloading procedures including the use of earbuds/headphones, fighting/hitting, profanity,
tobacco/e-cigarettes/vapes, drugs/alcohol, vandalism, throwing objects, weapons, threats regarding
a weapon/death assault of driver or other categories of misconduct as may apply. See Student Code
of Conduct.
• Usage of any electronic devices during the operation of a school bus in a manner that might
interfere with the school bus communications or the school bus driver’s safe operation of the
bus is prohibited.
• Usage of mirrors, lasers, flash cameras, or any other lights or reflective devices in a manner
that might interfere with the school bus driver’s operation of the school bus is prohibited.
• Bus suspension apply to all BCSS buses, morning and afternoon routes.
NOTE: SCHOOL SUSPENSIONS – A student’s driver’s license will be suspended for one year or until
their 18th birthday if the student has been found in violation by a hearing officer, panel, or tribunal of
one of the following offenses, has received a change in placement for committing one of the following
offenses, or has waived his or her right to a hearing and pleaded guilty to one of the following offenses:
• Threatening, striking, or causing bodily harm to teacher or other school personnel.
• Possession or sale of drugs or alcohol on school grounds or at a school sponsored event.
Bartow County School System 27
• Any sexual offense prohibited under Chapter 6 of Title 16.
• Causing substantial physical or visible bodily harm to seriously disfiguring another person,
including another student.
Offense of Disorderly Conduct Ordinance
The Commissioner of Bartow County passed Ordinance 95-2, Offense of Disorderly Conduct, which
went into effect on October 7, 1995. As it relates to public schools, students who are involved in acts
of violence, or any other such disorderly conduct, could be charged with a violation of this ordinance.
Please be advised, the following steps will be taken when a violation occurs:
1. The school resource officer, or other authorized officer, will issue an official citation
which will include details of the incident.
2. Students will be suspended for the appropriate number of days. Parents will be required
to attend a hearing at either Juvenile Court, if the child is 16 or under, or Magistrate Court,
if the child is 17 or older.
Those found guilty of the ordinance may be punished by the following:
1. A fine not to exceed $1,000, or imprisonment for 60 days, or both.
2. Community service in lieu of, or in addition to, any fine or incarceration as ordered by the
court.
3. Supervisory or court costs, which may be assessed by the court in addition to related
fines or fees.
Bartow County School System 28
Dress Code
Grades K-12
Clothing in General
◆ Clean and well kept.
◆ No aggressive and/or violent graphics.
◆ Must not display alcohol, drugs, weapons, tobacco, or obscene/profane language.
◆ No racially divisive or inflammatory symbols such as swastikas, or gang signs.
◆ No see-through clothing of any kind.
◆ Must not display the midriff, sides, or back.
◆ Must be appropriately sized.
Pants and Slacks
◆ Tailored pants or jeans.
◆ Must be worn at the natural waistline.
◆ No holes, frays or patches above the knee and that allow skin, underwear, or undergarments to
be seen are permitted.
◆ Must not touch floor.
◆ Spandex or fish net leggings/jeggings should not be worn as stand-alone clothing.
Shirts and Blouses
◆ Blouses must extend to the end of the shoulder.
◆ Anything T-strapped, spaghetti-strapped, halter tops, or tank tops must always be covered by a
jacket .
◆ No halter tops or tank tops.
Skirts, Dresses, and Jumpers
◆ No more than 4” above the knee.
◆ No longer than the top of the shoes.
◆ Pleats, vents, slits or buttoned openings cannot be open more than 4” above the knee.
Shorts, Culottes, and Skorts
◆ No shorter than 4” above the knee.
◆ No cutoffs or spandex shorts.
Shoes
◆ Must be worn at all times.
◆ Laces must be laced and tied.
◆ No shoes with wheels/roller skates/etc.
Coats, Jackets and Sweaters
◆ Oversized outerwear must be removed after entering the building.
Jewelry
◆ Nothing obscene or violent in nature.
◆ No visible body-piercing that is considered dangerous and/or disruptive to the educational
environment as determined by administration. Body piercings covered by surgical tape, Band-
Aids, etc. are prohibited.
Head Gear
◆ No hats, sun-visors, bandanas, hair rollers, hoodies, or non-prescription sunglasses can be worn
inside the building. Exception: Designated spirit days as determined by administration.
Disciplinary action will be taken to ensure compliance with dress code requirements. The
principal or any other duly authorized school official shall determine whether any particular
mode of dress or grooming results in violation of the spirit or intent of this rule.
Bartow County School System 29
Alternative Education Program
Transition Center Placement Procedures
Middle and high school-aged students are eligible to apply to participate in the Alternative
Education Program.
The Transition Center is designed to serve as a non-traditional program for alternative school
students. The Transition Center, located at the Registration Center (86 Registration Drive,
Cartersville, GA 30120), provides students with a technology enhanced learning environment.
The Transition Center is equipped with computers and individualized workstations to ensure
each student’s ability to be fully engaged in learning. The individualized attention that each
student receives while at the center allows for each student to be successful.
Students who are long-term suspended or expelled may have the option to apply to the
Transition Center.
A. TRANSITION CENTER
The Transition Center is designed as an alternative educational opportunity for students
who have been long term suspended or expelled from their home school
1. First time long-term suspended/expelled students may apply to attend the
Transition Center in order to continue their education during the time of their
long-term suspension/expulsion.
2. A meeting with the Executive Director of Administrative Services is required
before any student is admitted to the Transition Center.
3. The decision of admittance to the Transition Center is the sole responsibility of
the Executive Director of Administrative Services and will be based on student
academic achievement, progress towards graduation, attendance, and student
behavior history.
4. Parents and student must agree to the policies and procedures of the Transition
Center before admittance to the Transition Center will be approved.
5. Students admitted to the Transition Center are subject to search of self and all
belongings, including vehicles used for transportation.
6. Violation of the Student/Parent Contract will result in the student being dismissed
from the Transition Center.
7. Students who have attended the Transition Center previously are ineligible for re-
admittance to the Transition Center.
Bartow County School System 30
B. BEHAVIOR SUBJECT TO ASSIGNMENT TO THE ALTERNATIVE SCHOOL
A student may be referred to a Bartow County School System Disciplinary Tribunal for possible
referral to the Transition Center Program if the student commits any of the following offenses on
school property or while attending a school sponsored or school-related activity on or off of
school property:
◆ Engages in conduct punishable as a felony.
◆ Committing an assault.
◆ Making a terroristic threat.
◆ Selling, giving, delivering, possessing, using or being under the influence of marijuana, a
controlled substance, or a dangerous drug.
◆ Selling, giving, or delivering an alcoholic beverage; committing a serious act or offense
while under the influence of alcohol.
◆ Possessing, using, or being under the influence of an alcoholic beverage.
◆ Behaving in a manner that contains the elements of an offense relating to abuse of glue or
aerosol paint or relating to volatile chemicals, inhalants, or other chemicals, such as
markers.
◆ Behaving in a manner that contains the elements of the offense of public lewdness.
◆ Behaving in a manner that contains the elements of the offense of indecent exposure.
◆ Committing the third offense of bullying.
In addition, a student may also be referred for the following:
◆ Engages in conduct that contains the elements of the offense of retaliation against any
school employee, regardless of where or when the conduct occurs.
◆ Is placed on deferred prosecution by the Juvenile Court for conduct defined as a felony or
returning from a Youth Development Center. (Note: Youth Development Centers are
different from Youth Detainment Centers)
◆ Is found to have engaged in delinquent conduct as specified by the Penal code.
◆ Is believed by the Superintendent or the Superintendent’s designee to have engaged in a
conduct defined as a felony offense in the Georgia Criminal Code.
A student may also be removed from class and placed in the Alternative Education Program
based on conduct occurring off campus and while the student is not in attendance at a school
sponsored or school related activity if
◆ The Superintendent or the Superintendent’s designee has a reasonable belief that the
student has engaged in conduct defined as a felony offense other than those defined in the
Georgia Criminal Code, and
◆ The continued presence of the student in the regular classroom threatens the safety of
other students or teachers or will be detrimental to the educational process.
◆ Students returning to public school from youth detention facilities.
In addition, the Superintendent or the Superintendent’s designee may recommend placing
students in the Alternative Education Program who are found to be
◆ Involved in a secret society or gang activity, including participating as a member or
pledge, or soliciting another person to become a pledge or member of such a group.
Bartow County School System 31
C. PARTICIPATION IN ACTIVITIES
Students who are enrolled in the Alternative Education Program because of committing a
violation are not permitted to participate in any school-sponsored or school-related
extracurricular and non-curricular activities.
D. PARENT RESPONSIBILITY
Under Georgia Law, it is the parents’ responsibility to assure that their child(ren) receives an
education. Transportation to and from the Transition Center program is the responsibility of the
parent.
E. TRANSFER STUDENTS
Students who are currently under long term suspension/expulsion from another school system
and are assigned to an alternative school setting will be required to fulfill the length of time
administered by the previous school system at the Bartow County Transition Center.
Bartow County School System 32
BARTOW COUNTY SCHOOL SYSTEM DISCIPLINARY TRIBUNAL
PROCEDURAL RULES AND REGULATIONS
A. The tribunal shall hold disciplinary hearings following an incident of:
1. An alleged assault or battery by a student upon any teacher, other school official, or
employee;
2. An alleged assault or battery by a student upon another student if, in the discretion
of the school principal, the alleged assault or battery could justify the expulsion or
long-term suspension of the student;
3. Substantial damage alleged to be intentionally caused by a student on the school
premises to personal property belonging to a teacher, other school official, employee,
or student if, in the discretion of the school principal, the alleged damage could
justify the expulsion or long-term suspension of the student; or
4. In any other discipline matter when the principal or Superintendent of Schools
determines the alleged offense should be punished by expulsion or long-term
suspension.
B. The tribunal shall be in addition to the requirements of Georgia Code Annotated 20-2-752,
and ensures that:
1. All parties are afforded an opportunity for a hearing after reasonable notice served
personally or by mail. This notice shall be given to all parties and to the parent or
guardian of the student or students involved and shall include a statement of the
time, place, and the nature of the hearing; a short and plain statement of the matters
asserted; and statement as to the right of all parties to present evidence and to be
represented by legal counsel;
2. All parties are afforded an opportunity to present and respond to evidence and to
examine and cross-examine witnesses on all issues unresolved; and
3. A verbatim electronic or written record of the hearing shall be made and shall be
available to all parties.
The tribunal shall conduct hearings for instances as specified in paragraph A and after
receiving all evidence, render its decision, which decision shall be based solely on the
evidence received at the hearing. The decision shall be in writing and shall be given to all
parties within ten (10) days of the close of the record.
Any decision by the tribunal may be appealed to the Bartow County Board of Education by
filing a written notice of appeal within twenty (20) days from the date the decision is
rendered. Any disciplinary action imposed by the tribunal may be suspended by the
Superintendent of Schools pending the outcome of the appeal.
Bartow County School System 33
BCSS Technology Initiative
Bartow County School System provides a laptop device to all students in grades 3 – 12. The
purpose of our one-to-one student to laptop device environment in the classroom is to:
◆ Promote student college and career readiness.
◆ Increase student engagement.
◆ Provide equal access to technology for all students.
◆ Utilize digital resources for student learning and lesson completion.
Over time, we have seen the elimination of a single source textbook for each content area and
the emergence of digital content along with digital platforms as the foundation for teaching and
learning. Consequently, the school system no longer purchases print textbooks for mass
distribution to students.
Laptops are distributed in the same fashion as textbooks were in previous years. Students and
parents of minor children (18 years and younger) are asked to sign an agreement for school
and home use of these devices. There is no fee during the year for the use of the device;
however, the user is held responsible for damages. Fees for damage are assessed and charged to
the user at the school level in the same manner students were held accountable for book
damages in previous years. The highest fee charged for repair or replacement is $250.
All are encouraged to take advantage of our one-to-one initiative to increase academic success.
Acceptable Use Agreement
Bartow County School System provides computer(s), a computer network, and
telecommunications, including the Internet for all users. Use of the computer(s), computer
network, and Internet must be in support of education and research and consistent with the
educational mission, goals, and objectives of the school system. All users must take
responsibility for appropriate and lawful use of the Internet. Inappropriate use of the
computer(s), computer network, and Internet may result in school discipline, loss of the
privilege of use of the computer(s), computer network and Internet, and/or criminal
prosecution.
General guidelines for use:
All users must abide by the rules of network etiquette which include being polite and using
appropriate language.
Do not assume that a person who is e-mailing you is also giving his or her permission for you to
forward or redistribute the message to third parties or to give his/her e-mail address to third
parties. This should only be done with permission.
Be considerate when sending attachments with e-mail (where this is permitted). Be sure that
the file is not too large to be accommodated by the recipient’s system and is in a format that the
recipient can open.
Bartow County School System 34
Examples of unacceptable use include but are not limited to the following:
1. Uses that violate the law or encourage others to violate the law in any way.
2. Transmittal of offensive or harassing messages.
3. Any use which is commercial in nature.
4. To use the Internet to view, transmit, or download pornographic or otherwise
objectionable materials.
5. To use the Internet to transmit confidential or copyright materials.
6. To use the Internet to download any program, partial program, or game without the
permission of the supervising teacher and Bartow County School System Technology
Department.
7. Any use of the Internet which causes harm to others or their property.
8. Any improper use of passwords.
9. Any programming vandalism.
10. Any “hacking” activities which include unauthorized access to other computers or
computer systems, or to attempt to gain such unauthorized access.
11. Any activities designed to expose School System or other computers to computer
“viruses.”
12. Providing your own private information or private information about others over the
Internet including telephone numbers, addresses, credit card information, or social
security number.
13. Use of vulgarities, suggestive, obscene, belligerent or threatening language, or
swearing.
14. Distributing or redistributing jokes, stories, or other material that is based upon slurs
or stereotypes relating to race, gender, ethnicity, nationality, religion, or sexual
orientation.
Computer(s), computer network, and Internet access are provided as tools for the education of
Bartow County School System students. The School System reserves the right to monitor usage
at all times. All information files shall remain the property of the School System, and no user
shall have any expectation of privacy regarding such materials.
Bartow County School System monitors and filters Internet use according to the Internet
Acceptable Use policy IFBG.
The School System makes no warranties of any kind, either express or implied, in connection
with its provision of access to and use of its computer network and the Internet provided. It
shall not be responsible for any claims, losses, damages, or costs (including fees) of any kind
suffered directly or indirectly by any user. By signing this Agreement, users are taking full
responsibility for their use. If the user is a minor, the user’s parent(s) or guardian(s) agree to
cooperate with the school in the event of an investigation of a user’s computer system.
In order to maintain compliance with this agreement and Bartow County School System
policies, the use of personal devices is not recommended and is not the responsibility of the
Bartow County School System.
Users, and if appropriate, the user’s parents/guardians, may be asked from time to time to sign
a new Agreement, for example, to reflect developments in the law or technology. Such new
Agreement must be signed if the user wishes to continue computer(s), computer network, and
Internet use. At a minimum, this agreement must be signed each school year.
Bartow County School System 35
Notification of Rights
for Elementary and Secondary Students
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of
age (“eligible students”) the following rights with respect to the student’s education records:
1. The right to inspect and review the student’s education records within 45 days of the
day the School receives a request for access. Parents or eligible students should submit to
the School principal or other designated official a written request that identifies the
record(s) they wish to inspect. The School official will make arrangements for access and
notify the parent or eligible student of the time and place where the records may be
inspected.
2. The right to request the amendment of the student’s education records that the parent
or eligible student believes is inaccurate or misleading. Parents or eligible students may ask
the School to amend a record that they believe is inaccurate or misleading. They should
write the School principal or appropriate official; clearly identify the part of the record they
want changed and specify why it is inaccurate or misleading. If the School decides not to
amend the record as requested by the parent or eligible student, the School will notify the
parent or eligible student of the decision and advise them of their right to a hearing
regarding the request for amendment. Additional information regarding the hearing
procedures will be provided to the parent or eligible student when notified of the right to a
hearing.
3. The right to consent to disclosures of personally identifiable information contained in
the student’s education records, except to the extent that FERPA authorizes disclosure
without consent. One exception, which permits disclosure without consent, is disclosure to
school officials with legitimate educational interests. A school official is a person employed
by the School as an administrator, supervisor, instructor, or support staff member
(including health or medical staff and law enforcement unit personnel); a person serving on
the School Board; a person or company with whom the School has contracted to perform a
special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or
student serving on an official committee, such as a disciplinary or grievance committee, or
assisting another school official in performing his or her tasks. A school official has a
legitimate educational interest if the official needs to review an education record in order to
fulfill his or her professional responsibility. Upon request, the School discloses education
records without consent to officials of another school district in which a student seeks or
intends to enroll.
4. You have the right to file a complaint with the U.S. Department of Education concerning
alleged failures by the School to comply with the requirements of FERPA. The following are
the name and address of the Office that administers FERPA:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4605
Bartow County School System 36
Notice for Directory
Information
The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Bartow
County Schools, with certain exceptions, obtain your written consent prior to the disclosure of
personally identifiable information from your child’s education records. However, Bartow
County Schools may disclose appropriately designated “directory information” without written
consent, unless you have advised the District to the contrary in accordance with District
procedures. The primary purpose of directory information is to allow the Bartow County
Schools to include this type of information from your child’s education records in certain school
publications such as the following:
◆ A playbill, showing your student’s role in a drama production.
◆ Annual yearbook.
◆ Honor roll or other recognition lists.
◆ Graduation program.
◆ Sports activity sheets, such as for wrestling, showing weight and height of team
members.
Directory information, which is information that is generally not considered harmful or an
invasion of privacy if released, can also be disclosed to outside organizations without a parent’s
prior written consent. Outside organizations include, but are not limited to, companies that
manufacture class rings or publish yearbooks. In addition, two federal laws require the Bartow
County School System to provide military recruiters, upon request, with three directory
information categories – names, addresses, and telephone listings – unless parents have advised
us that they do not want their student’s information disclosed without their prior written
consent.
Parents who do not want Bartow County Schools to disclose directory information from their
child’s education records without prior written consent, must notify the District in writing.
Bartow County Schools has designated the following information as directory information:
◆ Student’s name.
◆ Address.
◆ Telephone listing.
◆ Weight and height of members of athletic teams.
◆ Electronic mail address.
◆ Photograph.
◆ Degrees, honors, and awards received.
◆ Date and place of birth.
◆ Dates of attendance.
◆ Grade level.
Bartow County School System 37
Bartow County School System
2020-2021 Parent & Family Engagement Plan
Revised May 29, 2020
Purpose Parent and Family Engagement Plan
Evaluation
In support of strengthening student academic
achievement, the Bartow County School System(BCSS)
receives Title I, Part A funds and, therefore, must
jointly develop with, agree on with, and distribute to
parents of participating children a written Parent and
Family Engagement Plan that contains information
required by Section 1116(a)(2) of the Every Student
Succeeds Act (ESSA). This plan establishes the District’s
expectations and objectives for meaningful family
engagement and guides the strategies and resources
that strengthen school and family partnerships in the
District’s Title I schools. Additionally, this plan
describes BCSS’s commitment to engage families,
including neglected and delinquent facilities, in the
education of their children and to build the capacity in
its Title I schools to implement family engagement
strategies and activities designed to achieve the
District and student academic achievement goals.
Title I, Part A provides for substantive family
engagement at every level of the program, such as in
the development and implementation of the District
and school plan, and in carrying out the District and
school improvement provisions.
Each year, the Bartow County School District (BCSS) will
conduct an evaluation of the content and
effectiveness of this Parent and Family Engagement
Plan and the family engagement activities to improve
the academic quality of the Title I schools through an
annual parent survey and the Title I Revision
Meetings. In the spring, each Title I school will provide
a survey and email a link to the survey for parents to
provide valuable feedback regarding the parent and
family engagement activities and programs. These
surveys will also be posted on the school websites for
families to complete. In addition to the annual survey,
each Title I school will also use the Title I Revision
Meeting to gain input from stakeholders regarding
Title I services to design evidence-based strategies for
more effective family engagement. Bartow County
School System will use the stakeholder input from the
Revision Meetings and the survey results to design
strategies to improve effective family engagement, to
remove possible barriers to parent and family
participation and to revise its Parent and Family
Engagement Plan.
What is Family and Parent Engagement?
The participation of parents and families in regular, two-way, and meaningful communication involving
student academic learning and other school activities, including ensuring that:
• Parents and families play an integral role in assisting their child’s learning;
• Parents and families are encouraged to be actively involved in their child’s education;
• Parents and families are full partners in their child’s education and are included, as appropriate,
in decision-making and on advisory committees in the education of their child; and
• Other activities, such as those described in Section 1116 of the ESSA.
Title I, Part A – Improving the Academic Achievement of ALL Students
The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-
quality education and reach, at a minimum, proficiency on challenging state academic assessments.
Bartow County School System 38
Jointly Developed and Reviewed
Bartow County School System (BCSS) will take the following actions to involve parents and families in the
joint development of its District Parent and Family Engagement Plan as required by ESSA:
Notify all stakeholders of the District Parent and Family Engagement Meeting through multiple means of
communication;
Conduct a meeting of District stakeholders to provide input into the District’s Comprehensive Needs
Assessment, the District Improvement Plan and the District’s Parent and Family Engagement Plan; and
Gain input from Title I schools during their annual Title I Revision Meetings.
BCSS will take the following actions to involve parents and families in the process of school review and
improvement required by ESSA:
Invite and encourage parents and stakeholders to attend school level and District annual Title I Revision Meetings
in the spring;
Provide and distribute Annual Report of District Progress;
Notify parents and families that a school has been identified as needing improvement and the implications of this
status;
Survey parents and families annually at the Title I schools to determine strengths and areas for improvement;
Administer District surveys, as needed, (i.e. AdvancED accreditation and student health);
Select parent representatives for Superintendent Ad Hoc Committees as appropriate;
Share each school’s Executive Summary of the School Improvement Plan with parents and families at Board of
Education meetings, which are open to the public;
Establish and build relationships with businesses in the community by fostering partnership agreements and
securing additional re- sources to support teaching and learning, including alternative sources of funding such as
the Bartow County Educational Foundation;
Work with School and County Council Parent-Teacher Associations (PTA), as well as community-based
organizations, to cultivate and establish relationships that support District initiatives; and
Increase awareness of the BCSS as the education option of choice in Bartow County through focused
communication
Parents were also provided the opportunity to provide input in the developing of the parental
engagement budget and the Comprehensive LEA Improvement Plan (CLIP). These meetings take place
through district meetings, school meetings, and announced through district & school websites. Upon final
revision the plan is incorporated into the CLIP which is submitted to the state. Comments and feedback
regarding the plan are always welcome and comments can be submitted to your child’s school at any time.
All feedback received was included with the plan revisions for this school year. The district parent &
family plan is posted on the district and school websites, distributed to ALL Title I schools, and made
available in the school’s parent resource centers.
Additional written comments can be submitted at any time and we welcome parental feedback.
The school system and its Title I schools will ensure
that the required school-level Parent and Family
Engagement Plan meets the requirements of Section
1116(b) and each include, as a component, a teacher-
parent-student compact consistent with Section
1116(d) of the ESSA.
Bartow County School System 39
District Support to Strengthen Our Title I Schools
The Bartow County Title I Parent Engagement Coordinator will provide support to all Title I schools.
The planning and carrying out of programs in partnership with each Title I school will be provided with
technical assistance to all Title I schools to ensure parental involvement requirements are being
satisfied and that parent engagement strategies and activities are being implemented. The district will
ensure that all parental requirements of Title I Part A are met and that parent engagement initiatives are
being implemented through regular school visits, monitoring of documentation and provision of specific
school support as needed. Engaged families are an integral part of school success, and as such, are
offered opportunity for input in the development of school-level parent and family engagement plans
and budgets, school improvement plans, and family – school learning compacts, which outline jointly
developed responsibilities and actions the school, families, and students will take to support academic
success and increased student achievement. Title I schools will receive notifications and resources from
the district to help them improve and strengthen this family engagement. In addition to frequent
communication and school visits, the district and schools will consult with parents throughout the year
and provide opportunities for input and feedback on activities and initiatives.
Frequent communication and school visits with Title I schools will be offered and supported by:
• Meetings and trainings with its Title I schools’ principals and Parent Involvement
Professionals
• Principals and administrators will be provided resources to review family engagement plans
and activities specific to Building Capacity in schools’ staff
• Parent engagement publications and newsletters
• Provide guidance to help strengthen and improve family engagement practices
• Frequent school visits in support of compliance
Reservation of Funds
Bartow County Schools will reserve 1 percent from the total amount of Title I funds it receives in Fiscal
Year 2021 to carry out the parent and family engagement requirements listed in this plan and described
in Section 1116 of the ESSA. Furthermore, at least 90 percent of this amount will be reserved for all Title
I schools to support their local-level parent engagement programs and activities. The district will
provide clear guidance and communication to assist each Title I school in developing an adequate
parental involvement budget that addresses their needs assessment and parent recommendations.
Each Title I school will provide opportunities annually and throughout the year to participate in the
schools’ School Improvement planning, needs assessment, Title I spending guidelines, parental
activities, and how parents can be involved.
Parents can provide suggestions on how these parental involvement funds will be used in the upcoming
year at the district and school-level. Comment cards, feedback, forums, suggestion cards, input, surveys,
and minutes from these meetings will be reviewed by the district and schools to determine areas of
need for the upcoming school year and used to consider changes for improvement to the parental
involvement budget.
Bartow County School System 40
Opportunities for Parent & Family Collaboration
Input and suggestions from parents and family members are an essential component of the district and
school improvement plans that are developed each year. All parents of students eligible to receive Title I
services will be provided the opportunities for parents to provide input in the development of the Title I
school improvement plans, parental involvement plans, compacts, the CLIP and family engagement
budgets.
All parents of students attending Title I schools will be provided the following opportunities to provide
input to share their ideas and suggestions to help the district, schools, and students to reach our student
academic achievement goals.
• Annual Evaluation: Each Title I school will make available, in multiple ways (on-line, paper
copies distributed to all families, and paper copies available in parent resource centers), a
parent survey. The survey will allow for responses that provide an opportunity for parents
to evaluate the existing program and provide input that will be applied in the development of
school improvement plans, compacts, the CLIP, the district and school parent and family
engagement plans and budget.
• Parent Feedback: Throughout the school year, at planned parental engagement meetings and
family academic-focused events, opportunity for parents to provide feedback on the value of
the event and make suggestions on the offerings and activities in place will be made. Parents
will also have the opportunity to provide additional suggestions on future meeting topics,
resources, and academic family events. Parent feedback provides input for planning to work
with parents throughout the school year.
• Annual State of the District Family Engagement Spring Planning Meeting: Parents and
Stakeholders will be given the opportunity to attend and provide input to help support Bartow
County’s Title I schools. All parents of students attending Title I schools will be invited to
attend a planning meeting taking place in in the spring of 2021 for the opportunity to
provide input on the development of the 2021-2022 LEA Parent & Family Engagement Plan
and budget. Results of the Annual Title I Parent Survey will be shared, and the Parent &
Family Engagement Plan will be open for revision, in addition to the family engagement
budget and the CLIP. Parents will collaborate with one another to create
recommendations/changes as needed. The plan will remain available for input on
development until approved. Each school will also host opportunities for input on the
development of school Parent & Family Engagement Plans, the family-school compact, the
School Improvement Plan, the family engagement budget, and the CLIP.
• Yearlong Input: Parents are welcome to provide suggestions and comments on all parent
engagement endeavors throughout the year by contacting the Title I Parent and Family
Engagement Coordinator and the schools’ principal at any time. Contact information is
provided on school and district websites, in newsletters, and on all specific event/activity
notifications. A suggestion box is available in school parent resource centers.
• School Improvement Forums: March – May: During these months, each Title I school will host
school-based forums for parents and family members to participate in roundtable
discussions to review the schoolwide plan, the school’s parent and family engagement plans,
the School-Parent learning compacts as well as provide input on the family engagement
budget and programs. Each Title I school will send invitations home as well as email and use
social media to notify ALL parents about the date and time of the forums.
Bartow County School System 41
• Parent input on the use of Title I funds to support family engagement programs may also be
provided through the annual surveys. The survey will contain questions related to the family
engagement budget as well as a section for parents to provide their comments and provide
their feedback.
Building School and Parent Capacity
The Bartow County School System will build the capacity for strong family engagement, to ensure
effective involvement of parents and promote partnerships among the Title I schools, parents, and the
community to improve student academic achievement.
This capacity will ensure effective engagement of parents and family members in supporting
partnerships among the Title I schools, parents, and community with the goal of improving student
academic achievement.
To build this capacity, the Bartow County School System will implement and set student academic goals
through specific activities described below:
Of Parents and Families-
The District will, with the assistance of its Title I, Part A schools, provide assistance to parents and
families of children served by the school, as appropriate, in understanding topics such as the State’s
academic content standards, the State and local assessments including alternate assessments, the
requirements of Title I Part A, how to monitor their child’s progress, and how to work with educators
and providing materials to connect academic information to student learning and progress.
➢ Curriculum Night will be held in the fall at all Title I school to provide information to parents and
families regarding content standards, district and school goals, assessments and how to monitor
their child’s progress.
➢ Technology and Schoology training opportunities will be offered to all parents and families in
Title I schools.
➢ Title I schools will provide ongoing parent and family workshops and forums throughout the
year (examples: STEM, Math/Science Night, ESOL/Family Night, Schoology)
➢ Parents and families will be notified in multiple ways of parent and family engagement activities
(newsletters, flyers, website, marquee, email, Remind 101, FB, Twitter)
➢ Coordination and integration of the district’s family engagement programs with the preschool
program and other federal and state funded preschool programs in the district. The district will
invite faculty and staff from these programs to attend planning meetings to share focus areas
and opportunities for parents and families.
➢ In the summer BCSS offers transition programs for rising Pre-K students that includes family
coaches. Parents may tour the schools and receive information to help prepare them and their
children for kindergarten on back to school nights. Coordination with these programs will also
ensure that parents are informed about available resources.
➢ Title I schools will hold transition nights or visits to prepare parents for the next grade level or
school.
➢ To assist parents with understanding the online student information system and other digital
educational resources, the BCSS technology specialists will partner with Title I schools to host
workshops for parents. Dates and times for these workshops will be determined and announced
by each individual Title I school.
Bartow County School System 42
➢ To ensure that information related to district, school, and parent programs, meetings, and
activities is available to all parents in an understandable and uniform format, each Title I school
will send home a school calendar of events with information for parents at the beginning of the
year.
➢ The district will also utilize school websites, Schoology, Parent Portal in PowerSchool, local news
media, and other school message systems to post information for parents.
➢ The district & Title I schools will utilize SchoolMessenger, a communications platform to unify
parents and the community across devices to strengthen parental engagement, provide district
and school information and connect parents with opportunities through partnerships for
success in student achievement.
In addition, the district will coordinate pages on the district and school websites that will
contain resources and materials, including parent guides, study guides, and practice
assessments.
Academic Parent-Teacher Teams (APTT) will be implemented in the BCSS to help parents work
with their children at home at Hamilton Crossing Elementary School.
➢ Hamilton Crossing Elementary School will participate in Academic Parent-Teacher Teams (APTT),
an evidenced-based family engagement model that strengthens teacher-family relationships by
focusing on student academic growth and achievement.
Of School Staff-
The District will, with the assistance of its Title I, Part A schools and families, will educate its teachers,
student services personnel, principals and other staff on the following:
How to reach out to, communicate with and work with parents and families as equal partners and
valuable contributors as we build and improve upon parent and family programs and practices that
build ties between parents, families and schools and school staff.
➢ Parent & Family Engagement Coordinator and/or District staff will provide ongoing staff
training to the Title I schools on communicating and working with parents and families.
➢ Trainings during the year for principals and leadership will be provided to learn and discuss
strategies to increase family engagement, improve school-family communication, and build ties
with parents and the community.
➢ Hamilton Crossing Elementary School will participate in APTT, and along with the school Parent
Involvement Facilitator, the Parent & Family Engagement Coordinator and other district staff
will conduct the training;
➢ CTAE and the Student Services Department will provide training for counselors and Social
Workers for student support.
➢ Technology Specialists will provide instructional and technical support to all schools to help
classroom teachers utilize and integrate technology.
➢ The district & Title I schools will utilize SchoolMessenger, a communications platform to
unify parents and the community across devices to strengthen parental engagement, provide
district and school information and connect parents with opportunities through partnerships
for
success in student achievement.
Bartow County School System will conduct three trainings during the school year for principals to learn
and discuss strategies to increase parent engagement, improve school-family communication, and build
ties with parents and the community. These trainings will be redelivered to the faculty and staff of Title I
schools. The district parent involvement coordinator will also provide opportunities for visits to each
Title I school to review and discuss parental involvement requirements and initiatives. Bartow County
School System will host a training for appropriate school staff and faculty that will focus on creating
welcoming environments and improving two-way communication with families.
Bartow County School System 43
Bartow County School System has created strong community partnerships with the Bartow
Collaborative, community leaders and business partners that serve as representative stakeholders that
provide advice on all matters related to parental involvement in Title I, Part A programs.
Reaching Out
Bartow County will work toward the integration of programs such as state-funded preschool programs
and other preschool programs by inviting faculty and staff from those schools to plan together with focus
on building parent capacity to support their child’s academic development. We will share information
with families in those programs who have children who will be transitioning to Title I schools regarding
what they may access at Title I schools including materials in Parent Resource Centers, attending parent
and family engagement opportunities, website information, tips and information to support their child’s
learning, and other offerings as requested or as they are available. In addition, in spring, Title I schools
will present specific opportunities for parents who are registering children for kindergarten in Title I
schools, such as school tours, sharing of Kindergarten readiness tips, providing information on accessing
supporting resources, math and reading readiness activities, and other information as parents may
request.
Title I program and school staff will also work closely with other district departments to expand of the
quality of offerings to families. This includes working in partnership with Title III to allow for
comprehensive provisions for ESOL families, with the curriculum department to provide expert support
for parents in math and reading skill development, and with the Family Connection department in
providing community support contacts and assistance.
Accessibility
In carrying out the parent and family engagement requirements stablished by section 1116 of ESSA, the
District Parent & Family Engagement Coordinator along with the Federal Programs Department to
communicate and collaborate to ensure full opportunities for participation of parents with limited
English proficiency, parents with disabilities, and parents of migratory children including providing
information and school reports in a language parents can understand.
➢ Provide school tours at local schools;
➢ Collaborate with private daycare and pre-K programs to schedule school tours;
➢ Provide transition meetings and family workshops at local schools; and
➢ Offer parent and family resources with educational opportunities posted via the district and
school websites.
Bartow County School System 44
Adoption
This District Parent and Family Engagement Plan has been developed jointly and agreed upon
with parents and family members of children participating in Title I, Part A programs. It will be in
effect for the 2020-2021academic school year. The District will distribute this plan in multiple
ways to all parents and families of children attending Title I, Part A, schools by October 1, 2020.
For additional information regarding this plan or the Title I Parent and Family Engagement Program,
please contact: Paula Camp, Title I Parent and Family Engagement Coordinator,
paula.camp@bartow.k12.ga.us
mailto:paula.camp@bartow.k12.ga.us
Bartow County School System 45
Homeless Education Program
Homeless Liaison
770.606.5800, ext.
5326
Contact Information
Information
The Homeless Education Program is funded by the McKinney-Vento sub-grant through the Georgia
Department of Education. It ensures educational rights and protection for children and youth experiencing
homelessness. Educational stability for the homeless child is a key element of McKinney-Vento.
Definition of “Homeless Children and Youth”
According to McKinney-Vento, the definition of “homeless children and youth” means an individual who
lacks a fixed, regular, and adequate nighttime residence. It includes the following:
• Children and youth who are sharing the housing of other persons due to loss of housing, economic
hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to
the lack of alternative adequate accommodations; are living in emergency or transitional shelters;
are abandoned in hospitals.
• Children and youth who have a primary nighttime residence that is a public or private place
not designed for or ordinarily used as a regular sleeping accommodation for humanbeings.
• Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard
housing, bus or train stations, or similar settings.
• Migrant children who live in the above mentioned conditions.
Children and youth in homeless situations have the right to the following:
• Attend school and participate in school programs with children who are not homeless.
Children cannot be separated from the regular school program because they are homeless.
• Choose between the local school where they are living or the school last attended before becoming
homeless, based on the best interest of the student.
• Enroll in school without proof of residency, immunizations, school records, or other documents.
• When attending the school of origin that is determined to be in the best interest of the student,
the parent or guardian may request transportation to the school of origin.
• Receive all the school services available to other students.
Bartow County School System 46
English to Speakers of Other Languages Program
The purpose of the English to Speakers of Other Languages (ESOL) program is to help students, for
who’s primary or home language is other than English, to acquire the English language skills
necessary to be successful in school. In order to succeed, students must develop English language
proficiency in listening, speaking, reading, and writing across all areas of the curriculum. Prior to
entry into a school in Georgia, each student’s parent or guardian completes a Home Language
Survey.
All students whose native language, first language, or language spoken in the home includes a
language other than English are assessed for English language proficiency using the state- adopted
WIDA Screener. The ESOL teacher at each school follows eligibility criteria outlined by the State
Department of Education in Rule 160-4-5-.02 to determine if ESOL services are needed for a
particular student through approved instructional delivery models.
For further information, contact the ESOL teacher at your child’s school, or
Coordinator for ESOL
Bartow County Schools
65 Gilreath Road
Cartersville, GA 30121
770 606-5800 ext. 2063
Gifted Education Program
The Bartow County School System’s Gifted and Talented Education with Accelerated Youth
(GATEWAY) program serves students in grades K-12. Students identified in the GATEWAY program
are provided an academically enriched and differentiated curriculum according to the Georgia Board
Rule 160-4-2-.38. A gifted and talented student is defined as one who demonstrates a high degree of
intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or
excels in specific academic fields. The curricula for gifted students shall focus on developing
cognitive learning, research and reference, and metacognitive skills at each grade grouping, using
principles of differentiation.
The mission of gifted education is to maximize the potential of gifted and talented students by
providing programs and services that accommodate their advanced learning styles. Students
identified as gifted and whose participation has received parental consent shall receive services in
the GATEWAY program using GaDOE approved models of instruction.
Each school has a screening committee to review test scores and other data that will aid in
determining eligibility. Students who are referred for further evaluation are assessed in mental
ability, achievement, motivation, and creativity. Students must meet the criteria in at least three of
these four areas in order to be eligible for gifted services. The State Board of Education determines
eligibility criteria for placement in the gifted program. For a summary of those criteria or for further
information, please contact the GATEWAY Program teacher at your child’s school or
Coordinator for Gifted
Bartow County Schools
65 Gilreath Road
Cartersville, GA 30121
770 606-5800 ext. 2063
Bartow County School System 47
Governor’s Honors Program
The Governor’s Honors Program (GHP) is a four-week summer residential instructional program
designed to provide intellectually gifted and artistically talented high school students challenging and
enriching educational opportunities. The program is fully funded by the Georgia General Assembly and
operates through the Governor’s Office of Student Achievement.
Bartow County participates in the program by teachers nominating rising juniors and seniors in specific
instructional areas in which their abilities, aptitudes, and interests lie.
For more information on the nomination, selection, and interview process, please contact your high
school counselor or Governor’s Honors Program Coordinator located at Central Office.
Coordinator for Governor’s Honors Program
Bartow County Schools
65 Gilreath Road
Cartersville, GA 30121
770 606-5800 ext. 2063
Right to Know Professional Qualifications of
Teachers and Paraprofessionals
In compliance with the requirements of the Every Students Succeeds Act, the Bartow County School
System would like to inform you that you may request information about the professional
qualifications of your student’s teacher(s) and/ or paraprofessional(s). The following information may
be requested:
Whether the student’s teacher—
• has met State qualification and licensing criteria for the grade levels and subject areas in which the
teacher provides instruction.
• is teaching under emergency or other provisional status through which State qualification or
licensing criteria have been waived; and
• is teaching in the field of discipline of the certification of the teacher.
Whether the child is provided services by paraprofessionals and, if so, their qualifications.
If you wish to request information concerning your child’s teacher’s and/ or paraprofessional’s
qualifications, please contact the Chief Human Resources Officer at 770-606- 5800 or
Macy.Defnall@bartow.k12.ga.us.
mailto:Macy.Defnall@bartow.k12.ga.us
Bartow County School System 48
Sincerely,
Georgia Special Needs Scholarship
June 2020
Dear Parent:
If your child receives special education services in our school system, you have the right to know about
your options to exercise public and private school choice. Under a state law passed by the Georgia State
Legislature in 2007, parents of students who receive special education services may choose to transfer
their child to another public school or Georgia Department of Education approved private school in
Georgia. Eligibility is only for students who have an Individualized Education Plan under the IDEA.
To newly qualify for the Georgia Special Needs Scholarship Program for the 2020-21 school year, a student
must meet ALL the following requirements:
➢ Student Eligibility Criteria 1- A student have must a parent/guardian who currently lives in Georgia
and has been a resident for at least one calendar year.
➢ Student Eligibility Criteria 2- A student was enrolled and completed the 2019-20 school year in a
Georgia public school in grades kindergarten through twelfth.
➢ Student Eligibility Criteria 3- A student was reported as attending a Georgia public school by
a school district(s) during mandatory student counts conducted in October 2019 and March
2020.
➢ Student Eligibility Criteria 4- A student does not need to have an Individualized Education Plan
(IEP) for the entire school year to qualify for the GSNS Program. A student must have received
special education services at some point during the 2019-2020 school year through an IEP. A student
must be reported by a school district(s) in either the October 2019 OR March 2020 student counts OR
in final student record as a student receiving special education services by the end of the 2019-2020.
At the end of the school year, school systems update student records for students served by an IEP after
the March count to reflect that they are special education students. By mid-July the database for the
scholarship calculator is updated to include these students.
If a student meets the eligibility criteria for the GSNS Program; a parent/guardian has the right to request a
transfer from a student’s current public school to the following:
➢ Another public school within their district of residence.
➢ Another public school district outside their district of residence.
➢ One of the three state schools for the blind or deaf.
➢ A private school authorized to participate in the GSNS Program. Funds received through the GSNS
Program can only be used to pay for tuition and fees at a private school authorized by the State Board
of Education to participate in the program.
Funds cannot be used to pay the costs of out of district tuition, charter schools, or other options available
under public school choice.
For more information on the Georgia Special Needs Scholarship, your child’s eligibility for the program,
and the parent application process, please visit the Georgia Department of Education’s website at the
following URL: www.gadoe.org and click on the “Georgia Special Needs Scholarship” link under the
Programs & Initiatives column of the DOE Homepage. If you have additional questions, please contact the
Bartow County Schools Department of Exceptional Education at 770-606-5800.
Phillip D. Page, Ed. D.
Superintendent
http://www.gadoe.organd/
Bartow County School System 49
Change of Address/Phone Number
It is the responsibility of the parent/guardian to notify the school whenever the family experiences a
change of address/phone number(s). A family’s correct address and phone number(s) are vital for
safety and security of the students at the school.
Emergency School Closings
For possible school closings, check Bartow County Schools Facebook or Twitter accounts.
We will also send out emergency alerts through SchoolMessenger. To subscribe, text “Y” or
“Yes” to our short code number, 67587.
You are also encouraged to listen to the local radio (WBHF 1450, WYXC 1270, WSB
750) or television (WAGA, WSB, WXIA, WGCL) stations for details. It is very
important that parents discuss with their children what they should do if they get home
early due to inclement weather.
Parents are asked to cooperate with school personnel during an actual emergency or during
an alert. Children are generally safer at school than at home or in a car during most of these
possible emergencies. Please do not call the school, as the phone lines must remain open for
safety purposes.
Asbestos Management Plan
Bartow County School facilities have a prepared inspection report and management plan in
accordance with the mandated requirements of the Asbestos Hazard Emergency Response
Act (AHERA) regulations (40 CFR Part 763) published by the Environmental Protection
Agency on October 30, 1987
A management plan outlining the location of the material and steps taken to assure that this
material will present no threat to building occupants is on file at each school and at the
Maintenance office. Copies may be obtained at a cost of 25 cents per page or may be viewed
at each school administration office.
Bartow County School System 59
School Nutrition Information
“Feed the body, fuel the mind”
The School Nutrition Department is composed of a team of food and nutrition
professionals that are dedicated to students’ health, well-being, and ability to learn. We
support learning by promoting healthy habits that encourage the development of
lifelong nutrition and fitness practices. We encourage you to visit our website at
www.bartowcountyschoolnutrition.com to find menus, meal applications, and online
payments options. You will also find nutrition newsletters, interactive games, and
activities that can be used to encourage children to develop healthy eating habits that
will last a lifetime.
Bartow County School Nutrition takes important steps to ensure that the food served
today are good for our students’ health tomorrow. A comprehensive nutrient analysis
is performed on all menus to ensure that our meals meet the Dietary Guidelines for
Americans. Our menus:
Do not exceed the guidelines for calories as specified by USDA
Provide no more than 30% fat with no more than 10% saturated fat
Offer a variety of fruits, vegetables, and low-fat and skim milk with each meal
Contain whole grain bread, pasta, and cereals
Are safely prepared by trained School Nutrition Employees
Do not contain deep-fried foods
http://www.bartowcountyschoolnutrition.com/
Bartow County School System 51
BREAKFAST PRICES
MEAL PRICES FOR 2020-2021
Elementary $1.50 per
day
$10.00 per
week
$30.00 per
month (20
days)
Middle $1.50 per
day
$10.00 per
week
$30.00 per
month (20
days)
High $1.50 per
day
$10.00 per
week
$30.00 per
month (20
days)
Reduced
Price
$0.30 per
day
$2.00 per
week
$6.00 per
month (20
days)
Adult $2.00 per
day
$10.00 per
week
$40.00 per
month (20
days)
LUNCH PRICES
Elementary $2.40 per
day
$12.00 per
week
$48.00 per
month (20
days)
Middle $2.60 per
day
$13.00 per
week
$52.00 per
month (20
days)
High $2.60 per
day
$13.00 per
week
$52.00 per
month (20
days)
Reduced
Price
$0.40 per
day
$ 2.00 per
week
$ 8.00 per
month (20
days)
Adult $3.25 per
day
$16.25 per
week
$65.00 per
month (20
days)
Extra-Sale food prices change annually and are based on the raw cost of the ingredients. These
prices are available in the school cafeterias.
MEALS PREPAYMENTS
Bartow County School System is committed to providing you with the information and
convenience needed to manage your child’s school meal account and nutrition decisions.
Prepayments for students’ meals may be made by cash, check, or online payment.
CASH
Cash prepayments must be placed in a sealed envelope with the student’s name and/or student
ID number and teacher’s name. If the payment is to be split between siblings, please indicate the
amount per student on a piece of paper and place inside the envelope.
Bartow County School System 52
CHECK
Check prepayments must be written to Bartow County School Nutrition (Bartow SN) and placed
in a sealed envelope with the student’s name and/or student ID number and teacher’s name. If
the payment is to be split between siblings, please indicate the amount per student on the check.
Checks must contain the following information:
• Full Name
• Street Address
• Home/Daytime Phone Number
Please note that counter checks and checks over $150.00 are not accepted. The Bartow County
Board of Education has an agreement with Payliance, Inc. for the collection of all
returned checks issued to school cafeterias. If the bank returns your check, it will be
automatically forwarded by the Bartow County Board of Education’s bank directly to
Payliance after the first presentation. Payliance will contact you in order to collect the
face amount of the bad check plus the state-allowed collection fee of $30. This fee is
subject to change as allowed by law. If you do not respond to Payliance or if Payliance is
unable to contact you, Payliance may re-present your check to the bank electronically
along with applicable collection fees. Contact Payliance directly at 877-892-4325.
ONLINE
Online prepayments may be made at www.mypaymentplus.com using a check, credit card, or
debit card. Funds are generally available for student use within minutes. However, to ensure
funds are available, make payments 24 hours prior to use. Customer Support for My Payments
Plus may be reached by phone at 887-237-0946 or email at support@mypaymentplus.com.
My Payment Plus also gives parents the option to:
• Monitor their child’s meal account purchases and balance
• Set up automatic payments
• Create settings to receive email notifications for low balance
If you DO NOT wish for prepayment money to be used for a la carte or extra foods items in the
school cafeteria, please notify your School Nutrition Manager in writing.
Tip: Check your child’s meal account on a regular basis to ensure adequate money is on his/her
meal account, especially if prepayments funds are used to buy a la carte and extras in the school
café.
FREE AND REDUCED MEAL APPLICATION
Households may submit Free and Reduced Meal Application at the beginning of the school year
or any time during the school year. The Free and Reduced Meal Application should be
submitted to the School Nutrition Manager at your child’s school or the School Nutrition
Department at the Central Office: 65 Gilreath Road, Cartersville, GA 30120. Please note that a
new application must be completed each School Year. Applications may be submitted through
paper or online.
http://www.mypaymentplus.com/
mailto:support@mypaymentplus.com
Bartow County School System 53
PAPER APPLICATION
Paper Free and Reduced Meal Applications are available at the school in the front office and in
the School Nutrition Manager’s Office.
ONLINE APPLICATION
Online Free and Reduced Meal Applications are available at
https://frapps.horizonsolana.com/BARC02. Online applications offer an efficient and economical
way for parents to submit Free and Reduced Applications and start receiving benefits faster.
This secure website may be accessed anywhere using a computer or mobile device.
When completing a Free and Reduced Application, please only submit one application per
household. All household members, including students of the household, must be listed on the
application to receive benefits, if approved. Benefits are based on the USDA Income Eligibility
Guidelines.
MEAL CHARGES
It is the parent’s/guardian’s responsibility to ensure their child has sufficient funds to cover all
school meals and any meal charges that accrue. Parents/Guardians will be notified when their
child has a low and/or negative balance. Allowable charge limits (in days) are listed below.
Elementary Six days
Middle Three days
High One Day
After a child exceeds the charge limit and/or has accumulated excessive charges over $20, a
referral will be made to the principal or his/her designee will contact the parent. If a successful
resolution has not been reached after the parent has been contacted by the administration, the
child may be served a substitute meal of a cheese sandwich or peanut butter sandwich and
carton of milk or juice. The parent will be notified prior to serving the child an alternative meal.
A referral will be made to the School Social Worker and/or the School Nutrition Director.
Please note extra sales items such as ice cream, beverages, a la carte food, and participation in
school extracurricular events may be denied until charges are paid.
Bartow County School System 54
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA)
civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and
institutions participating in or administering USDA programs are prohibited from
discriminating based on race, color, national origin, sex, disability, age, or reprisal or
retaliation for prior civil rights activity in any program or activity conducted or funded
by USDA.
Persons with disabilities who require alternative means of communication for program
information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should
contact the Agency (State or local) where they applied for benefits. Individuals who are
deaf, hard of hearing, or have speech disabilities may contact USDA through the Federal
Relay Service at (800) 877-8339. Additionally, program information may be made
available in languages other than English.
To file a program complaint of discrimination, complete the USDA Program Discrimination
Complaint Form, (AD-3027) found online at
http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a
letter addressed to USDA and provide in the letter all of the information requested in the
form. To request a copy of the complaint form, call (866) 632-9992. Submit your
completed form or letter to USDA by
Mail: U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW Washington, D.C. 20250-9410
Fax: (202) 690-7442; or
Email: program.intake@usda.gov.
This institution is an equal opportunity provider.
http://www.ascr.usda.gov/complaint_filing_cust.html
mailto:program.intake@usda.gov
Bartow County School System 55
Gender Equity in Sports – Grievance Procedures
1. It is the policy of the Bartow County Board of Education to prohibit discrimination based
on gender in its school athletic programs, in accordance with the Georgia Equity in
Sports Act. The following grievance procedures are hereby adopted to provide for
prompt and equitable resolution of written student complaints, including those brought
by a parent or guardian on behalf of his or her minor child who is a student, alleging any
action which would be a violation of the Georgia Equity in Sports Act.
2. The student, parent, or guardian must submit a complaint on the form included and
submit the completed form to the sports equity coordinator. The sports equity
coordinator shall date-stamp the complaint when received.
3. The sports equity coordinator shall take all reasonably necessary steps to ascertain the
essential facts regarding the circumstances surrounding the complaint. The sports
equity coordinator may obtain additional information from the complainant and/or
other individuals that may have knowledge of the circumstances surrounding the
alleged violation. The confidentiality of any information obtained shall be maintained
in accordance with federal and state law and the school system’s policies on
confidentiality of student and employee information.
4. The sports equity coordinator shall render a decision in writing no later than 30
calendar days after receipt of the complaint, and such decision shall set forth the
essential facts and rationale for the decision.
5. A copy of such decision shall be provided to the complainant within five calendar days
of the date of the decision, either by certified mail or hand delivery to the address
provided by the complainant on the complaint form.
6. A complainant shall have the right to appeal such decision to the Board within 35
calendar days of the date of the decision. The request for appeal must be submitted by
the complainant in writing to the Superintendent. The Superintendent’s office shall date-
stamp the complaint when received.
7. The Board shall review all materials related to the matter and render a decision in
writing no later than 30 calendar days or at the next regularly scheduled Board meeting
after receipt of the appeal, whichever is later, and such decision shall set forth the
essential facts and rationale for the decision.
8. A copy of such decision shall be provided to the complainant within five calendar days
of the
date of the decision, either by certified mail or hand delivery to the address.
9. A complainant may appeal a decision of the Board to the State Board of Education in
accordance with the procedures specified in O.C.G.A. § 20-2-1160.
Bartow County School System 56
It is the policy of the Bartow County Board of Education to prohibit discrimination based on gender
in its elementary and secondary school athletic programs. Any student or student’s parent or
guardian may file a complaint with the following form if he or she feels that the school system has
violated the Georgia Equity in Sports Act.
(Please print all information)
ALLEGED ACTION BY SCHOOL SYSTEM IN VIOLATION OF GEORGIA EQUITY IN SPORTS ACT:
Date: Date received by sports equity coordinator:
Name of individual filing
Address of individual filing
Telephone number of individual filing
Name of
Name of parent or
Student’s
Bartow County School System 57
Section 504 Procedural Safeguards
1. Overview: Any student or parent or guardian (“grievant”) may request an impartial hearing
due to the school system’s actions or inactions regarding a child’s identification, evaluation,
or educational placement under Section 504. Requests for an impartial hearing must be in
writing to the school system’s Section 504 Coordinator; however, a grievant’s failure to
request a hearing in writing does not alleviate the school system’s obligation to provide an
impartial hearing if the grievant orally requests an impartial hearing through the school
system’s Section 504 Coordinator. The school system’s Section 504 Coordinator will assist
the grievant in completing the written Request for Hearing.
2. Hearing Request: The Request for the Hearing must include the following:
a. Name of the student.
b. Address of the residence of the student.
c. Name of the school the student is attending.
d. The decision that is the subject of the hearing.
e. The requested reasons for review.
f. The proposed remedy sought by the grievant.
g. The name and contact information of the grievant.
Within 10 business days from receiving the grievant’s Request for Hearing, the Section 504
Coordinator will acknowledge the Request for Hearing in writing and schedule a time and
place for a hearing. If the written Request for Hearing does not contain the necessary
information noted above, the Section 504 Coordinator will inform the grievant of the
specific information needed to complete the request. All timelines and processes will be
stayed until the Request for Hearing contains the necessary information noted above.
3. Mediation: The school system may offer mediation to resolve the issues detailed by the
grievant in his or her Request for Hearing. Mediation is voluntary, and both the grievant and
school system must agree to participate. The grievant may terminate the mediation at any
time. If the mediation is terminated without an agreement, the school system will follow the
procedures for conducting an impartial hearing without an additional Request for Hearing.
4. Hearing Procedures:
a. The Section 504 Coordinator will obtain an impartial review official who will
conduct a hearing within 45 calendar days from the receipt of the grievant Request
for Hearing unless agreed to otherwise by the grievant or a continuance is granted
by the impartial review official.
b. Upon a showing of good cause by the grievant or school system, the impartial review
official, at his or her discretion, may grant a continuance and set a new hearing date.
The request for a continuance must be in writing and copied to the other party.
c. The grievant will have an opportunity to examine the child’s educational records
prior to the hearing.
d. The grievant will have the opportunity to be represented by legal counsel at his or
her own expense at the hearing and participate, speak, examine witnesses, and
present information at the hearing. If the grievant is to be represented by legal
counsel at the hearing, he or she must inform the Section 504 Coordinator of that
fact in writing at least 10 calendar days prior to the hearing. Failure to notify the
Section 504 Coordinator in writing of representation by legal counsel shall
constitute good cause for continuance of the hearing.
Bartow County School System 58
e. The grievant will have the burden of proving any claims he or she may assert. When
warranted by circumstances or law, the impartial hearing officer may require the
recipient to defend its position/decision regarding the claims (i.e. A recipient shall
place a disabled student in the regular educational environment operated by the
recipient unless it is demonstrated by the recipient that the education of the person
in the regular environment with the use of supplementary aids and services cannot
be achieved satisfactorily. (34 C.F.R.§104.34). One or more representatives of the
school system, who may be an attorney, will attend the hearing to present the
evidence and witnesses, respond to the grievant testimony, and answer questions
posed by the review official.
f. The impartial review official shall not have the power to subpoena witnesses, and
the strict rules of evidence shall not apply to hearings. The impartial review official
shall have the authority to issue pre-hearing instructions, which may include
requiring the parties to exchange documents and names of witnesses to be present.
g. The impartial review official shall determine the weight to be given any evidence
based on its reliability and probative value.
h. The hearing shall be closed to the public.
i. The issues of the hearing will be limited to those raised in the written or oral
request for the hearing.
j. Witnesses will be questioned directly by the party who calls them. Cross-
examination of witnesses will be allowed. The impartial review official, at his or her
discretion, may allow further examination of witnesses or ask questions of the
witnesses.
k. Testimony shall be recorded by court reporting or audio recording at the expense of
the recipient. All documentation related to the hearing shall be retained by the
recipient.
l. Unless otherwise required by law, the impartial review official shall uphold the
action of school system unless the grievant can prove that a preponderance of the
evidence supports his or her claim.
m. Failure of the grievant to appear at a scheduled hearing unless prior notification of
absence was provided and approved by the impartial review official or just cause is
shown shall constitute a waiver of the right to a personal appearance before the
impartial review official.
5. Decision: The impartial review official shall issue a written determination within 20
calendar days of the date the hearing concluded. The determination of the impartial review
official shall not include any monetary damages or the award of any attorney’s fees.
6. Review: If not satisfied with the decision of the impartial review official, any party may
pursue any right of review, appeal, cause of action or claim available to them under the law
or existing state or federal rules or regulations.
Bartow County School System 59
Sexual Harassment Policies
All persons associated with the school system including, but not limited to, the Board, the
administration, the staff, and students are expected to conduct themselves at all times so as to
provide an atmosphere free from sexual harassment. Any person who engages in sexual
harassment while acting as a member of the school community will be in violation of this
policy. There will be zero tolerance of sexual harassment. All matters involving sexual
harassment complaints shall remain confidential to the extent possible. Individuals who
believe they are being sexually harassed should report it to a building or department
administrator or Human Resources in person, by telephone, and/or in writing immediately. If
reported to a building or department administrator, the Chief Human Resources Officer
Human Resources should be contacted immediately if the report involves a school system
employee. Retaliation against a complainant for making a complaint is strictly forbidden.
Reference Policy: GAEB
Bartow County School System 60
Disability Discrimination – Grievance Procedures
1. It is the policy of the Bartow County Board of Education to prohibit discrimination based on a
disability in all school district sponsored activities. The following grievance procedures are
hereby adopted to provide for prompt and equitable resolution of written student complaints,
including those brought by a parent or guardian on behalf of his or her minor child who is a
student, alleging any action which would be a violation of the Individuals with Disabilities
Education Act (2004); Section 504 of the Rehabilitation Act of 1973, and the Americans with
Disabilities Act.
2. The student, parent, or guardian must submit a complaint on the form included and submit the
completed form to the section 504 Coordinator. The section 504 Coordinator shall date-stamp
the complaint when received.
3. The section 504 Coordinator shall take all reasonably necessary steps to ascertain the essential
facts regarding the circumstances surrounding the complaint. The coordinator may obtain
additional information from the complainant and/or other individuals that may have knowledge
of the circumstances surrounding the alleged violation. The confidentiality of any information
obtained shall be maintained in accordance with federal and state law and the school system’s
policies on confidentiality of student and employee information.
4. The section 504 Coordinator shall render a decision in writing no later than 30 calendar days
after receipt of the complaint, and such decision shall set forth the essential facts and rationale
for the decision.
5. A copy of such decision shall be provided to the complainant within five calendar days of the
date of the decision, either by certified mail or hand delivery to the address provided by the
complainant on the complaint form.
6. A complainant shall have the right to appeal such decision to the Board within 35 calendar days
of the date of the decision. The request for appeal must be submitted by the complainant in
writing to the Superintendent. The Superintendent’s office shall date-stamp the complaint when
received.
7. The Board shall review all materials related to the matter and render a decision in writing no
later than 30 calendar days or at the next regularly scheduled Board meeting after receipt of the
appeal, whichever is later, and such decision shall set forth the essential facts and rationale for
the decision.
8. A copy of such decision shall be provided to the complainant within five calendar days of the
date of the decision, either by certified mail or hand delivery to the address.
9. A complainant may appeal a decision of the Board to the State Board of Education in accordance
with the procedures specified in O.C.G.A. § 20-2-1160.
10. No above action supersedes any Federal or State rights to file a complaint with other governing
authorities.
Bartow County School System 61
Disability Discrimination Grievance Form
It is the policy of the Bartow County Board of Education to prohibit discrimination based on
disability in all its elementary and secondary school programs. Any student or student’s parent
or guardian may file a complaint with the following form if he or she feels that the school
system has discriminated against the individual based on disability.
(Please print all information)
ALLEGED ACTION BY SCHOOL SYSTEM IN VIOLATION OF IDEA 2004, SECTION 504 AND/OR
ADA:
Date: Date received by section 504 coordinator:
Name of individual filing complaint:
Address of individual filing complaint:
Telephone number of individual filing complaint:
Name of student:
Name of parent or guardian:
Student’s school:
Bartow County School System 62
STUDENT MEDICATION & CLINIC CARE ADMINISTRATION
GUIDELINES
1. The Bartow County School System does not provide any over the counter medication for
students to take at school. The parent/guardian must provide any medication needed at
school.
2. The Medication Permit must be completed and signed before any medication is
administered at school, this includes over the counter medication.
3. Administration of prescription medication requires a Medication Permit Form to be
completed by the parent/guardian and a Physician’s Medical Diagnosis/Medication
Dosage Verification Form to be completed and signed by the physician. This must be
completed before any prescription medication is administered at school.
4. All medication must be brought to the school in its original container.
• MEDICATIONS RECEIVED IN ANYTHING OTHER THAN THE ORIGINAL
CONTAINER WILL NOT BE ADMINISTERED AT SCHOOL.
• All medications must remain in the original container until dispensed to the
student as directed (no medicine cups, pill boxes, etc.).
• Each time a prescription medication dosage is changed, the prescription bottle
label must be changed to reflect the dose ordered by the physician.
5. All medications must be kept in the clinic. Medication must be given to the school nurse
upon arrival to school. Parents are required to transport prescription medications to
and from school.
Students are allowed to keep asthma medications (inhalers) and/or injectable
epinephrine once the parent signs the release at the bottom of the BCSS
Medication Permit and provides physician documentation for the prescribed
medication.
6. Medications administered at school must be FDA approved and age appropriate.
7. The Bartow County School System has adopted the recommendations of the National
Association of School Nurses and the American Academy of Pediatrics regarding the
administration of medication. These include:
• Whenever possible, medications should be given at home, before or after school;
• The first dose of a new medication or new dosage should be administered at home
where parents can monitor potential side effects and adverse reactions.
•
8. Students who become ill at school and have been evaluated by the school nurse need to be
picked up from school as soon as possible. A parent/guardian or designee authorized via local
school procedures should plan to pick up the student. Students that are deemed too ill to
remain at school will not be placed on the school bus to go home. This procedure is important
to assist in reducing the spread of infectious illnesses to other students, staff, and stakeholders.
Bartow County School System 63
(Please Print) Student Handbook
Parent and Student Acknowledgment Form
Student’s Name: Last First Middle
Grade Level Student Signature (if 10 years or older by September 1)
I have received a copy of the Bartow County Schools Student Handbook and have reviewed
the information contained therein with my child. I further acknowledge that I have read the
attendance procedures and am aware of its requirements.
Parent/Guardian(s)Signature Date
Student Agreement
Every student, regardless of age, must read and sign below:
I have read, understand, and agree to abide by the terms of the foregoing Acceptable Use and Internet
Safety Policy. Should I commit any violation or in any way misuse my access to the School District’s
computer network and the Internet, I understand and agree that my access privilege may be revoked,
and school disciplinary action may be taken against me.
Student Name Home Phone
Student Signature
Address
I am 18 or older
Date
I am under 18
If I am signing this Policy when I am under 18, I understand that when I turn 18, this Policy will continue
to be in full force and effect and agree to abide by this Policy.
Bartow County School System 64
Parent or Guardian Agreement
_
STUDENT’S NAME
To be read and signed by parents or guardians of students who are under 18:
As the parent or legal guardian of the above student, I have read, understand and agree that my
child or ward shall comply with the terms of the School District’s Acceptable Use and Internet Safety
Policy for the student’s access to the School District’s computer network and the Internet. I understand
that access is being provided to the students for educational purposes only. I understand that it is
impossible for the School to restrict access to all offensive and controversial materials and understand my
child’s or ward’s responsibility for abiding by the Policy. I am therefore signing this Policy and agree to
indemnify and hold harmless the School, the School District, and the Internet provider against all claims,
damages, losses, and costs, of whatever kind, that may result from my child’s or ward’s use of his or her
access to such networks or his or her violation of the foregoing Policy. Further, I hereby give permission
for my child or ward to use the School District’s computer network and the Internet.
Parent or Guardian Name(s) Home Phone
Parent or Guardian Signature(s)
Address
Date
ADOPTED: 06/17/2002
REVISED: 04/20/2009
Legal References:
Children’s Internet Protection Act of 2000 (H.R. 4577, P.L. 106-554)
Communications Act of 1934, as amended (47 U.S.C. 254[h],[lJ)
Elementary and Secondary Education Act of 1965, as amended (20 U.S.C. 6801 et seq., Part F)
Consent for Picture/Print/Video/Radio
Release for All Students
The Bartow County School System from time to time develops and/or participates in presentations and events for
positive educational purposes concerning the various instructional and extracurricular activities that take place during
the course of the school year. These presentations/events may include photos, slides, tapes, videos, and articles. These
may be utilized in faculty in-services, parent programs, staff development, and community relations (newspaper
articles, TV presentations, brochures, etc.) The information and/or photographs may also be used as part of the
school’s Internet web page.
The media (newspaper, radio, television) sometimes make requests to videotape, interview, and/or take photographs
of students for news purposes. Instructional time will always be protected. In the rare event a media request of this
nature is granted, your student will be under the supervision of a school staff member during the on-campus
interview/photography session. Your student may reserve the right to refuse to answer any question that may make
him/her feel uncomfortable or that could potentially put him/her or our school family in an embarrassing light.
In order to comply with the rights of you and your child, please indicate your approval/disapproval for the possible use
of your child’s picture and/or name for these purposes.
I approve of the use of my child’s name and/or picture as stated above.
I do not approve of the use of my child’s name and/or picture as stated above.
Name of Child School
Parent/Guardian Signature Date
Medical and Health Insurance
Bartow County School System is not responsible for providing medical and health insurance coverage to students.
Student medical and health insurance may be purchased through an independent provider, Markel Insurance. An
insurance packet containing a description of coverage and application forms is provided to each child. It is mandatory
that you complete the following statement acknowledging receipt of this packet.
I have received the student information packet, and
I will purchase the student insurance for my child.
I do not choose to purchase the student insurance for my child.
Failure to mark this form acknowledges your rejection of the student insurance.
Name of Child School
Parent/Guardian Signature Date
Bartow County School System 65
❶ Adairsville Elementary School
770-606-5840
❷ Allatoona Elementary School
770-606-5843
❸ Clear Creek
Elementary School
770-606-5886
❹ Cloverleaf Elementary School
770-606-5847
❺ Emerson Elementary School
770-606-5848
❻ Euharlee Elementary School
770-606-5900
❼ Hamilton Crossing
Elementary School
770-606-5849
❽ Kingston Elementary School
770-606-5850
❾ Mission Road
Elementary School
770-606-5863
❿ Pine Log Elementary School
770-606-5864
⓫ Taylorsville Elementary School
770-606-5867
⓬ White Elementary School
770-606-5869
⓭ Adairsville Middle School
770-606-5842
⓮ Cass Middle School
770-606-5846
⓯ Red Top Middle School
770-606-5865
⓰ Woodland Middle School
770-606-5871
⓱ Adairsville High School
770-606-5841
⓲ Cass High School
770-606-5845
⓳ Woodland High School
770-606-5870
⓴ Bartow County College
and Career Academy
770-606-5182
21 Central Office
770-606-5800
22 Central Registration
770-606-5175
21
Bartow County Vision Statement:
The Bartow County School System will be a high functioning professional
learning community that will graduate all students career and college
ready, prepared to contribute to their community.
Bartow County Mission Statement:
The Bartow County School System collaboratively engages all
students and staff in relevant learning experiences and empowers
them to succeed.
Bartow County Collective Commitments:
We are committed to providing a quality education to all students, which
is essential to the prosperity of our community.
We are committed to providing a safe, secure, and supportive learning
environment.
We are committed to hiring, developing, and supporting high quality
educators.
We are committed to academic excellence through the collaborative
investment of faculty, staff, students, parents, and community.
Empowering Our Children To Succeed
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Attendance Procedures
Class Changes
No class changes may be made once school starts as teachers are hired and retained based on student requests. Master school schedules are built on student requests. If you feel your child has been incorrectly placed, please contact your student’s coun…
Online Course Option
Test-Out Option for High School Credit
High School Credit Recovery
Grade Scales and Grade Calculations
Student Code of Conduct
PURPOSE
Expectations for Student Behavior
Discipline Authority
The Bartow County School System has disciplinary authority over a student in the following situations:
General Misconduct
A. DEFINITION OF GENERAL MISCONDUCT Students are prohibited from the following:
Serious or Persistent Misbehavior
B. CONSEQUENCES FOR GENERAL MISCONDUCT
A student may be expelled for the following:
Mandatory Expulsion
B. EXPULSION
Students with Disabilities
Guidelines for Student Misconduct
Definitions of Terms
PRE-K
GRADES K-12
Categories of Misconduct
Prior to an Administrative Referral – PBIS processes should be followed.
Offense of Disorderly Conduct Ordinance
Dress Code
Grades K-12
Clothing in General
Pants and Slacks
Shirts and Blouses
Skirts, Dresses, and Jumpers
Shorts, Culottes, and Skorts
Shoes
Coats, Jackets and Sweaters
Jewelry
Head Gear
A. TRANSITION CENTER
B. BEHAVIOR SUBJECT TO ASSIGNMENT TO THE ALTERNATIVE SCHOOL
C. PARTICIPATION IN ACTIVITIES
D. PARENT RESPONSIBILITY
E. TRANSFER STUDENTS
BARTOW COUNTY SCHOOL SYSTEM DISCIPLINARY TRIBUNAL
PROCEDURAL RULES AND REGULATIONS
BCSS Technology Initiative
Acceptable Use Agreement
General guidelines for use:
Examples of unacceptable use include but are not limited to the following:
Notification of Rights
Family Policy Compliance Office
2020-2021 Parent & Family Engagement Plan
Jointly Developed and Reviewed
Additional written comments can be submitted at any time and we welcome parental feedback.
Reservation of Funds
Opportunities for Parent & Family Collaboration
Building School and Parent Capacity
Of Parents and Families-
Of School Staff-
Reaching Out
Accessibility
Adoption
This District Parent and Family Engagement Plan has been developed jointly and agreed upon with parents and family members of children participating in Title I, Part A programs. It will be in effect for the 2020-2021academic school year. The District …
Homeless Education Program
English to Speakers of Other Languages Program
Gifted Education Program
Governor’s Honors Program
Right to Know Professional Qualifications of Teachers and Paraprofessionals
Georgia Special Needs Scholarship
Change of Address/Phone Number
Emergency School Closings
For possible school closings, check Bartow County Schools Facebook or Twitter accounts. We will also send out emergency alerts through SchoolMessenger. To subscribe, text “Y” or “Yes” to our short code number, 67587.
School Nutrition Information
“Feed the body, fuel the mind”
BREAKFAST PRICES
CASH
CHECK
ONLINE
FREE AND REDUCED MEAL APPLICATION
PAPER APPLICATION
ONLINE APPLICATION
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibite…
Gender Equity in Sports Grievance Form
Section 504 Procedural Safeguards
4. Hearing Procedures:
Sexual Harassment Policies
Disability Discrimination – Grievance Procedures
Disability Discrimination Grievance Form
STUDENT MEDICATION & CLINIC CARE ADMINISTRATION GUIDELINES
Students are allowed to keep asthma medications (inhalers) and/or injectable epinephrine once the parent signs the release at the bottom of the BCSS Medication Permit and provides physician documentation for the prescribed medication.
Student Agreement
Parent or Guardian Agreement
Consent for Picture/Print/Video/Radio
Medical and Health Insurance
Bartow County Vision Statement:
Learning Coaches and Students –
I have included a copy of your OLS Lesson Report. OLS lesson progress is calculated based on how many
lessons a student has mastered out of how many lessons should be mastered at this time in the year. If
a student does not complete or master every lesson on the day that it is assigned on the daily plan,
expected progress will drop until the lessons are mastered. OLS lesson progress is only a portion of
your student’s grade.
The OLS lesson progress grade is reflected in your gradebook and counts as 30% of your overall grade in
each subject. Remember, the progress grade should always be at 100% which ensures your student is
up-to-date on all lessons.
Students with low OLS lesson progress or progress that is not equal to 100% are able to bring up their
OLS lesson progress grade by mastering additional lessons each day or on the weekend. Not mastered
lessons (attempted lessons with scores less than 80%) do NOT count towards OLS lesson progress and
will need to be reattempted until a score of 80% or higher is achieved. If you are having trouble
mastering a lesson(s), please utilize your teacher’s open office time.
Your student’s overall course grade can be found in the grade book using the link on the OLS homepage.
The Progress Reports for the first nine weeks will be sent out next week (for students that started before
10/3/18). The final grade calculations can be found in the student handbook.
A sample OLS lesson report is shown below your current OLS lesson report.
Current OLS Lesson Report
Insert Individual Student Progress Report Here
Sample OLS Lesson Report
To access lessons to master, please use the progress tab and select the subject. Then click on the Not
Mastered or Not Completed tab to select a lesson to complete.
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Turnitin Report
Formatting
Title Page
Citation
Outline
