Argillite Elementary SchoolPolicy #2.01 Required PolicyKRS 160.345(2) (i) 1Policy First Reading Date: January 6, 1997Policy Second Reading Date: January 27, 1997 Policy Review Date: June 24, 2014Policy Revision Date: July 28, 2003 Policy Review Date: June 23, 2105Policy Review Date: September 26, 2006 Policy Review Date: May 17, 2016Policy Revision Date: September 25, 2007Policy Revision Date: September 15, 2008Policy Revision Date: August 25, 2009Policy Review Date: August 24, 2010Policy Review Date: August 23, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Revision Date: June 25, 2013

CURRICULUM

CURRICULUM ADOPTION

Our school will implement the curriculum adopted by the Greenup County School District, which provides an environment to enhance students’ achievement. We accept this curriculum based on our confidence that it:

I. Defines what students should know and be able to do in all content areas.II. Is based directly on Kentucky’s Kentucky Core Academic Standards. III. Reflects the connections among Kentucky’s standards-based documents.IV. Provides for in-depth study of significant concepts and issues that align with the standards.V. Is designed to address appropriate age and developmental levels.VI. Demonstrates the belief that all students can learn by offering a challenging curriculum and

addressing a common academic core.VII. Demands higher order thinking and problem solving from all students. VIII. Addresses the learning needs of all students while maintaining high expectations.IX. Coordinates what we teach with what is taught at other schools in our district, so that students do not

end up with learning gaps or waste time repeating content they have already mastered.

TEACHER IMPLEMENTATIONAll teachers will:

I. Discuss standards and learning targets with their students as a part of classroom instruction.II. Chart standards taught on weekly lesson plans.III. Discuss standards taught at vertical and horizontal planning meetings.IV. After teaching each topic, make notes on any aspects of the curriculum that seemed difficult,

unclear, or open to improvement.V. Share those notes at an appropriate staff meeting to discuss possible curriculum revisions.

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Policy 2.01 continued

PRINCIPAL IMPLEMENTATIONThe principal or designated person will:

I. Meet with each new teacher to review the sections that apply to that teacher’s assignment.II. As needed, assign a teacher experienced in those parts of the curriculum to provide additional

assistance to a new teacher.III. Review lesson plans for indications that the curriculum and this policy are being implemented.IV. Keep in touch with leaders at other schools to continue coordination to ensure elimination of learning

gaps.V. Convene an appropriate meeting each year to review teachers’ notes on possible curriculum

revisions, and report to the Council on the results of those meetings.

CURRICULUM REVISIONOur Council and appropriate committees will consider revisions to our curriculum when one or more of the following events occur:

I. State officials modify goals and expectations.II. District leaders modify district documents.III. Our School Improvement Planning process identifies a need for adjustments.IV. Teachers identify a weakness in the curriculum based on classroom experience.V. The Curriculum Committee shall be responsible for:

a. Surveying teachers to determine curriculum needs.b. Making recommendations to the Council concerning materials to be used in the instructional

program.c. Ensuring that technology is appropriately infused into the curriculum.d. Monitoring academic components of the Comprehensive School Improvement Plan.

MONITORINGThe following areas will be monitored through PLC forms:

I. Teachers will be engaged in Professional Learning, Professional Learning Committees, Students will be involved in KPREP type assessment on a regular basis throughout the year. Rubrics or scoring guides need to be used.

II. Teachers will be engaged in professional learning for the writing process, organizational skills, and the development of ideas. Students will be engaged in instruction that focuses on the processes and scoring guides or rubrics.

III. Teachers will participate in professional learning and follow up sessions which focus on “best instructional practices” aligned with the school curriculum. Students will be engaged on instruction centered on these practices.

4

Argillite Elementary SchoolPolicy #2.02Required PolicyKRS 160.345 (2) (i) 6Policy First Reading Date: February 28, 2005 Policy Revision Date: June 24, 2014

Policy Review Date: March 27, 2007 Policy Revision Date: June 23, 2015Policy Revision Date: September 25, 2007 Policy Revision Date: March 28, 2016Policy Revision Date: September 15, 2008 Policy Review Date: August 16, 2016 Policy Revision Date: August 25, 2009Policy Review Date: August 24, 2010Policy Revision Date: August 23, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Revision Date: June 25, 2013

INSTRUCTIONAL PRACTICES

CLASSROOM INSTRUCTIONOn a regular basis in each class, each teacher will:

I. Use varied student-centered best instructional strategies.II. Address various learning styles and the multiple intelligences.III. Apply findings from research-based programs.IV. Use activities where all students use higher-order thinking and problem solving skills.V. Make active use of interdisciplinary connections.VI. Assign tasks similar to those used for the state assessments. Constructed Response and On

Demand questions will be done on a regular basis in each K through 5 th Grade classroom.VII. All students will be instructed to use skills that will prepare them for College and/or Career

Readiness.VIII. Provide formative and summative assessment opportunities for students to connect their learning to

real life experiences.IX. Adjust instruction to respond to the diversity of students in that class.X. Use technology for appropriate and various learning activities.XI. Use instructional resources that reflect appropriate diversity.XII. Use a variety of electronic and printed instructional resources.XIII. Assign homework that is authentic and extends students’ learning on class-time subjects.

COLLABORATION ON CLASS TIME INSTRUCTIONTeachers will meet in Intermediate and K-2 groups at least once a month to:

I. Review the activities they have used.II. Look for ways to integrate subject areas across the curriculum.III. Discuss successes and challenges.IV. Share possible solutions for challenges.V. Identify areas needing further work or support.

At the end of each meeting the teachers involved will fill out a meeting summary form and return this to the principal.

5

PRINCIPAL’S ROLE

The Principal will:I. Check for success in implementing this policy as part of the regular classroom observation and

evaluation of each teacher.II. Include areas needing added work under this policy in recommendations for individual teachers’

professional growth.III. Review meeting summary forms for indications of trends and school wide needs.IV. Report to the Council on trends and needs emerging from the teachers’ PLCs and collaboration

meetings.

V. If needed, make recommendations to provide for additional professional learning or of other changes to address those trends and needs.

VI. Ensure through classroom observations, teacher conferences, and conversations with teachers that the following programs are being implemented on a regular basis in the school:

a. Earobicsb. Accelerated Readerc. K Skill Booksd. 7 Habits/Leader in Mee. Calendar Mathf. Sight Wordsg. Go Mathh. Journey’s Reading Seriesi. Study Islandj. Reading Eggsk. KAGANl. STAR 360

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Argillite Elementary SchoolPolicy #2.03Required PolicyKRS 160.345(2) (i)KRS 158.031Policy First Reading Date: July 17, 1995 Policy Review Date: June 24, 2014Policy Second Reading Date: July 25, 1995 Policy Review Date: June 23, 2015Policy Revision Date: July 28, 2003 Policy Review Date: May 17, 2016Policy Review Date: September 26, 2006 Policy Review Date: June 16, 2016Policy Review Date: September 25, 2007 Policy Review Date: August 16, 2016Policy Revision Date: September 15, 2008Policy Review Date: August 25, 2009Policy Review Date: August 24, 2010Policy Review Date: August 23, 2011Policy Review Date: November 14, 2011

Policy Review Date: July 17, 2012Policy Revision Date: June 25, 2013

SCHEDULE OF THE SCHOOL DAYCURRENT SCHEDULEThe current schedule is appended to this policy.This schedule shall remain in effect until a replacement is adopted following the process listed below.

STANDARDS FOR FUTURE SCHEDULESOur schedules will:

I. Reflect our mission and belief statements.II. Provide students with the learning time they need.III. Provide students with the technology access they need to complete writing assignments and other

learning activities.IV. Allow teachers shared time to collaborate and plan on a regular basis.V. Support our curriculum policy and instructional practices policy.VI. Support the goals and strategies established in our Comprehensive School Improvement Plan.VII. Give all students access to all classes, avoiding conflicting schedules of specialized classes and

preventing any exclusion related to cultural background, physical abilities, socio-economic status, and intellectual status.

VIII. Facilitate appropriate decisions to give particular students expanded time and support for successful performance (such as independent study, additional time to work on a project or assignment, or other appropriate methods for the situation).

IX. Facilitate teacher opportunities to adjust the length of class periods when needed to provide the best instruction.

7

Policy 2.03 continued

PROCESS FOR ESTABLISHING FUTURE SCHEDULES

To ensure that we make a steady progress toward achieving these goals, the Council shall decide each year on schedule changes after completing the following deliberative process:

I. At staff meetings the staff will:a. Review the data on student performance.b. Review staff successes and challenges in implementing needed instructional practices.c. Review staff successes and challenges in delivering the planned curriculum.d. Review how well instruction time is being used.e. Hold a discussion of students whose learning needs are not being fully met.f. Brainstorm current time barriers to implementing needed practices and meeting student needs.g. Brainstorm ways the schedule might be changed to remove those barriers.h. Discuss Plus/Deltas of varied changes, focused on the goals listed above.

II. Based on the discussion, the Counselor will develop a schedule and prepare a recommendation to the Council for the coming school year.a. The Counselor shall develop a master schedule to be presented to the Council for approval.

b. The schedule shall be designed to effectively utilize the school day and week to assist the school in achieving the goals listed in the Comprehensive School Improvement Plan.

III. The Council shall consider that recommendation and make a final decision in time to implement our staff assignment and student assignment policies.

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Argillite Elementary SchoolPolicy #2.04Required PolicyKRS 160.345(2) (i)5Policy First Reading Date: July 17, 1995 Policy Review Date: June 23, 2015Policy Second Reading Date: July 25, 1995 Policy Revision Date: June 16, 2016Policy Revision Date: July 28, 2003 Policy Review Date: August 16, 2016Policy Review Date: September 26, 2006Policy Review Date: September 25, 2007Policy Review Date: October 28, 2008Policy Review Date: September 29, 2009Policy Review Date: October 26, 2010Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013Policy Review Date: June 24, 2014

SCHOOL SPACE

The principal shall assign space in a manner that will:I. Take each student’s developmental needs into account.

II. Implement our Comprehensive School Improvement Plan.III. Maximize staff opportunities for sharing resources, mentoring, and collaborating with teachers and

students of similar grade levels, subject areas, or collaborative groups for consecutive years.IV. Assignment of school space shall be based upon criteria that considers

a. Class sizeb. Program space neededc. Accessibility for the disabledd. Supervision of studentse. Safety and overall effective school management 1. There will be NO pick up cars on the school’s back pickup road until 2:45. The campus is in

use for Science, Phys Ed., and Recess.

To assign classroom space, the principal shall:I. In March, invite all returning staff members to indicate their preference for continuing or changing

classroom space assignments for the next year.II. In April, meet with any staff members whose requests may be difficult to grant to discuss reasons for

the staff member’s interest, factors making it difficult to grant the requests, and possible solutions.III. In May, assign classroom space based on the criteria above.IV. In June, notify the Council of how classroom space has been assigned.V. In September, notify the Council of how classroom space has been assigned, including any

revisions.

9

Argillite Elementary SchoolPolicy #2.05Required PolicyKRS 160.345(2)(i)2KRS 160.345(2)(f)Policy First Reading Date: July 17, 1995 Policy Review Date: June 24, 2014Policy Second Reading Date: July 25, 1995 Policy Revision Date: June 23, 2015Policy Revision Date: July 28, 2003 Policy Revision Date: February 23, 2016Policy Review Date: September 26, 2006 Policy Review Date: August 16, 2016Policy Review Date: January 29, 2008Policy Review Date: October 28, 2008Policy Review Date: September 29, 2009Policy Review Date: October 26, 2010Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013

Staff Time AssignmentThe Staff Time Policy for Kentucky Elementary Schools ensures that the amount of instructional time for certified and classified instructional staff is equitable and provides maximum learning time for all students.

The principal shall assign instructional and non-instructional staff members’ time in a manner that:I. Fully supports implementation of our student assignment policy.II. Takes into account staff members’ requests to vary their work, so that it is a factor in favor of a

change if a teacher or instructional assistant has made past requests for a change or has been in a particular assignment for multiple years.

III. Effective and efficient management of the school and the achievement of School Council goals and the goals listed in the Comprehensive School Improvement Plan shall be the basis for all decisions regarding assignment of time.

To complete assignments, the principal shall:I. In March, invite all returning staff members to indicate their preference for continuing or changing

classroom space for the next year.II. In April, meet with any staff members whose requests may be difficult to grant to discuss reasons for

the staff member’s interest, factors making it difficult to grant the requests, or possible solutions.III. In May, assign classroom space based on the criteria above.IV. In June, notify the Council of how classroom space has been assigned.V. In September, notify the Council of how classroom space has been assigned, including any

revisions.

See Master Schedule and Individual Schedules.

10

Argillite Elementary SchoolPolicy #2.06Required PolicyKRS 160.345(2)(i)3KRS 158.031Policy First Reading Date: August 30, 2005 Policy Review Date: June 24, 2014Policy Second Reading Date: September 27, 2005 Policy Revision Date: June 23, 2015Policy Review Date: March 5, 2007 Policy Review Date: May 17, 2016Policy Review Date: January 29, 2008Policy Review Date: October 28, 2008Policy Review Date: September 29, 2009Policy Review Date: October 26, 2010Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013

STUDENT ASSIGNMENT

STANDARDS FOR STUDENT ASSIGNMENT TO CLASSES AND PROGRAMS

Assignment of Intermediate Students to HomeroomsIntermediate students will be assigned to homerooms and groups using the data placement forms in May for the upcoming school year, and then regrouped on an on-going basis by the teachers, counselor, and principal based on students’ needs and best instructional practices. IEP students will be scheduled into classrooms to maximize integration with the resource and classroom teacher.

Assignment of K-3 Students to HomeroomsK-3 students shall be taught at their own developmental level and regrouped during the school year on an on-going flexible basis, as students’ needs change. Their teachers, counselor, and principal shall group grades 1 - 3 students in May for the upcoming school year. Kindergarten placement will be conducted following POPS. (Kinder Camp) IEP students will be scheduled into classrooms to maximize integration with the resource and classroom teacher.

11

Argillite Elementary School Policy #2.07Required Policy Policy Review Date: October 26, 2010KRS 160.345(2)(i)7 Policy Review Date: November 14, 2011KRS 158.150 Policy Review Date: July 17, 2012Policy First Reading Date: August 17, 2004 Policy Review Date: June 25, 2013Policy Second Reading Date: September 28, 2004 Policy Review Date: June 24, 2014Policy Revision Date: October 25, 2005 Policy Revision Date: June 23, 2015Policy Review Date: March 5, 2007 Policy Review Date: June 16, 2016Policy Review Date: October 28, 2008Policy Review Date: September 29, 2009

DISCIPLINE AND CLASSROOM MANAGEMENTDISTRICT CODEOur school follows the Greenup County District Code of Conduct. We will follow KYCID procedures.In August the principal will:

I. Provide each student with a copy of the Code of Conduct.II. Require each student to return a signed acceptance of his or her parent/guardian showing that the

parents/guardian have seen and reviewed the code.III. Follow up as needed with any family where the student has not returned the signed acceptance, or assigns

other staff members to do so.IV. Corporal Punishment will be administered according to parent permission.

As students transfer to our school during the school year, the office will take the above steps for those students.

SCHOOL-WIDE RULESThe rules are guided by the school-wide Guidelines for Success.

I. Treat all people with respect.II. Interact with kindness.III. Give our best effort.IV. Encourage cooperation and safety. V. Reflect a positive attitude.VI. Set goals.

The students will follow Common Area Procedures as posted throughout the school.

CLASSROOM RULESEach teacher will:

I. Establish specific standards of conduct for his/her own classroom.II. Post those standards where students can see them throughout the year.III. Teach those standards to students using the Leader in Me Curriculum during their first two weeks

in that room.IV. Explain the standards to students who join the class after the first two weeks are over.

Safety PlanOur school will maintain an up-to-date safety plan, addressing issues identified by our stakeholders and issues required by state law. A copy of our current safety plan is attached. Our Council will review the implementation and impact status of the safety plan once a year. Each check will include:

I. Reviewing overall trends in student disciplinary referrals and consequences including Behavioral reports.II. Reviewing trends disaggregated by gender, race, disability and participation in free and reduced lunch.III. Reviewing the status of each activity that should be started or completed by this time.IV. Identifying any adjustments needed in the plan to ensure full progress toward the school’s goals.

12Argillite Elementary SchoolPolicy #2.08Required PolicyKRS 160.345(2)(i)8First Reading Date: July 17, 10995Second Reading Date: July 25, 1995Policy Revision Date: March 23, 2005 Policy Review Date: June 24, 2014Policy Review Date: March 5, 2007 Policy Review Date: June 23, 2015Policy Review Date: January 29, 2008 Policy Review Date: June 16, 2016Policy Review Date: November 18, 2008Policy Review Date: October 27, 2009Policy Review Date: November 23, 2010Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013

EXTRACURRICULAR POLICY

The principal and instructional staff shall be responsible for the selection of extracurricular programs and the determination of policies related to the programs

The school council shall approve or disapprove of the selection of extracurricular programs and the determination of policies related to them.We support extracurricular programs based on the following criteria:

I. Contribution to students becoming self-sufficient individualsII. Contribution of students becoming responsible members of a family, work group, or community.III. Student interest.IV. Ability to arrange suitable adult supervision.V. Ability to attract students currently not involved in extracurricular activities.VI. Ability to enhance or maintain equity in our overall program.VII. During the participating year, all participants in after school extracurricular activities will maintain a

“C” average

We will approve extracurricular activities based on their ability to meet the criteria listed above.

13

Argillite Elementary SchoolPolicy #2.09Required PolicyKRS 160.345(2)(i)10Policy First Reading Date: July 17, 1995 Policy Review Date: June 24, 2014Policy Second Reading Date: July 25, 1995 Policy Review Date: June 23, 2015Policy Revision Date: July 28, 2003 Policy Revision Date: June 16, 2016Policy Revision Date: April 26, 2005Policy Revision Date: April 24, 2007Policy Review Date: January 29, 2008Policy Review Date: November 18, 2008Policy Review Date: October 27, 2009Policy Review Date: November 23, 2010Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Revision Date: June 25, 2013

SCHOOL BOARD AND/OR STATE STANDARDS, TECHNOLOGY UTILIZATION, AND PROGRAM APPRAISAL

ALIGNMENT WITH STATE STANDARDS POLICYThe Comprehensive School Improvement Planning process recommended by the Kentucky Department of Education entails:

I. Sustained analysis of the extent to which our students are meeting state standards.II. Systematic work to move our students closer to those standards within the timetable set by the

Kentucky Board of Education for reaching proficiency by 2021.III. Ongoing monitoring and evaluation of the implementation and impact of our plans.

We will implement that process, including review of our alignment with state standards through our needs assessment, program reviews, and Comprehensive School Improvement Plan.

PROGRAM APPRAISAL POLICY

The Comprehensive School Improvement Planning process recommended by the Kentucky Department of Education entails:

I. Sustained analysis of whether each of our programs is contributing adequately to helping all students meet state standards.

II. Systemic work to improve those programs so that we do meet state standards for all students within the timetable set by the Kentucky Board of Education for reaching proficiency by 2021.

III. Ongoing monitoring and evaluation of the implementation and impact of our programs.IV. Implementation and Comprehensive School Improvement Plan are given to the Council.

We will implement that process, including appraisal of the effectiveness of all our programs, through our needs assessment, policy reviews, program reviews, and our Comprehensive School Improvement Plan.

TECHNOLOGY UTILZATION

The school shall utilize technology in a manner consistent with local school board policy and state laws and regulations. School regulations include:

I. Consistent use of computers in all classrooms.II. All students, parents, and teachers will sign an Acceptable Use Policy. III. The school technology coordinator shall accomplish the following:

a. Assess the needs of students and staff in the area of technologyb. Using the Comprehensive School Improvement Plan, maintain technology utilization

school-wide.c. Work with the District Chief Information Officer in developing and implementing the

Comprehensive School Improvement Plan.

14

Policy #2.08 cont.

d. Recommend instructional software to be purchased, and assist other teachers in the use of software.

e. Report needed repairs or maintenance to the Chief Information Officer.f. Assist in the coordination of technology in the school to ensure its most effective use to

bring about improvement in student achievement and the attainment of the goals listed in the Comprehensive School Improvement Plan.

IV. The recommendations for additional technology by the School Technology Coordinator shall be made to the Council by April 1 of each year for implementation in the following year.

15

Argillite Elementary School Policy #2.10 Policy Review Date: November 23, 2010Required Policy Policy Review Date: November 14, 2011KRS 160.345(2)(I)11 Policy Review Date: July 17, 2012Policy First Reading Date: August 17, 2004 Policy Revision Date: June 25, 2013Policy Second Reading Date: September28, 2004 Policy Review Date: June 24, 2014Policy Revision Date: January 30, 2007 Policy Review Date: June 23, 2015Policy Review Date: February 26, 2008 Policy Review Date: February 23, 2016Policy Review Date: November 18, 2008 Policy Review Date: October 27, 2009

CONSULTATION IN FILLING IN VACANCIESVACANCY COMMITTEEFor each vacancy at the school, the principal will appoint an SBDM Committee of no less than 5 people. The SBDM Committee membership will include the principal, at least one parent, at least one certified staff member who will work directly with the person to be hired, and reasonable representation of the ethnic diversity of our school community.

CRITERIA AND STANDARD QUESTIONSWithin two weeks of their appointment, the SBDM Committee will meet in open session to:

I. Review the school’s mission and Comprehensive School Improvement Plan and discuss how the newly hired person will need to contribute to that work.

II. Review the descriptors for the Standards and Indicators for School Improvement and discuss skills that may be needed to move the school toward higher performance.

III. Determine criteria for a strong candidate.IV. Develop interview questions based on the Kentucky Framework for Teaching.

APPLICATIONS AND INTERVIEWSWithin one week of receiving a list of applicants from the superintendent, the SBDM Committee will meet in closed session to:

I. Review applications and written references. Evidence of proper certification shall accompany the application before the applicant will be considered for an interview.

II. Select applicants to interview.III. Agree on what, if any, specialized questions need to be asked.

Within a week of the SBDM Committee’s selection, the principal will schedule an interview with each selected applicant at a time when all SBDM Committee members can attend. Each interview will occur in a closed session.

DISCUSSION OF THE APPLICANTS AND CONSULTATION WITH COUNCILImmediately following the interviews, the SBDM Committee will meet in closed session to discuss how well each applicant meets the criteria.

If a quorum of the Council fails to attend a meeting for which consultation is on the agenda, the principal may either:

I. Call another meeting.II. Declare an emergency and conduct the required discussion with the members who are present at the

meeting.

SELECTION OF THE PERSON TO BE HIREDAfter considering the Council’s comments, the principal will select the person he/she believes will contribute most to the success of the school’s students and notify the superintendent of the choice. The superintendent will complete the hiring process.

16

Argillite Elementary SchoolPolicy #2.11KRS 160.345(2)(c)2Required PolicyFirst Reading Date: July 17, 1995 Policy Revision Date: June 25, 2013Second Reading Date: July 25, 1995 Policy Revision Date: June 24, 2014Policy Revision Date: July 28, 2003 Policy Revision Date: June 23, 2015Policy Revision Date: April 26, 2005 Policy Revision Date: June 16, 2016Policy Revision Date: January 30, 2007Policy Revision Date: March 27, 2008Policy Review Date: September 8, 2008Policy Review Date: November 23, 2010Policy Review Date: November 14. 2011Policy Review Date: July 17, 2012

COMMITTEES

NUMBER AND JURISDICTION OF STANDING COMMITTEESThere will be three standing committees based on the Standards and Indicators for School Improvement. Those committees are:

I. Academic AchievementII. School CultureIII. Program Review

These are Support committees:I. Lighthouse Team VI. RTIII. K-3 Program VII. PLCSIII. Arts and Humanities Program VIII. WritingIV. Coordinated School Health IX. Several LIM Action CommitteesV. KyCID

STANDING COMMITTEE COMPOSITION AND MEMBERSHIP SELECTIONEach standing committee will have no less than five members, including invitations for parent participation and providing reasonable representation of the ethnic diversity of our community.

Throughout August, the following steps will be taken to recruit members for next year’s committees:I. The principal will invite all parents in writing to sign up for committees.II. Council members will individually seek out parents and other community members who are

representative of the diversity of our community, including parents, staff, and other concerned adults, and encourage their active participation on our committees.

In August, the principal will place committee sign-up sheets. in the school entrance. Parents and community members may also sign up via telephone or letter.

In August, the Council will appoint committee members, ensuring reasonable representation of minority groups in our community and facilitating the participation of parents, classified staff, and other interested parties. Adjustments will be made as needed.

The Council may need to assign some staff members to committees that are not their first choice to give each committee adequate and balanced membership.

The Council will also designate a committee member to chair the committee for its first meeting.The principal will notify committee members of their appointments.

In August, the principal will provide a well-publicized opportunity to sign-up for committees. In September, the Council will make appointments from those additional sign-ups.

17

Policy #2.11 cont.

Unless otherwise specified by the school council, standing and support committees may be comprised of the following groups:

I. ParentsII. TeachersIII. Classified employeesIV. Community membersAt large community members may not be required unless they express an interest in and sign up for the committee.

The principal shall be considered an “ex officio” member of each standing or support committee formed by the council.

LIMITED COMMITTEESAs needed, the Council will also approve committees to:

I. Analyze data for our Comprehensive School Improvement Plan needs assessment.II. Draft components for our Comprehensive School Improvement Plan.III. Guide implementation of our Comprehensive School Improvement Plan.IV. Select textbooks for specific subjects.V. Address other needs as identified by the Council.

For these committees, the Council will identify the specific topic to be addressed by each committee, identify types of stakeholders who need to be included, and may recommend individuals to be invited to serve.

Limited committees automatically dissolve when they have completed their tasks.

OPERATING RULES FOR ALL COMMITTEESAll committees established under this and other Council policies are public agencies subject to Kentucky’s Open Meetings Law. To comply with this law, each committee must:

I. Establish a regular meeting schedule at its first meeting of each school year.II. Make that schedule available to the public by posting it on the school’s bulletin board and providing

a copy of the schedule to the school’s secretaries.III. Take minutes of the motions and actions of every meeting.IV. Review the minutes of each meeting and approve them at the very next meeting, after deciding on

any corrections.V. The committee submits agendas and minutes of each meeting to the SBDM secretary and the

principal and posts a copy of minutes on bulletin board in the entry of the school.

18

Argillite Elementary School Policy Review Date: December 15, 2009Policy # 2.12 Policy Review Date: January 25, 2011Best Practice Policy Policy Review Date: November 14, 2011KRS 158.031(4) Policy Review Date: July 17, 2012Policy First Reading Date: August 17, 2004 Policy Review Date: June 25, 2013Policy Second Reading Date: September 28, 2004 Policy Revision Date: December 17, 2013Policy Revision Date: September 26, 2006 Policy Review Date: June 24, 2014Policy Review Date: March 27, 2008 Policy Revision Date: June 23, 2015Policy Review Date: March 24, 2009 Policy Review Date: June 16, 2016

INTERMEDIATE RETENTION IN A GRADE

Mid-term of the second nine weeks, teachers will review their students’ performance to identify any students who may be at risk of needing to be retained in a grade, and will notify the principal. This policy applies only to students in fourth grade or above.

The principal and the student’s teacher will meet with the student’s parent, the counselor, and other appropriate adults. The purpose of the meeting will be to develop a consensus plan of steps to help the student avoid retention, which may include any combination of the following strategies:

I. Tutoring – Response to Intervention/RTIII. Computer-based learning.III. Special strategies in the classroom.IV. Special strategies for work at home.V. 21st CenturyVI. Flexible grouping for academics based on student need.

Once a plan is adopted, the principal will designate a teacher to communicate with the parents/guardians at least once every two weeks on how the plan is working.

In April, teachers will submit written recommendations to the principal as to which students need to be retained in the grade.

In May, the principal will:I. Review each recommendation.II. Consult the relevant teacher about any concerns. This consultation is not needed if the principal is fully

comfortable with the recommendations.III. Notify the student’s parents/guardians that retention will be required and of the process described below

will be followed.

Also in May, the principal will hold a meeting to develop a consensus plan of steps to ensure that the student succeeds during the next school year. The teachers responsible for that grade, the parents/guardians, and any other staff the principal considers relevant will be invited to the meeting. The resulting plan may include any combination of the strategies listed above and may also include:

I. Special strategies in the regular classroom this year.II. Special strategies for the student’s work while continuing in the same grade for all or part of the next year.

III. Special strategies for the student’s work while moving to the next grade for next year.IV. 21st CenturyV. Response to Intervention/RTI

19

Argillite Elementary SchoolPolicy #2.13Required Decision PolicyKRS 158.031(4) 704 KAR 3:440KRS 160.345(2)(i)4Policy First Reading Date: July 17, 1995 Policy Revision Date: June 24, 2014Second Reading Date: July 25, 1995 Policy Revision Date: June 23, 2015Policy Revision Date: July 28, 2003 Policy Review Date: June 16, 2016Policy Review Date: April 26, 2005Policy Revision Date: January 30, 2007Policy Review Date: March 27, 2008Policy Review Date: March 10, 2009Policy Review Date: December 15, 2009Policy Review Date: January 25, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Revision Date: December 17, 2013

K – 3 / PRIMARY Guidelines

Each K - 3 student will be taught by a team of teachers who collaborate to ensure that the child makes progress each week to learn based on the Kentucky Core Academic Standards.

Each teaching team will:I. Use research-based teaching strategies that work for children of this age group.II. Assess each child’s progress by observing actual work the student is doing and

maintaining an orderly record of skills mastered and areas needing further work and provide appropriate resources as needed.

III. Communicate with each child’s parents/guardians at least four times each year to provide concrete illustrations of the kind of work the child is able to do and to discuss steps to help the child make further progress.

During the school week, teaching teams may organize their students in a variety of large and small groups for different kinds of learning activities. They may also arrange for one or more students to work part of the time with students assigned to another teaching team.

It is the Council’s intention that when students complete the program in either more or less than four years, that student’s parents/guardians will be active partners in planning to ensure that the student’s full needs are well addressed.

Whether a student spends four or five years in the primary grades will be determined by a compilation of information including classroom assessments, standardized assessments, RTI progress, and on teacher recommendations based on documented observations, which are kept in students’ permanent folders. Should a student need to spend an additional year in primary it will be completed at a stage where the student will get the most benefit. The parent will be notified throughout the school year as to their child’s progress and whether the child may need to spend an additional year in that current grade. By April of the school year the teacher will meet with the parent, guidance counselor, principal, and possibly a teacher one grade level above to inform the parent that the child will require an additional year in that grade.

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Argillite Elementary School Policy #2.14Required Decision PolicyKRS 160.345(2)(g)Policy First Reading Date: July 17, 1995 Policy Review Date: June 25, 2013Policy Second Reading Date: July 25, 1995 Policy Review Date: June 24, 2014Policy Revision Date: July 28, 2003 Policy Revision Date: June 23, 2015Policy Review Date: April 26, 2005 Policy Review Date: June 16, 2016Policy Review Date: January 30, 2007Policy Review Date: March 27, 2008Policy Review Date: March 10, 2009Policy Review Date: December 15, 2009Policy Review Date: January 25, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012

STUDENT SUPPORT SERVICES

PURPOSEOur regular classroom processes for curriculum, instruction, and classroom management are intentionally designed to respond to individual students and help each one progress, but we know that some student needs will require additional attention and strategies. This policy outlines the ways we will go beyond the regular classroom arrangements when a student needs us to do so.

SERVICES AVAILABLEOur school offers the following support services for our students:

I. Guidance groups for specific student needs, and one-to-one sessions.II. Screening for disabilities and individual education plans for identified students.III. Screening for gifted and talented students and individual education plans for identified students.IV. Family Resource Center to address home challenges that may impede learning and link families

and students to support from other community organizations.V. Extended School Services for students who need additional learning time.VI. 21st CenturyVII. Response to Intervention (RTI)

STAFF AWARENESSEach teacher will have a solid, up-to-date understanding of when to refer students for each of these kinds of services.

The principal will:I. Ask each teacher to attend professional learning session(s) on how to refer a student for possible

evaluations.II. Determine whether each teacher’s preparation is adequate.III. Identify and provide appropriate learning opportunities for any teacher who needs additional

preparation.

This annual review will be done for all teachers.

The counselor will provide each new teacher(s) with an overview of these services and the procedures for referral in each case, and will provide the entire faculty with updates as needed.

21

Argillite Elementary School

Policy #2.15

Required Policy

KRS 160.345(2)(i)(6)

Policy First Reading Date: January 6, 1997 Policy Review Date: November 14, 2011

Second Reading Date: January 27, 1997 Policy Review Date: July 17, 2012

Policy Revision Date: July 2003 Policy Revision Date: June 25, 2013

Policy Review Date: June 28, 2005 Policy Review Date: June 24, 2014

Policy Review Date: January 30, 2007 Policy Review Date: June 23, 2015

Policy Review Date: March 27, 2008 Policy Revision Date: March 28, 2016

Policy Review Date: March 10, 2009

Policy Review Date: December 15, 2009

Policy Review Date: January 25, 2011

PROTECTION OF INSTRUCTIONAL TIME/LEARNING ENVIRONMENT

Our schedule will provide the required 1,050 hours of instructional time or more, and students will be actively involved in learning throughout those instructional hours. To ensure this:

I. Broadcast interruptions from the school office will be limited to early morning and later afternoon or emergencies.

II. Students arriving in each classroom will immediately have work to begin, without waiting for other students to assemble.

III. When a scheduled activity is unexpectedly delayed or cancelled, students will be given alternative substantive learning activities to undertake.

IV. Activities that reward or punish student behavior will not be conducted during instructional time unless those activities are strongly supported by the curriculum and instructional policies established by the Council.

V. Videotapes and television broadcasts will only be used when they efficiently convey knowledge and skills called for in the curriculum and are integrated into other activities that require the students to process and apply the information the video provides.

VI. Our school safety plan, District Code of Conduct, and Discipline and Classroom Management policies will also contribute to ensuring that behavioral problems do not detract for learning time.

VII. Report Cards and Mid Terms will be sent home based on a District-wide date.VIII. Parents/Guardians in the classroom during instruction time will be scheduled.

The principal will:I. Ensure that each new staff member learns about these requirements.II. Check for success in implementing this policy as part of regular classroom observations

and evaluation of each teacher.III. Include areas needing added work under this policy in recommendations for individual

teachers’ professional growth.

We will review the implementation and impact of this policy through our School Improvement Planning process.

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Argillite Elementary SchoolPolicy #2.16Required PolicyKRS 160.345(3)(a)First Reading Date: July 26, 2005 Policy Review Date: June 16, 2016Second Reading Date: August 30, 2005Policy Review Date: April 24, 2007Policy Review Date: May15, 2008Policy Review Date: March 10, 2009Policy Review Date: February 23, 2010Policy Review Date: February 22, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Revision Date: June 25, 2013Policy Review Date: June 24, 2014Policy Review Date: June 23, 2015

BUDGET AND SPENDING

Argillite Elementary School SBDM Council shall adopt a budget each school year. The school budget shall consist of all receipts as well as projected and actual expenditures for the school. It shall consist of funds appropriated to the school for a period beginning July 1st and ending June 30th. The principal shall be responsible for monitoring the status of the budget. The principal shall invite staff members to attend budget planning. The principal shall prepare a financial report monthly and report the results to the SBDM Council. Also, a copy of the monthly report will be provided to the Superintendent.

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Argillite Elementary School Policy Review Date: March 24, 2009Policy #2.17 Policy Review Date: February 23, 2010Required Policy Policy Review Date: February 22, 2011KRS 160.345(2)(i)1 Policy Review Date: November 14, 2011First Reading Date: July 17, 1995 Policy Review Date: July 17, 2012Second Reading Date: July 25, 1995 Policy Revision Date: June 25, 2013Policy Revision Date: July 28, 2003 Policy Review Date: June 24, 2014Policy Review Date: June 28, 2005 Policy Review Date: June 23, 2015Policy Review Date: April 24, 2007 Policy Review Date: March 28, 2016Policy Review Date: May 15, 2008

STANDARDS AND ASSESSMENT

All staff involved in instructional related activities will read, sign, and adhere to the Assessment Code of Ethics.

USE OF DEMONSTRATION ACTIVITIESIn each class, in each marking period, students shall complete two or more formative assessment activities to demonstrate their learning progress. These activities shall:I. Be aligned with the school’s curriculum documents and Kentucky’s Standards for Student Performance,

bearing in mind that standards are set for assessment years but students need to make progress in all years.II. Be valid and appropriate demonstrators for what students should know and be able to do.III. Use clearly defined scoring guides that are shared with students prior to the assessment.IV. Reflect the appropriate levels of difficulty for the ages and developmental stages of learners.V. Whenever possible, be part of the regular learning process, with separate activities used only when

imbedded ones are not feasible.

During the course of the year, at least three of the formative assessment activities for each class shall:I. Include opportunities for students to reflect and formally self-evaluate their performances.II. Include opportunities for students to choose among a variety of ways they can demonstrate learning,

including options appropriate to preferred learning styles and intelligences.III. Be supported by examples of student work (or teacher-developed samples) that clarify tasks and show

distinctions between the levels of performance.Each teacher shall write up his or her documentation activities and include them in a file that other teachers can review to obtain new ideas. Teachers are strongly encouraged to collaborate on these activities and to exchange specific designs.

EVALUATION OF PERFORMANCE LEVELSAt the end of each marking period, based on the formative assessments and observations, each teacher shall make a judgment on each student’s performance level in each taught subject, using the state definitions of novice, apprentice, proficient, and distinguished for the grade where the student will next be tested in that subject. Each judgment may also indicate whether the student is progressing to the next level.

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Policy 2.17 continued

EXTENDED SCHOOL SERVICESUsing the formative assessments described above and other observations of student work, teachers shall identify students who:I. Are at risk of being retained in a grade.II. Have a continuing achievement gap that makes it difficult for them to perform successfully in the instructional

program appropriate to their age ranges.III. Have continuing difficulty sustaining their present level of performance and are at risk of falling behind.

When a teacher identifies such a student, he or she shall support the identification by selecting samples of the student’s work and making notes on other observations.

The teacher shall then consult with the principal and ESS teachers about effective ways to help that student make the needed progress and reduce risks of continuing academic difficulties.

If that group agrees that ESS would be appropriate assistance, the student and his/her parents/guardians shall be offered a proposal of the services provided, including:I. An explanation of how the program will help the student learn.II. An explanation of the activities that will be used to ensure learning.III. A timeline of those activities.IV. A description of how the school will tell when the student has reached the desired learning

expectation.

While a student is participating in the ESS program, the ESS teachers will provide regular informal information to each participating student’s classroom teachers on the progress being made, and a formal report on the progress being made to the student, parents/guardians, and teachers at the end of each marking period.

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Argillite Elementary SchoolPolicy # 2.18Required Policy Policy Review Date: July 17, 2012

KRS 158.6453(7)(c) Policy Revision Date: June 25, 2013Policy First Reading Date: November 23, 2010 Policy Review Date: June 24, 2014Policy Second Reading Date: January 25, 2011 Policy Review Date: June 23, 2015Policy Review Date: November 14, 2011 Policy Review Date: June 16, 2016

Writing/CommunicationDeveloping Students’ Communication Skills:

Curriculum and Instruction For the school’s communication/writing program and student portfolio development, writing will be defined broadly to include oral and written texts, multi-media (multi-modal) communications. The Site-Based Council, school leader, writing team, and instructional staff shall ensure that teachers at all grade levels and across the curriculum engage students in communicating for a variety of purposes/contexts, producing narrative, informative/explanatory, and argumentative/persuasive communication products. The aforementioned will also help students write to learn, demonstrate learning, and communicate for realistic purposes in a variety of modes. The focus of the program shall be to help all students develop communication skills for real-life experiences.

A. Instruction- 1. Lesson plans shall reveal the occurrence of communication/writing instruction at all grade levels and across

the curriculum, making appropriate connections and integrating each strand of literacy (reading, writing, speaking, listening, observing).

2. School leaders and teachers will collaborate in aligning curriculum and instruction for communication/writing program both vertically and horizontally with state regulations.

3. Teachers (i.e., classroom, itinerant, and resource) shall provide effective instructional practices across the curriculum to enable all students to develop effective communication skills.a. Instruction shall focus on text types (narrative, informative/explanatory, and

argumentative/persuasive), writing techniques (strategies for improving writing- e.g. addressing audience and tone), and processes (brainstorming, drafting, revising, editing, and publishing), criteria for effective communication, and language use as well as other subjects and shall include student use of models and other resources.

b. Instruction shall enable students to discuss/conference their work with peers and others.

c. Students will use feedback to reflect and make decisions about revision to their work.4. Teachers shall help students use a variety of language resources, including models to develop

communication skills.

B. Feedback1. Teachers shall provide effective and descriptive feedback to students and shall help students use

the feedback to develop their communication/writing skills.A. As needed, teachers and the school leader shall provide interventions for targeted students

(accelerated and non-proficient) to develop writing and communication skills.1. Instructional staff (resource and Itinerant) shall implement a system of interventions to

meet individual needs.B. Teachers will use differentiated learning experiences in the classroom to meet students’ needs to enhance their writing and communication skills.

C. Student Expectations

1. At each grade level, students shall engage in inquiry/research relevant to their study and interest and shall produce communications/writing based on their research.

2. Students shall employ the writing process to produce some writing (portfolio) over time and shall produce other writing within shorter time frames (on-demand and constructed responses).

3. Students shall have many opportunities to discuss their /communications/writings with teachers and peers and to share/publish their writing with appropriate authentic audiences.

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Policy # 2.18 cont.

D. Authentic Writing Folders

1. The school shall provide students with individual writing folders. Writing will be developed at each grade level beginning at Kindergarten level and shall be passed on to the next grade/school.

a. Contents of the students’ writing folder at each grade level shall include drafted pieces in each of the following categories:Informative/Explanatory Texts (at least one sample)-Persuasive/Argumentative Texts (at least one sample)-Non-Fiction narrative Writing (at least one sample)-Writing relevant to State/national Assessment-Other work that provides evidence of purpose and audience1. Every student at each grade-level will be required to publish one of

the three drafted pieces. The type of piece published at each grade level will be planned and outlined by the School Site-Based Council, school leader, and writing team.

b. Students’ work should be authentic as in the following examples: writing for a variety of purposes, student interest, multi-media communication through technology, research relevant to learning, engagement in the writing process, grade level samples revealing communication growth over time, evidence of connecting all forms of communication and higher order thinking skills, and including descriptive feedback from self, teacher and peers.

c. Students and family members will have opportunities to review writing folders to assist in developing communication skills in review of the writing program.

Formative and Summative Assessments

Teachers shall use formative and summative assessments and provide students feedback through rubrics and conferencing.

1. Teachers shall work collaboratively to develop a variety of formative and summative assessment tools for writing and communication.A. Rubrics and scoring guides shall reflect criteria used in state assessment, as well as

criteria for classroom assignments. 2. Before end products are summatively assessed, teachers shall provide students with constructive

feedback and opportunity to revise and apply learning through the writing process.A. Teachers’ feedback on students’ communication products will inform students of their

writing and communication strengths, as well as areas for growth.B. Feedback will occur formatively and summatively in order to strengthen students’ writing

and communication skills at each grade level.C. Students will use teacher and peer feedback to set appropriate goals for meeting writing

standards and periodically reflect upon progress toward the goals.3. Teachers shall provide good models and samples of student work at various rubric levels that

demonstrate specific learning objectives.A. Teachers will allow opportunities for students to reflect and revise.B. Teachers across grade-levels and curriculum will meet with the writing team and school

leader to review writing and communication practices, ensuring instruction is aligned with core academic standards.

4. Students will maintain ownership of writing and communication skills.A. Students will engage in self-assessing growth toward learning objectives.

1. The teacher will assist students in developing scoring guides and rubrics for the purpose of student self-assessment.

Professional Learning and Support

The school shall provide professional learning opportunities as needed based on annual review results of the writing program.

1. A professional learning action plan will be made by the school’s writing team to be communicated through the school’s SBDM council and supported by the implementation of the school administrator.

27Policy 2.18 cont.

A. Professional learning plans and activities shall address and support the school’s writing vision for literacy (reading, writing, speaking, listening, and observing).

2. Writing Team will provide training and offer resources as needed for school staff members. A. Following equitable time and resources to implement instructional activities provided during

training sessions, the principal and staff will collaboratively reflect on writing and communication instructional practices. The purpose of collaborative reflection will be to evaluate future professional development plans for instructional effectiveness in order to provide students with learning activities that will allow them to become literacy proficient.1. Results of reflection will be used to develop additional professional development

opportunities for continued improvement.a. Teachers will independently engage in professional learning opportunities

based on personal needs that will enhance their abilities to deliver effective, appropriate instruction. These professional opportunities will help improve student communication skills for a 21st century global society.

b. Professional learning activities will enhance teachers’ ability to use formative and summative assessments to improve students’ communications skills.

3. In review of the school’s program, along with examination of student work, the school leader shall keep all records of professional learning activities to assist in a comprehensive evaluation of the school’s writing program.

Administrative Support and Monitoring

School leader(s), including the school’s Site-Based Decision Making Council (SBDM) will provide ongoing support of the communication/writing program. This shall include: aligning the program with state guidelines, encouraging use of technology and other forms multi-modal communication, monitoring instruction, supporting higher level learning, and promoting professional learning and collaboration among all stakeholders.

1. The SBDM council, school leader, writing team, and instructional staff have developed a school plan for writing and communication at each grade level and will continue implementation.A. The Plan aligns state requirements, core standards, and shall reveal a progression through

grade levels.B. School leaders shall refer to the plan along with other components of the program for

ongoing monitoring and planning for the school.C. The plan indicates the main types of writing communication completed at each grade level.

Each piece will have appropriate documentation indicating that the student had the opportunity to develop complex communication skills for a variety of purposes and audiences. This plan includes oral and written text and multi-modal communication through technology.

2. The SBDM council will assist the school leader and school writing team annually in developing and implementing an effective action plan that will ensure all students an equitable and comprehensive education that addresses the strands of literacy (reading, writing, speaking, listening, and observing).

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Policy # 2.19Required DecisionKRS 158.181Policy First Reading Date: January 6, 1997 Policy Revision Date: June 23, 2015Second Reading Date: January 27, 1997 Policy Review Date: June 16, 2016Policy Revision Date: July 28, 2003Policy Review Date: May 24, 2005Policy Review Date: May 3, 2007Policy Review Date: May 15, 2008Policy Review Date: March 24, 2009Policy Review Date: March 24, 2009Policy Review Date: February 23, 2010Policy Revision Date: February 22, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013Policy Review Date: June 24, 2014

RELIGIOUS LIBERTY FOR STUDENTS/EQUITY AND DIVERSITY

In accordance with KRS 158.181 the school will provide a safe harbor to allow the free speech and religious liberty rights of students to the extent permissible under the establishment clause of the First Amendment to the United States Constitution.

We commit our school to ensuring that each and every student:I. Is provided the opportunity to achieve at their highest academic level.II. Feels safe, welcome, and valued at our school.III. Receives a full, fair share of the opportunities our school has to offer.IV. Knows and honors the achievements of his/her own cultural traditions.V. Knows and honors the achievements of other cultural traditions he/she may encounter in our

community and later in life.

We commit ourselves to annual reflection on how well we are fulfilling this commitment, including review of data broken down by gender, ethnicity, socio-economic status, and disability on:

I. Student performance.II. Student participation in our programs.III. Student disciplinary referrals.IV. Family involvement in school activities.V. Feedback from students, parents/guardians, staff, and community leaders on their perception of

our performance in this area.

Based on what we learn from that reflection, we will develop and vigorously implement the plans needed to correct any failure to fulfill the commitment made above. To the extent possible, we will combine this work with our School Improvement Planning process. The annual school report card evidences this.

We have written specific steps to fulfill these commitments into our other policies.

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Argillite Elementary SchoolPolicy #2.20Required DecisionKRS 160.345(2)(h)Policy First Reading Date: July 17, 1995 Policy Review Date: June 24, 2014Policy Second Date: July 25, 1995 Policy Review Date: June 23, 2015Policy Revision Date: July 28, 2003 Policy Review Date: June 16, 2016Policy Revision Date: June 28, 2005Policy Review Date: May 3, 2007Policy Review Date: May 15, 2008Policy Review Date: April 15, 2009Policy Review Date: March 30, 2010Policy Review Date: May 24, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Revision Date: June 25, 2013

PRINCIPAL SELECTION

When the Council learns that the school needs to hire a principal, the Council, in correspondence with the Superintendent will

I. Obtain training in recruitment and interviewing techniques from a trainer of its choice.II. Hold at least one afternoon and one evening meeting to receive suggestions from parents/guardians,

staff, and other interested parties on what traits will make the best leader for the school.III. Meet in open session to:

a. Review the school’s mission and Comprehensive School Improvement Plan and discuss how the newly hired person will need to contribute to that work.

b. Review the descriptors of the Standards and Indicators for School Improvement and discuss skills that may be needed to move the school toward high performance.

c. Determine criteria for a strong candidate.d. List “ability to strengthen our school wide understanding of cultural diversity” as one of those

criteria.e. Develop standard interview questions that fit those criteria.f. Identify any other methods to tell whether candidates meet criteria and other steps in the hiring

process.IV. Meet in closed session to:

a. Review applications and references of candidates recommended by the superintendent.b. Select persons to be interviewed who appear capable of fitting the Council’s criteria.c. Decide if information in the written application leads to any specialized questions that should be

asked of a particular candidate.d. Agree on what, if any, specialized questions will be asked.

V. Schedule and interview with each selected applicant at a time convenient for Council members to attend.

VI. Conduct each interview in a closed session, during which they will:a. Ask all the standard questions in the same order each time.b. Ask the specialized questions after that.c. Ask any follow-up questions after that.

VII. Meet in closed session to discuss how well each applicant meets the criteria.VIII. If necessary, request additional applicants from the superintendent and repeat steps 5 – 7 above.IX. Meet in final session to announce the final choice of principal.X. Notify the superintendent immediately of their choice.

After receiving notice of the school’s choice, the superintendent or designee will complete the hiring process.

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Argillite Elementary SchoolPolicy # 2.21 Policy Review Date: September 8, 2009Best Practice Policy Policy Review Date: May 24, 2011Policy First Reading Date: July 17, 1995 Policy Review Date: November 14, 2011Policy Second Date: July 25, 1995 Policy Review Date: July 17, 2012Policy Review Date: July 28, 2003 Policy Review Date: June 25, 2013Policy Review Date: May 24, 2005 Policy Review Date: June 24, 2014Policy Review Date: May 3, 2007 Policy Review Date: June 23, 2015Policy Review Date: May15, 2008 Policy Review Date: June 16, 2016

FAMILY AND COMMUNITY ENGAGEMENT

Our council recognizes our students’ families and our local community as essential partners in helping each student succeed. We commit ourselves to:

I. Sharing clear information about each child’s progress with the child’s parents/guardians.II. Offering practical suggestions to families on how they can support student learning at home.III. Making representative parents and community members full partners in our decision-making.IV. Seeking and supporting adult volunteers to work with and inspire our students.

We will achieve each of these goals through the methods listed below.

INFORMATION ON STUDENT PROGRESSEach marking period, teachers will provide each student’s parents/guardians with:

I. A written report on the student’s progress.II. A written report on how each student with a disability is progressing toward the goals of the IEP.III. An invitation to meet and discuss the child’s progress.IV. An opportunity for the student to participate in sharing information on his/her progress with parentsV. The e-mail address and telephone numbers they can use to communicate with their child’s teachers.

HOME SUPPORT FOR STUDENT LEARNINGOur principal and teachers will:

I. Assign homework compatible with our instruction policy.II. Provide information on the content students will learn each year through the methods listed in our

curriculum policy.III. Send home newsletters at least four times a year that include information on constructive family

practices.IV. Support a vigorous Parent Teacher Organization.

Our Family Resource Center will:I. Survey families at least once a year to learn what services and activities would most help them support

their children.II. Offer a well-planned, well-publicized set of programs to meet those needs.III. Provide added information on those issues on our school website.

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

I. Signing up to serve on our SBDM committees.II. Attending council or committee meetings.III. Commenting on draft policies and plans, as they are made available.IV. Participating in surveys, input meetings, and other opportunities to define school needs and develop

solutions.

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Policy #2.21 cont.

VOLUNTEERS

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

I. Tutoring.II. Assisting with classroom activities.III. Preparing materials.IV. Joining our PTO and supporting their efforts to strengthen our school.

Argillite Elementary School adheres to the Greenup County Schools’ policy regarding volunteers.

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Argillite Elementary SchoolPolicy # 2.22 Policy Revision Date: March 30, 2010Required Decision Policy Review Date: May 24, 2011KRS 160.345(2)(j) Policy Revision Date: November 14, 2011Policy 1st Reading Date: February 25, 2005 Policy Review Date: July 17, 2012Policy 2nd Reading Date: March 23, 2005 Policy Revision Date: June 25, 2013Policy Review Date: May 3, 2007 Policy Review Date: June 24, 2014Policy Revision Date: September 8, 2008 Policy Revision Date: June 23, 2015 Policy Revision Date: June 4, 2009 Policy Revision Date: June 16, 2016

TESTING PROCEDURES AND DATA ANALYSIS

The following timeline will be followed concerning analysis of data and testing procedures:

AUGUST/SEPTEMBERI. STAR 360 testing dates will be set by the District Office for each school year.II. Analyze scores with all staff.III. All teachers look for gaps in curriculum.IV. Make master list for each teacher showing mastery levels for students in their classrooms.V. Put individual scores in permanent files.VI. Send home reports to all parents/guardians.VII. Share data with SBDM Council.VIII. Identified students will receive RTI instruction based on Assessment scores.

SEPTEMBER/OCTOBER/NOVEMBER I. Analyze KPREP scores with all staff. II Specialty areas disaggregate data and report to staff and SBDM Council.III. SBDM disaggregates data.IV. Individual results explained and given to each student to take home.V. Intervention and Progress Monitoring steps will be taken for identified students.VI. Utilize Coach Crosswalk Books at the 4th and 5th grade levels.

NOVEMBERI. Recognition celebration for Proficient and Distinguished.II. Red Flag Analysis of KPREP scores with Component Managers/Principal.III. Red Flag Analysis of KPREP scores with all staff.IV. Set up target groups for RTI.V. Review Comprehensive School Improvement Plan to see if revisions are needed based on data

analysis.

MARCH/APRIL/MAY. I. STAR 360 and KPREP Assessment II. Teacher predictions of student scores

Constructed response questions and On Demand Writing will be a part of classroom instruction and assessment throughout the entire year.

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Argillite Elementary SchoolPolicy # 2.23Best Practice Policy Policy Review Date: March 30, 2010Policy First Reading Date: January 6, 1997 Policy Review Date: May 24, 2011Policy Second Reading Date: January 27, 1997 Policy Review Date: November 14, 2011Policy Revision Date: July 28, 2003 Policy Review Date: July 17, 2012Policy Review Date: June 28, 2005 Policy Review Date: June 25, 2013Policy Review Date: May 3, 2007 Policy Revision Date: June 24, 2014Policy Review Date: June 24, 2008 Policy Revision Date: June 23, 2015Policy Review Date: April 15, 2009 Policy Revision Date: March 28, 2016

HOMEWORK POLICY

Teachers will:I. Give homework for practice or project work on “real life” projects or activitiesII. Ensure that students understand work that is to be done/practiced before assigning homework

activities.III. Share expectations with students.IV. Regularly assign and collect homework.V. Promptly evaluate and return homework (in 4th &5th grade, homework will count as a part of the

student’s grade).VI. Help students understand why completing homework will help them learn.VII. Students will not have to study for more than two Core tests per night.

Parents/Guardians will:I. Make sure the assigned homework is completed.II. Understand why homework is important and help their child see the value of homework.III. Use homework to see what students are doing in class and discuss this with their child.IV. Check the homework, but not do it.

Students will:I. Look for the purpose of the homework.II. Understand the directions before leaving class.III. Complete the homework.IV. Ask someone to check it before going to class.

If homework issues occur, the following procedures will be used:I. Talk with the teacher – if the issue is not resolved, then;II. Talk with the principal – If the issue is not resolved, then;III. Present the issue to the school council.IV. Students who do not complete homework will attend I.S.S. during Sharpening the Saw Fridays.V. Students who attend I.S.S. 3 or more times will be written up and entered into SWISS.

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Argillite ElementaryPolicy #2.24Required DecisionKRS 160.345(3)(d)KRS 160.345(8)KRS 158.060(40)704 KAR 3:035Policy 1st Reading: December 20, 2005 Policy Review Date: June 23, 2015Policy 2nd Reading: January 27, 2005 Policy Review Date: June 16, 2016Policy Review Date: January 30, 2007Policy Review Date: June 24, 2008Policy Review Date: April 15, 2009Policy Review Date: April 27, 2010Policy Review Date: May 24, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013Policy Review Date: June 24, 2014

Professional Learning Policy

The Argillite Elementary School Council will work with the district’s coordinator in accordance with KRS 156.095(3) to ensure that certified and classified staff receives appropriate professional learning opportunities.

The principal and staff will coordinate and assist in presenting professional learning sessions to address needs as identified in the District Improvement Plan, the School Improvement Plan, or the staff members’ Professional Growth Plan.

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Argillite Elementary SchoolPolicy #2.25Required decisionKRS 160.345(3) (c)703 KAR 5:225Policy First Reading Date: December 20, 2004Policy Second Reading Date: January 26, 2005Policy Review Date: May 3, 2007 Policy Review Date: June 23, 2015Policy Review Date: June 24, 2008 Policy Review Date: June 16, 2016Policy Review Date: June 4, 2009Policy Review Date: April 27, 2010Policy Review Date: May 24, 2011Policy Review: November 14, 201Policy Review: July 17, 2012Policy Review Date: June 25, 2013Policy Review Date: June 24, 2014

Comprehensive School Improvement Plan

Argillite Elementary School will follow current Administrative Practices and Policy 3.19 of the Greenup County Board of Education.

36

Argillite Elementary SchoolPolicy #2.26Required DecisionKRS 160.345(3)(b)Policy First Reading Date: December 20, 2004 Policy Review Date: June 23, 2015Policy Second Reading Date: January 20, 2005Policy Review Date: May 3, 2007 Policy Review Date: June 16, 2016Policy Review Date: June 24, 2008Policy Review Date: June 4, 2009Policy Review Date: May 31, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013Policy Review Date: June 24, 2014

Assessment of Student Progress

Argillite Elementary School will follow current Administrative Practices and Policy 2.441 of the Greenup County Board of Education.

37

Argillite Elementary SchoolPolicy #2.27 Policy Review Date: June 29, 2010Required Decision Policy Review Date: May 31, 2011KRS 160.345(2)(9) Policy Review: November 14, 2011Policy 1st Reading Date: August 30, 2005 Policy Review Date: July 17, 2012Policy 2nd Reading Date: September 27, 2005 Policy Revision Date: June 25, 2013Policy Review Date: May 3, 2007 Policy Review Date: June 24, 2014Policy Review Date: June 24, 2008 Policy Revision Date: June 23, 2015Policy Review Date: June 4, 2009 Policy Review Date: June 16, 2016

SELECTION OF TEXTBOOKS FOR PURCHASEEach year the Council will appoint a textbook coordinator for the subjects under adoption that year.

The textbook coordinator will seek input from teachers, classified staff and parents.

The textbook coordinator will:I. Review our Comprehensive School Improvement Plan and curriculum.II. Review the state’s KCAS for Assessment.III. Develop criteria for textbooks and related items that will help the school move all students

to proficiency and College/Career Readiness.IV. Include in those criteria a requirement that the textbooks appropriately reflect the cultural

traditions and achievements of groups represented in our student body.V. Include in those criteria a requirement that all textbooks appropriately reflect the cultural

traditions our students may encounter in our community and later in life.VI. Obtain samples of the textbooks and related materials available for the subject.VII. Review each textbook and related material for ability to meet the criteria.VIII. Identify the textbooks and related materials that will best meet the criteria.IX. Determine quantities of each item to be ordered within the school’s textbook budget.X. Fill out the paperwork needed to order those quantities.

The principal will check that each order fits the funds available and will take steps needed to purchase the items listed and no further Council approval will be needed. The principal will report to the Council on all choices made.

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Argillite Elementary SchoolPolicy # 2.28 Policy Review Date: June 16, 2016Required PolicyHealthy Hunger Free Kids ActOf 2010Policy Redesigned Date: December 15, 2015

WELLNESS AND NUTRITION

PURPOSEThe purpose of the Argillite Elementary School wellness policy is to ensure that all students at Argillite Elementary School are provided with a safe and healthy environment that promotes wellness through high quality health education and physical education to enrich student learning and ensure success. We believe student health is closely associated with academic achievement, attendance rate and behavior supports, thus our students need to be striving for healthy lifestyles in order to truly be prepared for “college and career readiness.”

SCHOOL COMMITTEEArgillite Elementary School maintains a Coordinated School Health Committee as evidence of PLCS Program Review expectations. Our CSH Committee serves as a resource to create, strengthen and support school policy on the promotion of student health and wellness. This committee will report to the SBDM annually to provide updates on school progress of implementation of this policy and other CSH programs.

PHYSICAL EDUCATION & ACTIVITYCOMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM (CSPAP)

Argillite Elementary recognizes that the CSPAP is an approach for enhancing physical activity/physical education in our school. We will utilize all opportunities for school-based physical activity to develop physically educated students who are encouraged to participate in the nationally-recommended 60+ minutes of physical activity each day and develop the knowledge, skills, and confidence to be physically active for a lifetime. With a CSPAP, quality physical education is the cornerstone of the program while also including school-based physical activity opportunities; school employee wellness and involvement; and family and community involvement.

PHYSICAL EDUCATIONA certified teacher will provide instruction. Teachers are allocated 24 hours annually to participate in professional learning opportunities, included but not limited to physical education, to address issues related to instructional practices, data analysis and improve instruction. Students will receive the equivalent of 150 minutes of physical education per week during their nine week physical education course. Our school will use the Physical Education Curriculum Assessment Tool (PECAT) & the Alliance for a Healthier Generation assessment tool to assist us in determining scope and sequence to deliver grade level benchmarks of the Kentucky Core Academic Standards (KCAS). All students will be assessed on the KCAS and receive a written grade based on the school grading schedule during their nine week physical education course. Physical education class sizes follow the district policy for pupil-teacher ratio in non-PE classrooms.

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Policy 2.28 cont.PHYSICAL ACTIVITY DURING THE SCHOOL DAY

All students will receive at least 30 minutes of physical activity outside of physical education class. This can occur in several ways:

Lesson plans include planned student movement and are integrated into academic lessons. Teachers shall make all reasonable efforts to avoid periods of more than forty minutes when students are physically inactive. When possible, physical activity should be integrated into learning activities. When that is not possible, students should be given periodic breaks during which they are encouraged to stand and be moderately active. Recess – at least 20 minutes of recess time is allocated and supervised.

Incentives will be used during the school year to encourage each class to engage in physical activity.Our school discourages the use of physical activity as punishment (e.g., running laps, pushups), and discourages the withholding of physical activity/physical education time for behavior management. Our school also discourages withholding physical activity/physical education time for make-up work.

PHYSICAL ACTIVITY BEFORE AND AFTER SCHOOLStudents will have opportunities to participate in interscholastic sports after school. Examples being 21st Century, YBL, JFL, Little League, Upward Sports League

STAFF INVOLVEMENTStaff Wellness. Argillite Elementary School highly values the health and well-being of every staff member and will plan and implement activities and policies that support personal efforts by staff to maintain a healthy lifestyle. Examples being Vitality Checks, Health Department Screenings, Walking TrackThe school has a designee to coordinate and provide professional development, for staff members, to integrate physical activity into the classroom setting.

FAMILY AND COMMUNITYOur school will encourage the use of school facilities through a shared use agreement for community members in order to create physical activity opportunities. All parties must follow the district policies and procedures for facility usage. Our school will provide information about physical education and other school-based physical activity opportunities before, during, and after the school day; and support parents' efforts to provide their children with opportunities to be physically active outside of school. Such supports will include sharing information about physical activity and physical education through a website, newsletter, or other take-home materials, special events, or physical education homework. Examples being ball team handouts, Nutrition Nuggets, 21st Century, Classroom Weekly Newsletters, FRC Monthly Newsletters, FRC Summer Camps

SCHOOL NUTRITIONOur school will adhere to all guidelines of the USDA National School Lunch Program and our school shall encourage healthy choices among students using the following methods:

To the maximum extent practicable, we will participate in available federal school meal programs. Increase breakfast participation via second chance as well as “grab-n-go” programs. Schedule adequate time for all school meals (702 KAR 6:060). “Brown Bag” program for students/families that have expressed a need for assistance with snacks

during weekends or extended breaks in school. Parents may block the purchase of “extras” from their child’s cafeteria account.

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Policy 2.28 cont.

School Nutrition Personnel will work closely with the parent(s) and/or guardian(s) to make reasonable accommodations for students with disability or other special dietary needs.

School cafeteria managers shall annually receive a minimum of two (2) hours of continuing education in applied nutrition and healthy meal planning and preparation (KRS 158.852)

In compliance with the federal Healthy Hunger Free Kids Act and 702 KAR 006:090, any food item offered for sale through a vending machine, school store, canteen, or fundraiser on school property shall meet the established state requirements.

User Smarter Lunchroom strategies for increasing healthy food selection (i.e. place fruits and vegetables near cafeteria or at easy access, etc.).

If requested our school will provide information to students or families on the nutrition, caloric, and sodium content of foods available

NUTRITION EDUCATION AND PROMOTIONOur Practical Living curriculum shall address the full Kentucky Core Academic Standards, including health, consumerism, and physical education.School ensures content of the Health Education Curriculum is integrated into all content areas to meet the health and safety needs of all students. Drinking water is encouraged and available to students free of charge at all times during the school day. Fundraising Activities. To support children's health and school nutrition-education efforts, the use of food will be discouraged for school fundraising activities. If foods are used we encourage them to meet the nutrition and portion size standards for foods and beverages sold individually. Our school will encourage fundraising activities that promote physical activity. Snacks. School provided snacks served in after-school care or enrichment programs will make a positive contribution to children's diets and health, with an emphasis on serving fruits and vegetables as the primary snacks and water as the primary beverage. Schools will assess if and when to offer snacks based on timing of school meals, children's nutritional needs, children's ages, and other considerations. The district will disseminate a list of healthful snack items to teachers, after-school program personnel, and parents. If eligible, schools that provide snacks through after-school programs will pursue receiving reimbursements through the National School Lunch Program. Rewards. When possible, rewards given to students shall be other than food/beverage items. When food/beverage items are used as rewards, we encourage such items to comply with nutritional guidelines set out in Kentucky Administrative Regulations. Celebrations. Schools should limit celebrations that involve food during the school day to no more than one party per class per month. We encourage use of food or beverages to meet nutrition standards for foods and beverages set out in Kentucky Administrative Regulations. The district will disseminate a list of healthy party ideas to parents and teachers. Food Marketing in Schools. School-based marketing will be consistent with nutrition education and health promotion. The promotion of healthy foods, including fruits, vegetables, whole grains, and low-fat dairy products is encouraged. Communications with Parents. Argillite Elementary will support parents' efforts to provide a healthy diet. Our school will send home nutrition information, post nutrition tips on school websites, and provide nutrient analyses of school menus if requested. We encourage parents to pack healthy lunches and snacks and to refrain from including beverages and foods that do not meet the above nutrition standards for individual foods and beverages. If requested, our school will provide parents a list of foods that meet the district's snack standards, and ideas for healthy celebrations/parties, rewards, and fundraising activities.

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Policy 2.28 cont.

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

MEASUREMENT AND EVALUATION

In compliance with 702 KAR 6:090, Argillite Elementary School will utilize the Alliance for a Healthier Generation’s Healthy Schools Program to evaluate the school environment. This report will be shared annually with the district as required by KRS 160.345 (11) and release the report at least 60 days prior to the public forum required by KRS 158.856 (5). Results will be reported to parents and community stakeholders via the school’s website.

The Argillite Elementary School CSH committee will oversee the implementation and evaluation of this policy. The CSH Committee shall periodically report to the school principal and SBDM on the content and progress of implementation of the school’s wellness efforts. The report shall include:

1. Extent to which the school is in compliance with this policy;

2. A timeline for an annual review and comparison of how the school measures up to model wellness policies provided by recognized state and national authorities.

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Argillite Elementary School

Policy # 2.29Best Practice PolicyKRS 160.345Policy First Reading Date: April 25, 2006 Policy Revision Date: June 23, 2015Policy Second Reading Date: May 30, 2006 Policy Review Date: June 16, 2016Policy Revision Date: August 28, 2007Policy Review Date: June 24, 2008Policy Review Date: April 15, 2009Policy Review Date: June 29, 2010Policy Review Date: May 31, 2011Policy Review Date: November 14, 2011Policy Review Date: July 17, 2012Policy Review Date: June 25, 2013Policy Review Date: June 24, 2014

Argillite Elementary Dress Code Policy

The dress code is based upon school safety and establishing a productive learning environment. It is virtually impossible to address all possible scenarios in regard to appropriate student dress and for that reason the principal will determine what is appropriate or inappropriate. Parents will be notified if the dress code is not upheld.

1. All pants, shorts, and skirts must be worn at the waist with acceptable standard length. (mid-thigh)

2. All shirts must cover stomachs and backs; sleeveless shirts are acceptable, but no spaghetti straps.

3. All headwear must be removed prior to school starting. These items may be stored in the students backpack or locker.

4. No inappropriate messages (pictures, words, symbols) on articles of clothing or backpacks. (Ex: tobacco, alcohol, hate messages etc…)

5. Must wear shoes that are safe and appropriate for the school environment. Shoes with wheels and high heels are not safe and appropriate due to activity times.

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Argillite Elementary School Policy Revision Date: June 23, 2015Policy #2.30 Policy Review Date: June 16, 2016Required Assessment Policy

First Reading Date: June 25, 2013Second Reading Date: August 6, 2013Policy Review Date: June 24, 2014

Program Reviews

Introduction to Argillite Elementary School’s ProgramsArgillite Elementary School has four instructional programs that are reviewed each year. They are the Arts and Humanities, K – 3, Practical Living/Career Studies, and Writing/Communication programs.

Discipline-based arts instruction and arts concepts will be implemented school-wide for the Arts and Humanities program. The four disciplines are art, dance, drama, and music. Students will have various opportunities to create, perform, and respond to the arts.

The Practical Living/Career Studies curriculum will include instruction in health education, physical education, consumerism, and career education.

K – 3 curriculum is vertically and horizontally aligned to KCAS so that it fully addresses the rigor/intent of the standards. Teachers use evidence-based instructional strategies to promote critical thinking skills.

The Writing/Communication program is a school-wide program that encourages students to demonstrate understanding through writing and communication. Students use the writing process to craft informational/explanatory, persuasive, and narrative pieces. Teachers and students engage in assessment to monitor progress toward meeting their goals.

Program Review Process Each program will have its own committee that may consist of teachers, administrators,

parents/guardians, and or community stakeholders. Each program review committee will meet at least three times a year to analyze data and evaluate

evidence. The four committees will report the program findings and recommendations to the SBDM Council

after every committee meeting. The SBDM Council decisions will be reported to the staff.

Teacher ImplementationTeachers will:

Ensure students are creating, performing, and responding to the arts. Create integrated lessons. Ensure health education, physical education, consumerism, and career education are covered in

class. Ensure students learn to write on-demand, for understanding, to explain/inform, persuade, and

narrate. Assess students to determine mastery of instruction. Participate in professional development to strengthen these areas of instruction and assessment.

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Policy #2.30 cont.

Program MonitoringThe principal will:

Ensure curriculum is aligned to Kentucky Core Academic Standards. Conduct walk-through observations to ensure teachers are implementing instruction and

assessments in the programs. Ensure the implementation of the Program Review Policy. Ensure that the SBDM Council annually review and revise the Program Review Policy.

The SBDM Council will: Ensure teachers receive job-embedded professional development needed to improve instruction in

the Arts and Humanities, K – 3, Practical Living/Career Studies, and Writing/Communication programs.

Monitor and evaluate data throughout the year.Arts and Humanities: ensure the teaching of arts concepts throughout the school and across the curriculum.Practical Living/Career Studies: ensure the teaching of PLCS concepts throughout the school and across the curriculum.K - 3: monitor the availability of resources needed to support the K – 3 program.Writing/Communication: ensure writing concepts are taught throughout the school and across the curriculum.

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Argillite Elementary SchoolPolicy # 2.31Required Policy Policy Review Date: June 23, 2015KRS 160.345(2)(i) and KRS 158.162 Policy Revision Date: March 28, 2016Policy First Reading Date: September 17, 2013Policy Second Reading Date: October 16, 2013Policy Review Date: June 25, 2014

Emergency Plan Policy

The principal, in consultation with the district’s Safe-Schools coordinator, parents/guardians, certified and classified staff, and local first responders, will collaboratively develop the school’s emergency management plan as a way to generate and document records to prevent, mitigate, prepare for, respond to, and recover from emergencies. The emergency management plan will include procedures for fire, severe weather, earthquake, building lockdown, and building lockout as specified in Kentucky statutes and regulations.

Local law enforcement shall be invited to assist in establishing lockdown procedures. The emergency management plan and diagrams of the facilities will be provided to appropriate first responders. Due to the need to maintain student and staff safety and security, the emergency plan and diagrams of the facility will not be disclosed in response to any open records requests.

Prior to the first instructional day of school, the principal, or designee, will present and review all emergency procedures with the staff. A staff sign in sheet with the date and time of training will serve as evidence. A copy will be kept on file at school and the district office.

Within the first thirty (30) instructional days of the school year and again during the month of January, the school will conduct one (1) earthquake drill and one (1) building lockdown. Fire drills will be conducted in accordance with timelines, procedures, and requirement outlines in the DHBC regulations. Whenever possible, first responders shall be given notice of possible drills and invited to observe. The principal is responsible for assurance and implementation of these drills and reporting completion and problems noted during the drill to the school council and to the district central office for any remedial action needed. At the end of the year, the emergency procedures are to be reviewed by the Safe Schools committee. Any revisions will be communicated to the district Safe-Schools coordinator. The plan will be revised as needed.

Annually, the principal is responsible for working with the district Safe-Schools coordinator to ensure that all local first responders have current diagrams of the school that note the primary and secondary evacuation routes, the severe weather safe zones, and notations of the exterior and front entrance access points. Completion will be reported to the SBDM Council and documentation maintained in the office.

A comprehensive diagram of the school, showing primary and secondary evacuation routes will be posted by the doorway in each classroom, the main office, the cafeteria, and the library prior to the first instructional day of school. These postings also apply to severe weather safe zone maps.

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Policy#2.31 cont.

The following control measures will be in place for each instructional day: All exterior doors must remain locked at all times. All visitors must enter through the posted front entrance. The front entrance must remain secure, with electronic access only. All visitors must use the “buzzer” and be recognized prior to gaining access to the reception area.

At no time during the school day are students allowed to monitor the front entrance or reception area.

All visitors must report to the front office, provide photo identification, state the purpose of the visit, and wear a school-specified badge on the outermost garment during the entire visit. Upon leaving, all visitors must report back to the front office.

The office must keep an accurate log of each visitor, the date and time of the visit, the purpose of the visit, and with whom they visited.

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Argillite Elementary SchoolPolicy # 2.32 Policy Review Date: December 4, 2014Required Policy (School Culture Component Committee)KRS 160.345 NCLB Policy Review Date: December 18, 2014Title 1, Part A Section 1118 Policy Review Date w/Parents Date: MarchPolicy First Reading Date: 1990 17, 2015Policy Second Reading Date: 1990 Policy Revision Date: June 23, 2015Policy Review w/Parents Date: Parent Policy Review Date: April 19, 2016April 29, 2014Policy Review Date: June 24, 2014

This policy is reviewed and revised with the help of Parents and Guardians at our annual Title 1 Parent Involvement Meeting!

ARGILLITE ELEMENTARY SCHOOL SCHOOLWIDE PARENT INVOLVEMENT POLICY

Mission Statement: The mission of Argillite Elementary School is to provide all students with a dynamic, quality education in partnership with families and communities to empower students to excel in a global society.

This policy and the plan to implement it have been developed jointly and in agreement with parents/guardians of students enrolled at Argillite Elementary School. It will be distributed to all parents/guardians at the beginning of each school year.

PoliciesArgillite Elementary has thirty three school policies and a set of by laws. These are reviewed every year.

Annual MeetingArgillite Elementary shall convene an annual meeting at a time convenient for parents/guardians/grandparents that are ALL invited and encouraged to attend. At this meeting, parents will be informed about the school programs and their right to be involved in these programs.

Design TeamArgillite Elementary School will have an action team involving parents, teachers, school staff, the principal, FRYSC, and community members to identify and address parental involvement needs. Program Review committees and Site Based Council have parent members. Letters for comments or suggestions are sent home, asked for at the meeting, and on the web site.

Parent MeetingsArgillite Elementary School will provide parents with information and opportunities to attend parent meetings throughout the school year, beginning with Argillite’s Back to School Picnic with an information booth and teacher booths. The FRYSC Volunteer meeting, AR Family Nights, Annual Title 1 Spring meeting, SBDM meetings, and PTO meetings are examples. Efforts to involve and inform parents include providing parents with resources that enhance parenting skills and understanding of school curriculum and policy.

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Policy #2.32 cont.

Parent – Teacher CommunicationArgillite Elementary School will address curriculum and school performance profiles that show school progress toward meeting state standards and provide individual student results and interpretation of these results to parents. Parents will be informed of students’ performance by report cards, Map Scores, Star Reading Scores, letters, phone conversations, mid-term progress reports, and agenda books. There are invitations to recognition assemblies, home visits, calendars, and other means. Parent comments, suggestions, and ideas will be requested and encouraged.

NewsletterArgillite Elementary School will publish a monthly newsletter to provide parents with a constant flow of interesting and timely information about upcoming events and activities, ways to help your child, etc. School-wide activities will be published in the newsletter. Counselor blurbs and Principal notes will be added to this newsletter. Each teacher will send a weekly newsletter home to parents explaining activities, assignments, etc. that are taking place in their classroom. These newsletters will also be posted on the website.

ActivitiesArgillite Elementary School will encourage parents to become a vital part of the School-wide program several ways. Becoming a school volunteer, active participation in our Parent-Teacher Organization, attending trainings and meetings open to parents, assisting with review and/or revisions on the Parent Involvement Policy and Home School Learning Compact, membership on advisory committees for the SBDM Council, and the Council, itself, are excellent examples.

Student InvolvementArgillite Elementary School will involve students in generating parents’ interest by student participation in school programs. (Examples: projects, subject area fairs, performing in plays or singing, Student Council, Academic Team, AR Family Night, Sharpen the Saw clubs, Leader in Me activities, etc.)

Community InvolvementArgillite Elementary School will involve community members in the School-wide program by inviting community experts to discuss pertinent “topics of interest” and encouraging participation in school programs. Some of these include Grandparents’ Day, Career Day, Spirit Week, Dance Instruction, musical programs, KDMC, Our Lady of Bellefonte Hospital, Imel’s Greenhouse, Farm Bureau Insurance, Little Sandy Fire Department, the Woodland Group, and 4H are some examples of community involvement.

School-Home CompactArgillite Elementary School will jointly develop and revise with parents a Home - School Learning Compact that describes the responsibilities of the school and of the home to assist children to reach high standards.

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Argillite Elementary SchoolHome-School Learning Compact 2016 – 2017

Mission Statement: the mission of Argillite Elementary School is to provide all students with a dynamic, quality education in partnership with families and communities to empower students to excel in a global society. Hence, communication between parents and teachers should be ongoing through:

Parent-teacher conferences/communication Frequent reports to parents on their child’s progress Reasonable access to staff, opportunities to volunteer and observe classroom.

Parent/GuardianI want my child to learn; therefore, I will encourage my child by doing the following:

See that my child has regular attendance at school. Teach my child to respect self and other people. Frequently ask my child questions that can’t be answered by yes or no. Review progress reports with my child and check my child’s assignments. Use instructional materials the school sends home and online that will enhance

my child’s strengths and weaknesses, and check Infinite Campus for my Intermediate student.

____________________________________________________________ ______Signature of Parent Date

StudentIt is important that I work to the best of my abilities; therefore, I will strive to do the following:

Attend school regularly and care about my school, other people, and myself. Let my teacher and family know I need help. Do my best to be proactive. Work independently, do my assignments and homework, and turn them

in when due.

____________________________________________________________ ______

Signature of Student Date

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TeacherIt is important that students achieve; therefore, I will strive to do the following:

Provide high quality instruction with extra emphasis on greatest needs. Synergize with parents, students, school personnel, and community. Monitor and share reports of student progress. Present the parents with a survey asking for child’s strengths and

weaknesses to better provide for them.

_____________________________________________________________ ______Signature of Teacher Date

PrincipalI support this compact for parent involvement; therefore, I will strive to do the following:

Provide an environment that allows for positive communication between home and school as well as a safe locale for learning.

See that teachers and students are daily using the 7 habits from Leader in Me. Encourage teachers to assist parents with ideas and materials to use when

working with their children. Provide professional learning for novel research based ways to work on

instruction in last year’s problem areas: Math, Writing Process, On Demand writing, and Language Mechanics.

_____________________________________________________________ ______Signature of Principal Date

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Argillite Elementary SchoolPolicy # 2.33Best Practice PolicyPolicy First Reading Date: August 26, 2016Policy Second Reading Date: September 27, 2016

Argillite Elementary School Parent TeacherOrganization Bylaws

Article I – Name and PurposeSection 1: Name -The name of the organization shall be the Argillite elementary School PTO or AES PTO.

Section 2: Purpose- The purpose of the AES PTO is to enhance and support the educational experience at Argillite Elementary School, to develop a closer connection between school and home by encouraging parental involvement, and to improve the environment at Argillite Elementary School through volunteer and financial support.

Article II - MembershipMembership shall be automatically granted to all parents and guardians of AES students, plus all staff AES. There are no membership dues. Members have voting privileges, one vote per household.

Article III – OfficersSection 1: The Executive Board shall consist of the following officers: President, Vice President, (or co-presidents), Secretary, Treasurer, One Teacher Representative, and Principal.

Section 2: DutiesExecutive Board - Develop the PTO’s annual budget, establish and oversee committees to conduct the work of the PTO, establish fundraising programs, and approve unbudgeted expenditures of more than $100.00.President and Vice President (or co-presidents) - Preside over meetings, prepare the agenda, retain all official records of the organization, serve as the primary contact for the principal, coordinate the SBDM elections for AES, and represent the PTO at meetings outside the organization. Secretary - Take and record minutes, handle correspondence, and send out notices of meetings. The secretary also keeps a copy of the minutes book, bylaws, policies, rules, contacts, and any Other necessary supplies, and brings them to meetings.Treasurer – Receives all funds of the organization, keep an accurate record of receipts and expenditures, and pay out funds with the approval of another signing officer. The treasurer will present a financial statement at every meeting and at other times when requested, prepare a year-end financial report, and report to AES Secretary for budgets to be presented to SBDM Council monthly. All- officers shall deliver to their successor’s official materials at the close of their service of office.

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(Policy 2.33 cont.)

Section 3: Electionsa. Eligibility- Any parent or guardian, in good standing, of an AES student is eligible to run for an

office. b. Elections- Elections will be held no later than May 1st, with a transition meeting to take place by

June 30th. Nomination forms will be available on the website and the AES main office. Forms must be turned into the main office by the stated deadline.

c. Officers are elected for one year terms. Each person elected shall hold only one office at a time.d. Teacher election should take place by May 1st.

Section 4: Vacancies. If there is a vacancy in the office of president, the vice or co-president will become

the president. If there is a vacancy in any other office, the President shall appoint a PTO member to fill the vacancy, for the remainder of the officer’s term.

Section 5: Removal from officeAn officer can be removed from office for failure to fulfill his/her duties, after reasonable notice by consensus of the Executive Board.

Article IV – MeetingsSection 1: Regular Meetings. Regular meetings will be held each month during the school year. Meeting dates and times are to be posted on the AES website.

Section 2: Special Meetings. Special meetings may be called by the president, any two members of the executive board, or five general members submitting a written request to the secretary. Previous notice of the special meeting shall be publicized at least 3 days prior to the meeting.

Section 3: Quorum– Four (4) members of the PTO present and voting constitute quorum for the purpose of voting.

Section 4: Voting – Each member in attendance at a PTO meeting is eligible to vote, one vote per household. Absentee or proxy votes are not allowed. Decisions should be reached with consensus. If consensus cannot be reached, council can choose to table the motion until the next meeting for further discussion and input. A majority vote can be used for decisions that require immediate action, if necessary.

ARTICLE V – FINANCE

Section 1: Fiscal Year - The fiscal year of the PTO begins July 1 and ends June 30 of the following year.

Section 2: Banking - All funds shall be kept in a checking account in the name of Argillite Elementary School PTO, requiring two signatures of the Executive Board and held at a local financial institution.

Section 3: Reporting - All financial activity shall be recorded in a computer-based accounting system. The Treasurer shall reconcile the account(s) monthly and report all financial activity monthly.

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(Policy 2.33 cont.)

ARTICLE VI – BYLAW AMENDMENTSAmendments to the bylaws may be proposed by any PTO member. Amendments presented at a PTO meeting shall be considered for voting at a subsequent meeting. All changes of bylaws must be presented to the Argillite Elementary Site-Based Decision making Council.

ARTICLE VII - DISSOLUTION

In the event of dissolution of the Argillite Elementary School PTO, any funds remaining after all Outstanding bills are paid shall be donated to Argillite Elementary School.

ARTICLE VIII - PARLIAMENTARY AUTHORITYRobert’s Rules of Order shall govern meetings when they are not in conflict with theorganizations’ bylaws.

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