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W. L. Swain Elementary Faculty & Staff Handbook
2018-2019
ii
W. L. Swain Elementary School
Teacher Handbook Table of Contents
2018-2019
Section 1: General & Administrative Forms found in SWAIN shared folder Car riders-morning and afternoon- 2-3 Afternoon bus line up- 4 Bus dismissal- 5 GCBE calendar-6 WLS Important Dates- 7 Payroll Cut off dates-8 Employee Dress Code- 9 Student Dress Code- 10
Section 2: Curriculum & Instruction
WLS motto, vision, and beliefs- 11 WLS Assessment Pyramid- 12 Leader of Leaders- 13 Teacher Classroom Expectations- 14
Section 3: Discipline
General overview of Discipline- 18 Discipline Plan Letter- 20 Classroom Discipline Plan- 21
Section 4: Student Services
Clinic information-23 Hospital Homebound-24
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Forms Located in SWAIN Shared Folder labeled
1Anderson-Teacher Handbook, Schedules, & Forms
All Schedules may be found under schedule file
School map Intercom numbers Spanish field trip permission form Blanket movie permission form Video request form IEP Excusal form& directions Comp. Time form-for all classified staff (only Dr. A. can approve
time) Swain Parent conference form Bullying Complaint Form School Counselor Referral Form Gordon County Restraint Policy Open House sign in sheet Afternoon Transportation-with buses, ASC, and car riders Discipline letter to parents Warrior Bucks Rewards/Earnings/Fines Warrior Bucks Rewards Memo Lice Referral Notice
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Morning Car Rider Line
The main morning car rider line will be a single flowing car rider line. Parents will drop students off at the front of the school. Parents will travel straight and stop at the solid white line to let students exit the car. Once your child has
exited your car, you will continue straight to exit. Parents and guardians are advised to stay in a straight line. DO NOT cut around cars in front-this creates
a hazardous situation for our students. Doors will open at 7:15. Please wait until a school officials comes outside before letting your child out of the vehicle.
Line 3- Closed during morning car riders Line 2 Closed during morning car riders
Line 1
Side walk
W. L. Swain-Front of Building
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Afternoon Car Rider Line
Afternoon car riders will utilize a 3 line system. Please pull all the way up to to the solid whiteline. The car tag provided must be displayed on your rear view
mirror. Car riders will be picked up from three car lines in the front of the school. It is strongly recommended students in grades pre-k through 2nd,
parents use the lane closest to the school. Please encourage students to enter and exit the car from the passenger side. Students in grades 3rd, 4th, and 5th can use the outer lanes. If there is an older sibling they will be asked to walk
with the young child to an outer lane.
All traffic will be stopped until all cars are loaded. Please see following picture for example.
Line 3
Line 2
Line 1 Side walk Reminders:
There will be no dismissals from the front office after 2:10.
Do not exit your vehicle. Faculty will not release a child to an individual
not in their vehicle with the appropriate identification.
Mirror tags will promote faster moving pickup lines. Without the mirror
tag, the person picking up the child will be asked to report to the office.
If your child is in a car seat we ask that once the slow sign is displayed
please slowly pull forward and pull off to the side to fasten your child if this task was not completed while the stopped. This will allow the next
group of car riders to begin.
W. L. Swain-Front of Building
Wh
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Bus Dismissal Procedures
Please line students up according to the bell schedule. Car riders, ASC, and then bus riders. Place bus riders in order of bus line up. 1st and 2nd grade car riders will line up in their hallway and
their designated person will escort them to the cafeteria. 3rd grade-5th grade will do the same. 1st-2nd ASC will walk to the cafeteria with their designated
person. 3rd-5th grade will walk independently to the gym for ASC. All teachers are to walk their students to the bus and make
sure all students load their assigned bus.
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W. L. Swain Elementary School Important Dates 2018-2019
July December
31 Open House! K-5th- 4-6 PM 19-Jan. 3 Christmas Break
31 Pre-K orientation 8:30-9:30 am January 19 instructional days
August 22 instructional days 2-3 In-Service Teachers Only
3 First Day of School 4 Students Return
16 Local School Governance Team Meeting
7:00am-7:35am 21 Local School Governance Team
Meeting 7:00am-7:35am
13-31 Fall MAP testing 17 MLK Day No school
September 19 instructional days February 15 instructional days
3 Labor Day No School 14 Local School Governance Team
Meeting 7:00am-7:35am
5 Fall Picture Day in the gym 18-22 Winter Break
10-13 Book Fair 25-March 1 Dr. Seuss Week
10 Grandparents Day 3rd grade March 20 instructional days
11 Grandparents Day 1st grade 14 Local School Governance Team
Meeting 7:00am-7:35am
12 Grandparents Day 4th & 5th grades 15 Professional Learning Day
13 Grandparents Day 2nd grade 20 Spring picture-gym
13 Family Night/Literacy & Math Night
(Come Learn with Me!) 5:30-7:30 22 Multi-Cultural Night 6:00-7:00
14 Pre-K & K Grandparents Day
Grandparents picture Day 11-1 18-29 Spring MAP testing
14 Fall Picture retakes in the activity room April 17 instructional days
20 Local School Governance Team
Meeting 7:00am-7:35am 1-5 Spring Break
24-28 Homecoming Week April 16-May 7 EOG- Georgia Milestones Assessment
System (Georgia Milestones)
28 pep rally @ GCHS for 3rd-5th 9-10:30 18 Local School Governance Team
Meeting 7:00am-7:35am
October 17 instructional days May 17.5 instructional days
5 Professional Learning day 7 Spring Chorus Show 6:30
8-12 Fall Holiday 6-10 Teacher Appreciation Week
18 Local School Governance Team
Meeting 7:00am-7:35am 9 Field Day prep-no classes
26 Fall Festival 5:30-7:30 10-11 Field Day
22-26 Red Ribbon Week 16 Local School Governance Team
Meeting 7:00am-7:35am
November 17 instructional days TBA GCHS Senior Warrior Walk
9 Veterans Day Breakfast & Program 20-22 EOG retest
15 Local School Governance Team Meeting
7:00am-7:35am 22-23 Award programs
19-23 Thanksgiving Break 24 Early release- ½ day
30 Santa pictures 8-11 27 Memorial Day no school
December 11.5 instructional days 28-30 Post Plan
Nov. 26-Dec. 14 Winter MAP testing
18 Chorus sing along & Early release
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Payroll Cut off Dates For FY 2019
CUT OF DATES EACH MONTH PAY DATES
JULY 31, 2018 AUGUST 31, 2018
SEPTEMBER 08, 2018 SEPTEMBER 28,2018
OCTOBER 06, 2018 OCTOBER 31, 2018
NOVEMBER 10, 2018 NOVEMBER 30, 2018
DECEMBER 08, 2018 DECEMBER 31,2018
JANUARY 12, 2019 JANUARY 31, 2019
FEBRUARY 09, 2019 FEBUARY 28, 2019
MARCH 09, 2019 MARCH 29, 2019 APRIL 13, 2019 APRIL 30, 2019
MAY 11, 2019 MAY 31, 2019
JUNE 08, 2019 JUNE 28, 2019
JULY 13, 2019 JULY 31, 2019
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Employee Dress Code Gordon County Schools' employees are expected to dress in a professional manner with modesty, neatness, and good taste stressed at all times. The administration has the responsibility of articulating the dress code regulation to all employees and has the authority to take action when employees violate this policy.
Gordon County Schools’ employees are expected to dress in a professional manner with modesty, neatness, and good taste stressed at all times.
Minimum Dress
The minimum dress for all employees who do not wear uniforms is a collared golf shirt and khaki, pastel, white or dark colored slacks or skirts. Employees may dress up more.
Only on special days designated by the building administration are jeans and wind suits/sweat suits to be worn. Comfortable shoes including athletic shoes are acceptable.
Jeans will be permissible on special days that are designated as such. A school shirt should be worn with the jeans such when a specific day (ie. favorite team, red ribbon week, etc.) has been scheduled. This includes field trips. Please dress professionally if you have a parent meeting.
Specific Exceptions
P. E. coaches are allowed to wear shorts during instruction only.
Bus drivers and custodians are allowed to wear shorts and blue jeans.
Shorts may be worn for outdoor field trips, field days, and on in-service days not involving training or parent conferences.
Ladies Skirt/Dresses/Tops/Pants/Shorts
1. SKIRTS and DRESSES must reach the top of the knee. Backless or strapless dresses or shirts are not permitted.
2. TOPS may have sleeves or be sleeveless. Regardless of the type of top, the area from the neck to the shoulder must be covered. No tank tops or low cut necklines are permitted. Collared shirts and blouses or t-shirts with appropriate writing may be worn. See-through clothing that exposes under garments is not permitted. Mid-drifts must be covered while standing, walking, or sitting.
3. PANTS, slacks, capris are appropriate. When the building administrator approves a special day for jeans, they are considered appropriate. Yoga style/type pants are not permissible.
4. SHORTS must reach the top of the knee.
5. Garments with holes or tears are not permitted
Men’s Pants/Shirts
SHORTS and PANTS must reach the top of the knee and must always be on the natural waistline with no sagging. Some type of a belt must be worn.
1. SHIRTS must have sleeves. No tank tops.
2. Garments with holes or tears are not permitted.
ALL EMPLOYEES
1. BODY PIERCING AND TATTOOS should be covered in compliance with the dress code. Earrings are allowed; however for safety reasons facial piercing is not allowed.
2. JEWELRY such as heavy chains and spikes are not allowed.
3. Apparel with any reference to alcohol, drugs, tobacco, sexual or vulgar remarks, or racist comments, is not permitted.
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Student Dress Code
Gordon County Board of Education Student Dress Code Descriptor Code:JCDB-R
Modesty, neatness, and good taste are stressed in all Gordon County Schools. There is a direct relationship between dress, grooming, conduct and success in school.
Grades Pre-K-5
Students are expected to dress appropriately. Appropriate shall be defined as neat and in good taste. Clothing that is distracting to the learning environment will be dealt with by the school administrator. As the elementary students mature, the building administrator will discuss appropriate dress with students. Beach flip-flops are not permitted for safety reasons.
ALL STUDENTS
1. HEADGEAR: No head coverings, hats, caps, sweatbands, do-rags, or bandannas are permitted. 2. BODY PIERCING AND TATTOOS should be covered in compliance with the dress code. Earrings are allowed; however for safety reasons facial piercing is not allowed. 3. JEWELRY such as heavy chains and spikes are not allowed. 4. Apparel with any reference to alcohol, drugs, tobacco, sexual or vulgar remarks, racist, or any kind of gang affiliation is not permitted.
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Motto:
Where Learning Shapes Extraordinary Students
Mission: W.L. Swain's mission is to have a positive influence on the lives of each
student by empowering lifelong learners for their future of infinite
possibilities.
Vision: W.L. Swain will provide a safe, diverse learning environment which sets
high expectations and celebrates the strengths of each child. We will
unlock the potential of tomorrow's learners by providing a rigorous
course of study. We will foster strong relationships between students,
parents, and staff.
Beliefs: We believe that all students will learn.
We believe that all students can achieve at higher levels.
We believe in the value of our partnership which exists between our school
and its stakeholders (students, parents, community, staff and businesses),
and the role they play in realizing our vision. Our success requires a
community of enthusiastic stakeholders.
We believe that a challenging and dynamic world demands advanced real-
world skills, active experiences, and outstanding citizens.
We believe every student at W.L. Swain Elementary School represents the
future of our community, state, and nation.
We believe in differentiating instruction for a community of diverse learners.
We believe in providing a safe and nurturing learning environment.
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WW.. LL.. SSwwaaiinn AAsssseessssmmeenntt PPyyrraammiidd
Annual Assessments
12 Weeks Assessment
24 Weeks Assessment
2-4 Times Monthly
Assessments
Daily and Weekly
Assessments
W. L. Swain Assessment
Pyramid
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Leader of Leaders Responsibilities 2018-2019
W. L. Swain Elementary School
1. Distribute information & materials to team members in a timely manner.
2. Ensure all grade level paperwork is turned in by the given deadline.
3. Conduct grade level meetings using a prepared agenda. Agendas must be emailed to
administration ahead of time. All agendas must include a discussion of SWD-student progress
and action steps. Minutes should be emailed to the administration. This should include who was
in attendance and who was absent. If an administrator’s attendance is requested at the grade
level meeting, please give advanced notice.
4. Ensure that grade level meetings are professional, productive and meaningful. Follow established
norms for collegial conversations. All persons should contribute to the planning. Plan to work
on lesson plans, Common Core, focus on student achievement and be data driven. Each week,
one teacher should plan to have their students be the focus of conversation this will include:
student work, discipline concerns, academic challenges, etc.). Others should offer help and
suggestions. Document this in the agenda and minutes.
5. Serve as a liaison between team members and administration.
6. Redeliver information or training to grade level members.
7. Meet with administration as needed & report any grade level concerns/needs/suggestions to
administration.
8. Ensure that grade level newsletters are consistent from teacher to teacher and contain all
necessary information. Someone in each grade level should be responsible for proofing the
newsletters. Gather grade level information for school level newsletter as well. Place copies in a
notebook for your annual evaluation.
9. Maintain confidentiality & ethical behavior.
10. Lead the preparation of rosters for the next year and complete necessary checkout procedures.
2017-18 Leader of Leaders PK B. West K M. Rice 1st L. LiCause
2nd A. Padgett 3rd C. Cote 4th T. Green 5th I. Bennett
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Teacher Classroom Expectations
Standards must be posted and relevant to the skill you are currently teaching. Refer to the standard during instruction. Use the explicit language of the standards. (Students should be able to articulate).
Evidence (task, artifact, rubrics) of the standard(s) should be posted & referenced during instruction. Anchor charts should be dated and created with the student. This is a NON-NEGOTIATBLE! Avoid too many posted charts.
Subject related word walls posted (Math, Reading, ELA Science, & SS). Add words as you progress through the year and use the word wall in teaching and work periods. These words should go up as taught and be neat in appearance (legible and large). The upper grades should consider a notebook or folder with site words for struggling students to use as a reference.
Current schedules must be posted inside & outside your classroom. The schedule inside should be kid-friendly & large enough to read.
Lesson Plans should include the following:
o Follow & stay on the schedule! Plan what you teach and teach what you plan.
o Lesson plans should include: Whole-group, needs-based groups, focus group plans, intervention activities and a read-aloud with a plan for this including vocabulary.
o Needs-based groups – Names of students listed with targeted need and the content/skill for each differentiated group. Groups should change periodically based on student progression. This is your Tier 2 documentation.
o Page numbers/materials to be used/date of lessons should be on the lesson plan.
o FOLLOW THE GRADE LEVEL PLAN!!
o Lesson Plans and schedules should be adhered to as closely as possible and completed a minimum of one week in advance. Science and SS may have a two week rotation. Co-teachers, ESOL, EIP and resource teachers should be aware of your plans a minimum of 5 days in advance. Planning with them is critical for success. Use the shared folder and email to your advantage. Every teacher is expected to meet deadlines. Draft plans are expected at
Thursday’s grade level planning. This includes attachments, assessments, etc.
Teacher should not arrive at a grade level meeting without materials.
o ESOL (include WIDA standard) and ESS accommodations and modifications should be listed in the plans and adhered to.
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o Lesson Plans and PM information should be for easily located for visitors. Lesson plans should always be visible for a visitor.
Teach bell to bell – Time on task is critical.
Rituals and routines should be evident. Establish these early!
The teacher should be moving around the room, monitoring student work, & providing feedback. Teachers shouldn’t be sitting at their desk. Non– instructional computer use should be avoided. Periodic checks are conducted.
Limit worksheets-Please avoid coloring sheets, art work and cut & paste activities. This includes kindergarten.
Leveled Libraries-weekly documentation to show that students are being monitored should be posted. Anecdotal notes should be made when listening to students read.
Paras should not be doing clerical work during instruction. They should directly provide support and instruction to students. Errands should not be given during instructional time.
A clear management tool should be used for classroom management (clip color changes-following the Warrior Way, marbles, etc). Class Dojo will be used in every classroom.
All math classes should be taught using the workshop model:
o Mini-Lesson (Opening) – Approx. 10 minutes – Explicitly state and model the standard/element that you are currently working on
o Work Time – Approx. 30-40 minutes. Practice what is learned, conference with students, monitor, redirect or provide feedback.
o Closing – Approx. 5 – 10 min – summarize (teacher or student), refer back to standard
Each classroom should have a math fluency block & Number Talks daily. These skills should vary based on each student’s mastery level.
The Workshop Model should be used in Writing. Conventions should be taught in conjunction with the workshop lesson.
Reading
o There are more effective ways to teach spelling words instead of writing spelling words 3/5 times each and writing definitions. A more effective practice includes word studies with word sorts.
o Flashing sight words can be done in practice stations. There is no need to do this during needs-based instruction.
o Literacy Stations: Have directions posted. Stations need to be aligned to the FAB 5 (How are the stations teaching the student to read?). Hold students accountable, use FCRR activities and other resources that have been made
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available for use during this time. Carefully plan the usage of worksheets – if they must be done consider partner work and menu covers.
o Make sure whatever you put in a literacy station has already been taught. It is there for practice!
o Reading Workshop is to be in every classroom.
Data Notebook:
o This will always be a “work in progress” and a usable tool.
o Teachers will build the data notebook with specialists.
o Data notebooks should always be out and visible.
Room Arrangement
Large group areas Small group areas Directions and standards should be posted at each station. All stations should be visible from the teacher’s table. Computer screens should be visible from the teacher’s table. The room should flow well. The students should move between stations. Buckets/tubs should not be rotated
between the desks. Rules vs. Procedures
Plan procedures Establish 3-5 rules (Have procedures for going to the restroom, problems, etc.) Do
not allow student interruption during small groups unless it is an emergency. Post these rules and stick to them. Visually scan the room for on task students.
Transitions
Minimize interruptions, especially during small groups Establish hand signals for simple things like rest rooming, not knowing what to do,
and rotating stations. Establishing a system for choosing stations (bulletin boards area with name,
pictures of stations, graphs, etc.) Use timer for consistency Plan activities in stations that students have previously been taught. Thoroughly
explain stations when they change each week. Use writing prompts and rubrics in writing stations.
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If you have four “silly” five minute interruptions during instruction, you lose 20 minutes of instruction a day. That is 100 minutes of instruction in one week. That is 3,600 minutes a school year.
That is 60 hours a year of instruction
LOST FOREVER!
NOT AT WLS!
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School-wide Discipline Plan
W. L. Swain Elementary School utilizes a school wide discipline plan. Our school implements a system based on Positive Behavioral Supports which follows the Pyramid of Interventions and the Georgia Keys to Quality. According to the Pyramid of Behavioral Supports, 70% of our students should be successfully participating in the school wide discipline plan. This is Tier 1 of the pyramid. Before a student can move to Tier 2, a committee must meet to determine that appropriate support has been provided through the school wide discipline plan. Tier 2 should be comprised of approximately 20-25% of the school population and students will be provided targeted interventions. Administrative approval is required before moving a student to Tier 2. Tier 3 should be comprised of 1-7% of the student population. At this tier, the committee will begin a functional behavioral analysis and implement a behavioral intervention plan if one has not already been implemented. By consistently utilizing school wide discipline plan, teachers will be meeting the expected requirements for Tier 1. Warrior Bucks will be issued to all faculty and staff. Warrior Bucks will be printed by the office and kept in the vault. There will be various denominations to decrease the overabundance of some bills. Teachers will have the option of determining how to manage students’ Warrior Bucks. Students may keep a checkbook or the teacher may devise another system for keeping the cash (such as a pocket chart or filing system to store the actual Warrior Bucks). Teachers will be expected to use the documents provided in the online handbook to communicate to the office and/or other teachers. The “Warrior Bucks Memo” is to document earnings or fines. The “Warrior Bucks Reward Memo” is to communicate purchased rewards. There is also an overview sheet of all rewards, earnings, and fines for quick reference.
Bullying
Along with a school wide discipline plan, W. L. Swain Elementary School takes a proactive approach to bullying. Teachers will be asked to complete a Bullying Complaint Form which can be found in the online handbook. This form will serve as documentation of repeated patterns of behavior. The form will provide administrators specific details regarding the type of bullying taking place in order to eliminate the aggression. The first referral will result in a formal warning to the student from the administration. The administrator will make contact with a parent or legal guardian, an immediate counselor referral will be made, and the student will lose Warrior Bucks in accordance with set guidelines. The second referral will result in ISS, contact of a parent or legal guardian, loss of Warrior Bucks, and a second counselor referral. During ISS, the student will be required to watch an educational DVD on bullying and conflict resolution. A third bullying referral will result in ISS or possibly OSS, the loss of Warrior Bucks, and contact with the legal guardians requiring them to view a bullying video before the student will be admitted back to class.
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The state of Georgia defines bullying as any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so; or any intentional display of force that would give the victim reason to fear or expect immediate bodily harm (OCGA 20-2-751). Bullying is unequal or unbalanced power. The goal of a bully is to control and intimidate. It is repeated, intentionally hurtful, and a serious threat. Typically, a bully shows no remorse for his/her actions. They will deny their actions or blame their victims. A student accused of bullying does not desire to solve the problem. A bully’s affect or emotion is different from the victim.
Bullying WILL NOT be tolerated at W. L. Swain Elementary School!
Steps to take BEFORE making an office referral
The administrative team is always available to offer support to teachers who are dealing with students with challenging behavioral issues. However, when teachers use the office for discipline, especially for minor offenses, it sends a message to students the teacher has done everything he/she can within in the classroom and must rely on an administrator. This weakens the teacher as the authority figure in the classroom. Before referring a student to the office make sure you have exhausted the following recommendations:
Ensure you have tried to utilize positive behavioral strategies focusing on the good behavior not necessarily the things they are doing wrong
1. Increase Warrior Bucks earnings-look for good things 2. Set up a treat chart 3. Increase verbal praise 4. Find something they are success doing and draw positive attention
Try to determine the function of the behavior 1. Is the task too hard? 2. Are they having a bad day? 3. Has something changed at home?
Loss of privileges 1. Loss of Warrior Bucks 2. Special Activity (not something that has taken a great deal of time to earn-
field trip or party for one misbehavior) Isolate in the classroom Communicate with parents. Remember to document!
Once you have exhausted all these suggestions and the behaviors continue to escalate, then please make an office referral on the office discipline referral form.
PLEASE REMEMBER THAT SERIOUS MISCONDUCT SUCH AS FIGHTING,
INTENTIONAL INJURY OF ANOTHER CHILD OR ADULT, ETC. SHOULD BE SENT DIRECTLY TO THE OFFICE WITH A WRITTEN EXPLANATION.
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Discipline Plan
All grade levels will develop a classroom discipline plan to be used consistently throughout the school year. Classroom discipline plans must work with the school-wide discipline plan and coordinate with Warrior Bucks. The rules should be developed at each grade level for consistency. Students should never be penalized twice. This plan should be presented by the grade level chair and approved by an administrator prior to the first day of school. Once this has been approved, it is to be sent home with other beginning of school materials. Below are specific guidelines which you are to follow when developing your plan:
1. Post classroom rules and TEACH them. It is important for you to be organized and set up a positive and consistent environment. Remember to model appropriate and inappropriate behaviors. You will have to teach/model rules for several weeks. Reinforce good behaviors often, especially with students who are often off task. Some behaviors will need to be ignored, as students often are seeking any type of attention whether positive or negative.
2. Use Warrior Bucks system for rewards and/or consequences (see attachment).
3. Contact the parents by phone if continuous infractions occur. (a) The contact should include the specifics of the behavior. (b) Ask for input from the parent on ways of dealing with the child. You
should document all conversations on a “Parent Conference Form”. Send a copy of the form home for the parent to sign. If you expect the parent to be confrontational during a conference, speak with an administrator prior to the meeting.
(c) Specify what will happen if inappropriate behaviors reoccur. Always be consistent and follow through with what you say. When making a referral you will send via Infinite Campus.
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CLASSROOM PLAN FOR ________________________ GRADE CLASSROOM
CLASSROOM RULES: 1. ________________________________________________________________________ 2. ________________________________________________________________________ 3. ________________________________________________________________________ 4. ________________________________________________________________________ 5. ________________________________________________________________________
CONSEQUENCES FOR CHOOSING TO BREAK RULES:
1ST TIME __________________________________________________________________ 2ND TIME __________________________________________________________________ 3RD TIME __________________________________________________________________ 4TH TIME __________________________________________________________________ 5TH TIME __________________________________________________________________ SEVERE INFRACTIONS WILL RESULT IN REFERRAL TO DR. ANDERSON
REWARDS FOR GOOD CLASSROOM CONDUCT:
__________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________________________________ ________________________________________________________________________________________________
STUDENTS WILL BEGIN WITH A CLEAN SLATE EVERY DAY (In any disciplinary situation not covered by this plan, the teacher will exercise his/her best judgment and act in accordance with the policies of the school board.)
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Discipline Letter to Parents
Found online on letterhead in the SWAIN shared folders in teacher handbook folder
Date:_________________
Dear _________________________,
Your child, ________________________________, has exhibited recurring misbehavior which is distracting to the learning environment of the class. For the safety and well being of all students, it is important that each child adhere to school rules. Listed below is an account of specific behavior and the resulting consequences.
BEHAVIOR ACTION TAKEN
________________________ _____________________________________ ________________________ _____________________________________ ________________________ _____________________________________ _________________________, will be referred to the office should another incident of misbehavior occur. I am open to any suggestions you may have to help control your child’s behavior. Please call the school to arrange a conference in order that we might work together in this endeavor. Please sign below and return. ________________________________________ Teacher’s Signature ________________________________________ Parent’s Signature
PARENTS SUGGESTION FOR ALTERNATIVE DISCIPLINE STRATEGIES: _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________
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School Clinic Information
Clinic Open 7:30- 2:30 Closed for 30 minutes for duty free lunch. Our nurse works 7 hours a day. A red or green sign will be posted on the clinic door. If I am IN the sign will be green. If I am OUT of the clinic for more than just a few minutes, or even for the day, the sign will be red. Please explain to your students that if the sign is green they should knock on the door and have a seat and wait. If the sign is red and their need is important, they should go to the main office for help. If their problem can wait, they should return to class until a later time. Nurse referral forms: Please send a nurse referral form (or any note will do) with every student sent to the nurse. If it is an emergency or you are out of your classroom when the need arises please send the student without one. Clinic Record: The clinic record is a form that gives the nurse permission to treat student’s illnesses or injuries and give various over the counter medications. It also has medical information about the student. Take a minute to look over your student’s clinic records when you receive them. You may learn information about your student’s health that you may not know otherwise. Please assist me by sending your class forms to the clinic as soon as you have received all of them. Clipping them together in ABC order will make it much easier for me to organize them. It is important that I have a form on every student. In addition to caring for our students, the school nurse program will focus on wellness and prevention:
Health education classes will be offered for each grade level. I will contact the grade level chairperson to coordinate these. If you have a request for a specific class please stop by and see me.
Health screenings including hearing, vision and dental
Review of student’s immunization records
Flu immunization for staff
Promotion of good health habits including hand washing and good nutrition
Blood Pressure checks for staff as needed
A wellness program for staff
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HOSPITAL HOMEBOUND SERVICES
Hospital/Homebound services offer a short-term instructional program for students who are anticipated to be absent for 10 school days and are confined to home or hospital by a medically diagnosed physical or mental condition. The program may also be utilized if a licensed physician certifies that a student has a chronic health condition causing him/her to be absent for intermittent periods of time during the school year.
Academic instruction is provided to enable the student to keep up with their academic responsibilities, thus allowing the student to return to his/her regular school program with as little interruption as possible in academic instruction.
A student is eligible for Hospital/Homebound educational services after submitting a medical referral form to the school completed and signed by the parent or guardian, and a licensed physician indicating that the student is anticipated to be absent for 10 school days. Hospital/Homebound forms can be obtained from your local school. For more information regarding eligibility for Hospital/Homebound services contact the school.
See the nurse for Hospital/Homebound forms.
