TEACHER’S HANDBOOK
2006-2007
ASH GROVE JUNIOR HIGH
HIGH SCHOOL
“What do good teachers do? Observations
show that good teachers speak expressively, move around, use humor, are enthusiastic, are clear (use concrete examples, signal transitions, repeat difficult material), call students by name, ask questions of students, are respectful of students and have rapport with them (these teachers are friendly, flexible, and available to talk to).”
---Barbara McCombs & Sue Whisler---
A Special Teacher
One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then she told them to think of the nicest thing they could say about each of their classmates and write it down. It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual. On Monday she gave each student his or her list. Before long, the entire class was smiling. "Really?" she heard whispered. "I never knew that I meant anything to anyone!" and, "I didn't know others liked me so much." were most of the comments.No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose. The students were happy with themselves and one another. That group of students moved on.
Several years later, one of the students was killed in Viet Nam and his teacher attended the funeral of that special student. She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin. As she stood there, one of the soldiers who acted as pallbearer came up to her. "Were you Mark's math teacher?" he asked. She nodded: "yes." Then he said: "Mark talked about you a lot."
After the funeral, most of Mark's former classmates went together to a luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher. "We want to show you something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it."
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him. "Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it."
All of Mark's former classmates started to gather around. Charlie smiled rather sheepishly and said, "I still have my list. It's in the top drawer of my desk at home."
Chuck's wife said, "Chuck asked me to put his in our wedding album."
"I have mine too," Marilyn said. "It's in my diary."
Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group "I carry this with me at all times," Vicki said and without batting an eyelash, she continued: "I think we all saved our lists."
That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again.
1
We Accept Responsibility
We accept responsibility for children
Who put chocolate fingers
everywhere
Who like to be tickled,
Who stomp in puddles and ruin their
newpants,
Who sneak Popsicle’s before
supper,
Who erase holes in math books,
Who can never find their shoes.
We accept responsibility for those
Who stare at photographs from
behindbarbed wire,
Who can’t bound down the street in
a new pair ofsneakers,
Who are born in places we wouldn’t
becaught dead,
Who never go to the circus,
Who live in an X-rated world.
We accept responsibility for children
Who bring us sticky kisses and
fistfuls ofdandelions,
Who sleep with the dog and bury
goldfish,
Who hug us in a hurry an forget
their lunchmoney,
Who cover themselves with Band-Aids andsing off key,
Who squeeze toothpaste all over
the sink,
Who slurp their soup.
We accept responsibility for those
Who never get dessert,
Who have no safe blanket to drag
behindthem,
Who watch their parents watch
them die,
Who can’t find any bread to steal,
Who don’t have any rooms to clean up,
Whose pictures aren’t on anybody’sdesk,
Whose monsters are real.
We accept responsibility for children
Who spend all of their allowance before
Tuesday,
Who throw tantrums in the grocery store
and pick at their food,
Who like ghost stories,
Who shove dirty clothes under the bed and
never rinse out the tub,
Who get visits from the tooth fairy,
Who don’t like to be kissed in front of the
carpool,
Who squirm in church and scream in the
phone,
Whose tears we sometimes laugh at and
whose smiles can make us cry.
And we accept responsibility for those
Whose nightmares come in the daytime,
Who will eat anything,
Who have never been to the dentist,
Who aren’t spoiled by anybody,
Who go to bed hungry and cry themselves
to sleep,
Who live and move, but have no being.
We accept responsibility for children who want to be carried and for those who must be.
For those we never give up on and for those who don’t get a second chance.
For those we smother…and for those who will grab the hand of anybody kind enough to offer it.
--By Ina Highes
1
TABLE OF CONTENTS
Ash Grove R-IV Mission Statement………………………………………………….4
Ash Grove R-IV Educational Philosophy……………………………………………4
Ash Grove R-IV Educational Goals and Objectives……………………………….4
Introduction……………………………………………………………………………..4
First Day of School……………………………………………………………………..5
Hours…………………………………………………………………………………….5
Grading………………………………………………………………………………….5
Dishonesty/Cheating…………………………………………………………………..6
Semester Finals………………………………………………………………………..7
Records…………………………………………………………………………………7
Grade Cards……………………………………………………………………………8
Progress Reports………………………………………………………………………8
Classroom Conditions…………………………………………………………………8
Sponsors and Organizations…………………………………………………………9
Freshman Class Sponsors……………………………………………………9
Sophomore Class Sponsors………………………………………………….9
Junior Class Sponsors………………………………………………………...10
Senior Class Sponsors………………………………………………………..10
High School Student Council…………………………………………………11
High School BETA Club………………………………………………………11
Publications Class……………………………………………………………..11
Jr. High Student Council………………………………………………………11
Cheerleading…………………………………………………………………...11
Coaches and Sponsors….……..……………………………………………..12
Extra-Curricular Activity Transportation……………………………………..12
Use of Phones…………………………………………………………………………13
School Dances…………………………………………………………………………13
Activity Accounting and Fund Raising Projects…………………………………….13
Class & Club Meetings………………………………………………………………...14
Hallway Supervision……………………………………………………………………14
Curriculum Guides & Lesson Plans………………………………………………….14
Teacher Collaboration………………………………………………………………… 15
Course Syllabus………………………………………………………………………..15
Goal Setting…………………………………………………………………………….15
Press Releases…………………………………………………………………………15
Teacher Evaluations…………………………………………………………………...16
Career Ladder…………………………………………………………………………..16
Personal & Sick Leave Days………………………………………………………….17
Excusing of Students…………………………………………………………………..17
Discipline………………………………………………………………………………..17
Teacher-Assigned Detentions………………………………………………………..20
Purchasing of Supplies and Equipment……………………………………………..20
Seminar Period…………………………………………………………………………20
Procedures for Student Assemblies………………………………………………….22
Field Trips……………………………………………………………………………….22
Gate Duty Assignments………………………………………………………………..22
Building Representatives………………………………………………………………23
Miscellaneous…………………………………………………………………………..23
ASH GROVE R-IV MISSION STATEMENT
The Ash Grove R-IV mission is to provide quality, comprehensive educational experiences that will enable all students to become life-long learners and productive, informed citizens.
ASH GROVE R-IV EDUCATIONAL PHILOSOPHY
The Ash Grove R-IV Board of Education, administrators, teachers, and staff recognize each student as a unique individual who has the potential to become a responsible, productive citizen in a democratic society. Furthermore, we believe that each student should be encouraged to develop critical thinking and problem-solving skills and encouraged to achieve to the limits of his/her capabilities. We believe every individual associated with the AshGroveR-IVSchool has a commitment to instill self-esteem/self-confidence in each student and provide an educational environment for the children of the district which will foster and accelerate their intellectual, technical, physical, social, and career development while preparing them for the twenty-first century.
ASH GROVE R-IV EDUCATIONAL GOALS AND OBJECTIVES
- Ash Grove R-IV students will acquire the knowledge and skills to gather, analyze, and apply information and ideas.
- Ash Grove R-IV students will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
- Ash Grove R-IV students will acquire the knowledge and skills to recognize and solve problems.
- Ash Grove R-IV students will acquire the knowledge and leadership skills to make decisions and act as responsible members of society.
- Ash Grove R-IV students will acquire the knowledge and technical skills to enable them to effectively apply current technology.
- Ash Grove R-IV students will acquire a knowledge of diverse culture, both past and present.
- Ash Grove R-IV students will acquire the knowledge and life-skills to realize the importance of positive work ethics and selection of career choices.
- Ash Grove R-IV students will acquire the knowledge and skills that will enable them to lead a healthy lifestyle.
INTRODUCTION
It is our belief that all students in the AshGroveR-IVSchool District can learn and are entitled to the type of education that will contribute to their effectiveness as citizens in a democracy. It is our purpose to formulate an educational program that will stimulate students’ interests, develop their skills, attitudes and ideals, and prepare them for family and community responsibilities. We recognize individual differences among our students and we propose that each student will be treated as an individual. It is our goal to offer a program that will enable all students to profit by their school experiences and thereby become assets to the community.
The Board of Education, in cooperation with the administrative and teaching staffs, must strive continually to promote the highest standards of excellence in personnel,
academics and related aspects of student education. The successful operation of the
school depends upon communication and cooperation at all levels.
FIRST DAY OF SCHOOL
During Seminar on the first (or second) day of school, the student handbook is to be read to the students and Seminar rules are to be fully explained. Teachers should give each student a copy of the course syllabus and fully explain all expectations for each student.
HOURS
All teachers should be in the building by 8:00 and in their room and available to their students by 8:15. Teachers are expected to remain at school until at least 3:30 p.m. unless special permission is granted to leave earlier. Teachers should also be available for consultation with students and parents as necessary. Faculty meetings will normally be scheduled after school on first Wednesday of each month at 3:20. All teachers should make arrangements to be in attendance.
GRADING
In order to measure student progress, grading is an essential part of class work. Grades should be clearly marked in the grade book and kept up-to-date in the SIS gradebook program (by Friday of each week, all grades in SIS must be up-to-date). The grade distribution chart at the top of the “Class Record” book should be completed on a semester basis. The specific manner in which a student’s grades are determined will be left up to the teacher with the understanding that the teacher will make the students aware of his/her grading procedures early in the course of the semester or year. The following grading scale will normally be used:
100---90= A69---60= D
89---80= B59---below= F
79---70= C
The grading scale for each class should be covered in the course syllabus distributed to each student on the first day of class, and reviewed with parents during Open House. Teachers should always strive to be fair and consistent. A 12 step grading system is in effect which includes the following intervals: A, A-, B+, B, B-, C+, C, C-, D+, D, D-, and F. In no instance is an A+ or an F- to be given to a student. There should be a significant number of grades in the grade book to justify a grade given to a student. If participation is a significant part of a student’s grade, participation points should be written in the grade book at least once a week.
An “I” (incomplete grade) is given to a student who has not completed the required course work. All “I” grades must be removed within two weeks following the close of the quarter. Those not removed will be permanently recorded as an F unless the principal grants an extension of time. N/C or No Credit will be given to students who drop a class as outlined in the student handbook.
Progress reports will be sent at the end of the 4th, 13th, 22nd, and 31st weeks. BE SURE TO CHECK GRADES FOR ANY STUDENTS WHO TRANSFER IN FROM ANOTHER SCHOOL AND INCORCOPATE THEIR TRANSFER GRADE PROPORTIONALLY.
Grades should be distributed proportionally among the various grade ranges. There should not be an overabundance of any one grade given to the students of a particular teacher on a regular basis. Progress reports are sent for every student in every class.
If it appears likely that a student will receive a failing grade for a class, but did not receive a progress report at mid-quarter, the teacher should notify the student’s parents regarding the student’s grade and the possible reason(s) for it. A phone call would be best, but a mailed progress report may be used if the parents can’t be contacted by phone in person. The parents of any student receiving an F should be contacted personally by the teacher before the grade card goes out. The names of any student failing a class for the semester should be given to the counselor and the principal.
Teachers should notify students when they have missed seven, eight, nine, ten and eleven class periods—specifically stating that the student will receive an “F” grade unless one hour of time is made up with the teacher (before or after school) five days prior to the end of the semester. Students who miss 11 or more unexcused school days may not make up time and will receive an F for the course.
DISHONESTY/CHEATING
It is every teachers’ responsibility to ensure that all students do their own school work. Teachers should make students fully aware of their expectations regarding cheating, sharing answers, letting others copy work, etc. If an assignment is considered to be “group work,” where students can share answers for a common grade, please make sure the students are well informed of that practice. Otherwise, students should fully expect all work that they turn in (whether graded or not graded) to be their own.
Teachers shall handle situations of cheating and dishonesty in the following manner:
1st OFFENSE: Students receive a zero on the assignment. The teacher calls the student’s
parents to inform them of the situation. Discipline referral sent to the office.
2nd OFFENSE: Students receive a zero on the assignment, teacher calls the student’s
parents to inform them of situation. The student may not make a grade
above a C for the semester in that class. Discipline referral sent to the
office.
3rd OFFENSE: Students receive a zero on the assignment, teacher calls the student’s
parents to inform them of situation. The student fails the class for the
semester. Discipline referral sent to the office.
Students will face additional disciplinary consequences for acts of dishonesty and cheating besides those listed above. For this reason, it is necessary to inform the principal (through a disciplinary referral form) of all instances of cheating in class.
SEMESTER FINALS
The last two days of each semester are used for the express purpose of giving semester finals. All teachers will give their students a comprehensive final in each class during this time. No student will be allowed to take his/her finals early without prior permission from the principal. Students who are gone during finals, who should take finals, will be given two weeks to make up their finals and have that score averaged into their grade. Students who have not made-up their finals after two weeks will be given a zero on their final and their grade should be calculated accordingly. Final exams (and grading) should be rigorous—leaving little or no time for students to do other things at the end (movies, etc.)
RECORDS
Records are extremely important. Each teacher is held responsible for keeping accurate records. Each teacher will be given a grade book to be used for four, nine-week, quarters.
- Information that should definitely be filled out in record/grade books and transferred weekly to the SIS gradebook program where possible:
- Names arranged in alphabetical order with last names first
- Absences and tardies for each student
- Daily, weekly, quiz and test scores. Identify each specifically by name of assignment
- Quarter grades and semester grades properly identified with the total points possible for each and the total points that each student earned.
- Teachers, including all Seminar teachers, are to make a written report of hourly absences. These attendance sheets will be collected during each period. The attendance sheets should have the number of absences posted after the student’s name if they have been absent five or more times. When a student is absent for the seventh time in a semester, he/she should not be admitted to class, but should be sent to the counselor’s office to receive an attendance contract. Attendance sheets can be picked up in the teacher’s mailbox each morning for that day (Red or White). New attendance sheets will be printed and given to teachers every two weeks.
- The only time that a student is not counted absent when he/she is actually out of class is when the school has excused him/her for a school or school-related function. A list of students taking part in the school function should be turned in to the office by the sponsor, using the appropriate form, and distributed to all teachers at least two days prior to the function.
- Absence slips are issued by the office. Be sure to ask for absence slips at the beginning of each class for students who were gone. Students are responsible for obtaining their absence slips before school starts. If they have to be sent to the office to get one, they should be given a tardy.
- Every nine weeks, report cards are given to students. These are given approximately one week following the close of the quarter.
- Permanent records are on file in the office and are open to school personnel on a need-to-know basis.
- Teacher assistants should not be involved in activities such as recording grades or grading tests. No teacher assistant should ever have access to or help put grades into the SIS gradebook program.
- All required reports and grade sheets should be submitted to the office in a timely manner.
- Seminar teachers should retain copies and ensure that each student has turned in all necessary forms and letters (i.e. handbook confirmation, extracurricular eligibility contract, Tylenol permit, etc.)
GRADE CARDS