Learn Today, Lead Tomorrow
Learn Today, Lead Tomorrow
ELEMENTARY FACULTY HANDBOOK
Table of Contents
Character Words of the Month 1
Valley R-6 Elementary Mission Statement 2
Valley R-6 Elementary WIGs (Wildly Important Goals) 2
Valley R-6 School District Mission Statement 2
Valley R-6 School District Educational Philosophy 2
Valley R-6 School District Educational Objectives 2
Valley R-6 School District Non-Discrimination Notification 3
Valley R-6 School District Public Notice 3
School Calendar 4
Elementary Personnel 6
Time Schedule 7
Elementary Schedule 8
Lunch Schedule 11
Duty Schedule 12
Bus Duty Schedule 13
Valley R-VI Elementary Expectations Matrix 14
Absences 16
a) Professional Staff Leaves and Absences 16
b) Short-Term Leaves and Absences 17
c) Long-Term Leaves and Absences 19
d) Sabbatical Leaves of Absence 19
e) One-Year General Leave of Absence 19
After School Detention (ASD) 20
Arrival and Departure 20
Assemblies 20
At-Risk 21
Attendance Records (Student) 21
Behavior Clip Chart 21
Bell Schedule 23
Building/Classroom 23
a) Housekeeping 23
Bulletin Boards/Hallway Displays 23
Bullying 23
Bus Rules for Students 25
Cafeteria 25
Classroom Incentives 26
Classroom Management 26
Classroom Newsletter 27
Classroom Rules 28
Communication 28
Communication with Students by Electronic Media 28
Compliment Goal/Incentive 29
Contracts 29
Copies 29
Curriculum Expectations/Yearly Plans 29
Daily Schedules 29
Discovering New Leaders Display 29
Drug Free Workplace 29
Dyslexia Screening 30
Emergency Drills 31
End of Year Checkout 31
Families 31
Field Trips 31
First Two Weeks of School 32
Forms and Reports 32
Fundraising 32
Goals 32
Grading and Report Cards 33
Guided Reading Grades K-3 Best Practices 34
Guided Reading Grades 4-6 Best Practices 36
Hall Passes 37
Hall Rules 37
Health Services 37
Homework 38
I-Ready/Ready 38
Incidents/Injury 38
Inclement Weather 38
Insurance Obligation 38
Keys 39
Lead Day 39
Leadership Assemblies 39
Leadership Classroom Checklist 39
Leadership Notebooks/Daily Folder 39
Library Services 40
Lost and Found 40
Lounge/Restrooms 40
Maintenance 40
Make-Up Work 40
Master Calendar of Events 40
Master Schedules 40
Meet the Teacher Night 40
Meetings 40
Mentoring 41
Mission Statements 41
Morning Message 41
Moving Classes 41
Parent Contact/Teacher Conferences 41
Pathways to Reading 42
Permanent Record Checkout 42
Per
sonal/Sick Leave 43
Plan of Study 43
Planning Period 43
Playground Rules 43
Pledge of Allegiance 43
Popcorn Words 43
Positive Parent Contact 43
Professional Conferences 43
Progress Reports 44
Prohibition of Harassment, Discrimination and Retaliation 44
Purchase Order Instructions 44
Recess 44
a) ZAP (Zeros Aren’t Permitted) 45
Records and Reports 45
Reporting Student Abuse 45
Response to Intervention (RtI Team) 46
Responsibility Pals 46
Retention 46
Room Parties 46
Security 46
Sexual Harassment 47
Staff Conduct (Policy 4630) 47
Student Aides/Cadet Teachers 48
Student Evaluations 48
Student Learning Objectives (SLOs) 48
Student/Parent Handbook 48
Student Leadership Roles 48
Student Suicide Awareness 48
Student Supervision 59
Supplies and Equipment 50
Suspensions 50
Taking Roll 50
Teacher Evaluation 50
Teacher Professionalism 50
Technology 51
Telephone Policy (Students) 51
Timesheets 51
Tutoring 51
Use of Tracking Devices 51
Veterans’ Day Commemoration 51
Videos 51
Visitors 52
Voice Levels 52
Wellness Policy 52
Work Days 53
Writers’ Workshop Grades K-3 Best Practices 53
Writers’ Workshop Grades 4-6 Best Practices 54
1
Valley R-VI Elementary
Character Words of the Month
September - Respect: Demonstrating good manners toward
self, others, authority and property.
October - Responsibility: Being accountable for your own
actions at school, work and/or home.
November - Courage: Face your fears and work to overcome
them.
December - Caring: Showing kindness, courtesy and
compassion towards others and helping others who cannot
help themselves.
January - Integrity: Doing the right thing, even when no one
is looking.
February - Honesty: To be trustworthy and sincere no matter
what the outcome may be.
March - Determination: Always working hard to achieve your
goals.
April - Cooperation: To work together as a team and allow
others to voice their opinion.
May - Sharing: A willingness to give or receive generously.
2
VALLEY R-6 ELEMENTARY MISSION STATEMENT
Learn Today, Lead Tomorrow
At Valley R-6 Elementary, we believe by working together each person, staff and students, can make a difference in
their own lives and the lives of others. We teach the 7 Habits of Happy Kids and provide opportunities for all
students to apply their understanding of the leadership habits in their daily lives. We also recognize and support the
Behavior Clip Chart of teaching students to practice behaviors that help them to be safe, responsible, and respectful.
This common language is heard throughout our school.
VALLEY R-6 ELEMENTARY WIGs (Wildly Important Goals)
Math WIGs:
Grades K-2: 100% of students will pass their addition and subtraction math facts each quarter.
Grades 3-6: 100% of students will pass their multiplication math facts goal each quarter.
VALLEY R-6 SCHOOL DISTRICT MISSION STATEMENT
Preparing the students of today for the challenges of tomorrow
VALLEY R-6 SCHOOL DISTRICT EDUCATIONAL PHILOSOPHY
Statement of Purpose
The Valley R-VI School District affirms that the perpetuation of democracy is dependent upon an educated
citizenry, the public school is a significant contributor to opportunity among our people, and that education is the
greatest constructive force at the disposal of democratic people for the solution of their problems. The Valley R-VI
School District affirms that the purpose of education is the development of each individual for the fullest
participation in the American democratic society and the recognition of social, civil, economic and vocational
competencies as factors beyond academic literacy.
Moral, ethical, and spiritual values have been from the first an indispensable and significant part of the program of
the American public schools. The Valley R-VI School District shall continue to employ every means possible to
instill high moral principles in our children and youth and join with the home, churches, and all other constructive
community agencies for this purpose.
VALLEY R-6 SCHOOL DISTRICT EDUCATIONAL OBJECTIVES
It is the obligation of the Valley R-VI School District to provide the best possible educational opportunities for its
children within the limits of financial ability. These educational opportunities should be broad enough whereby each
person in school may:
1. Be provided a comprehensive educational program that serves the needs of him/her, embraces current
knowledge, and fosters innovations to accompany social change.
2. Help him/her develop a realistic concept of his/her potential.
3. Maintain an instructional program which will provide him/her with the basic skills essential to the
maximum development of his/her potential.
4. Cultivate in him/her an enthusiasm for study and achievement and an awareness of the enjoyment that
results from learning.
5. Encourage intellectual curiosity and a desire for self-improvement.
6. Stimulate critical thinking and help develop the ability to make informed decisions.
7. Provide opportunities for the development of self-direction compatible with his/her interests, needs,
aptitudes, and abilities.
8. Help him/her develop a sense of purpose, a sense of personal responsibility, and a desire to be of service to
society.
9. Relate the learning processes to everyday living.
10. Improve the relationship of man to his fellow man by instilling a respect for the dignity and worth of each
individual.
11. Promote the understanding of different ethnic and minority cultures in a social order that embraces the
world.
3
VALLEY R-6 SCHOOL DISTRICT NON-DISCRIMINATION NOTIFICATION
The Board of Education believes in the right of every student to receive equal opportunities in all educational
programs and activities conducted by the district. In addition, every qualified individual has the right to expect fair
and equal treatment both as applicants for employment and as employees.
It is the policy of the Board to accord equal consideration and impartial treatment regardless of race, color, national
origin, ancestry, religion, socio-economic status, sex, age, handicapping conditions, or organizational memberships.
This policy will prevail in all matters concerning the staff, the students, the public, the educational programs and
services of the district, and individuals with whom the Board does business.
In keeping with the requirements of federal and state law, this school district strives to remove any vestige of
discrimination in employment, assignment, and promotion of personnel; in educational programs, offerings,
services, and vocational opportunities offered to students; in the assignment of students to schools and classes; in
student discipline; and in the location and use of facilities and educational materials. The Board will designate an
individual to act as the district’s nondiscrimination compliance coordinator and ensure that the coordinator’s name,
business address, and telephone number, as well as the statements of nondiscrimination by the district, are published
for/distributed to patrons, employees, and students on an annual basis.
The Board shall continue all necessary actions to ensure that discrimination does not occur in the educational
program, employment practices, or activities in the school district.
VALLEY R-6 SCHOOL DISTRICT PUBLIC NOTICE
All responsible public agencies are required to locate, evaluate, and identify children with disabilities who are under
the jurisdiction of the agency, regardless of the severity of the disability, including children attending private
schools, children who live outside the district but are attending a private school within the district, highly mobile
children, such as migrant and homeless children, children who are wards of the state, and children who are suspected
of having a disability and in need of special education even though they are advancing from grade to grade. The
Valley R-6 School District assures that it will provide a free, appropriate public education (FAPE) to all eligible
children with disabilities between the ages of 3 and 21 under its jurisdiction. Disabilities include autism,
deaf/blindness, emotional disorders, hearing impairment and deafness, intellectual disability, multiple disabilities,
orthopedic impairment, other health impairments, specific learning disabilities, speech or language impairment,
traumatic brain injury, visual impairment/blindness and young child with a developmental delay.
The Valley R-6 School District assures that it will provide information and referral services necessary to assist the
State in the implementation of early intervention services for infants and toddlers eligible for the Missouri First
Steps program. The Valley R-6 School District assures that personally identifiable information collected, used, or
maintained by the agency for the purposes of identification, evaluation, placement or provision of FAPE of children
with disabilities may be inspected and/or reviewed by their parents/guardians. Parents/guardians may request
amendment to the educational record if the parent/guardian believes the record is inaccurate, misleading, or violates
the privacy or other rights of their child. Parents have the right to file complaints with the U.S. Department of
Education or the Missouri Department of Elementary and Secondary Education concerning alleged failures by the
district to meet the requirements of the Family Educational Rights and Privacy Act (FERPA).
The Valley R-6 School District has developed a Local Compliance Plan for the implementation of State Regulations
for the Individuals with Disabilities Education Act (IDEA). This plan contains the agency’s policies and procedures
regarding storage, disclosure to third parties, retention and destruction of personally identifiable information and the
agency’s assurances that services are provided in compliance with the General Education Provision Act (GEPA).
This plan may be reviewed Monday through Friday between the hours of 9:00am and 3:00pm in the office of the
superintendent at Valley R-6 School District located at # 1 Viking Drive in Caledonia, Missouri. This notice will be
provided in native languages as appropriate.
4
MON TUES W ED THURS FRI MON TUES W ED THURS FRI
1
2
3 4 1 2 SD 3 4 5
7 8 9 10 NT 11 8 9 10 11 12
SD 14 SD 15 SD 16 SD 17 SD 18 15 16 17 18 19
SD 2 1 22 FD 23 24 25 22 23 24 25 26
28 29 30 31 7 19 29 30 31
MON TUES W ED THURS FRI MON TUES W ED THURS FRI
1 1 2
4 5 6 7 8 6 6 7 8 9
11 12 13 14 15 12 13 14 15 16
18 19 20 21 22 19 20 21 22 23
25 26 27 28 29 19 20 26 27 28 29
MON TUES W ED THURS FRI MON TUES W ED THURS FRI
SD 2 3 4 5 6 1
9 10 11 12 13 4 5 6 7 Q 8
16 17 18 19 Q 20 11 12 13
H/PT 14 15
23 24 25
H/PT 26 27 18 19 20 21 22
30 31 20
18
25 26 27 28 29
MON TUES W ED THURS FRI MON TUES W ED THURS FRI
1 2 3 1 2 3 4 5
SD 6 7 8 9 10 SD 8 9 10 11 12
13 14 15 16 17 15 16 17 18 19
20 21 22 23 24 22 23 24 25 26
27 28 29 30 18 19 29 30
MON TUES W ED THURS FRI MON TUES W ED THURS FRI
1 1 2 3
4 5 6 7 8 6 7 8 9 G 10
11 12 13 14 15 13 14 15 16
H/Q/LD 17
18 19 Q 20 21 22 20 21 22 23 24
25 26 27 28 29 14 13 27 28 29 30 31
Full Day Hrs
1098.8 full day hrs- 6.7 Q1 40 45 Q3 Full Days 164
Half Day Hrs
12 half day hrs - 4 Q2 38 44 Q4 Half Days 3
Total Hours
1110.8 S1 78 89 S2 Total Student Days 167
MU - Make Up Day
G- Graduation (Tentative)
LD - Last Day of School
NOVEMBER
DECEMBER
SEPTEMBER
SEPTEMBER
FEBRUARY
OCTOBER
MARCH
FEBRUARY
MARCH
APRIL
MAY
OCTOBER
NOVEMBER
DECEMBER
MAY
APRIL
VALLEY R-VI SCHOOL DISTRICT
SCHOOL CALENDAR
2023-2024
B oar d Appr oved 2 -1 6 -2 3
AUGUST
JANUARY
JANUARY
AUGUST
O - Open House
NT - New Teacher Orientation
FD - First Day of School
X - School Not In Session
PT - Parent/Teacher Conf. (1/2 day)
Q - End of Quarter
SD - Staff Develop.- No Students
H- Half Day
5
EVENT DAY DATE
New Teacher Workshop Friday
A
ll Teacher Staff Development Mon.-Mon.
Staff Day Off Tuesday August 22
First Day of School Wednesday
Labor Day Weekend- NO SCHOOL Fri. & Mon.
Staff Development Day- NO SCHOOL Monday October 2
Parent/Teacher Conferences- HALF DAY Thursday
NO SCHOOL Friday
Staff Development Day- NO SCHOOL Monday November 6
Thanksgiving Break - NO SCHOOL Wed.- Fri. November 22-24
Last Day of Semester 1 Tuesday December 19
Winter Break - NO SCHOOL 2 Weeks Dec. 21- Jan. 2
Staff Development Day- NO SCHOOL Wednesday
School Resumes (Semester 2) Thursday
Martin Luther King Day- NO SCHOOL Monday January 15
Presidents' Day - NO SCHOOL Monday February 19
Parent/Teacher Conferences- HALF DAY Thursday
NO SCHOOL Friday
Spring Break - NO SCHOOL Thurs.- Tues. March 28-April 2
Staff Development 1/2 Day A.M. (Solar Eclipse)- NO SCH
Monday April 8th
Graduation Friday
HALF DAY- Last Day of Semester 2 Friday May 17
Hours missed for Inclement Weather have been built into the school calendar, and therefore
will not be added on as additional make-up days.
DAY DATE
Quarter Ending Dates and Days:
1st Quarter 40 268 Friday
2nd Quarter 38 251.9 Wednesday
3rd Quarter 45 301.5 Friday
4th Quarter 44
289.4 Friday May 17
167 1110.80
1044.0 State Law- Minimum Attendance Hours Required
1104.0 Hours including 60 hours weather make-up
1110.8 Total Number of Scheduled Calendar Hours for 23-24SY
DAYS IN
QUARTER
HOURS IN
QUARTER
October 20
December 20
March 8
August 11
March 14
March 15
Tentative Date-May 10
Augus t 14-21
August 23
Sept. 1 - 4
October 26
October 27
January 3
January 4
VALLEY R-VI SCHOOL DISTRICT
SCHOOL CALENDAR
2023-2024
6
VALLEY R-VI ELEMENTARY PERSONNEL
B
oard of Education Support Staff
Blake Yount President Alisia Wright Secretary
Mitch Tedder Vice President Shelly Province Nurse
Steven Jones Secretary Kelly Sadler Parents as Teachers
Brent McClain Treasurer Susan Whitter Pre-K Aide
Trishanna McCoy Member Kayme Portell Custodian
Paul Redinger Member Lindsey Yount Custodian
Pat Yount Member Mary Johnston Custodian
Stephanie Nipper Head Cook
Wendy Tyndall Cook
Administration
Jason Samples Superintendent
Caleb Tiefenauer Elementary Principal
Jamie Warden Jr./Sr. High Principal
Teachers Bus Drivers
Kelly Sadler Pre-K Steve Akers
Samantha Gillam Kindergarten Judy Bequette
Madison Rawlins Kindergarten Nicky Boyer
Maggie Carr First Grade Bernadine Comfort
Chasity Hagerty Second Grade Kay McCarty
Jessica McClary Second Grade Fern Schalk
Lindsey Heberlie Third Grade Jarah McGinness
Victoria Phares Third Grade
Megan Bridgeman Fourth Grade
Molly Comfort Fourth Grade
Alyssa Harbison Fifth Grade (Math)
Anne Denton Sixth Grade (English Language Arts)
Sarah Myers Sixth Grade (Reading)
Hailey Neier Resource (K-3)
Whitney Morgan-Yount Resource (4-6)
Connie Yount Library/Computers
Kathy Grajek Art
Alyssa Phillips Music
Trent Hartley Physical Education/Health
Chris Byers SPED Director/Process Coordinator/504 Coordinator
Caley Cooper Title I Coordinator/ELA
Alex Nash Title I Math
Jennifer Seabourne Elementary Counselor
7
Valley R-6 Elementary
Time Schedule
2023-2024
7:25 Principal and On-Duty Teacher(s) in the building
7:25 Breakfast served
7:40 All teachers in the building and report to their classrooms
7:55 Morning Message/All students should be in classrooms
10:40-11:00 Recess (Grades K-1)
11:00-11:25 1
st
Lunch Shift (Grades K-1)
11:10-11:30 Recess (Grades 2-4)
11:30-11:55 2
nd
Lunch Shift (Grades 2-4)
12:00-12:25 3
rd
Lunch Shift (Grades 5-6)
12:25-12:50 Recess (Grades 5-6)
3:12 Dismissal
3:20 Teachers may leave
EARLY DISMISSAL
TIME CHANGES
10:50-11:15 1
st
Lunch Shift (Grades K-1)
11:20-11:45 2
nd
Lunch Shift (Grades 2-4)
11:50-12:15 3
rd
Lunch Shift (Grades 5-6)
12:30 Dismissal
NO recesses on Early Out Days.
Change your schedule accordingly.
8
2023-2024 Valley R-VI Elementary Schedule
Kindergarten Rawlins Kindergarten Gillam 1s
t Grade Carr
7:45-7:55 Morning Work/Message Morning Work/Message Morning Work/Message
7:55-8:30 ELA/Title CA Calendar Time Calendar Time
8:30-8:45 ELA EL
A/Title CA Math Workshop
8:45-9:00 ELA ELA/Title CA Math Workshop
9:00-9:15 ELA ELA M
ath/Title Math
9:15-9:30 Pathways/Handwriting ELA Math/Title Math
9:30-9:45 Pathways/Handwriting Pathways/Handwriting Math Workshop
9:45-10:00 ELA - Science/SS Pathways/Handwriting I-Ready
10:00-10:15 ELA - Science/SS ELA - Science/SS Spelling, Pathways,
10:15-10:30 Read Aloud ELA - Science/SS Popcorn Words, and
10:30-10:40 Restroom Break Re
stroom Break Handwriting
10:40-11:00 Recess (10:40-11:00) Re
cess (10:40-11:00) Recess (10:40-11:00)
11:00-11:15 Lunch (11:00-11:25) Lunch (11:00-11:25) Lunch (11:00-11:25)
11:15-11:30 Lunch (11:00-11:25) Lu
nch (11:00-11:25) Lunch (11:00-11:25)
11:30-11:45 Writers' Workshop Writers' Workshop Writers' Workshop
11:45-12:00 Writers' Workshop Writers' Workshop Writers' Workshop
12:00-12:15 Writers' Workshop Wr
iters' Workshop Writers' Workshop
12:15-12:30 Specials (12:20 - 1:10) Sp
ecials (12:20 - 1:10) Specials (12:20 - 1:10)
12:30-12:45 Specials (12:20 - 1:10) Sp
ecials (12:20 - 1:10) Specials (12:20 - 1:10)
12:45-1:10 Specials (12:20 - 1:10) Specials (12:20 - 1:10) Specials (12:20 - 1:10)
1:10-1:15 Calendar Time Read Aloud Recess (1:10-1:25)
1:15-1:30 Calendar Time Math Workshop ELA - Science/SS
1:30-1:45 Math Workshop Math Workshop ELA - Science/SS
1:45-2:00 Recess (1:45-2:00) Recess (1:45-2:00) Reading Groups
2:00-2:15 Math/Title Math I-Ready Reading Groups/Title CA
2:15-2:30 Math/Title Math Math Workshop Reading Groups/Title CA
2:30-2:45 Math Workshop Math/Title Math Reading Groups
2:45-3:07 I-Ready Math/Title Math Reading Groups
3:12
Dismissal Time for All Students
9
2023-2024 Valley R-VI Elementary Schedule
2nd Grade McClary 2nd Grade Hagerty 3rd Grade Phares 3rd Grade Heberlie
7:45-7:55 Morning Work/Message
Work/Message Morning Work/Message Morning Work/Message
7:55-8:30 Calendar Time Calendar Time
p g
Handwriting
p g
Handwriting
8:30-8:45 Spelling, Pathways, Spelling, Pathways, ELA - Science/SS ELA - Science/SS
8:45-9:00 Popcorn Words, and Popcorn Words, and ELA - Science/SS ELA - Science/SS
9:00-9:15 Handwriting Handwriting Writers' Workshop Writers' Workshop
9:15-9:30 Writers' Workshop Writers' Workshop Writers' Workshop Writers' Workshop
9:30-9:45 Writers' Workshop Writers' Workshop Writers' Workshop Writers' Workshop
9:45-10:00 Writers' Workshop Writers' Workshop Math Math
10:00-10:15 Reading Groups/Title CA Reading Groups Math/Title Math Math
10:15-10:30 Reading Groups/Title CA Reading Groups Math/Title Math Math
10:30-10:40 Reading Groups
CA
Math Math/Title Math
10:40-11:00 Reading Groups
CA
Math Math/Title Math
11:00-11:15 Reading Groups Reading Groups Math Math
11:15-11:30 Recess (11:10-11:30) Recess (11:10-11:30) Recess (11:10-11:30) Recess (11:10-11:30)
11:30-11:45 Lunch (11:30-11:55) Lunch (11:30-11:55) Lunch (11:30-11:55) Lunch (11:30-11:55)
11:45-12:00 Lunch (11:30-11:55) Lunch (11:30-11:55) Lunch (11:30-11:55) Lunch (11:30-11:55)
12:00-12:15 Math/Title Math Math Reading Groups
CA
12:15-12:30 Math/Title Math Math Reading Groups
CA
12:30-12:45 Math Math/Title Math
CA
Reading Groups
12:45-1:10 Math Math/Title Math
CA
Reading Groups
1:10-1:15 Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00)
1:15-1:30 Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00)
1:30-1:45 Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00)
1:45-2:00 Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00) Specials (1:10 - 2:00)
2:00-2:15 ELA - Science/SS ELA - Science/SS I-Ready I-Ready
2:15-2:30 ELA - Science/SS ELA - Science/SS I-Ready I-Ready
2:30-2:45 Recess (2:30-2:45) Recess (2:30-2:45) Recess (2:30-2:45) Recess (2:30-2:45)
2:45-3:07 I-Ready I-Ready RTI RTI
3:12
Dismissal Time for All Students
10
2023-2024 Valley R-VI Elementary Schedule
4th Grade Bridgeman 4th Grade Comfort 5th Grade Harbison 6th Grade Myers 6th Grade Denton
7:45-7:55
Morning Work/Message Morning Work/Message Morning Work/Message Morning Work/Message Morni ng Work/Me ssage
7:55-8:05
Math Math Homeroom Homeroom Homeroom
8:05-8:25
Math Math
Homeroom Homeroom Homeroom
8:25-8:40
Math Math
Homeroom Homeroom Homeroom
8:40-8:55
Math Math
Homeroom Homeroom Homeroom
8:55-9:10
Math Math Denton Harbison Myers
9:10-9:25
I-Ready I-Ready Denton Harbison Myers
9:25-9:40
I-Ready I-Ready Denton Harbison Myers
9:40-9:55
Recess (9:40-9:55) Recess (9:40-9:55) Denton Harbison Myers
9:55-10:10
Writing Writing
RTI (10:00-10:30) RTI/Band (10:00-10:30) RTI/Band (10:00-10:30)
Band - M/W/F
10:10-10:30
Writing Writing
RTI (10:00-10:30) RTI/Band (10:00-10:30) RTI/Band (10:00-10:30)
10:00-10:48
10:30-10:45
Writing Writing
I-Ready (10:30-11:00) I-Ready (10:30-11:00) I-Ready (10:30-11:00)
10:45-11:00
Writing Writing
I-Ready (10:30-11:00) I-Ready (10:30-11:00) I-Ready (10:30-11:00)
11:00-11:10
Specials (11:00-11:50) Specials (11:00-11:50) Specials (11:00-11:50)
11:10-11:30
Specials (11:00-11:50) Specials (11:00-11:50) Specials (11:00-11:50)
11:30-11:45
Specials (11:00-11:50) Specials (11:00-11:50) Specials (11:00-11:50)
11:45-12:00
Specials (11:00-11:50) Specials (11:00-11:50) Specials (11:00-11:50)
12:00-12:15
Lunch (12:00-12:25) Lunch (12:00-12:25) Lunch (12:00-12:25) Lunch (12:00-12:25) Lunch (12:00-12:25)
12:15-12:30
Lunch (12:00-12:25) Lunch (12:00-12:25) Lunch (12:00-12:25) Lunch (12:00-12:25) Lunch (12:00-12:25)
12:30-12:45
Recess (12:25-12:50) Recess (12:25-12:50) Recess (12:25-12:50) Recess (12:25-12:50) Recess (12:25-12:50)
12:45-1:00
Reading Science/SS Restroom and Transition Restroom and Transition Restroom and Transition
1:00-1:15
Reading Science/SS
Myers Denton Harbison
1:15-1:30
Reading Science/SS
Myers Denton Harbison
1:30-1:45
Reading Science/SS
Myers Denton Harbison
1:45-2:00
Science/SS Reading
Myers Denton Harbison
2:00-2:15
Science/SS Reading
Homeroom SS/Science Homeroom SS/Science Homeroom SS/Science
2:15-2:30
Science/SS Reading
Homeroom SS/Science Homeroom SS/Science Homeroom SS/Science
2:30-2:45
Science/SS Reading
Homeroom SS/Science Homeroom SS/Science Homeroom SS/Science Mrs. Harbison - Math
2:45-3:07
RTI RTI Homeroom SS/Science Homeroom SS/Science Homeroom SS/Science Mrs. Myers - Reading
3:12
Mrs. Denton - ELA
Specials (11:00-11:50)
Dismissal Time for All Students
11
Lunch Schedule
Valley Elementary
2023-2024
REGULAR SCHOOL DAY EARLY OUT DAY
1
st
Lunch Shift (11:00-11:25) 1
st
Lunch Shift (10:50-11:15)
Grades K-1 Grades K-1
2
nd
Lunch Shift (11:30-11:55) 2
nd
Lunch Shift (11:20-11:45)
Grades 2-3 Grades 2-3
3
rd
Lunch Shift (12:00-12:25) 3
rd
Lunch Shift (11:50-12:15)
Grades 4-6 Grades 4-6
Classes will enter first come, first serve.
IT IS EXTREMELY IMPORTANT TO FOLLOW THE TIME
SCHEDULE ABOVE. YOUR CLASS MUST BE COMPLETELY
REMOVED FROM THE CAFETERIA BY THE ENDING TIME OF
YOUR LUNCH SHIFT. THIS MEANS THEY SHOULD NOT BE
LEFT IN THE CAFETERIA SITTING AT THE TABLES OR
STANDING IN A 10-LINE, BUT SHOULD BE HEADED BACK TO
CLASS OR IN CLASS. YOUR COOPERATION IS MUCH
APPRECIATED. THANK YOU!
12
Duties
2023-2024
Va
lley R-VI Elementary School:
Breakfast Duty: Connie Yount
7:25-7:50 Hailey Neier/Whitney Morgan-Yount
Lunch Duty: Chris Byers 11:00-11:25 (1
st
Lunch Shift/K-1)
Alex Nash 11:30-11:55 (2
nd
Lunch Shift/2-3)
Shelly Province 12:00-12:25 (3
rd
Lunch Shift/4-6)
Early Out Times 10:50-11:15 (‘1st Lunch Shift/K-1)
11:20-11:45 (2nd Lunch Shift/2-3)
11:50-12:15 (3rd Lunch Shift/4-6)
Evening Duty (Pickups): Caley Cooper
3:07-3:15 Alyssa Phillips
Hailey Neier
Early Out Times 12:25-12:35
Evening Duty (Buses): Kathy Grajek
3:07-3:15 Trent Hartley
Whitney Morgan-Yount
Early Out Times 12:25-12:35
Recess Duty: 10:40-11:00 (K-1) Recess
11:10-11:30 (2-3) Recess
12:25-12:50 (4-6) Recess
(Classroom Teacher are responsible for their own recess duty.)
13
Valley R-VI Elementary
2023-2024 Morning Bus Duty Schedule
(7:25-7:45 am in the gym/breezeway)
Week Of: Teacher:
Aug. 23-25 Gillam/Rawlins
Aug. 28-31 Carr/Harbison
Sept. 5-8 McClary/Hagerty
Sept. 11-15 Phares/Heberlie
Sept. 18-22 Bridgeman/Comfort
Sept. 25-29 Denton/Myers
Oct. 3-6 Gillam/Rawlins
Oct. 9-13 Carr/Harbison
Oct. 16-20 McClary/Hagerty
Oct. 23-26 Phares/Heberlie
Oct. 30 - Nov. 3 Bridgeman/Comfort
Nov. 7-10 Denton/Myers
Nov. 13-17 Gillam/Rawlins
Nov. 20-21 Carr/Harbison
Nov. 27 - Dec. 1 McClary/Hagerty
Dec. 4-8 Phares/Heberlie
Dec. 11-15 Bridgeman/Comfort
Dec. 18-20 Denton/Myers
Jan. 4-5 Gillam/Rawlins
Jan. 8-12 Carr/Harbison
Jan. 16-19 McClary/Hagerty
Jan. 22-26 Phares/Heberlie
Jan. 29 - Feb. 2 Bridgeman/Comfort
Feb. 5-9 Denton/Myers
Feb. 12-16 Gillam/Rawlins
Feb. 20-23 Carr/Harbison
Feb. 26 - Mar. 1 McClary/Hagerty
Mar. 4-8 Phares/Heberlie
Mar. 11-14 Bridgeman/Comfort
Mar. 18-22 Denton/Myers
Mar. 25-27 Gillam/Rawlins
Apr. 3-5 Carr/Harbison
Apr. 9-12 McClary/Hagerty
Apr. 15-19 Phares/Heberlie
Apr. 22-26 Bridgeman/Comfort
Apr. 29 - May. 3 Denton/Myers
May. 6-10 Gillam/Rawlins
May. 13-17 Carr/Harbison
If the school year is extended, the rotation will continue.
14
Valley R-VI Elementary
Expectations Matrix
Classrooms
Hallways
Restrooms
Cafeteria
Playground
Assembly
Complete your
work
Follow rules
Use appropriate
language
Keep environment
safe
Walk quietly in a
“10 line” on the
right side
Keep hands to self
Use Voice Level
0
Go, flush, wash,
and leave silently
Go to assigned
table
Dump trays
respectfully
Use Voice Levels
0-2
Play without
causing injury
Play with
everyone
Make friends
Wear proper attire
Take care of
equipment
Tie shoes
Follow teacher
directions and
rules
Eyes on speaker
Set goals, track
them, and follow
through with your
plan
Have all needed
materials with you
before leaving the
classroom
Plan ahead
Go when given the
opportunity
Get extra items,
utensils, and
condiments while
in line
Be prepared for
the whistle
Know the program
objective
Be prepared for
class
Keep areas
organized and
clean
Complete quality
assignments in a
timely manner
Line up in
designated areas
Go directly to
your destination
Use restroom
quickly and return
to class to learn
Eat first, talk later
Work completed,
then play
Raise your hand
when the speaker
raises their hand
Respect others
Treat others as
you want to be
treated
Demonstrate good
behavior
Be respectful of
others’ work
Leave restroom
clean, orderly, and
ready for someone
else to use
Respect all
lunchroom
personnel and
peers
Show good
sportsmanship
Include others
Respect adults and
peers while
playing
Clap/respond
when appropriate
Listen to others
respectfully and
make eye contact
Be kind and caring
Stay quiet so
others can learn
Understand others
want to stay
healthy
Use appropriate
table manners
Ask a cafeteria
leader for help by
raising hand
Use stop, walk,
talk to help with
bullying situations
When conflict
arises, listen first
to the other person
Focus with eyes
on speaker and be
ready to listen
Value others’
strengths and learn
from them
Work together for
a focused purpose
Respect
everyone’s ideas
Walk in a “10
line” as a class
Stay quiet
Wait in a “10 line”
Wait your turn
Pick up paper
towels
Walk in a “10
line” while
entering and
exiting
Keep cafeteria
clean by picking
up trash
If you see
someone alone,
offer to play with
them
Put equipment
away
Work together to
solve issues
Listen to the ideas
of the
speaker/performer
Read a book you
enjoy when work
is finished
Take time to find
meaningful ways
to help others
Enjoy hallway
displays
Stay healthy by
washing your
hands
Try new foods
Enjoy talking and
visiting quietly
with friends
Try new activities
Exercise
Have fun
Enjoy time with
friends
Enjoy the
entertainment
15
Valley R-VI Elementary
Expectations Matrix
Arrival
Dismissal
Field Trips
Guest Teachers
Bus
Drinking
Fountains
Go quietly to
designated area
Follow morning
classroom routine
Learn procedures
Ask an adult if
you need
assistance
Follow bus and
school rules
Do the right thing
without being
asked
Follow classroom
rules
Learn and follow
bus rules
Keep your hands
and feet to
yourself
Pay attention
Use Voice Level
0-2
Follow hallway
rules
Get a drink before
school and at
designated times
throughout the day
Bring homework
and necessary
items with you
Get needed items
before leaving
classroom and
proceed to final
destination
Bring necessary
items/materials for
the trip
Know objectives
Be prepared to
work towards
learning goals and
finish all work
Watch for your
stop
Keep your hands
and feet to
yourself
Eat breakfast
before going to
classroom
Keep assignment
planner/folder
current
Pack up and wait
quietly
Know who is in
your group and
stay with them
Demonstrate
respectful
behaviors
Go to and stay in
your seat and sit
quietly
Return to your
designated area
when your turn is
over
Greet teachers and
peers
Respect the space
of others in the
hallway
Respect others’
space and property
Respect the guest
teacher
Respect the driver
and other bus
riders
Demonstrate
respectful
behavior
Listen attentively
to morning
announcements
Be a good listener
Wait for
instructions
Listen to teachers/
leaders/presenters
Follow the guest
teacher’s
instructions. Be
aware that the day
might run
differently than
usual and that is
okay
Use voice levels
0-2
Stay quiet so
others can learn
Work together
Assist others who
may be struggling
Work together to
leave your
classroom clean
and orderly
Use quiet voices
when talking to
others
Work with the
guest teacher to
provide a pleasant
environment
conducive to
learning
Listen to the bus
driver and work as
a team to get home
safely
Wait in a quiet
“10-line”
Look for
meaningful ways
to help others if
needed
Look for
meaningful ways
to help others if
needed
Look for
meaningful ways
to help others if
needed
Enjoy the help
Use recess and
“quiet times” to
your advantage.
Relax when those
opportunities are
provided and get
out physical
energy during
recess and/or PE
times
Look for
meaningful ways
to help others if
needed
Hydrate
16
ABSENCES
Staff are entitled to 10 sick days each year, three of which may be used as personal days. However, students
benefit from their teacher being present at school and teachers should make every effort to be here.
Teachers scheduling an absence in advance will complete a Request for Substitute Form and turn it in to
Central Office.
Teachers should not be absent without proper notification. To secure a substitute teacher the morning of due
to sickness or emergency, contact the principal or secretary at home by 6:30 a.m. if a sick day is to be used
and to obtain a substitute teacher. This must be done when prior notice is not given. Please limit the number
of days that you call in the morning as it is difficult to arrange a substitute at that time.
The school secretary will furnish a Staff Absence Report which should be returned to the office completed.
Substitutes—To facilitate order in your classroom during your absence be sure to furnish the substitute with
clear and definite assignments. Also, you need to leave in an obvious place a substitute folder containing the
following:
1. Grade book and seating chart
2. Your daily schedule
3. Location of books, equipment needed, breakfast/lunch sheets, etc.
4. All copies of work students are expected to complete
5. General expectations and classroom rules
6. Name and location of a colleague who might help a substitute teacher
ALL ITEMS MUST BE LEFT FOR A SUBSTITUTE TEACHER—NO EXCUSES.
In cases of advance notice of daily absence, teachers are to arrange to trade duties with another teacher for their
morning/lunch duties. In cases of no advance notice of daily absence, teachers should notify the principal/secretary
of any morning/lunch duties at time of call. A substitute teacher may be required to take a morning or lunch duty.
If this is not possible, another teacher will be used. The teacher missing the assigned duty will be required to
repay the teacher for the missed assigned duty.
Professional Staff Leaves and Absences
The Board believes that the provisions of leaves for the professional staff help to attract and retain faculty who will
continue to grow professionally, maintain their physical health and have a feeling of security. The Board believes
that can best be accomplished in the following ways:
1. Encourage employees to take necessary time to recuperate from illness.
2. Provide employees with income in the event of illness or accident.
3. Provide a way for employees to arrange for absence in the event of an emergency.
4. Cooperate with the employees in arranging time for the performance of certain obligations or for other
personal purposes that can be accomplished only during school time.
All certified and support staff who work 15 or more hours per week shall be granted sick leave/ personal days in
accordance with the number of months employed (see below for details of the total amount of paid sick/personal
days awarded per year).
9-10 month employees = 10 days
11 month employees = 11 days
12 month employees = 12 days
17
Short-Term Leaves and Absences
The following leaves with pay will be accorded full-time professional staff employees:
1. Sick Leave: Certified staff employees will be entitled to ten (10) days of sick leave. In the situation of an
employee only missing a few hours, absences will be recognized on a per hour basis. Unpaid leave shall not
be considered sick leave for any purpose. Absences may be charged against sick leave for the following
reasons:
a. Illness, temporary disability*, or permanent disability of the employee. The building principal, the
Superintendent, and the Board reserve the right to require a physician’s certification attesting to
the illness or disability of the claimant and/or inclusive dates of the employee’s incapacitation if
the absence is for more than ten consecutive days.
b. Illness, injury or death of a member of the immediate family**
c. A district employee shall not be entitled to use sick days during the period the employee receives
Workers’ Compensation for time lost or work-related accidents.
d. Payment for unused sick/personal leave will be at the rate of 50 (fifty dollars) per day. Classified
staff may build up a maximum of 60 days and will be paid at the end of each fiscal year for days
that are accumulated over the maximum. Certified employees may build up to the maximum of 90
and the same guidelines as for classified.
The Superintendent may temporarily approve additional leave less substitute’s pay in cases of prolonged illness
where all other leave has been used. This approval is subject to affirmation by the Board of Education at their next
meeting. If the Board affirms the approval, any changes in compensation will become effective immediately.
2. Personal Leave: A maximum of three (3) days may be used in any school year for Personal Leave
purposes. These days are used at the discretion of the employee for occasions that are not covered under
the sick leave policy or one of the other leave policies listed in other sections of this regulation, and cannot
be performed before or after school hours. All unused personal leave at the end of each fiscal year will be
converted to Paid sick leave for the employee as defined by Paid Sick Leave. Requests for personal leave
immediately preceding or following a school holiday or break in the school calendar (excluding a regular
weekend) must have prior approval from their Principal/Direct Supervisor and the Superintendent. Staff
must also request prior approval from their Principal/Direct Supervisor and the Superintendent for the
usage of more than two consecutive personal leave days. This leave must be requested from the
Principal/Direct Supervisor and the Superintendent at least two (2) weeks prior to the date of
the paid leave. If extenuating circumstances occur, the Superintendent of Schools may approve additional
usage of accumulated leave as the situation dictates.
3. Pregnancy and Childbirth Leave: The employee shall notify her building principal as soon as she knows
she is pregnant. The employee shall continue in the performance of her duties as long as she is able to do
so, and as long as her ability to perform crucial duties is not impaired, based on medical opinion. The
employee shall be granted sick leave during periods of pregnancy-related disability; and if necessary, an
unpaid leave of absence will begin for the time recommended by her physician. The employee shall return
to duty within six weeks after childbirth or adoption or is physically able, based on medical opinion. This
paragraph creates no rights extending beyond the contracted period of employment. Any additional time
must have a specific statement of disability from the attending physician. The employee may request in
writing leave without pay beyond the actual period of physical disability in order to care for the newborn or
newly adopted child. Pregnant employees shall be treated the same as other employees who are similar in
their ability or inability to work for all purposes under this policy.
4. Bereavement Leave: Employees shall be entitled to sick/personal leave in the event of a death in the
immediate family (father, mother, brother, sister, wife, husband, son, daughter, step-son, step-daughter,
step-mother, step-father, mother-in-law, father-in-law, grandparent, grandchildren) and any death of a
person who lives in the employee's home and is under the sole care of the employee. The leave will be for a
maximum of three school days (days in session, professional development in-service days, parent teacher
conferences and workdays) if requested by the employee. There will be no reduction of leave accumulation
of the employee using these three days of bereavement leave. Additional days needed will be deducted
from the sick/personal days of said employee.
18
5. Leave for Jury Duty: Employees called for jury duty, for participation in the jury selection process, or
subpoenaed to testify in a civil or criminal proceeding will be granted leave with pay. Employees will
receive their normal pay less any jury or witness fees received. Employees called for jury selection or
service on a jury will not be requested or required to use annual vacation, personal leave, or sick leave for
time required in such civic service. (Jury Summons must be provided to Time Keeper with an Absence
Slip.)
6. Military Leave: An employee who is a member of the National Guard, or an organized military service of
the United States, and who is required by laws of the United States or the State of Missouri to report for
military duty, including training, shall be eligible for a grant of military leave. Application for military
leave shall be made in advance, as soon as practicable after the employee becomes aware of his/her
obligation to report and immediately upon the employee's receipt of official notice to report. A copy of the
official orders must be added to the leave application. The Superintendent/designee must approve the
application. Emergency mobilization orders shall be dealt with on an individual basis. The District
recognizes that employees who receive notice to report for duty typically are not provided with discretion
as to when to report. However, whenever an employee has a choice as to when to report for military duty,
the employee's military leave shall be arranged during periods in which school is not in session. When the
employee is given a choice as to when to report for duty, the Superintendent/designee may request that the
employee seek a change in military orders if such a change appears to be in the best interest of the District.
Employees shall receive leave with pay for the first fifteen (15) calendar days of military leave in each
federal fiscal year. Additional military leave shall be without pay, except as required by federal and state
law. Each employee shall furnish a copy of the employee's military payroll voucher to the
Superintendent/designee within thirty (30) days of the employee's return to regular assignment so that the
necessary salary adjustments can be made. Employee eligibility for reinstatement after military duty is
completed shall be determined in accordance with federal and state laws.
7. Domestic/Sexual Violence Victim Leave: The District requires employees using unpaid leave under this
Policy to provide certification that the employee or the family or household member is a victim of domestic
or sexual violence. The certification shall also provide that the leave is for purposes provided in this
Policy. Such certification shall be provided to the employee’s supervisor within a reasonable period after
the notice of intent to take leave. Certification of leave shall include employee’s sworn statement and the
following:
• Documentation from an employee, agent, or volunteer of a victim services organization,
an attorney, a member of the clergy, or a medical or other professional from whom the
employee or the employee’s family or household member has sought assistance in
addressing domestic or sexual violence and the effects of such violence; or
• A police or court record; or
• Other corroborating evidence.
8. Professional Leave: Teachers may be granted professional leave by notifying the building principal and
with subsequent approval of the Superintendent.
Professional staff members who are employed on a nine-month basis will have 1/180 of this annual salary deducted
for each day of absence not covered by sick, personal, or professional leave. Unusual cases will be discussed by the
administration and Board of Education.
Holidays and Vacations
9 month employees will work 180 days - including all student attendance days (167), 10 teacher work/professional
development days and 3 paid holidays (Thanksgiving, Christmas, and New Year’s Day). Any amendment to this
schedule must be prior approved by the immediate supervisor and the Superintendent.
10 month employees will work 200 days - including all student attendance days (167), ten (10) teacher work days,
ten (10) days before teachers return to school, ten (10)days after teachers leave for summer break, and three (3) paid
holidays (Thanksgiving, Christmas, and New Year’s Day). Any amendment to this schedule must be prior approved
by the immediate supervisor and the Superintendent.
19
11 month employees will work 220 days - including all student attendance days (167), ten (10) teacher
work/professional development days, twenty (20) days before teachers return to school, twenty (20) days after
teachers leave for summer break, and three (3) paid holidays (Thanksgiving, Christmas, and New Year’s Day). Any
amendment to this schedule must be prior approved by the immediate supervisor and the Superintendent.
12 month employees will work a total of 261 days.
12-month Support Staff and Administrator Holidays and Vacation
The school calendar, as adopted by the Board, establishes the school recess periods and holidays for support staff
members. The Board prefers that vacation days be taken when school is not in session (non-student attendance
days), and vacation schedules must be cleared by the immediate supervisor and the Superintendent/designee in
advance of being taken.
Administrators employed on a twelve (12) month contract shall have vacation as provided in their individual
contracts. Vacation shall be scheduled in compliance with the Superintendent's guidelines and is subject to
Superintendent approval. All administrators will receive three (3) paid holidays (Thanksgiving, Christmas, and New
Year’s Day).
Twelve-month non-certified staff members are awarded the following holidays and vacation days with pay:
All employees will receive three (3) paid holidays (Thanksgiving, Christmas, and New Year’s Day).
1st year of employment - 1 day of vacation awarded after every 3-month period of work up to 4 days of vacation
earned for the 1st year employed.
2-3 years of employment - 5 days of vacation.
4-9 years of employment -10 days of vacation
10+ years of employment -15 days of vacation
12 month employees will be paid for unused vacation days at the end of each fiscal year. This payment will not add
toward retirement. Unused vacation days will be paid at the employee’s daily rate of pay, which will be calculated
by their gross salary (not including overtime, benefits or extra duty pay) divided by 261 days.
Long-Term Leaves and Absences
The Board of Education recognizes that the personal welfare and the professional growth of its employees may
require occasional extended absences from duty. Therefore, the Board may grant the following long-term leave of
absence under specified conditions:
Sabbatical Leaves of Absence
The Board of Education may grant sabbatical leaves of absence to certified employees for further professional study
at the graduate level under the following conditions:
1. The leave of absence shall be based upon a written request by the employee and the recommendation of the
Superintendent of schools and shall not be granted for a period longer than one year.
2. The employee must have been employed by the district for not less than six consecutive years immediately
preceding the request.
3. The employee shall request the leave ninety days prior to the end of the school year preceding the leave
period.
4. The Board of Education shall be able to make satisfactory arrangements for the performance of the
ordinary duties of the employee during the period for which the leave of absence is requested.
5. The leave of absence shall be without pay by the school district.
6. If the employee has tenure status, the leave shall not affect that status.
7. Upon returning from leave, the employee will be reinstated at the proper position on the salary schedule—
losing only that time during which regular duties were not performed.
One-Year General Leave of Absence
The Board of Education may grant a one-year general leave of absence for reasons other than the continuation of
professional study. For example, illness, child-rearing, military, or other personal reasons. These leaves will be
subject to the following conditions:
1. The leave of absence shall be based upon a written request by the employee. It shall coincide with the
school year and not be for a period of more than one year. Exceptions may be granted for military service.
2. The employee shall have been employed by the district for not less than six consecutive years immediately
preceding the request.
3. The employee shall request the leave ninety days prior to the end of the school year proceeding the leave
period.
20
4. The Board of Education shall be able to make satisfactory arrangements for the performance of the
ordinary duties of the employee during the period for which the leave of absence is requested.
5. The Board of Education shall determine whether the employee has provided valid reasons for a leave.
Also, the number of leaves granted in any one year shall be left to the discretion of the Board of Education.
6. Upon the employee’s return to the school system, he/she shall be reinstated at the proper position on the
salary schedule-- losing only that time during which regular duties were not performed. The Board of
Education retains the right to hire a certified replacement within the teacher’s area of certification. A
teacher on leave of absence (not to exceed one year) will have first option to fill any position for which
they are certified and which is opened for employment for a period not to exceed one year.
7. The leave of absence shall be without pay by the school district.
8. If an employee had tenure status, the leave will not affect that status.
*The Board considers child-bearing a temporary disability. Any professional staff employee requesting a short-term
leave for that purpose shall be afforded all privileges and restrictions of this policy.
**The Board defines “immediate family” to include an employee’s spouse, parents, children, mother-in-law, father-
in-law, grandparents, aunts, uncles, grandchildren, brothers, sisters, brothers-in-law, sisters-in-law, nieces, and
nephews.
AFTER SCHOOL DETENTION (ASD)
Teachers who stay with students who have been assigned After School Detention (ASD), will receive payment of
$25/hr. A Time Sheet for ASD must be completed and signed and turned into the building principal.
ARRIVAL AND DEPARTURE
STAFF HOURS ARE 7:40 A.M.-3:20 P.M.
TEACHERS ON MORNING DUTY MUST REPORT TO THEIR POSTS BY 7:25 A.M.
All staff is encouraged to be here every day and prompt with their attendance. All staff members are expected to be
in the building at 7:40 a.m. and at their respective teaching station door by 7:45 a.m. each school day, except those
on special duties. Please greet students as they enter your classroom. Staff members are free to leave the building at
3:20 p.m. unless buses are late. There may be instances when buses are late to pick up students. Please do not release
students until instructed to do so.
Staff members are on duty all day and should leave school only in case of necessity after checking with the
principal. If it is necessary to leave before 3:20 p.m., the principal must approve. If this is the case, please be sure to
sign out in the office. Classrooms/students must not be left unattended. When possible, use the intercom system to
request assistance.
Evening bus duty will be conducted as follows:
Teachers will receive a list of their students that states if the student is a pickup or the bus the student rides. This list
should be kept by the classroom door. Any temporary or permanent changes made to the list should also be kept by
the door along with bus notes. Teachers will be responsible for lining their students up at the door before
pickups/buses are dismissed. Students who are pickups will be released first and need to be the first ones at the door.
Then the remainder of the students should be lined up in the order of the buses and the teacher will send each group
of students one bus at a time out of the classroom when the bus is called via intercom. Teachers need to make sure
all students are ready to go at the end of the day so students aren’t left in the building or lagging behind the
other students who ride the bus.
Please note: There will be some evenings that require certified staff attendance that are not on the district calendar
for special events held at school. Certified staff is also expected to attend faculty meetings which will be held after
school. These dates will be given to you throughout the year.
ASSEMBLIES
Assemblies are a regular scheduled part of the curriculum and as such are designed to be educational as well as
entertaining experiences. They also provide one of the few opportunities in school for students to learn formal
audience behavior. Regardless of the type of program, courtesy demands that the student body be respectful and
appreciative. In live entertainment, unlike radio, television, or movies, the performers are very conscious of their
audience. Teachers are to escort their individual classes to the assembly site. All teachers should be seated with
their classes and help each other supervise all students. All teachers are required to attend assemblies, unless
21
excused for good reason (prep period, etc.) and special teachers are urged to sit at various locations around the
assembly.
AT-RISK
Some students may fall into the category of At-Risk due to difficulty with academics or behavior. Special classroom
teachers will have scheduled time set aside each day to work with these students. Any classroom teacher who feels a
student may need At-Risk should relay this information to the RtI Team. If it is deemed necessary for the student to
be placed in At-Risk, the classroom teacher will agree upon a scheduled time for the student to attend At-Risk.
Special classroom teachers will need to log At-Risk hours on each student using the At-Risk Log.
ATTENDANCE RECORDS (Student)
Attendance records are kept in the office. Your obligation is to report your absentees each morning by 8:05 a.m. via
Tyler SIS and by sending the envelope with breakfast/lunch count, attendance, and lunch money to the office.
Students arriving late to school must report to the office. Upon returning to the classroom, please check to make sure
they have checked in at the office and the kitchen knows if they are eating lunch today.
Sometimes when children are absent they bring a note from home explaining the absence. These notes should be
sent to the office each day and will be filed in the office. If you are aware of the reason for a student’s absence,
please contact the school secretary. When a student shows excessive absences or exhibits a pattern of chronic
absences, parents should be contacted and/or the office notified. It is the responsibility of the teacher to speak with
the principal and/or the RtI Team about how best to serve the student.
These actions will be taken at the following benchmarks for unexcused absences per semester:
8 Days of Absence - Letter from the Elementary Office
12 Days of Absence – Parent meeting/phone call with principal and/or RtI Team
15 days of Absence – Juvenile Referral will be made by principal
Students who must leave school during the school hours must be signed out through the office. Do not let
parents/relatives take students from your classroom. Refer them to the office and the student will be called to the
office. Do not allow a child to leave school with anyone during the school day without permission from the office. If
parents or persons picking up a child come to your room or the playground area, please direct them to the office to
sign that child out.
BEHAVIOR CLIP CHART
The Behavior Clip Chart is a simple behavior management strategy used with students. The chart consists of 7
sections with Ready to Lead in the middle with positive remarks above and guiding remarks below. On each side of
Ready to Learn are clothespins with the names of the students.
Everyone begins each day on Ready to Lead. During the course of the day, the clothespins will move up and/or
down the chart depending on the behavior choices of the students. Good behavior causes the clothespin to move up
while inappropriate behavior causes the clothespin to move down the chart. Students move their clothespin only one
level at a time. The first level below Ready to Lead is Slow Down. This is a warning for the students with no
consequences. If we continue down the chart, the next level is Don’t Give Up. This allows the teacher to decide
what type of consequence to use. The last level is Think About It. If a student reaches this level, the teacher may
contact the parent about the student’s behavior and interventions for their child to correct the behavior. There is a
Think About It form for students to complete when not following classroom rules.
Instead of moving down the chart, students can move up the chart for positive behavior. This can be done with
individual students or with the whole class. Once students reach the top level, Hip, Hip, Hooray, they can continue
moving up and off the chart. If students are able to move up again, they place their clothespin on the very top of the
chart and receive a jewel/sticker for their clothespin. After five jewels/stickers, their clothespin goes on a Behavior
Hall of Fame and they receive a new one. For students who move off the chart, their clothespins get clipped on the
teacher’s shirt. Students’ daily behavior is tracked using a behavior form for each day. This form is kept in students’
Daily Folder/Leadership Notebooks.
The Behavior Clip Chart should match the example on the next page using the same terminology and same colors.
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Behavior Clip Chart
Hip, Hip,
Hooray
You’ve found the leader
in you today!
You’re
Awesome
The leader in you is
starting to blossom!
Way to Go
Your leadership skills
are starting to grow!
Ready to
LEAD
You’re ready to go.
You’re off and away.
YOU are the one that
determines your day.
Slow Down
Take charge of your
actions and attitude.
Be proactive and it will
lift your mood.
Don’t Give Up
Don’t get hung up on
silly mistakes.
Put first things first.
You’ve got what it takes.
Think About It
Take a breath and get
control.
Balance your mind,
body, and soul.
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BELL SCHEDULE
7:25 a.m. Students enter the school building
7:45 a.m. Students are released from gym to classrooms
7:50 a.m. Tardy Bell/Students are released from breakfast
7:55 a.m. Tardy Bell/School Begins
3:12 p.m. Dismissal Bell (12:30 p.m. Early Out Dismissal Bell)
BUILDING/CLASSROOM
When staff members note that equipment/building is damaged, either by intention or accident, they shall email the
maintenance person directly. It is the duty of the staff members to supervise students so that damage to the school
building, furniture, equipment, or other school property does not occur.
Housekeeping - Teachers should see to it that all unnecessary litter and paper is removed from floors and desks.
Chairs should be put on top of desks and the desk tops should be cleared at designated custodial times (see custodian
regarding specific times). No sodas/food will be allowed in classrooms during class time without permission of
the teacher.
• If you notice the computers/portable computer lab is out of order, email the technology person directly.
• If you notice that a TV/DVD/VHS player is out of order, notify the librarian.
• Teachers are responsible for the appearance of their classroom and to see that the room is properly
ventilated and lighted. Special needs may occur that require maintenance or custodial assistance. In such
cases, you must email the maintenance person directly. Teachers should lock all doors when leaving for the
day.
Please note: no plug in air fresheners, candles, and/or candle warmers are allowed, per our insurance carrier. Also,
make sure you are not blocking fire exits with classroom furniture/materials.
BULLETIN BOARDS/HALLWAY DISPLAYS
Please be sure to change/update your bulletin boards/hallway displays periodically. Student work should be
displayed, along with the scoring guide. You are responsible for hallway displays as well as boards within the
classroom. Beginning in 2
nd
Grade, student work that is displayed should be free of all errors.
BULLYING
The District is committed to maintaining a learning and working environment free of any form of bullying or
intimidation. Bullying is strictly prohibited on school grounds, or school time, at a school sponsored activity or in a
school related context. Bullying is the intentional action by an individual or group of individuals to inflict
intimidation, unwanted aggressive behavior, or harassment that is repetitive or is substantially likely to be repeated
and causes a reasonable student to fear for his or her physical safety or property; substantially interferes with the
educational performance, opportunities, or benefits of any student without exception; or substantially disrupts the
orderly operation of the school. Bullying may consist of physical actions, including gestures, or oral, cyberbullying,
electronic, or written communication, and any threat of retaliation for reporting acts of bullying. Bullying, as
defined in this policy, is strictly prohibited. Students are encouraged to report any incident of bullying which they
have witnessed or incurred, by contacting their building principal. District employees are required to report any
instance of bullying of which the employee has witnessed within two (2) school days of the occurrence. Employees
shall report the occurrence to the building principal, who is the person the District designates to receive reports of
incidents of bullying. A principal who receives a report of an incident of bullying shall initiate an investigation into
the allegations within two (2) school days of receipt of the report. The principal may assign other employees to
assist in the investigation, or request that the superintendent assign an outside investigator. The investigation shall be
completed within ten school days from the date of the written report of bullying unless good cause exists to extend
the investigation. No employee or student who reports an act of bullying shall be subject to reprisal or retaliation for
making such a report. Any person who engages in reprisal or retaliation against an employee or student who reports
an act of bullying shall be subject to disciplinary action.
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BULLYING INCIDENT REPORT FORM
If you have been the target of bullying or have witnessed the bullying of a District student, complete this form and submit to
the building principal. Complaints against building principals should be submitted to the Superintendent. Complaints
against the Superintendent should be submitted to the Board of Education. Reports of bullying will be investigated and
disciplinary action will be taken as warranted.
Date Filed: Time: _______________
Name*:
Phone Number(s):
Indicate the appropriate response to the following with a check mark(s):
• You are a: _____ Student _____ Parent _____ Employee _____ Volunteer
Date(s) of alleged bullying:
Name of student(s) subjected to bullying:
Person(s) alleged to have committed the bullying or harassment:
Summarize the incident(s) or occurrence(s) of bullying as accurately as possible. Attach additional sheets
or use back side of the form, if necessary.
Names of Witnesses:
Have you reported this to anyone else: _____ Yes _____ No. If so, who?
*Signature of Complainant
*Students have the right to complete this form anonymously. However, it will be easier for the District to investigate this
matter if as much information as possible is provided. Submission of a good faith complaint or report of bullying or
harassment will not affect the complainant or reporter’s future employment, grades, learning, or working environment. A
complainant that falsely accuses someone will be subject to disciplinary action.
This Section is for use of District Administration
Date Received by Principal:
Investigative Action taken:
Result of Investigation/Action taken:
Signature of Principal:
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BUS RULES FOR STUDENTS
The school operates a busing system to transport students to and from school. All buses to school-sponsored
activities are under the direction of a faculty member. Students will ride the bus to and from all activities unless
released to leave with a parent, provided the parent has obtained approval of a sponsor/principal. The bus driver has
the authority to enact and enforce any rules to insure the protection of all students riding the bus. Such rules may
include but are not limited to:
1. The driver is in charge of the students and bus. Students must obey the driver promptly and
respectfully.
2. Students must be on time. The bus driver follows a schedule and cannot be expected to wait for tardy
students.
3. Students must wait until the bus comes to a complete stop and all traffic has stopped in both directions
before crossing a road to board the bus. When crossing a road, students are to walk at least ten feet
from the front of the bus to insure visibility of all boarding and departing students by the driver.
4. Unnecessary conversation with the driver is prohibited.
5. Classroom conduct is to be observed by students while riding the bus.
6. Students must not extend arms, head, or legs out of the bus windows or throw objects out of the
windows.
7. Any damage to the bus must be immediately reported to the driver.
8. When leaving the bus, students must observe the directions of the driver.
9. The driver has the right to assign seats.
10. Students should board the bus in a single-file line. Pushing and shoving will not be allowed.
11. Students may not bring articles on the bus that are of an injurious or objectionable nature.
12. Food and drinks are not to be brought on the bus without permission of the driver.
Valley-R-VI Elementary may not accept phone calls for bus changes or pick-ups. We must receive written
notification and parent/guardian signature for all transportation changes. Please include the date and classroom
teacher’s name on all notes.
When a student plans to visit his/her classmate after school, BOTH STUDENTS MUST BRING A NOTE FROM
HOME GIVING PERMISSION TO VISIT. This prevents confusion and misunderstandings at school and in the
homes involved. If the school cannot verify the wishes of both parents through notes, the students may be required
to go home. Phone calls from school cannot be made.
CAFETERIA
Teachers will be required to take a breakfast and lunch count each morning to put in an envelope and place outside
the classroom door in the designated file holder. An Office Leader will collect the envelopes. THEY MUST BE IN
THE DESIGNATED FILE HOLDER LOCATED OUTSIDE THE CLASSROOM DOOR BY 8:05. PLEASE
ENSURE YOUR BREAKFAST AND LUNCH COUNT ARE ACCURATE.
After eating breakfast, students will report to their classroom if it is 7:45 a.m. If before 7:45 a.m., students will
report to the gym.
Lunch – The efficiency of our lunchroom schedule depends on following a strict schedule. Please do not alter the
time schedule, as it will affect everyone. Students should be escorted to and from lunch by the classroom teacher.
Please do not leave students unattended in the cafeteria. Be sure that a supervising teacher and/or the principal are
present to oversee activities.
When bringing your class to lunch, please follow these steps:
1. Teachers are responsible for getting their class to the cafeteria in a timely manner and picking them up on
time. PLEASE FOLLOW THE SCHEDULE!
2. Line your class up with lunch boxes at the front of the line and those eating a school lunch at the back of
the line. Students who brought their lunch may take a seat at their assigned table.
3. Students will enter the cafeteria through the left door. They will be instructed to grab a milk, napkin,
silverware, and the first tray they approach. They will depart through the door on the right. During this
process, you should monitor students ensuring they are getting all the items they need.
4. Classes will be seated at assigned tables. All students must sit with their class.
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5. When instructed to do so by the duty teacher, the class will empty their trays into the trashcan and place
their tray in the kitchen window. When they have cleaned their tray, they should line up quietly in a 10-line
and wait to be dismissed.
6. Teachers are responsible for dismissing their students. Please have them clean up the area. It is your
responsibility to make sure your students do not leave food/trash on the floor or on the table. Students are
to walk in a “10 line” to their classroom. Talk with your students about where they should line up and how
they should line up, as well as lunchroom manners and expectations.
While at lunch, students are expected to talk in a calm, quiet voice, Voice Levels 0-2. The students should be
“triangle talking” which means they talk to the students directly around them, not students at other tables or students
far away from them. All students will begin their lunch with a green cone. If a table/class is getting rowdy or loud,
the staff on duty will remove the green cone leaving a yellow cone on the table as a warning. If the misbehavior
continues, the yellow cone will be removed leaving a red cone on the table. At that point, the students at that table
are in silence. Students who still have a green cone on the lunch table when leaving will have a letter added to their
class. Once a class has spelled ‘LEADERSHIP’, the class will receive a Silver Spoon added to the display. Once a
class has 5 Silver Spoons, the class will receive some type of incentive.
Lunch money – Lunch money may be submitted any day of the week. You have a form on which to report the lunch
money to the office. Teachers should place the envelope in the designated file holder located outside the classroom
door by 8:05 a.m. each morning following the Morning Message.
If your classroom is going on a field trip and will need sack lunches, please inform the cafeteria staff at least 2
weeks in advance.
BREAKFAST/LUNCH PRICES
Student Breakfast: 5 meals-$6.75/single meal=$1.35
Student Lunch: 5 meals=$12.00/single meal=$2.40
Adult Breakfast: 5 meals=$10.75/single meal=$2.15
Adult Lunch: 5 meals=$16.25/single meal=3.25
Extra milk- .25
CLASSROOM INCENTIVES
Classroom incentives are a great way to motivate students. Each teacher can develop a system that works for them
(Fun Friday, quarterly incentives, etc.). However, please note that every time you schedule a reward, it takes away
from classroom instruction. If you have more frequent incentives (Fun Friday), do not take more than 30 minutes
each week. If you opt for a quarterly incentive, that incentive can be a longer event. Weekly/daily movies should
never be used as an incentive. This simply takes too much instruction time.
CLASSROOM MANAGEMENT
Classroom management is different than discipline. Effectively managing your classroom is an essential part of
maintaining control and discipline. An effective teacher manages a classroom. An ineffective teacher disciplines a
classroom. The number one problem in the classroom is not discipline; it is the lack of procedures and routines.
Classroom management deals with the procedures that you must establish at the beginning of the school year.
Students must know how you want them to begin the day, pass in papers, sharpen pencils, line up, etc. Procedures
must be rehearsed over and over again until the students do them automatically. When this happens, you have a
routine.
Your procedures should be visible in the classroom. List step by step instructions so the students will know exactly
what is expected of them.
Behavior Expectations for Common Spaces – There are behavior expectations for bathrooms, hallways, playground,
cafeteria, etc. All staff must have the students follow these expectations. All staff must teach the students what those
expectations are. The expectations will be given out prior to the first day of school.
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Discipline Plan – Each classroom teacher should post a Behavior Clip Chart in their room. All teachers should post
the given list of rules to follow. Discipline is concerned with how students behave. When all alternatives have been
exhausted in the classroom, the teacher should ask the principal for help. Before a child is sent to the office for
constant misbehavior, teachers MUST have contacted parents, informing them of any behavior concern.
From the beginning, know what you are going to do every minute of the day, quarter, semester, and year, and do it!
Students must be shown respect and you must expect it back from them. The key to maintaining classroom control is
respect. BE CONSISTENT!
Minor discipline cases are best handled by the teacher. If trivial items are referred to the principal, his/her
effectiveness for problems of a more serious nature will be lessened and children soon become aware of the
ineffectiveness of the classroom teacher. If there comes a situation where a child needs to be removed from the
classroom, call the principal for assistance.
If you get to a point that you and/or the student need a break, please make arrangements to send the student to a
buddy room. A buddy room is another teacher’s classroom. In that classroom, there should be a place for the child to
sit and think about what they have done or cool off. This is sort of a “time out”. You may want to have the student
complete a Think Sheet—a reflection on why they were sent to the classroom. A buddy room could be last year’s
teacher. If, upon returning to the classroom, the misbehavior continues, feel free to call parents and send a discipline
referral to the principal.
Discipline is not a group matter. A whole room should not be punished for the misdeeds of a few. Please remember
to talk with a student individually, instead of humiliating them in front of the entire class.
All classroom teachers should show respect to all students. Fairness should be practiced—do not play favorites.
Children should be taught and shown how to take responsibility for the choices that they make. One of the biggest
mistakes a teacher can make is getting into a power struggle with a student. DO NOT ENGAGE! Simply state what
it is you want the child to do, then walk away. After a fair amount of time, go back to the student and repeat your
expectation. If it is possible to give a choice, do that. That will help the student maintain some form of control over
the situation. Example: Instead of, “I need you to work on your spelling,” state, “I can see that you are still not
working on your spelling. You can choose to work on it now, or at recess. It is your choice.”
Throughout this entire process, parent communication is a must! No discipline referral should come to the office
without first having contacted the parent. The only exception to this rule is violence, sexual misconduct, or other
severe behavior. Use your common sense and remember, every time you send a student to the principal, it could
lessen your effectiveness in the student’s eyes. There is a Communication Log for you to use to document your
phone calls to parents. KEEP COPIES/LOGS OF ALL CONTACT BETWEEN YOU AND PARENTS.
Consequences should be appropriate to the infraction and should support our philosophy of discipline. We want
children to learn from their mistakes as opposed to punishment.
It is the intention of the principal to support every staff member. Make sure that he/she can support the decisions you
make by following the philosophy, policies, and procedures of the school district.
CLASSROOM NEWSLETTER
Each grade-level is expected to develop and send home a newsletter for parents each week. The newsletter should
include pertinent information specific to your grade-level. Examples include: upcoming activities, lessons, spelling
words, celebrations for good work, items needed for the classroom, etc. A COPY OF THIS NEWSLETTER
SHOULD BE GIVEN TO THE BUILDING SECRETARY AS WELL.
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CLASSROOM RULES
All classrooms will use the same set of rules with students. All rules need to be posted in your classroom. The rules
are as follows:
RULES
Rule 1: Follow directions quickly.
Rule 2: Raise your hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Rule 4: Make smart choices.
Rule 5: Keep your dear teacher happy!
How can we follow rules 4 & 5?
Have Viking PRIDE!
Positive - Think win-win. Be positive, pleasant, helpful, and courteous. Keep negative comments to yourself.
Respect - Seek first to understand and then to be understood. Respect yourself, respect others, and respect your
school. Keep your hands, feet, and objects to yourself.
Integrity - Be an honest person and always tell the truth!
Discipline - Be proactive and in charge of yourself and your actions. Synergize-Be willing to work with anyone. Use
the correct voice level. Share with others.
Effort - Put first things first. Begin with the end in mind. Pay attention, listen carefully, and always do your best!
COMMUNICATION
Announcements – Staff members wishing to have announcements made in the morning message are to hand them to
the office secretary in written form prior to 7:45 a.m. The morning message will be read over the intercom at 8:00
a.m. each day.
Confidentiality - All Valley R-VI personnel are required to keep all confidential matters pertaining to and including
personal information about students and staff within the confines of the educational institution. A breach of
confidentiality regarding the school setting may result in legal action or termination.
Email – Check your email daily on your prep period and before leaving for the day.
Letters – Letters sent home to parents must have a copy provided to the principal as well and be approved before
distribution to students. A COPY OF A CLASS NOTE/LETTER SHOULD BE GIVEN TO THE BUILDING
SECRETARY.
Mail Boxes – The mail boxes are located in the central teachers’ lounge. Please check your mail box in the morning
and during your last prep period of the day. DO NOT SEND STUDENTS TO PICK UP YOUR MAIL, AS THE
MAIL BOXES MAY CONTAIN CONFIDENTIAL INFORMATION.
Telephones – There are telephones located in the office. Use your prep period to make and receive phone calls.
Informing others of your prep period will help considerably. Teachers will not be called from class to receive phone
calls unless it is an emergency.
Weekly Newsletters – The principal will send weekly newsletters to staff via email toward the end of each week.
This newsletter will contain information for the upcoming week, as well as current reminders. It is very important
you read the newsletters as they will contain information that may apply to you.
COMMUNICATION WITH STUDENTS BY ELECTRONIC MEDIA
Employee personal communication with students, in all forms including oral and nonverbal shall be appropriate and
consistent with Board policy. Personal communication shall be deemed to be inappropriate if such communication is
sexual in nature; is sexually suggestive; suggest romantic activity with student or students; or is otherwise
inconsistent with Board policy. Violation of this provision will result in disciplinary action up to and including
dismissal.
Communications between employees and students will be primarily direct, oral or written in nature. Employee’s
communication with students and/or teacher’s electronic media must be made available to the student’s
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parents/guardians. While the employee need not notify their building principal of the content of the electronic
communication, the employee must notify the principal, in writing, of the date and time of the communication and
the identity of the student with whom communication occurred. Such notification is not required where the
communication is between the teacher and his/her children or siblings.
The District does not have sufficient staff to monitor every communication between employees and students and
does not, therefore, commit to monitoring such communication. Nonetheless, where there is reason to believe that an
employee has inappropriately communicated with a student(s) they may require the teacher to provide access to the
specific communication in question. The District will provide official electronic media which may be utilized by
employees for communication with students for dissemination of school related information (i.e. homework,
practice schedules, supplemental instructional material).
COMPLIMENT GOAL/INCENTIVE
Each grade-level classroom must have a compliment goal/incentive in place. This will help us as a staff to focus on
the positive. Every time your class receives a compliment, an addition will be added to the goal. Example: Add a
coconut to the coconut tree. Once the goal is met (25 coconuts on the tree), the class will receive some type of
reward/party to be determined by the teacher. With the compliment goal, nothing is taken away. The class only
receives additions to the goal when a compliment is received.
CONTRACTS
All teachers are to have on file with the Superintendent the following:
1. An up-to-date transcript of college credits
2. A valid teaching certificate
3. Withholding tax exemption certificate (state and federal)
4. Retirement number
5. Social security number
A suitable replacement must be placed under contract before a teacher may be released from a contract. Breaking
the current contract without meeting this requirement may result in serious consequences.
Job descriptions for personnel employed in each curricular area are on file in the principal/Superintendent’s offices.
These are available upon request.
COPIES
Please prepare all of your copies ahead of time. The secretary has a huge job and it is difficult to stop and make
copies for you. There is a copy machine in each location: Dome D workroom, office, and central teachers’ lounge.
CURRICULUM EXPECTATIONS/YEARLY PLANS
Each year, teachers will be provided with a list of objectives for each subject area they teach. It is the responsibility
of the teachers to ensure all of the objectives are taught in a timely manner during the school year. THE YEARLY
PLANS MUST BE FOLLOWED TO ENSURE ALL OBJECTIVES ARE TAUGHT. Frequent assessments of
the objectives need to be conducted throughout the school year to check for student understanding.
DAILY SCHEDULES
Every teacher should post a classroom schedule in the room and follow the master schedule given to you.
DISCOVERING NEW LEADERS DISPLAY
From time to time, students will be recognized by staff and other students for their leadership qualities. Those doing
the recognizing will complete a Discovering New Leaders Shield with the name of the student, name of the teacher
whose class the student is in, a short description of what the student did, and who discovered the leader. The
Discovering New Leaders shields will be announced over the Morning Message. The shields will be placed in the
teacher’s mailbox for the teacher to sign and give to the student. The student should take home the shield and have a
parent/guardian sign it, and bring it back to school to be placed on the ship in the cafeteria.
DRUG FREE WORKPLACE
The unlawful possession, use or distribution of illicit drugs and alcohol on school premises or as a part of school
activities is strictly prohibited.
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Employees under the influence of alcohol, drugs, or controlled substances while on duty are a serious risk to
themselves, to students and to other employees. Employees, who display physical manifestations of drug or alcohol
use while on duty, may be subject to drug testing. Any employee who violates this policy will be subject to
disciplinary action up to and including termination and referral for prosecution. Employees may also be required to
satisfactorily participate in rehabilitation programs.
As a condition of employment, all employees must abide by the terms of this policy. Employees who are convicted
of a drug offense which occurred on school premises or while on duty must notify the Superintendent of their
conviction. Notification must be made by the employee to the Superintendent within five (5) days of the conviction.
Within ten (10) days, the Superintendent will provide notice of such violation to the Impact Aid Program, United
States Department of Education, or other appropriate government agency. The District will institute a drug-free
awareness program to inform employees of:
1. The dangers of drug and alcohol abuse in the workplace.
2. This policy of maintaining a drug-free workplace.
3. Available counseling and rehabilitation.
4. The penalties that may be imposed upon employees for drug abuse violations occurring in the
workplace.
On the basis of medical certification, employees with the illness of chemical dependency shall qualify for the
employee benefits and group insurance coverages that are provided for under group health and medical insurance
policies. The confidential nature of the medical records of employees with chemical dependency shall be preserved
in the same manner as for all other medical records.
The District's responsibility for chemical dependency is limited to its effects on the employee's job performance. If
the employee violates this policy, refuses to accept diagnosis and treatment, or fails to respond to treatment, and
performance is adversely affected, the employee will be subject to employment action in proportion to the
performance problem. Implementation of this policy will not require or result in any special regulations, privileges
or exemptions from the standard administrative practice applicable to job performance requirements.
Upon the request of the Department of Elementary and Secondary Education or an agency of the United States, the
District shall certify that it has adopted and implemented the drug prevention program described in this policy, in the
form required by such agency. The District shall conduct a biennial review of this policy to determine its
effectiveness, implement necessary changes, and to ensure that the disciplinary sanctions are consistently enforced.
It shall be a violation of this policy for any employee to possess, use, manufacture, distribute, or be under the
influence of medical marijuana in any manner inconsistent with Missouri state law and applicable regulations.
Additionally, employees may not be under the influence of marijuana while they are (i) acting in the scope of their
employment, whether on District property or off, or (ii) present at any school- or District-sponsored or sanctioned
event such as athletic events or conferences. Employees may seek reasonable accommodations related to medical
marijuana under the District’s policies and procedures addressing the Americans with Disabilities Act.
Transportation Employees
District employees who are subject to the Transportation Employee Testing Act may not use medical marijuana on
work days and may not use marijuana while on District transportation. Transportation employees who test positive
for any controlled substance including marijuana are subject to dismissal. Transportation employees who cannot,
for medical reasons, comply with this policy may request a transfer to a non-safety sensitive position.
The information in this policy will be distributed to all present and future employees.
DYSLEXIA SCREENING
Practicing teachers will receive two hours of in-service training during the 2018-19 school year regarding dyslexia
and related disorders. Teachers employed by the District in subsequent years, who have not received this training in
another district will be provided the same training by video or by in-person training. Such in-service training should
include: Introduction to dyslexia and dyslexia simulation; Key areas of literacy and reading intervention;
Screening/progress monitoring, data-based decision-making, fidelity and classroom supports. Training for secondary-
level staff will be tailored to the unique needs of secondary students.
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EMERGENCY DRILLS
All emergency procedures should be posted by the classroom door. Teachers should instruct their classes in the
proper procedure for emergency drills. It is important to review the procedure throughout the school year. Teachers
will normally be alerted when we are planning a test. Remember to take your grade book to count students.
Fire Alarm – Teachers should lead their students from the building when the fire alarm sounds. Take grade books
and proceed in an orderly fashion to the designated area. Once there, teachers should take roll and keep their class
together pending further instructions.
Tornado – Be familiar with the instructions posted in the room. Review these with the students.
Earthquake – Immediately take cover under anything that will provide some measure of protection from falling
objects. Immediately after the crisis, calmly evacuate the building, following the procedure for a fire drill. If people
are hurt and/or trapped in the room, the first order of business is to get everyone else to safety, then notify the
administrator that people are hurt or trapped and their location. Keep your class together pending further
instructions. Stay away from power lines, poles, trees, and buildings. Utilities should be shut off, and no one should
re-enter the building unless it has been declared safe.
Intruder – All exterior doors should be locked throughout the day. Lock your classroom door, turn off the lights, and
have the students hide in a designated area in the classroom.
END OF YEAR CHECKOUT
Before the end of the school year, you will be required to meet with the principal regarding the end of the year
checkout. A meeting date will be set and you will need to make sure all items on the End of the Year Checkout
Form are completed prior to the checkout meeting. ALSO, YOUR CLASSROOM SHOULD BE PACKED
AWAY. DO NOT LEAVE LOOSE ITEMS LYING ON TOP OF FURNITURE.
FAMILIES
Faculty should not have their children in the room with them during instructional time, unless it is an emergency and
for a limited time. If you have a need, please discuss it with the principal.
FIELD TRIPS
All off-campus field trips must be approved in advance by the principal. Each grade level must decide on a grade
level field trip. A Transportation Request must be turned into the principal a month in advance of the field trip.
Teachers should have a complete itinerary to be sent home with students with a permission form. NO student may
leave campus without a signed permission slip. Signed permission slips must be on file for students when activities
require an absence from the school. Students MAY NOT call to ask permission to attend field trips or special
events. A note signed by the parent will suffice as a permission slip as long as it has the date, parent signature, and
states that the parent gives permission for the child to go to the specified location.
Field trips and activities are scheduled to be an extension of the school curriculum. All students must ride the school
bus to and from the trip. ONLY PARENTS/ADULTS WHO HAVE PASSED A BACKGROUND CHECK are
allowed to attend the field trips, but may not ride the school bus. Parents who attend a field trip may not bring
other children. Parents or adults who attend are expected to follow the direction of the teacher and follow all school
rules. No adult should be left alone with a group of students. Please have all groups stay together with the teacher.
All parents are to be a model for the students. All parents must stay with their assigned group and no one is allowed
to curse, smoke, or drink alcohol on the field trip.
Students should be aware that field trips are an extension of school and therefore all rules apply. There is a great
deal of responsibility on the teacher involved with a field trip. If you are concerned about a student attending a field
trip, please discuss the matter with the principal. Before a decision is made to exclude a child from the trip, parent
contact regarding the student’s behavior must have been made and stated that he/she may not be able to attend the
field trip if the behavior doesn’t improve (give specifics). Students and parents must be given an opportunity to
improve before the field trip is taken away. Please be conscious of your responsibilities for supervision on the trip,
including the bus.
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A COPY OF THE FIELD TRIP PERMISSION SLIP MUST BE GIVEN TO THE BUILDING
SECRETARY AND SHOULD CONTAIN THE FOLLOWING INFO:
• Date and Times of Trip including bus departure and arrival to school
• Trip Agenda
• Location and Address of Trip
• Any Other Important Information such as dress, location of lunch, etc.
• Section for parents to remove to send back to school with name of student, signature of parent, date, as well
as a place for parents to mark whether their child will be providing their own lunch, eating a school lunch,
and will need a white or chocolate milk.
• Section for parents to list the Parent/Guardian who plan to attend the field trip.
• Also include note of the following:
o ONLY PARENTS/ADULTS WHO HAVE PASSED A BACKGROUND CHECK MAY
ATTEND THE FIELD TRIP.
o Adults attending the field trips need to list the names of those planning to attend on the permission
slip. Teachers will be provided Visitor Pass labels to give to the adults attending the field trip.
o Parents MAY NOT ride the bus, but must provide their own transportation.
o All students must ride the school bus to and from the trip as it is an extension of the school
curriculum.
o FIELD TRIPS ARE ONLY FOR STUDENTS CURRENTLY ENROLLED IN VALLEY
R-6 ELEMENTARY. NO OTHER INFANTS, PRESCHOOLERS, OR OTHER STUDENTS
SHOULD ACCOMPANY ADULTS ON FIELD TRIPS.
o Parents who attend are expected to follow the direction of the teacher and follow all school rules.
FIRST TWO WEEKS OF SCHOOL
Teachers and staff are to spend up to the first 10 days of school (depending upon the grade level taught) teaching
students the routines of each day and going over the expectations in and out of the classroom.
FORMS AND REPORTS
All forms and reports that you will need will be emailed to you at the beginning of the year. Please save these forms
to a folder on your computer or jump drive so you will have them. If in the event, you do not have access to a form,
please email the principal or secretary and they will send you the form you need. PLEASE USE THE MOST
CURRENT/UPDATED FORMS AS FORMS ARE UPDATED ANNUALLY—CHECK THE YEAR ON
THE FORM BEFORE USING IT!
FUNDRAISING
The Smart Snacks in School standards published by the USDA (United States Department of Agriculture) prohibit at
school the sale of foods and beverages that do not meet their nutrition requirements. This means that fundraisers
selling food products that can immediately be consumed can no longer be sold at school during school hours. This
includes the sale of items such as candy, soda, beef jerky, etc. The standards do not apply during non-school hours,
on weekends, and at off-campus fundraising events. Fundraisers that sell pre-packaged items that must be prepared
later, such as pizzas, are still permitted to be sold at school.
GOALS
Students will develop (with the teacher’s help) an academic and a personal goal for each quarter. These goals will be
kept in their Leadership Notebooks where they will track how well they are doing to meet their goals. When a
student has met their goal, they will create a new goal (with the teacher’s help). If the goal has not been met, they
will continue with the same goal.
Teachers need to ensure the goals of students and the teacher are specific and measurable. Students should define 1
or 2 action steps and help students choose measures that will help them reach their ultimate goal. This process
begins by determining a “lag” measure such as increasing a reading level or increasing a test score. Next, the “lead”
measure must be determined. This measure will help students achieve the “lag” measure.
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A “lead” measure is something that helps students have better achievement on an assessment. A “lag” measure is the
test assessment. We want students to focus on “lead” measures because they have a laser focus on these
daily/weekly and learn that their actions can lead to accomplishing a goal and to increased learning.
Example: A strong goal might be something like “X percentage of students will achieve their individual reading (or
math) goal each quarter” or “X percentage of students will show growth on their individual math or reading goal
each quarter”. The teacher will help determine what each student needs to focus on to get better: letter sounds, sight
word mastery, math fact fluency, guided reading book practice at home, reading in different genres, amount of time
spent reading per night or practicing math facts per night, etc. These are all example of “lead” measures and are
something that predicts making the goal. Once the category is identified, select a growth goal for each child rather
than a one-size-fits-all goal for all kids (example: Mia will set a goal to read 115 wpm; Jose will set a goal to read
130 wpm). Next, the action each student will take must be determined (example: Mia and Jose will practice timed
reading 5 days a week for 20 minutes at home). Use a simple tracker like a calendar for students to track their
reading and/or math at home. This will provide students with a visual for them to track their progress and/or to help
them change their behavior if they are not following through.
Goal setting is about helping students learn how to set measurable goals, track their action steps, and see the impact
they can create towards that goal. It’s also about growth and progress for each child so they can see his/her worth
and potential.
Individual classrooms will develop class goals that they will chart and track in their classrooms for the students to be
able to see. This should be charted each week so students can see their progress. Teachers will keep the same goal
all year increasing the amount each quarter.
Grade-levels will work together and develop a grade-level goal that will be charted and tracked on a hallway bulletin
board. This should be charted each week so students can see their progress. Grade-levels will keep the same goal all
year increasing the amount each quarter.
A school-wide goal will be set by the principal and teachers and will be charted and tracked on a central hallway
bulletin board. The principal will maintain this chart so students can see the progress. The same goal will be kept all
year.
In order to achieve measurable results school-wide, all of the goals should cascade down from the school wide level
to the grade level, classroom, and student leadership notebooks.
GRADING AND REPORT CARDS
All teachers should keep an accurate record of each student’s progress during the school year. Each teacher is
responsible for keeping current on the grading.
Progress Reports will be sent home every 3 weeks. Please follow the schedule provided to you.
Report cards will be sent home following the end of each quarter. These grades should reflect the overall grade a
student has earned for that quarter. Attendance records and special class grades will be provided to the classroom
teacher.
SPECIAL TEACHERS SHOULD SUBMIT GRADES TO THE CLASSROOM TEACHERS AT LEAST 3
DAYS IN ADVANCE OF THE DATE THE PROGRESS REPORTS/REPORT CARDS ARE SENT HOME.
The following is the grading system for the elementary school:
Students in Grades K-2 will be receiving grades using the following guidelines:
S Secure: The student shows independence with concepts and consistently applies knowledge.
D Developing: The student shows some evidence of this skill, strategy, or behavior and gradually
increases proficiency and use.
N Not Yet: The student’s work does not show evidence of this skill, strategy, or behavior at this
time.
NA Not Assessed: This outcome was not introduced or assessed during this marking period.
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Students in Grades 3-6 will be graded on a traditional A-F grading scale. The designated percentages for obtaining
the letter grade follow:
A 96-100
A- 90-95
B+ 86-89
B 83-85
B- 80-82
C+ 76-79
C 73-75
C- 70-72
D+ 66-69
D 63-65
D- 60-62
F 0-59
Letter grades will be given for every subject area in Grades 3-6, with the exception of Handwriting, which
will receive a + or -.
All students in Grades K-6 will be given a mark in the area of conduct using the following guidelines:
+ Satisfactory
- Unsatisfactory
THE ADJUSTED GRADING SCALE IS TO BE USED IN THE REGULAR CLASSROOM FOR STUDENTS
WITH AN I.E.P./I.A.P./504 Plan
A student whose education is guided by an I.E.P. and who is mainstreamed into the regular classroom will be graded
by an adjusted grading scale if the following criteria are met:
1. The student’s I.E.P./504 states his/her grade will be determined by the adjusted grading scale.
2. The student will do the work of which he/she is capable, as determined by his/her I.E.P./504 team.
3. The student will complete homework assignments and tests that are given to all other students in the regular
classroom. Some modifications may be written into the I.E.P.
4. The I.E.P. team members (the student, a parent, teacher(s), special education teacher, special education
coordinator) must agree that use of the adjusted grading scale is justified.
Students and parents should not be surprised when they receive quarter grades. Please keep them informed and up to
date about progress or lack thereof.
Since grades are a reflection of what students know/don’t know, grades should be taken from work finished
in class, not from homework.
It is our belief that grades should reflect what a student knows. Therefore, things that inflate or deflate
grades will not be included in the grade book. Your grade book should not include penalties for late work and
/or extra credit.
GUIDED READING GRADES K-3 BEST PRACTICES
BEFORE READING
Choosing or allowing students to choose just-right text to match interests and instructional level of the
children
Building background knowledge through discussion and/or picture walk
Taking a picture walk or reading the blurb on the back cover to preview and predict
Varying the amount of teacher support during a picture walk depending on the needs and level of the
students
Generating “I wonder” statements to extend comprehension
Giving the students a purpose for reading prior to independent reading. For example, “Read to find out if he
was clever,” “When you are finished, tell me if this story is real or make-believe,” “Read to answer “I
wonder questions,” etc.
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Modeling and encouraging text-to-text, text-to-self, and text-to-world connections, questioning, visualizing,
determining importance, inferring and/or synthesizing
Discussing characters and setting
Reinforcing the title page and making story predictions based on the title
Reviewing “Good Reading Strategies” prior to reading
Pointing out and discussing vocabulary and “tricky words” prior to reading
Connecting word work or skill lesson to text
o Chanting the alphabet, blends, chunk chart, or
o Flashing chunk flash cards as a reading warm-up
DURING READING
Challenging students to read for a specific purpose
Taking a running record or miscue analysis of a “spotlight child” and recording strategy use and teaching
implications
Using encouraging and supportive voices as spotlight child reads
Supporting with an appropriate cue if child is hopelessly stuck and has tried a strategy or two
Waiting to coach for an error until the child has finished reading the passage/paragraph unless necessary for
ongoing comprehension which allows the child opportunity to self-correct for meaning
Checking in on the other students who are reading independently after completing the running record on
the spotlight child.
AFTER READING
Discussing miscue errors after student has completed the passage (unless necessary for on-going
comprehension)
Encouraging students to “turn and talk” to partners to demonstrate understanding of and accountability for
previously set purpose for reading
Confirming predictions and “I wonder” statements
Requiring students to retell using the DRA scoring guidelines
Encouraging children to reread the story to a friend for fluency
Putting completed stories in browsing boxes or bags for independent reading
Using Reading Response Journals or graphic organizers to allow processing
Asking “spotlight child” to name a Good Reader Strategy that helped him/her that day
Asking students to reflect on reading, “Was this book easy, just right, or hard?”
MORE SUPPORTIVE BEST PRACTICES
Students (K-2) rotating independently between literacy corners, independent seat work, and independent
reading
Literacy corners (K-2) offer practices for previously taught literacy and skills across the curriculum (math,
science, social studies, poetry, spelling, computer, writing, sight words, alphabetical order, etc.)
Students have browsing boxes or book bags with books at both independent and instructional reading levels
for reading for fluency and independence
Good Reader Strategies are posted near the guided reading area
Alphabet, blends, and chunk charts are displayed in the rooms
Word walls are being used appropriately
Supplied for word work are at your fingertips
Retelling Chart is displayed
Comprehension Strategy definitions are displayed
Seatwork is directly related to practicing a skill recently taught
Reading at home is encouraged and supported
Guided MAP practice with small groups of students who need you the most
Students are reading independently for longer and longer periods of time
Classroom libraries are organized in INTEREST tubs/baskets and categorized by genre, specific topics,
award winners, favorite authors, etc.
Students are allowed time to process information as they “turn and talk”
Reading Response through journaling, sticky notes, etc. hold students accountable for independent reading
You are meeting on a daily basis with the students who need you the most even though they may receive
other reading support
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Anecdotal recording systems (running records or miscue analysis forms) are developed and at your
fingertips
GUIDED READING GRADES 4-6 BEST PRACTICES
The NUMBER ONE best practice of Guided Reading is meeting daily with small groups of students who are
reading in similar guided reading levels.
The NUMBER TWO best practice of Guided Reading is meeting every single day with the students who need you
the most.
BEFORE READING
Giving the students a purpose for reading prior to independent reading. For example, “Read to find out…,”
“While you are reading, put a sticky note on the passages where you were able to infer…,” “Find examples
of how the character is feeling or changing,” etc.
Pointing out and discussing vocabulary that would affect understanding and visually “tricky words” prior to
reading
Modeling and encouraging text-to-text, text-to-self, and text-to-world connections to establish background
schema
Discussing characters and their traits as a result of teaching the Character Unit of Study
Reviewing “Good Reader Strategies” prior to reading
Encouraging predictions based on cover, title, previously read chapters, etc.
Connecting word work or skill lesson to text when applicable
DURING READING
Challenging students to read for a specific purpose which leads them to understanding the big idea of the
story line
Encouraging students to use sticky notes to find purpose for reading, for example: main idea, character
traits, etc.
Utilizing a miscue analysis anecdotal record form of a “spotlight child” and recording teaching implications
for the mechanics of reading as well as for comprehension observations
Using encouraging and supportive voices as “spotlight child” reads
Coaching with an appropriate cue if spotlight child is hopelessly stuck and has tried a strategy or two
Discussing miscue errors after student has completed the passage (unless necessary for ongoing
comprehension)
AFTER READING
Confirming predictions and answering “I wonder” questions
Directing students to “turn and talk” to discuss sticky note placement and share points of view about the
shared purpose of reading
Using Reading Response Journals and/or graphic organizers as accountability tools to check
comprehension
Reinforcing “Reading Comprehension Strategies” such as inferring, visualizing, questioning, determining
importance, and summarizing
Asking students to reflect on reading, “Was this book easy, just right, or too hard?”
MORE SUPPORTIVE BEST PRACTICES
Including modeling, guided practice, and independent practice components in lesson plans
Connecting the comprehension lesson to content area information
Allowing students time and opportunity to interact with each other as they process the information
Reviewing definition of the comprehension strategy before beginning the lesson
Using quality literature to reinforce your lesson objectives
Holding children accountable for a product that shows understanding
Teaching children explicitly how to use the text structures in nonfiction texts
Weaving specific comprehension terminology such as questioning, determining importance (main idea),
inferring, and making connections into conversations
Using graphic organizer resources from researched-based authors, such as Linda Hoyt’s Make It Real, Gay
Su Pinnell’s Guiding Readers and Writers 3-6, etc.
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Teaching children how to participate in lively, but deeply thoughtful literature discussions
Writing a Character Sketch after reading to grab attention of future readers
BEST PRACTICES IN YOUR CLASSROOM MANAGEMENT
Students are reading independently for extended periods of time
Some of your classroom libraries are organized in INTEREST baskets/tubs and categorized by genre,
specific topics, Newberry Award winners, favorite authors, favorite series, etc.
Students are involved as librarians and take responsibility for properly re-shelving books
Reading Comprehension Cue Cards are posted in all classrooms and are near the guided reading table
Reading Anchor Charts still visible in classrooms
Reading Response Journals are being utilized for student accountability and for reinforcement of the
comprehension strategies
Seatwork is directly related to practicing a skill recently taught
Miscue Analysis, comprehension retell, and resulting teaching implications for a “spotlight child” are
incorporated into daily guided reading groups
Anecdotal recording systems are developed and are at your fingertips for reading observations
You are meeting on a daily basis with the students who need you the most and they are receiving reading
support from the reading specialist
Students are matched to books that are appropriately leveled and are of interest to the students
HALL PASSES
Hall passes should be used by all students when not in the classroom. Faculty should continually monitor the use of
passes from their classes and students in the hall. For students who abuse their time out of the classroom, it is a good
idea for the student/teacher (depending on grade level) sign in/out on a clipboard noting the destination (bathroom,
library, office, nurse, etc.) and the time signed out and in. Hall passes should be implemented as follows:
2-Bathroom passes (1 boy & 1 girl)
1-Library pass
2-General pass
No more than 5 students gone at a time
HALL RULES
Please review these rules with your students.
1. Students riding the bus or being dropped off out front in the mornings must enter the main doors. If eating
breakfast, they will go to the cafeteria. If not eating breakfast and if it’s before 7:45 a.m., students will go to
the gym. If arriving after 7:45, students will go to class.
2. Students being dropped off around back must enter through the bridge entrance doors. If eating breakfast,
they will go to the cafeteria. If not eating breakfast and if it’s before 7:45 a.m., students will go to the gym.
If arriving after 7:45, students will go to class.
3. No one should be anywhere without a pass.
4. Students are not allowed to wait in the hallways or on the sidewalks for other students to arrive.
5. One student per pass.
6. Five passes per room—2 general, 2 bathroom, 1 library.
7. All students are expected to follow the common behavior expectations that will be given prior to the first
day of school.
8. When walking the class to and from lunch/specials/recess, or anytime you are in the hallway, students
should be in a “10 line”. This means students are lined up (in one straight line) and no one is talking. Please
make sure to teach the 10 line to your class and make sure you are consistently monitoring this throughout
the year.
9. Students should NEVER open any door for someone. Everyone needs to be buzzed in through the main
doors. Please make sure to go over this expectation with all of your students.
HEALTH SERVICES
The office of the school nurse is located in the main office. Cumulative health records are maintained for all
students, which include their immunizations, history of diseases, results of testing at school, physical examination
results, and other health information. All students sent to the nurse should have a general pass from the classroom
teacher, as well as a Nurse Slip. If emergency care is needed, report to the office via intercom or send a student for
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help. It is better to err on the side of caution than to not take action. Incident Report Forms are available in the
nurse’s office and should be promptly returned.
HOMEWORK
Students are expected to complete their assignments in class independently. Only assign what can reasonably be
done in the amount of class time you have remaining.
Any homework sent home should be for practice and should take no longer than 30 minutes to complete. Homework
must have a purpose—review and practice of a skill and/or help promote study and organizational skills. Homework
should be assigned based on student need and ability. The teacher should identify the purpose of the homework and
communicate that purpose to the students.
Homework should ALWAYS receive some form of feedback (stickers, comments, conference), but should not be
recorded as a grade, as it does not reflect a child’s independent work.
All teachers/students (depending on grade level) should write the assignments in a planner/folder. If an assignment
isn’t finished or it is homework, the teacher should circle or star (indicate in some way) so that the parents know
what their child has for homework. THIS PROCESS MUST BE COMMUNICATED TO ALL PARENTS.
Students should not be penalized due to parent’s behavior. If a parent does not sign the planner because they were
working or because the child was in trouble, do not punish the child. Again—be flexible—be understanding.
Guidelines for parent involvement with homework—Parents should not do homework for the children. Parents
should be facilitators. If their child does not understand, they should ask their child questions about what they did in
class and ask their child about the process.
I-READY/READY
I-ready/Ready will be a new program that will be implemented at the elementary. The program will consist of
assessment tracking, lesson plans, interactive learning, computer lessons, and core standard based instruction
centered around the Missouri learning standards. Adaptive diagnostics will help track the progress and growth of
students from the time they enter the program to the time they leave. This program will be able to help teachers
identify students that are lacking in certain content areas and give teachers resources to help teach those students
using differentiated instruction.
INCIDENTS/INJURY
Anytime a student or adult is injured, the office should be notified, as well as the nurse. Do not move the student or
adult if the injury seems severe. Incident Report Forms are available in the Nurse’s Office and should be completed
as promptly as possible. It is better to err on the side of caution instead of getting a phone call from a parent. Send
the student to the nurse if you have any doubt. Should a staff member be injured, it will need to be reported
immediately.
INCLEMENT WEATHER
During the winter months and other unforeseen situations, it is often necessary to dismiss school. Whenever
possible, teachers will be informed before leaving school. However, alerting the staff is not always possible. A
weather chain will be provided to the staff to alert each other of school cancellations. Make sure to call the
designated person that is below you on the weather chain. If that person is not available, call the next person on the
list so that the chain is not broken. Once the process of the weather chain has been started, an announcement of
school cancellations will be given on radio station KTJJ/television channels 2, 4, and 5. Blackboard messages will
also be sent to those signed up to receive such messages.
INSURANCE OBLIGATION
It shall be the policy of the Valley R-VI School District to pay group hospitalization insurance and group life
insurance for all certified and non-certified personnel up to the amount of $200 per month.
Certified personnel who retire as members of the Valley R-VI staff shall be given the option of maintaining, at their
own expense, the group hospitalization insurance as a member of the group
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Certified personnel who meet the above guidelines and wish to maintain this coverage must make application to the
Superintendent’s office at least 30 days before completion of their contract of this final school year as an active staff
member. Payment of the first month’s premium must be paid at the time of application. This is to ensure that there
will be no interval period of time of non-coverage between the first day of retirement and coverage for
hospitalization.
Payment of insurance premiums shall be the responsibility of the retiree wishing such coverage. All such payments
shall be made to the Secretary to the Superintendent at least 30 days in advance of the premium period. Failure by
the retiree to make payment within the specified time, unless in case of extenuating circumstances or prior
arrangement with the office of the superintendent, shall be cause for cancellation of coverage and removal of the
retiree from the district’s current group policy.
Teachers should check with the office when a student arrives late to assure all proper procedures have been
followed.
KEYS
Teachers will be supplied with keys to their rooms and to the exterior building doors. All keys will be the
responsibility of the teacher. At the end of the year, you may choose to keep your keys if returning to the district.
Upon leaving your employment position at the district, your keys will be turned in at the end of the year.
LEAD DAY
Once a quarter there will be a special event called Lead Day. On Lead Days, families that are created with the
students will meet up and go over their leadership roles and learn a lesson over one of the character words we are
recognizing.
LEADERSHIP CLASSROOM CHECKLIST
Create a classroom culture that encourages every child to be a leader.
• Post the Classroom Mission Statement inside and outside the classroom
• Shake hands with students as they enter the room
• Assign a student to be a Greeter Leader (to greet anyone that comes to the classroom)
• Use leadership language in lessons weekly and as often as possible in normal interaction
• Help students create and use Leadership Notebooks to track their goals and progress
• Hold Student-Led Conferences and let the students review their goals and successes with their parents
LEADERSHIP NOTEBOOKS/DAILY FOLDER
All students will have a Leadership Notebook/Daily Folder that will contain their personal and academic goals and
tracking charts for their goals. Items included in the Leadership Notebook/Daily Folder should contain: DRA levels,
math facts scores, spelling scores, behavior chart for each month, and popcorn words. The following items: Star
Reading scores, Star Math scores, etc. may also be kept in the Leadership Notebook/Daily Folder. Students will take
the Leadership Notebook/Daily Folder home each day to be signed by their parent/guardian. Remember to not
punish the child if the parent didn’t sign the Leadership Notebook/Daily Folder. PLEASE EXPRESS TO
PARENTS THE IMPORTANCE OF THE LEADERSHIP NOTEBOOK/DAILY FOLDER AND THAT IT
NEEDS TO BE AT SCHOOL EVERYDAY.
The Leadership Notebook/Daily Folder is designed as an organizational tool for students and parents. Each
teacher/student (depending on grade level) should write assignments, concerns, and classroom information in the
Leadership Notebook/Daily Folder each day when necessary. The Leadership Notebook/Daily Folder should also be
used as a communication tool between teacher and parent. Please develop a system that would indicate whether or
not an assignment is homework and then COMMUNICATE that system to parents.
Students should not be punished if the parents are not cooperating. Please make alternative arrangements to help
keep the student organized.
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LIBRARY SERVICES
Walk-ins are always welcome in the library on the days/times the library is open. Remember the librarian has a
schedule that you will receive a copy of as well. It is important the schedule be followed as to not interrupt class
time and at-risk time. A time is provided in your schedule for you and your class to visit the library once a week so
students and the teacher are given an opportunity to use the library.
In an effort to help kids learn to take responsibility, please refrain from checking books out in your name for your
students. If your class is assigned a project that requires library materials, you may check out those materials in your
name.
Upon approval of the librarian, teachers may request reference materials/videos that will be run through library
funding.
LOST AND FOUND
Articles of clothing and other items that are found should be taken to the lost and found container in the office. If
items are not claimed during a one-month period, they will be donated to charity.
LOUNGE/RESTROOMS
The lounge is for teacher use before school, after school, during lunch, and during your prep period. It will be
necessary to share lounges and restrooms with all teachers. Students, including student workers, and your own
children have no business in the lounge. The lounge/faculty restrooms are off limits to students. Each staff
member must accept the responsibility for keeping the lounge neat in appearance. Do not leave food to spoil in the
refrigerator. As per district policy, smoking is prohibited.
MAINTENANCE
Should you have a maintenance issue (repairs, plumbing, a/c, etc.) or know of a maintenance issue, send an email
directly to the maintenance person.
MAKE-UP WORK
Please assist students in gathering any work missed due to absences. Missed work must be made up within a
reasonable amount of time depending upon the length and cause of the absence. A general rule: students should have
the same number of days to make up work as the number of days that they were absent.
MASTER CALENDAR OF EVENTS
A master calendar of events is posted in the office. ALL CLASSROOM/SCHOOL EVENTS/MEETINGS, etc.
should be recorded on the master calendar. To record on the calendar, contact the school secretary. The high school
also has a master calendar and theirs will also need to be checked with to avoid scheduling conflicts.
MASTER SCHEDULES
Each teacher should follow the daily schedule and post it in the classroom. Each teacher is expected to follow the
master schedule.
MEET THE TEACHER NIGHT
There will be one Meet the Teacher Night held on an evening the week school starts. The hours are 5:30-7:30 p.m.
You will be given the exact date closer to time. The way Meet the Teacher Night will work is classroom teachers
will conduct 15-minute sessions where they will meet with groups of parents and students to discuss classroom
expectations, academic goals for the year, and other pertinent grade-level information. There will also be a 5-minute
period following the session for parents and students to browse the classroom and speak with the teacher if needed.
Sessions will be at 5:30, 5:55, 6:20, 6:45, and 7:10 p.m. Once a session has started the classroom will be closed.
Parents will be able to visit with special teachers and other staff while they wait for the next session.
MEETINGS
Faculty meetings will be held once per month and/or as needed. Our meetings will be held on the first Wednesday of
each month from 3:30 p.m. – 4:30 p.m. (unless more time is needed). This schedule is tentative and may change at
times. All certified employees must attend. A large part of communication will be provided in writing via memo or
email. It is important that you read the emails and memos sent to you as they contain pertinent information you may
need.
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MENTORING
The District’s mentoring goal is to facilitate the growth and development of new educators by pairing them with
experienced veteran educators. Through the effort of both the mentor and the mentee, the mentee shall draw upon
the experience and knowledge of the veteran mentor to enhance their own professional skills and enhance student
learning. It is vital to the success of our students that new educators become integrated, through the mentoring
program, into the school’s culture and are given the opportunity to better themselves with the assistance of one of
their veteran peers. Through the mentoring program the Board hopes to not only create a stronger learning
community but also a community where the strong professional and personal bonds between the educators in the
District provide students and employees the best possible working and learning environment.
MISSION STATEMENTS
Teachers along with students will develop their own class mission statement. This should be done within the first
two weeks of school. The mission statement should be posted in the classroom and said at the beginning of each
day/week. The class mission statement is the expectation for your class and should be referred to often.
All staff should develop their own personal mission statement that they posted somewhere.
MORNING MESSAGE
Every morning at 8:00 students will provide the Morning Message via intercom to the classrooms. The Morning
Message will take no more than 5 minutes and will include: Pledge, Announcements, Birthdays, Discovering New
Leaders, etc. The student Morning Message leaders will lead the Morning Message. It is the responsibility of the
students to promptly report to the office by 8:00 a.m.
MOVING CLASSES
Teachers are expected to inform the office if they temporarily take their class to another location. Finding students
and teachers is facilitated by this simple communication.
PARENT CONTACT/TEACHER CONFERENCES
Teachers should feel free to contact parents on an individual basis. Every parent contact should be documented. This
contact can be done through email, conference, and/or phone call. This is over and above what communication you
do through the student planner/folder and/or newsletters. You should strive for positive parent contact. Student-Led
Conferences are scheduled in late October. These are required conferences and parents will be receiving their child’s
report card for the first quarter during this conference. You will also be responsible for discussing the Student-
Parent-School Compact (to be given to your prior to conferences) during the conference and having parents sign the
compact and receive a copy for their records. Spring conferences will be held as needed.
TIPS FOR MORE SUCCESSFUL PARENT MEETINGS
1. Invite both parents – Encourage both parents to attend conferences when possible. Misunderstandings are
less common if both parents hear what you have to say, you’ll be able to gauge the kind of support both
parents give the child.
2. Make contact early – You’ll get your relationship with parents off to a good start if you contact them early
in the year. Give parents an outline of what their child will be studying and let them know that you will
always be available to meet with them.
3. Allow enough time – Schedule plenty of time for the meeting. Twenty to thirty minutes is usually adequate.
4. Be ready for questions – Be prepared to answer specific questions parents may have. Questions such as:
ability level, behavior, does my child work up to his/her potential, any special abilities, how can we help,
etc.
5. Plan ahead – Have a general, but flexible outline of what you are going to say.
6. Greet parents near the entrance they’ll use – You’ll alleviate anxiety and frustration and make parents feel
more welcome.
7. Get the name right – Don’t assume the parent’s last name is the same as the child’s.
8. Avoid physical barriers – Don’t sit behind a desk. Arrange conference-style seating if possible so you’ll all
be equal parts together.
9. Open on a positive note – Start with a positive statement about the child’s abilities or work interests.
10. Structure the session – As soon as the parents arrive, review the structure of the conference—the why,
what, how and when—so you’ll both have an agenda.
11. Be specific in your comments – Parents may flounder if you deal only in generalities. Pin down the concern
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by pointing out specifics.
12. Offer a suggested course of action – Parents appreciate being given specific direction. Be sure when
offering advice to let parents know you’re only making suggestions.
13. Forget the jargon – Education jargon can confuse parents. Talk in language that they can understand.
14. Turn the other cheek – In routine parent conferences, it’s unusual to run into parents who are abusive and
hostile. But it can happen. Hear out the parents in as pleasant a manner as possible, without getting
defensive if you can.
15. Ask for parents’ opinion – Let parents know you are interested in their opinions, are eager to answer their
questions and want to work with them throughout the year to help make their child’s education the best.
16. Focus on strengths – It’s easy for parents to feel defensive, since many of them see themselves in their
children. You’ll help if you review the child’s strengths and areas of need, rather than dwelling on criticism
or stressing weaknesses.
17. Use body language – Nonverbal cues set the mood of the conference. Smile, nod, make eye contact, and
learn forward slightly.
18. Stress collaboration – Let the parent know you want to work together in the best interest of the child.
19. Listen to what parents say – Despite the fact that we spend nearly a third of our lives listening, most adults
are poor listeners. You’ll get more out of a conference by listening to what the parents have to say.
20. Ask about the child – You don’t want to pry, of course, but ask the parents if there’s anything you should
know about the child.
21. Don’t judge – It may not always be possible to react neutrally to what parents say—their values may be
very different from your own—but communicating your judgments of parents’ attitudes or behaviors can
be a roadblock to a productive relationship with them.
22. Summarize – Before the conference ends, summarize the discussion and what action you and the parents
have decided to take.
23. Wind up on a positive note – When you can, save at least one encouraging comment or positive statement
about the student for the end of the conference.
24. Meet again if you need to – If you feel you need more time, arrange another meeting later rather than trying
to rush everything.
25. Keep a record of the conference – You may find it helpful later to have a brief record of what was said in
the conference.
PATHWAYS TO READING
The primary focus of Pathways to Reading is to help educators teach the five scientifically validated core
components of the reading process: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.
Pathways provides prevention and intervention strategies for the regular education teacher, special education
teacher, and all levels of an RTI (Response to Intervention) Model.
PERMANENT RECORD CHECKOUT
All records must be checked out through the office. Do not go into the files and take one without checking in with
the school secretary. We have a responsibility to keep these files in a locked file. Do not leave these files unattended
in your room! When returning files, check in with the school secretary and be sure to have the contents in the same
order as they were when you removed them. You are required to complete Permanent Records twice a year: January
and May. You will record First Semester grades at the end of January and Second Semester grades at the end of May
before leaving for summer break.
Permanent Records:
1
st
Semester: 2
nd
Semester:
Grade and Year CA + letter grade
CA + letter grade Math + letter grade
Math + letter grade Science + letter grade
Science + letter grade SS + letter grade
SS + letter grade Art + letter grade
Art + letter grade Music + letter grade
Music + letter grade P.E. + letter grade
P.E. + letter grade Health + letter grade (for grades 3-6)
Health + letter grade (for grades 3-6) DRA/GRL Level (under CR)
DRA/GRL Level (under CR) Reading Cert. Earned ( yes or no)
Complete by last school day in January Complete by last day of school
***The school secretary will place each student’s attendance record in their file for the year. ***
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PERSONAL/SICK LEAVE
Each school year, teachers are entitled to 10 sick days, three of which may be used for personal days. However,
students benefit from their teacher being present at school and teachers should make every effort to be here.
All absences must be approved through central office. YOU MUST HAVE SUB PLANS IN PLACE IF YOU
ARE NOT GOING TO BE AT SCHOOL.
PLAN OF STUDY
You will submit a Plan of Study via email to the principal the Friday before. The Plan of Study should include your
lesson objectives, brief description of activities, and Missouri Learning Standards. Please follow the format given to
you when preparing your Plan of Study.
You will be given a list of Curriculum Expectations for a more detailed explanation of what instructional methods to
use and/or instructional expectations of each teacher.
PLANNING PERIOD
The planning period is designed to permit the teacher an opportunity to prepare for classes and to confer with
students, parents, and colleagues. Once per week, each grade-level teaching partners should confer about lesson
plans, assessments, and instructional strategies.
It is very important that the planning period be used and not wasted. Educators are being held more accountable
every year. Make good use of your planning time. Teachers are not to leave the building during their planning
period, unless prior arrangements have been made with the principal.
PLAYGROUND RULES (Please review these rules with students):
1. Students are to follow directions of the supervising teacher.
2. No horseplay, name calling, teasing, fighting or throwing objects.
3. Play in assigned areas only.
4. Use equipment properly. No running up slides, climbing on outside of tube slides, playing on outside edge
of playground equipment, jumping out of swings, etc.
5. Follow school rules concerning proper behavior.
Consequences can be set by teachers on duty but those consequences should be consistent with the philosophy of the
school and the discipline code.
PLEDGE OF ALLEGIANCE
Schools shall ensure that the Pledge of Allegiance is recited at least once per school day. No student shall be
required or forced to recite the Pledge of Allegiance.
POPCORN WORDS
All grades are responsible for students knowing the provided list of Popcorn Words. This list will be provided to you
at the beginning of each school year. Students should be assessed over these words frequently and encouraged to
practice and review the words not known. Students should know the words for their grade level including the words
from the previous grade levels. Each year, the list builds on the previous year. Teachers are responsible to assess
every word on their grade level list, not just the new words. The lists are broken down by grade level. 5th/6th grade
have the same list so 6th grade will be a review year. The complete list includes 1000 words total which is the
5th/6th grade list.
POSITIVE PARENT CONTACT
Teachers should make a conscious effort to make a total of 4 positive contacts each month. This can be done through
email, note home, phone call, Discovering New Leaders Shield, etc. Teachers will need to keep a log of these
positive contacts throughout the year.
PROFESSIONAL CONFERENCES
Professional conferences are available for staff to attend. If interested in a conference, please make sure that the
conference fits in with your Professional Growth Plan. Any staff member interested in going to a workshop or
conference must complete a Professional Development Activity Budget Inclusion Request Form and turn it in to a
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PDC member. Care must be taken while completing the form as a lot of information is asked. Your request must be
approved by the principal and PDC. If it is and you require a substitute teacher, you must complete a Request for
Substitute form and turn it in to Central Office. After your trip, complete a purchase order for mileage and meal
reimbursement. You must attach your meal receipts to the purchase order. The purchase order will need to be turned
into Central Office.
PROGRESS REPORTS
A progress report for each student will be sent home every 3 weeks of each 9-week or quarter period. Parents and
guardians are encouraged to contact the teacher should they have any questions. When sending deficient grades
home, please be sure to explain why the grade is low (missing work, low scores, etc.). A parent should never be
surprised that the deficient grade is coming home. Be sure to keep in constant communication with parents. Parents
will need to sign the progress report and return it to school.
PROHIBITION AGAINST HARASSMENT, DISCRIMINATION AND RETALIATION
The District is committed to maintaining an educational and workplace environment that is free from discrimination,
harassment, and retaliation in admission or access to, or treatment or employment in, its programs, services,
activities and facilities. The District is committed to providing equal opportunity in all areas of education,
recruiting, hiring, retention, promotion and contracted service.
PURCHASE ORDER INSTRUCTIONS
1. Any purchase that you make or order that you place needs to have an approved purchase order form before
the order is placed. If you make an order or purchase without an approved purchase order, you may be
personally responsible for the payment of that order.
2. Make sure you fill out the purchase order completely. For example, information to be included should be
date, vendor name, vendor address, vendor phone number, vendor fax number, ship to information (your
name and school address), p.o. number, program (supplies, textbooks, PDC, etc.). If you are unclear as to
whether there is a shipping and handling charge, please call the company for further assistance. Shipping
and handling charges should be placed on the purchase order form before approval.
3. Please mark on your p.o. if the order has been faxed or phoned in. If you order by phone, please give the
vendor the p.o. number on the purchase order form for reference. If it needs to be ordered for you, please
attach a note to the p.o. with specific instructions and make sure that all contact information for the vendor
is filled in.
4. Keep a copy of the purchase order for your records and forward the original along with the pink and yellow
copies through to the principal. Please route all packing slips, invoices, and sales tickets to Central Office
as soon as you receive them.
5. Please return any receipts with the p.o. as soon as possible for payment of the credit accounts, such as Wal-
Mart, etc. and any receipts for personal reimbursement. You will not be reimbursed for a purchase unless
you have an itemized receipt attached to an approved p.o. that is made out to you. Reminder:
reimbursement for meals due to workshops, conferences, etc. is not to exceed $15.00 per meal. You will be
responsible for any additional charge.
6. The p.o. needs to be signed by your building principal. Then it needs to be taken to Central Office. The
Superintendent will need to sign the p.o. also. Once the board has approved the expense, payment will be
sent out for the p.o. the day following the monthly board meeting. Regular board meetings are held on the
third Thursday of each month.
7. If you need the purchase order paid that month, you will need to have the p.o. turned in by the second
Friday of each month before the board meeting. Please plan ahead for activities or registrations that may
need to be made in advance. Any p.o.’s received after the second Friday will be paid the following month.
WHEN MAKING PURCHASE ORDER FOR THE FOLLOWING YEAR’S REQUISITIONS, YOU DO
NOT NEED TO OBTAIN A PURCHASE ORDER NUMBER.
RECESS
Recesses are scheduled by the principal and teachers should adhere to the schedule. Children should not be sent to
the office to spend their recess time. Parents should be sure that their child’s clothing is suitable for outside
activities. Indoor activities should be planned during inclement weather.
R
ecess Supervision
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Teachers are responsible for the supervision of students on the playground. Teachers are to position themselves
around the playground where their students are located in order to better supervise the students on the playground.
There should be no more than TWO teachers at one location on the playground. Before entering the building,
teachers are to take roll and make sure all students are accounted for. Children should not be sent to the office to
spend their recess.
We will follow these guidelines for weather restrictions on taking students outside for recess. It is your
responsibility to check the weather conditions prior to going outside.
All students: 90-100 degrees (feels like) – Children can stay out but please be sure to have plenty of water
K-2 students: 40-90 degrees (feels like) – Children can stay out for the length of their recess
3-6 students: 32-90 degrees (feels like) – Children can stay out for the length of their recess
ZAP (ZEROS AREN’T PERMITTED)
During each day’s recess time, any student who has past due assignments will use their recess time to complete
those assignments. Students who were absent and still have days left to make up their work should not be penalized
and miss their recess. If students were absent and are past the number of days to complete their work, they will miss
their recess to complete the assignments. Grade-level teachers should work together and decide who will take the
students receiving recess outside and who will stay inside to supervise the students who have assignments to
complete. Teachers should have all missing assignments/materials ready for students who are missing recess as they
will be working on their assignments during that time. All students should be kept in one classroom. If a student has
completed their assignments (not rushed through them—please check over the assignments to ensure directions were
followed), and recess time still remains, those students may enjoy the remainder of the recess.
RECORDS AND REPORTS
Grade books and cumulative folders are permanent records. Report cards are semi-permanent records and are used
for the current year only. Lesson plans and daily memos are work records and have a value only during the current
year and are discarded at the end of the year.
Some records and reports are essential in any well-run school. Teachers are required to be very careful and accurate
in the preparation of these forms. Accuracy and promptness are important points in successful teaching. Any change
in a student’s program must be channeled through the principal’s office/counselor’s office/special services provider.
Each teacher is provided with a record book in which to record grades and attendance for all classes. These are to be
turned in at the end of the year as the property of the school. Students are not to put grades in the grade book, as
this violates rules for confidentiality.
REPORTING STUDENT ABUSE
The Board of Education believes that school staff members are in a unique position to assist children, families, and
the community in dealing with the issue of child abuse and neglect. Child abuse is defined as any physical injury,
sexual abuse or emotional abuse inflicted on a child other than by accidental means. Neglect is defined as the failure
to provide the proper or necessary support, education, nutrition or medical, surgical or other care necessary for the
child's well-being. Employees making reports of allegations of sexual abuse of a student will be provided
immediate unrestricted use of communication technology and will be temporarily released from their work duties to
make an immediate report.
If a school employee has a reasonable belief including a report of abuse to believe that a student has been or maybe
subjected to abuse or neglect, such employee and the Superintendent shall report the information immediately upon
receiving the information to the Children’s Division. Thereafter, the Superintendent will investigate the allegation
for the purpose of making decisions about the accused person’s employment. Depending upon the specific facts, the
District may place the alleged abuser on paid leave of absence; place the employee in a non-student contact position;
initiate dismissal proceedings, or continue the employee in their present position pending outcome of the
investigation.
Any school district employee, acting in good faith, who reports alleged sexual misconduct on the part of a school
46
employee will not be disciplined or discriminated against because of such reporting.
The District will annually provide employee training, which will include but not be limited to current information
concerning identification of the signs of sexual abuse in children as well as the identification of the danger signals of
potentially abusive relationships between children and adults. This training will emphasize the importance of
mandatory child abuse reporting, including the obligation to report suspected abuse by other mandated reporters.
Employees will receive training on the need for and methods to create an atmosphere of trust so that students believe
their school and school employees are available to discuss matters concerning abusive behavior.
The District will post in each student restroom and in a clearly visible location in each school office, the toll free
child abuse and neglect hotline number established by the Children’s Division. These signs will be published in both
English and Spanish. Such child abuse and neglect hotline numbers shall be depicted in large print on posters 11
inches by 17 inches and will be laced at eye level for easy viewing. The hotline number will be shown in bold print.
The signs shall also contain instructions to call 911 for emergencies and contain directions for accessing the
Children’s Division’s website for more information on reporting abuse and neglect.
RESPONSE TO INTERVENTION (RtI Team)
The Response to Intervention (RtI) Team is a process by which teachers can seek assistance in exploring and
addressing specific student concerns related to academic performance, behavior, socialization, emotions, and home
environment. The team consists of the classroom teacher, Title I teachers, principal, and when needed Special
Education personnel. The team will support the referring teacher by assisting in developing strategies and/or
interventions to address the needs of the student.
RETENTION
The following are criteria for retaining a student:
1. At least 2 Fs in the four core subjects for each semester
a. Teacher discretion for Kindergarten
b. For 1
st
graders (below DRA 12)
2. The teacher must have tried and documented a variety of interventions (RtI), made a referral to the RtI
Team, and made frequent contact with the parents.
The process is as follows:
1. List of possible retainees is given to the RtI Team after 2
nd
quarter
2. A letter is sent home from the office
3. New list of possible retainees is given to the RtI Team after 3
rd
quarter. Note: This is the last time to
add a student to the list.
4. Another letter is sent home from the office
5. Final list of retainees, along with intervention documentation, to the RtI Team by the last week in
April. The RtI Team will have the final say as to who will be retained.
ROOM PARTIES
Holiday parties will be scheduled through the office and you will be notified of the date and time. All parties must
be over by 2:30 p.m. so buses can enter the parking lot. Parents must sign in before going to the classroom. All
food/drinks must be store bought, no homemade items. All parents must leave the building at 2:30 so teachers can
get students ready to go home. Any parent taking their child home early must complete a sign-out sheet. The
secretary will furnish these to you before parties. You will need to submit them to the office when school is
dismissed. ONLY THOSE PARENTS/ADULTS WHO HAVE PASSED A BACKGROUND CHECK WILL
BE ALLOWED TO ATTEND THE PARTIES.
SECURITY
The safety of the students and staff is very important. All outside doors will be locked. There will be one access
point to the building which is the main door with the buzzer. Parents and visitors will be admitted into the school
building by office staff. The playground doors will be locked and you will need to take your keys to re-enter the
building when returning from recess. Do not wedge any door open. DO NOT OPEN THE DOORS FOR
ANYONE. THEY MUST BE BUZZED IN THROUGH THE OFFICE.
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SEXUAL HARASSMENT
Sexual harassment constitutes unlawful sex discrimination. It is the policy of the Board of Education to maintain a
learning and working environment that is free from sexual harassment.
It shall be a violation for any employee of the School District to harass another staff member or student through
conduct or communication of a sexual nature. It shall also be a violation of this policy for students to harass other
students through conduct or comments of a sexual nature. Furthermore, it shall be a violation of this policy for any
person who is not an employee or student of the District to harass a staff member or student of the District through
conduct or comments of a sexual nature while such employee is engaged in the performance of duties for the District
or while such student is under District supervision.
STAFF CONDUCT (Policy 4630)
The Board of Education requires all staff members to serve as positive role models for District students. District
schools exist to provide quality, cognitive, and affective education for District students in a safe and appropriate
setting. In achieving these objectives, staff are required to meet certain performance criteria including, but not
limited to:
1. Review and comply with Board policies, regulations, and procedures as well as related building rules and
practices.
2. Properly prepare for student instruction.
3. Fully utilize instructional time for learning activities.
4. Maintain students under active supervision at all times.
5. Assess student performance in a regular and accurate manner.
6. Modify instructional goals to meet the needs of each student.
7. Comply with administrative directives.
8. Communicate with students in a professional and respectful manner.
9. Communicate with colleagues, parents, and the District citizens in a professional manner.
10. Properly operate and maintain district property.
11. Utilize district technology solely for school district business.
12. Maintain required records and submit requested reports in a timely manner.
13. Comply with all safety guidelines and directives.
14. Refrain from the use of profane and obscene language.
15. Dress in a professional manner.
16. Attend to all duties in a punctual manner.
17. Maintain student confidentiality pursuant to state and federal law.
18. Follow and implement student Individual Education Programs (IEP) under the Individuals with Disabilities
Education Act (IDEA) or plans under Section 504 of the Rehabilitation Act.
19. Maintain and account for District funds in the staff member’s possession and control.
20. Maintain professional relationships with students. With the exception of students who are immediate family with
the staff member, this requirement also includes avoiding situations that could lead to allegations of inappropriate
relationships with students, including but not limited to:
a. Being present in any setting where students are provided or are consuming alcohol or illegal drugs.
b. Inviting students to be alone with a staff member at a staff member’s residence, on staff member’s
private property, or in a staff member’s motor vehicle without the prior consent of the building
principal.
c. Communicating with students, electronically or in person, about the student’s sexual activity or
concerning the staff member’s sexual or romantic conduct.
d. Being present on District premises alone with a student in a room where the door is closed, the door is
locked, or the lights are off, unless required temporarily due to emergency circumstances.
Counselors and administrators are exempted from this prohibition in performance of professional
duties.
e. Covering the interior window(s) of instructional space and offices with any material that blocks or
obscures outside vision into the space, unless required temporarily due to emergency
circumstances.
f. Communicating with students about sexual topics outside approved District curriculum, unless done as
part of a District investigation into sexual abuse or harassment.
g. Utilizing students to attend to personal errands for the staff member.
h. Allowing students to drive a staff member’s vehicle.
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STUDENT AIDES/CADET TEACHERS
Student aide’s/cadet teachers could come from the high school. These students should be closely supervised and
used to help in general classroom duties. At no time should these students be left alone with our students. Do not
send students to work with school machines (copy machine, dye cut machine, cutter, etc.). These students should
enter and leave the building through the main entrance. They will need to sign in and out in the office.
STUDENT EVALUATIONS
Teachers are expected to conduct periodic evaluations of student progress (homework/performance events/tests). A
periodic review of student progress in these areas will assist the teacher in determining the effectiveness of the
teaching process/student learning. Expectations must be maintained at a high level, but that level must not exceed
student ability/knowledge. Numerous deficient grades or missing assignments should serve as a signal of an
impending problem. Parents need to be contacted immediately if a student begins to experience deficiencies of
any kind in an attempt to ward off problems or failure. A meeting with the RtI team may be requested.
No student’s grade may be cut for disciplinary measures that are not outlined in the disciplinary code.
Repetitious writing of sentences may not be used as a form of punishment.
STUDENT LEARNING OBJECTIVES (SLOs)
Student Learning Objectives (SLOs) are a required part of the Missouri Educator Evaluation. This is a process used
to show student growth in content areas. The timeline for incorporating Student Growth Measures into Educator
Evaluation is as follows:
STUDENT/PARENT HANDBOOK
It is your responsibility to become familiar with the information in the Student/Parent Handbook. Classroom
practices should follow the information contained in the handbook. There is a Student/Parent Handbook located at
the back of this handbook.
STUDENT LEADERSHIP ROLES
All students will have classroom leadership roles. This means instead of having Classroom Helpers, you will have
Classroom Leaders. Teachers will be in charge of assigning all students in leadership roles in the classroom.
Students in Grades K-6 will have a School-wide Leadership Role. Each semester, students will be given an
application to complete stating which School-wide Leadership Roles they are interested in. Students will be used at
least once in that semester in the leadership role of their choosing. Teachers/staff will be responsible for being in
charge of a leadership role and using students in that role and helping students be successful in that role.
Allow opportunities for students to have input on a new or different leadership role in the school or classroom if
they see a need. Students having more voice and choice in these roles help to expand these roles to leadership roles
vs. classroom “jobs”.
STUDENT SUICIDE AWARENESS
Suicide Prevention Education for Students
Students will receive age appropriate lessons through health education or related curricula on the importance of safe
and healthy choices. In addition, students will receive lessons on health seeking strategies for self and /or
others. Lessons will contain information on health, wellness, emotional, behavioral and social skills
development. These lessons may be taught by health, physical education, classroom teachers or student services
staff. Students who are in need of intervention will be referred in accordance with the District’s referral procedures
for screening and recommendation.
Student education may include the following:
1. Information about suicide prevention;
2. Promotion of a climate that encourages peer referral and which emphasizes school connectedness;
3. Recognition of the signs that they or peers are at risk for suicide;
4. Address issues that may lead to suicide including depression, anger, and drug/alcohol issues.
Intervention Prevention
Information received in confidence from a student may be revealed to the student’s parents, guardians, building
principal, or other appropriate authority when the health, welfare or safety of the student is at risk.
Any school employee who has identified a student with one or more risk factors or who has an indication that a
student may be contemplating suicide, will refer the student for further assessment and intervention.
49
Any school employee who is made aware of any threat or witnesses any attempt towards self-harm that is written,
drawn, spoken or threatened will immediately notify the principal. Any threat in any form shall be treated as real
and dealt with immediately. The District’s crisis response procedures will be implemented.
If an expressed suicide thought or intervention is made known to any school employee during an afterschool
program and the principal is not available the employee will notify local law enforcement or the suicide hotline, if it
exists.
Response to Suicide or Suicide Attempt on Campus
The first employee on the scene of a suicide attempt must follow the District’s crisis response procedure and will
immediately notify the principal. The school will immediately notify the parents and/or guardians of the affected
students.
Procedures for Parent Involvement
Parents/guardians of a student identified as being at risk of suicide will be notified by the principal/designee and
must be involved in ongoing actions.
If the parent refuses to cooperate or if there is any doubt regarding the student’s safety, the employee witnessing the
expressed suicide will make a hotline report.
Suicide Awareness and Preventions
The District will establish a crisis response team(s) including administrators, guidance counselors, school nurse,
social worker, school resource officer and/or teacher. The crisis teams should also include individuals designated as
coordinators and/or investigators on cases involving peer to peer harassment. These individuals will assist in
identifying overlapping risk factors including hostile environment on the basis of gender, race, disability, gender
orientation and other protected classes.
Staff Development
All District employees will receive information regarding the District’s procedures for suicide awareness and
prevention. Training will be provided for all employees about the importance of suicide prevention and recognition
of suicide risk factors, as well as strategies to strength resilience and school connectedness.
Publication of Policy
The District will notify employees, students and parents of this policy and will post the policy on the District’s
website.
STUDENT SUPERVISION
Students should be supervised at all times—in the classroom, hallways, playground, all areas of the school. Staff
members should walk students to and from the cafeteria, special classes, buses, and recess. Special class teachers
will pick up their class and classroom teachers should be in their room upon the return of their students. Small
groups of students may be traveling to and from other classes (Special Education, Speech, Title, etc.) without an
adult. Please be aware of this and monitor when those students should be returning.
At times, you may send a student to the library, bathroom, or elsewhere in the building with a hall pass. All students
should sign out before leaving the classroom and should sign back in upon their return. Please be aware of who is
out of the classroom and make every attempt to keep students together in case of an emergency. The responsibility
and authority of the staff extends beyond the classroom. The development of school citizenship is a team effort.
If your classroom is on a bathroom break, it is expected that you are standing in the hallway, near the restroom,
listening for misbehavior. Do not send the class to the restroom while you stay in the classroom, no matter how
close your classroom is to the restroom.
Teachers are expected to help supervise students throughout the school. Besides maintaining discipline in the
classroom, teachers’ supervision duties include the hallways, restrooms, assemblies, etc. All teachers are expected to
attend assemblies and help supervise. Each staff member is responsible for helping prevent damage to school
property and preventing general misbehavior. This can only happen if you are actively supervising the students! All
staff members should be vigilant to walk around while supervising. Sitting at your desk or at a bench on the
playground is not actively supervising.
There will be times when a meeting in the morning is scheduled. Please make arrangements for another teacher to
supervise your classroom in case you are not back on time.
If you need to leave the room, please ask another teacher to cover for you. You are liable if you leave your students
unattended.
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SUPPLIES AND EQUIPMENT
Most standard supplies are available in the school office. No supplies/textbooks/workbooks/etc. may be ordered
without principal’s approval and completion of a Purchase Order. All Purchase Orders must be typed. When an
order is received, an invoice or shipping order must be checked for fulfillment of order or damage. The invoice or
shipping order must then be signed, dated, and returned to the school secretary.
Requisitions for major supplies are made once a year. These are required in May for the following year and must be
completed before leaving for summer break. They will be prepared and handed in to the principal.
Purchase orders may be requested throughout the year for materials, supplies, etc. A textbook committee may meet
before the end of the year to determine the needs of the student population for the following year. Upon notification
of approval of any request, teachers will complete and submit typed purchase orders to the principal for approval.
Upon the arrival of the ordered materials, teachers will check order fulfillment/damages and return a signed and
dated invoice or shipping order to the school secretary.
Requests for new/additional texts at the beginning of the school year must be approved by the principal.
Completion and submission of a typed Purchase Order will be required.
Please note: Class t-shirts will need to be ordered through the school office. You will not be able to pay a vendor
cash—you must pay with a purchase order.
SUSPENSIONS
Students may be suspended from school. This can be an In-School Suspension (ISS) or Out-of-School Suspension
(OSS). In both cases, teachers are required to gather all assignments that the student is required to take and submit
them to the school office. Students will be required to complete all assignments for a grade for ISS.
TAKING ROLL
On-line attendance will be used to report daily attendance. Attendance needs to be placed in the designated file
holder located outside the classroom door by 8:05 a.m. Should a student arrive in your classroom after 8:00 a.m.,
please make sure that the student was signed in at the office. The student should be counted as absent and the
secretary will enter them in as tardy. This will help us to take accurate attendance counts.
TEACHER EVALUATION
Building principals shall have the responsibility of evaluating teacher performance. Teachers assigned to one
building but working in another building shall be evaluated cooperatively by the building principals.
A comprehensive evaluation of each teacher will be conducted each year using the Missouri NEE Model. Visits will
be made to each classroom by the building principals. Principals are expected to aid and advise any classroom
teacher and to help improve the performance of all teachers. Recommendations will be made to the Board of
Education on probationary and tenured teachers based on the results of each teacher’s evaluation.
TEACHER PROFESSIONALISM
Dress – Teachers are expected to dress professionally as befits their teaching activity. Teacher dress should follow
student dress code as well. Blue jeans may be worn on Fridays, assembly days, and during spirit weeks.
Behavior – Classroom behavior by teacher should be an example of teaching by example. Proper language, gestures,
emotional control, and mannerisms should be a role model for students.
Staff Ethics and Conduct – Please remember that the welfare of a child is the first concern of the school district. It is
the responsibility of the staff members to support programs and activities when in public. The philosophy for all
staff, including administrators, is kids first. At times you may have a concern regarding another staff member.
Should you have a concern regarding a staff member, please be sure to follow the chain of command, which first
includes addressing your concerns with the individual in which you have a concern. Talking about staff members
behind backs and/or in the lounge is unacceptable and leads to problems. When making criticism of staff members,
committees, or programs it should be done in a professional manner and to an administrator.
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Staff members are to be faithful and prompt in attendance, support, and enforce board and building regulations, turn
in reports on time, attend meetings as scheduled by the administration, look out for the safety and welfare of all
students, dress professionally, refrain from using language, gestures, and mannerisms that are profane, and use the
faculty lounge for its intended purpose.
Cell phone use for personal calls is strictly prohibited during instruction time. The phone in office is
available for personal calls during breaks. YOU SHOULD NOT BE USING YOUR CELL PHONE IN ANY
MANNER (TALKING, TEXTING, SOCIAL NETWORKING, ETC.) DURING CLASS TIME OR ANY
TIME WHEN YOU HAVE STUDENTS (RECESS DUTY, BUS DUTY, LUNCHROOM DUTY, ETC.). Cell
phones should be silenced as not to interfere with the educational environment. Please refrain from making personal
phone calls or texting unless it is your break time.
Confidentiality – Professional communication of educators requires no discussion of individual students and their
problems in non-professional situations. The teacher’s lounge and public places are inappropriate locations for these
discussions.
TECHNOLOGY
No student is allowed to use the teacher computer as it contains private information. Please be safe and log out of
your computer before leaving your classroom. Do not bring in your personal laptops.
TELEPHONE POLICY (STUDENTS)
Students should be discouraged from using the telephone at school. Forgotten homework, books, permission to go
home with a friend are not reasons to use the office phone. Teachers should use their own judgment to determine
when it is appropriate to send a student to the office to use the phone. DO NOT send students to the office to make
after-school arrangements with their friends. STUDENTS SHOULD NOT HAVE THEIR CELL PHONES OUT
FOR ANY REASON DURING THE SCHOOL DAY.
TIMESHEETS
Any staff members that are on a time sheet need to access those forms from the secretary. This form is used to
calculate the amount of hours you work each week. Your time sheet must be signed by the principal and turned into
central office.
TUTORING
Teachers are recommended to complete 30 hours (total) of tutoring to students who are in need of extra assistance
and complete the Tutoring Log. Tutoring Logs should be turned in at the end of each quarter to the building
principal along with a Tutoring Time Sheet. All tutoring must be done outside of school hours (7:45-3:15). Teachers
must choose to count Tutoring Hours for Career Ladder (if applicable) or receive $25/hour, not a combination of the
two.
USE OF TRACKING DEVICES
District employees are prohibited from requiring students to use an identification device that uses radio frequency
identification technology, or related technology to identify the student, to transmit information regarding the student,
or to monitor or trace the location of the student.
VETERANS’ DAY COMMEMORATION
Each District school will devote at least one class period in preparation for Veteran’s Day in order to convey the
meaning and significance of Veteran’s Day. In addition, the Board may annually designate Veteran’s Day as a
school holiday.
VIDEOS
Videos that are shown in the classroom must be related to the classroom curriculum and below the PG-13 rating.
The only exceptions to this rule is inside recess and/or class rewards. The principal has complete discretion on the
viewing of any movie or video. Prior to showing a video, teachers are required to email a Video Presentation
Request Form to the principal and receive approval.
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VISITORS
Guests are welcome in our school building. In order for these guests to be received properly, the office should be
notified in advance. All guests are required to sign in the office and receive a visitor’s pass before reporting to the
classroom. BE NICE AND WELCOME VISITORS TO OUR BUILDING! Visitors should not be left alone with
the children.
VOICE LEVELS
All classrooms will use the common language of Voice Levels with students in their class, hallways, restrooms, and
cafeteria. The Voice Levels need to be posted in your classroom. There will be Voice Levels posted in the hallways,
cafeteria, and restrooms, as well. Students should use Voice Levels 0-1 in restrooms, 0 in hallways, and 0-2 in
cafeteria.
4 – Outside
3 – Strong Speaker
2 – Table Talk
1 – Whisper
0 – No Talking
WELLNESS POLICY
The District promotes healthy schools, by supporting wellness, good nutrition, and regular physical activity as part
of the total learning environment. The District supports a healthy environment where children learn and participate
in positive dietary and lifestyle practices. Schools contribute to the basic health status of children by facilitating
learning through the support and promotion of good nutrition and physical activity. Improved health optimizes
student performance potential. The goals of the District's wellness policy are as follows:
1. Provide a comprehensive learning environment for developing and practicing lifelong wellness behaviors. The
entire school environment, not just the classroom, shall be aligned with healthy school goals to positively influence a
student's understanding, beliefs, and habits as they relate to good nutrition and regular physical activity. A healthy
school environment should not be sacrificed because of a dependence on revenue from high added fat, high added
sugar, and low nutrient foods to support school programs.
2. Support and promote proper dietary habits contributing to student's health status and academic performance. All
foods available on school grounds and at school-sponsored activities during the instructional day should meet or
exceed the district nutrition standards. Emphasis should be placed on foods that are nutrient dense per calorie. To
ensure high quality, nutritious meals, foods should be served with consideration toward variety, appeal, taste, safety,
and packaging.
3. Provide more opportunities for students to engage in physical activity. A quality physical education program is an
essential component for all students to learn about and participate in physical activity. Physical activity should be
included in a school's daily education program from grades K through 12. Physical activity should include regular
instructional physical education, co-curricular activities, and recess. A goal of 150 minutes per week for elementary
students, 225 minutes per week for middle school students, and 2 units for high school students during high school
years.
4. The District is committed to improve academic performance. Educators, administrators, parents, health
practitioners, and communities should consider the critical role student health plays in academic stamina and
performance and adapt the school environment to ensure students' basic nourishment and activity needs are met. To
ensure widespread understanding of the benefits to school environments where nutritious foods are provided and
where students have an opportunity for physical activity, a public awareness campaign that highlights research
demonstrating the positive relationship between good nutrition, physical activity, and capacity of students to develop
and learn should be conducted.
5. Establish and maintain a district-wide Nutrition & Physical Activity Advisory Council with the purposes of:
• Developing guidance to this policy
• Monitoring the implementation of this policy
• Evaluating policy progress
• Serving as a resource to school sites
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WORK DAYS
In-service work days (full days) are 8:30a.m. - 2:00 p.m., unless otherwise notified. Please use each day
productively. Early Out in-service days are 1:00-3:00 p.m., unless otherwise notified.
WRITERS’ WORKSHOP GRADES K-3 BEST PRACTICES
GEMS
The NUMBER ONE best practice is teaching Writers’ Workshop every day
The NUMBER TWO best practice is when teachers pick a mini lesson to highlight a skill that needs review
and practice in students’ daily writing
The NUMBER THREE best practice is modeling all of the steps of the writing process: prewrite, draft,
revise, edit, and publish for each genre taught
The NUMBER FOUR best practice is when teachers connect the Missouri MAP Scoring Guide with the
mini lesson and during conferring whenever applicable
MINI LESSON
Mini lessons consist of modeling an explicit teaching point and are completed within ten minutes
Teachers incorporate language/grammar skills lessons within the context of the mini lesson and while
conferencing
Teachers use quality literature to illustrate the CRAFT OF WRITING that good writers use to make their
writing interesting to read: great beginnings, vivid verbs, juicy words, alliteration, simile, clever endings,
interesting punctuation and font, etc.
CONFERRING
Start your conferring in a predictable way
Support the student’s talk about their writing work by providing feedback and by both asking research
questions and looking at their writing
Make reasoned teaching decisions for individual students and give a specific name to what you taught
Make only ONE teaching point during each session so that you keep focused on supporting growth of the
writer instead of trying to FIX that particular piece of writing
Provide support by encouraging students to tackle at least part of that ONE THING while under your
guidance at the conferring table and then encourage them to follow through with finishing the task at their
seats
Take anecdotal notes about your conference and refer back to previous teaching points during your
conference
SHARING
Support language acquisition of writer’s craft terminology by helping students to practice what they had
learned about being a writer today before going to the sharing session
Reinforce your mini lesson prior to having children share and compliment students who use the language of
the mini lesson in their sharing
As time and interest allow, invite additional children to share what they learned about being writers today
Children may read excerpts from their writing that illustrated the writer’s craft being discussed
ADDITIONAL BEST PRACTICES FOR WRITERS’ WORKSHOP
Teachers allow children to become “authors” by writing in little book form
1
st
Grade teachers support developmental spelling by modeling stretching words, inserting spaces, and
reinforcing the conventions of writing sentences during modeled writing
1
st
Grade teachers differentiate between “copying” and independently “composing” during Writers’
Workshop
1
st
Grade teachers warm up for writing (spelling) by chanting the alphabet chart
1
st
Grade teachers have an alphabet chart with corresponding letter sounds on the student tables and/or
desks during writing
1
st
Grade teachers encourage fearless fluent writers by teaching children to stretch out the words and write
the sounds they hear instead of providing exact spellings
Teachers expect correct spelling of high frequency words on the word wall
Teachers allow students to “stand on the shoulders” of authors by encouraging the use of reproducible text
structures when making little books
54
Teachers give 1
st
Grade students “processing time” to plan their writing by stopping to think and then
sharing their plan with a neighbor, knee-to-knee and eye-to-eye
Students follow and can explain organizational process for Writers’ Workshop (routine binder use, revision
and editing processes, system for getting correct spelling, etc.)
Students REREAD continually to see if their writing makes sense and sounds right
2
nd
-3
rd
Grade students gradually take on the responsibility of revising for organization, clear controlling
idea, adding details, and juicy words
2
nd
-3
rd
Grade teachers model with and encourage students to use graphic organizers as a prewriting tool
2
nd
-3
rd
Grade students begin to independently use a variety of graphic organizers to help organize their
thoughts before writing
Teachers use the Smartboard, overhead, or charts to illustrate teaching points during mini lessons
Teachers have supplies at their fingertips: sticky notes, stapler, stapler remover, pencils, extra paper, etc.
Teachers model using blue pens to REVISE, when students REREAD their writing to make sure it makes
sense and to make it sound better by adding details, juicy words, and vivid verbs
Teachers model using red pens to EDIT, when students correct spelling, grammar, and punctuation errors
Teachers display the Primary MAP Scoring Guide conspicuously in the classroom and teachers and
students refer to it during mini lessons and when conferring
Soft music plays during independent writing
Teachers allow students to celebrate examples of good writing by reading their stories to each other
Useful writing tools are in the correct pockets of the Writers’ Notebooks; several tools are ongoing and
have student-generated examples: vivid verbs, awesome adjectives, etc.
Teachers have established a system for recording anecdotal notes to document ongoing observations and
assessments
Teachers use quality literature to illustrate the CRAFT OF WRITING that good writers use to make their
writing interesting to read: great beginnings, vivid verbs, juicy words, alliteration, simile, metaphor,
endings, correct punctuation, etc.
Teachers focus their writing emphasis and practice on a variety of genre: personal narratives, letter writing,
memoirs, poetry, nonfiction, etc.
Teachers establish a balance between writing to prompts and allowing students to CHOOSE topics from
their Hot Topics Lists or Heart Maps
WRITERS’ WORKSHOP GRADES 4-6 BEST PRACTICES
GEMS
The NUMBER ONE best practice is teaching Writers’ Workshop every day
The NUMBER TWO best practice is when teachers use ongoing observations and assessment to guide their
min lesson and conferring decisions
The NUMBER THREE best practice is modeling all of the steps of the writing process: prewrite, draft,
revise, edit, and publish for each genre taught
The NUMBER FOUR best practice is when teachers connect the Intermediate Missouri MAP Scoring
Guide with the mini lesson and during conferring whenever applicable
MINI LESSON
Mini lessons consist of modeling an explicit teaching point and are completed within ten minutes
Teachers incorporate language/grammar skills lessons within the context of the mini lesson and while
conferencing
Teachers use quality literature to illustrate the CRAFT OF WRITING that good writers use to make their
writing interesting to read: great beginnings, vivid verbs, juicy words, alliteration, simile, clever endings,
interesting punctuation and font, etc.
CONFERRING
Start your conferring in a predictable way
Support the student’s talk about their writing work by providing feedback and by both asking research
questions and looking at their writing
Make reasoned teaching decisions for individual students and give a specific name to what you taught
Make only ONE teaching point during each session so that you keep focused on supporting growth of the
writer instead of trying to FIX that particular piece of writing
55
Provide support by encouraging students to tackle at least part of that ONE THING while under your
guidance at the conferring table and then encourage them to follow through with finishing the task at their
seats
Take anecdotal notes about your conference and refer back to previous teaching points during your
conference
SHARING
Support language acquisition of writer’s craft terminology by helping students to practice what they had
learned about being a writer today before going to the sharing session
Reinforce your mini lesson prior to having children share and compliment students who use the language of
the mini lesson in their sharing
As time and interest allow, invite additional children to share what they learned about being writers today
Children may read excerpts from their writing that illustrated the writer’s craft being discussed
ADDITIONAL BEST PRACTICES FOR WRITERS’ WORKSHOP
Teachers allow children to become “authors” by writing in little book form
Teachers expect correct spelling and encourage the use of classroom resources for editing
Teachers allow students to “stand on the shoulders” of authors by encouraging students to notice the craft
of writing during reading and then use the author’s craft when writing
Students follow and can explain organizational process for Writers’ Workshop (routine binder use, revision
and editing processes, system for getting correct spelling, etc.)
Students REREAD continually to see if their writing makes sense and sounds right
Teachers model with and encourage students to use a variety of graphic organizers as a prewriting tool
Teachers use the overhead, Smartboard, and anchor charts to illustrate teaching points
Anchor charts are posted and added to on an ongoing basis illustrating: leads, similes, transition words,
paragraphing guidelines, vivid verbs, etc.
Students use blue pens to REVISE
Students use red pens to EDIT
Teachers instruct students how to be effective “Peer Editors” for each other during revising and editing
phases of the writing process
Teachers display the Intermediate MAP Scoring Guide conspicuously in the classroom and teachers and
students refer to it during mini lessons and when conferring
Soft music plays during independent writing
Teachers allow students to celebrate examples of good writing by reading their stories to each other
Useful writing tools are in the correct pockets of the Writers’ Notebooks; several tools are ongoing and
have student-generated examples: vivid verbs, awesome adjectives, etc.
Teachers have established a system for recording anecdotal notes to document ongoing observations and
assessments
Teachers use quality literature to illustrate the CRAFT OF WRITING that good writers use to make their
writing interesting to read: great beginnings, vivid verbs, juicy words, alliteration, simile, metaphor,
endings, correct punctuation, etc.
Teachers focus their writing emphasis and practice on a variety of genre: personal narratives, letter writing,
memoirs, poetry, nonfiction, etc.
Teachers establish a balance between writing to prompts and allowing students to CHOOSE topics from
their Hot Topics Lists or Heart Maps
Teachers determine writing achievement by administering a quarterly writing prompt and filling out the
class writing profile
Students take at least one example of their writing for each genre studied to the published stage
