Faculty Handbook 2021-2022 - Lawrence Public Schools
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Faculty Handbook 2021-2022
Belief Statements
❖ We will assist and empower each other as professionals
❖ Lifelong learning
❖ We embrace a growth mindset and model it as well
❖ Model/develop a culture in which all are treated with dignity
❖ We believe that all students are capable of achieving at high levels
SCHOOL FIGHT SONG
Fight on, Firebirds!
Fight! Fight on, Firebirds,
And wing your way to victory.
The green and silver of Free State
Will show the world its bravery and strength.
We’ll soar past the challengers
Who dare to face our fighting machine.
Time to cheer or to fear
Lawrence Free State is here!
We’re the proud silver and the green!
FREE! STATE! GO! FIGHT!
FIREBIRDS! FIGHT! GO, FIGHT, WIN!!
FREE STATE ALMA MATER
We hail thee Lawrence Free State.
Our Alma Mater true.
With courage and with honor
We give our hearts to you.
We’ll always cherish memories
Of good times with our friends.
We hail thee Lawrence Free State,
Your legacy will never end.Lawrence Free State High School Staff
ADMINISTRATIVE PERSONNEL
Principal Myron Graber
Associate Principal Amy McAnarney
Assistant Principal/Activities Director Matthew Renk
Assistant Principal Jeff Harkin
Assistant Principal/Athletics Director Dr. Amanda Faunce
STUDENT SERVICES
Counselors Tina Mitchell
Ednice Metz
Katie Brandau
Kat Dillon
Marc Conover
Ken Hile
School Nurse Jill Sallman
WRAP Katie Coldham
Nicole Koroma
CLASSIFIED STAFF
Administrative Assistant Kirstyn Flohrschutz
Assistant Principals’ Secretary Lori Queen
Finance Department Bookkeeper Ashley Dunning
Athletic Director Secretary Julie Ploharz
Attendance Tara Kroenke
Registrar Vicki Lindberg
Student Services Regan Agre
Switchboard/Receptionist Audrey Van Keppel
Library Media Assistant Chris Everett
SECURITY
School Resource Officer Shelby Frazier
Security Personnel Chris Goulter
Demetrius Kemp
Spencer BonnerENGLISH & COMMUNICATIONS HEALTH/PE
Josie Clark Mike Hill
Shayne Henry Layne Meyer
Elaine Hendrickson Brit Dewey
Amanda Frederick Kevin Stewart
Kylee Johnston Sam Stroh
Anna Koppes Logan Pegram
Andrew Martin *Sarah Wells
Theresa Martin
*Sam Rabiola CAREER & TECH. ED. (CTE)
Adam Smith Brandon Cameron
Kelly Thompson Gabe Dalton
Laura Woolfolk Allyson Gilmore
Sophia Coen Laurie Folsom
Nolan Henderson
ESL Kerri Hess
Nicole Rice Rhonda Malcolm
Elaine Hendrickson Kyle Morgison
Amanda Torbett
FINE ARTS (ART & MUSIC) *Michelle Salmans
Rachel Downs Dale Owings
Judy Erpelding
*Randy Fillmore FOREIGN LANGUAGE
Laurie Folsom Karen Gipson
Scott Ireland Thomas Lipp
Sarah Podrasky Zach Puckett
Colin Watgen Esther Romero
Bryan Lloyd Paul Rosen
Melissa Smith Amanda Williams
Don Stevanov *Stuart StreckerMATH LIBRARY
Matt Baker Marissa Hegeman
Alyssa Barratt SCIENCE
Jordan Erwin Sara Abeita
Stephanie Harris Kelly Barah
Mitchell Kibbe Mattithyah Bergersen
Ashley Ladd Brad Greenwood
Annette McDonald Wendy Haas
Bonnie Mills Steve Heffernan
Rita Phillippi Dan Hissong
Ben Pope David Reber
Samantha Ross Joanna Romito
Debra Ziegler Jordan Rose
Julie Schwarting
*Oather Strawderman
SPED
Darrell Andrew Jason Mendence
Bryce Jones Jeff Morrison
SOCIAL STUDIES Adam Barmann
Aaron Clark Kristi Bubna Elizabeth Shirley
Jeff Haas Erin Campbell Erica Wheat
Michael Colvin
*Aimee Landwehr Jennifer Culbertson
Chuck Law Nolan Deitrich
Adam Leitel Patrick Dipman
Chris Linner Cornelius Edwards
Nathan Mangold Teresa Gabrielson
Phil Mitchell Ted Juneau
Kellie Stebbins Aaron Lamble
Blake Swenson Jacob Larson
(* denotes Department Chair)Committees
Leadership Team Equity Team
Admin Team Keri Austin-Janousek
Keri Austin-Janousek Kelly Barah
Leslie Campbell Elaine Hendrickson
Randall Fillmore Myron Graber
Stephanie Harris Steve Heffernan
Aimee Landwehr Mike Hill
Tina Mitchell Andrew Martin
Anita Nelson Annette Mcdonald
Rita Phillippi Layne Meyer
Michelle Salmans Philip Mitchell
Rachel Smith Tina Mitchell
Oather Strawderman Jordan Rose
Stuart Strecker Michelle Salmans
Sam Stroh
Stuart Strecker
Oather Strawderman
Redesign Technology Pilot
Myron Graber Aimee Landwehr
Steve Heffernan Oather Strawderman
Aimee Landwehr Stuart Strecker
Michelle Salmans Kylee JohnstonSCHOOL IMPROVEMENT GOALS
Excellence
1. Over the next four years Free State High School will meet or exceed an average
graduation rate of 94% as measured by the annual state report.
2. In order to increase graduation rates and decrease dropout rates, absences for targeted
students in 2016-2017 will decrease by 50% over a baseline of absences for 2015-2016
for those same students missing 15 or more days.
3. The composite ACT target score for students taking the ACT will be 24, with a goal of
80% participation rate of each cohort class as measured by the ACT annual profile report.
4. All departments will effectively implement the PLC process to increase student
achievement and decrease failures as measured by team minutes, failure rates, common
assessments and the PLC rubric.
Equity
1. To close the achievement gaps as measured by graduation rate, ACT scores, and data as
reported on the annual Equity Report.
Action Steps:
a. The Free State Staff will complete by May 2017 an intensive book study utilizing
the book “Culturally Responsive Teaching and The Brain: Promoting Authentic
Engagement and Rigor Among Culturally and Linguistically Diverse Students”
b. Continue the Community involvement information sessions with parents of
identified subgroups to identify gaps in practices and procedures that impact
students with subgroups.
2. Free State staff will develop collaborative relationships with students to assist them in
developing and strengthening their employability and citizenship skills.
Action Steps
a. Staff will teach, model and reinforce the components of Ci3t matrix.
b. Staff will infuse employability skills within their lessons and student projects.
Engagement1. Free State High School staff and administration will engage parents and community
members in the development of a plan for increased participation of parents and
community members in the academic, social and extracurricular needs of the school by
the end of the 2016-17 school year.
Action Steps:
a. To develop a parent committee representative of the demographic makeup of the
student population to gather input for expanding and strengthening business and
community partners to support student achievement by identifying mutual needs
and opportunities for collaboration and partnerships.
2. In conjunction with parents Free State will utilize the support network of our building to
create solutions to address students’ concerns.
a. Staff will respond to parent and staff communications regarding students’ needs
within 24 hours.
b. Staff will communicate in a reasonable time period with the student support
network and parents regarding students who are receiving D or F.
c. Staff will work with parents and other school staff in proposing potential solutions
to address students’ needs.
EXCELLENCE, EQUITY, ENGAGEMENT — LAWRENCE PUBLIC SCHOOLS
We believe in setting high standards
In the Lawrence public Schools, the Board of Education sets high standards of student
achievement.
What should each student know and be able to do?
● Read and comprehend a variety of text types at or above grade level.
● Attain proficiency in mathematics computation, problem solving, and communication of
results and reasoning through algebra.
● Be proficient in writing and speaking.
To support students in learning, the Board commits to providing a comprehensive educational
program (with fine arts, co-curricular, and extracurricular activities) and an environment that
encourages the development of basic human respect and civility.Three key questions, plus one
In preparing for the school year and focusing on student improvement, the Superintendent of
Schools asked the Board, school administration, teachers, and staff to think about these
questions.
If we believe all students can learn:
1. What is it we expect them to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t learn?
PLUS
4. How will make students owners of their own learning?
What is our response?
● When students are not learning, what is our response?
● Is it timely?
● How quickly is we able to identify the students who need extra time and support?
● Is your focus prompt intervention?
● Is it directive?
● Are students invited to put in extra time or does the system ensure that they put in extra
time?
● Is it systematic?
● Do students receive this intervention according to a school-wide plan, rather than at the
discretion of individuals?
Our schools will:
● Clarify what each student is expected to learn.
● Monitor each student’s learning on a timely basis.
● Create a system to ensure students receive additional time and support if they are not
learning.
● Align all resources to support student learning.
● Examine all practices, policies, and procedures in light of their impact on student
learning.
School building-level leading indicators
In the Lawrence Public Schools, we believe that the following are building-level leading
indicators of effective schools:
● Safe and orderly environments
● Clear and focused mission
● High expectations
● Opportunity to learn/time on task● Frequent monitoring of student progress
● Positive home/school relations
● Strong leadership
● Collaborative work behavior
● Community participation
GUIDANCE, COUNSELING, HEALTH AND SPECIAL EDUCATION SERVICES
The counselors, the school nurse, school psychologist, social workers, and assistant
principals form the student services team. This team provides for academic, personal, social,
vocational and referral needs of the students and their parents.
Each student is assigned to one of the counselors according to the alphabet, except for
freshmen. 9th Grade students are assigned to Katie Brandau, students whose last names begin
with A-G are assigned to Kat Dillon, students whose last names begin with H-O are assigned to
Marc Conover, students whose last names begin with P-Z are assigned to Ken Hile and
students who are in the SOAR program are assigned to Tina Mitchell. Students will be assigned
to an assistant principal according to the alphabet except for Freshmen. 9th Grade studenst are
assigned to Jeff Harkin, students whose last names begin with A-G are assigned to Amy
McAnarney, students whose last names begin with H-O are assigned to Amanda Faunce, and
students whose last names begin with P-Z are assigned to Matt Renk.
The counseling staff believes that an “opendoor” policy is the ideal situation for students
at Lawrence Free State High School. They are here to assist any student with matters related to
school, personal concerns, future plans, etc. Counselors hope that students will use this service to
their best interest.
It is also the desire of the counseling staff to answer any questions faculty members may
have concerning the educational well-being of any student. Each counselor coordinates portions
of the Guidance Program, but all counselors provide individual counseling academic advisement,
scholarship and financial aid information, and help with testing, career education and college
representatives.
Teacher Interventions - readily available regular classroom interventions (Tier 1)
Through regular homework and assessments teachers can determine whether students are
making adequate progress to master essential knowledge and skills. If students are not meeting
the standards, some readily available classroom practices should include:
● Contact with the student’s parent
● Conference with the student about the specific issues
● Provide different instructional strategies
● Arrange extra instruction before school, after school and during seminarIf, after trying readily available regular interventions, a teacher has a student who is
failing to learn the essential knowledge and skills of a core academic course, the teacher should
refer the student to his or her Student Support Team.
If a teacher is aware that a mental health issue, physical health condition, or a serious
environmental situation exists and appears to be influencing adversely the academic performance
of a student, then the teacher should refer the student to the SST.
Help Now (Tier 2)
Through the HRT a data collection system will be implemented to address the social,
emotional and academic needs of students. The team will make recommendations for immediate
interventions to support students and staff.
Health Resource Team
Students sometimes experience academic difficulties because of health, mental health,
and/or serious environmental issues, (or similar problems). The Health Resource Support is an
intervention that seeks assistance from health/mental health specialists. SST will refer students
with these presenting needs to the school nurse, drug and alcohol prevention specialists, school
psychologist, school social worker or WRAP worker. When useful, these educational
professionals may refer the student to outside agencies and resources.
Health resource referrals will be done to help assess the need for mental health, medical
and/or home environment interventions. The referrals will address issues through a systematic set
of interventions with the clear aim of helping students develop coping skills so they can become
academically successful. The interventions will be systematic by developing clear methods of
timely and effective referral and communication with the SST regarding treatment for students
who experience health/mental health or environmental issues. The outcome of all health resource
referrals will be measured by the student’s academic success.
Special Education (SPED)
Special education services are generally the most restrictive of those available within the
pyramid of interventions. Though the SPED staff is available to assist teachers with any student
who is not learning to expectations, these services are generally reserved for those who are
eligible under the Kansas Special Education Act and the Federal Individuals with Disabilities
Education Act (IDEA) Education Program (IEP), which has implications for both the delivery of
special education and general education instruction. As with all students who are not learning to
expectations, frequent monitoring and adapting of general education instruction is needed prior
to considering more restrictive or intensive services. Once interventions and strategies have been
implemented in the general education classroom and found to be unsuccessful, than more
intensive interventions can be considered and carried out through enrollment in Integrated
Studies (also known as the Learning Center).
Collaboration between general special education teachers is essential in order to improve
outcomes for students with disabilities. By combining the content and instructional expertise of
general education teachers with the knowledge of strategies, modifications, accommodations,and adaptations that special education teachers have at their disposal, students will experience
high levels of success in developing lifelong skills and preparation for postsecondary options.
SPED will focus its resources in two key areas:
● Increasing student proficiency in literacy and numeracy, and
● Building the capacity of classroom teachers to provide accommodations, monitor student
progress in the regular classroom and design instruction accordingly
Services to be provided by special education staff include the following:
● Parent contacts
● Teacher collaboration
● Assistance as needed
● Intervention planning
● Transition planning
● Skill development
● Behavior Plan Development (BIP)
● Identifying accommodations and modifications for content area teachers
Screenings for Special Education Services
A parent, school personnel or student may request a referral for Special Education Services by
contacting the Student Support Team or Anita Nelson, the School Psychologist. Academic
achievement, irregular attendance, behavioral problems, etc., could be reasons for the nature of
the referral.
The screening team may include the following members: Administrator, Special
Education Coordinator, Social Worker, School Psychologist, Nurse, Learning Center Teachers,
Counselor, and other involved school personnel.
Through input of the screening team with the parent’s or guardian’s full understanding,
an evaluation and determination of a viable educational plan will be made. A referred student’s
academic program will not be changed until a staffing has been completed.
FACULTY AND STUDENT ASSEMBLY SCHEDULES
All faculty are required to attend assemblies.
Teachers are to accompany and remain with their classes during assemblies.
CAFETERIA
Lunch period and cafeteria regulations
Students may leave the campus during the lunch period provided they leave and return
through the Commons and return to their 5th period class on time. Students who bring food backto campus are expected to dispose of trash properly. Please emphasize that everyone is
responsible to keep LFS free of litter.
During lunch period, food and drink are not to be consumed in halls, stairways, or
carpeted areas.
Food and drink
Students are not to bring food or drink into a classroom without teacher permission. Food
and drink should be consumed in the Commons area and not in the academic, performing arts, or
athletic areas.
DUTIES AND RESPONSIBILITIES OF TEACHERS (Dates, Times, and Professional
Schedule)
A. Regular duty day for teachers
1. According to the master contract, teachers are to report each day 15 minutes before
Period 1 (7:50 a.m.) and remain 40 minutes after classes dismiss (3:50 p.m.). This
provision includes those staff members with a first and seventh period plan assignment.
Teachers are expected to be in the appropriately designated area to meet and work with
pupils both before and after school unless assigned another supervisory or
schooldesignated activity. Zero hour teachers’ duty day hours are from 6:50 a.m. until
2:50 p.m.
2. If you are assigned to an after-school activity, you are expected to REMAIN UNTIL
ALL STUDENTS HAVE LEFT THE BUILDING. In those activities where more than
one sponsor has been assigned, a sufficient number of sponsors must remain to insure
adequate supervision until all students have left.
3. If it becomes necessary for you to leave the building any time during the day, you are
expected to clear your absence with a member of the administrative staff. In addition
please notify the principal’s secretary.
4. Please follow district procedures when reporting absences using the online system.
B. Professional meetings
1. Faculty meetings dates are scheduled as needed. Staff members are expected to be at
these meetings unless prior approval by the principal has been granted.
2. The Late Arrival will provide time for staff to address professional needs to implement
the school improvement plan. The meeting time will focus on building staff
collaboration, target areas for departmental study, and work on curriculum, instruction
and assessment. Time will be spent with focus on training and implementation of specific
curriculum and instructional strategies. In this process a culture of professional dialogueand unified efforts among all staff members in the building will enhance teachers’
capacities to improve student achievement.
3. The Faculty Club will arrange for social activities and any special affairs that might arise
in the building.
4. Night meetings including the faculty are limited. Required events are as follows:
Professional Responsibilities
Organization is a key element of good classroom instruction. One piece of organization
emphasizes what a teacher expects of students. After the first few days of each new course,
students should be given specific information about teacher expectations in written form. In the
past the written form has been called a Syllabus. The following elements should be included in
the written document for students, parents, and colleagues.
Syllabus
The topics or units covered during the semester should be included. The outcomes
expected of students regarding mastery of essential knowledge and skills can be presented from
the power standards developed for each course.
Classroom management
Students should be referred to the attendance, tardy and behavior expectations set in the
student handbook. Any additional classroom rules should be included.
Materials
Students should be aware of materials that are needed. Is a separate notebook required?
What should I bring to class each day?
Homework
An outline of homework expectations should be included. Make up work and late
assignment guidelines should be presented in compliance with guidelines outlined in the student
handbook. If there are long-range assignments or projects, these should be outlined. If extra
credit work is available, the guidelines should be presented. If students are absent how will they
find out about missed assignments and what is the expectation regarding completion. Special
projects (Book reports, Research papers) should be outlined briefly.
Grading
Teachers should clearly indicate the method of grading. It is important to define the
weight of various components such as participation, regular assignments, quizzes, tests, papers,
final exams, etc. Extra credit is not part of the academic grade.Explanation of marks
The faculty developed the following definitions or explanations of letter marks. Teachers
should give their meaning to the students.
(A) Signifies that the student is doing excellent work, is making outstanding progress
and frequently performs tasks beyond those regularly assigned.
(B) Signifies that the student is doing very good work, is making commendable
progress and occasionally performs tasks beyond those regularly assigned.
(C) Signifies that the student is doing average work and is making moderate progress.
(D) Signifies that the student is doing inferior work but is making some progress.
(CR) Signifies that the student is meeting requirements for credit in the course.
To be given only for specified courses. (Not evaluated on the basis of a letter
grade.)
(F) Signifies failure to meet minimal requirements for passing the course. Incomplete
marks are not to be given at the end of a semester without permission of the principal.
Skyward
Teachers should input grades into Skyward in a timely fashion. In order for maximum
student support, grades should be updated as much as possible at the end of the duty day each
Thursday.
GENERAL PROCEDURES FOR STAFF
Announcements and Daily Bulletin
1. Intercom announcements pertaining to changes in the activities program and other
important information will be made as needed.
2. Daily announcements will be made via intercom.
3. Daily bulletins will be posted electronically and will automatically appear each day when
staff logs onto the local network. Items received before 2 p.m. will be included in the
bulletin for the next day. The receptionist enters items into the daily bulletin
Guidelines regarding substitute teachers
1. Teachers will make necessary arrangements for specific daily lesson plans, classroom
keys, notes concerning unique situations, etc.
2. Teachers will not leave lesson plans that would involve the substitute in complicated or
hazardous classroom situations (i.e., new material that would be difficult to comprehend,
laboratory experiments using potentially dangerous chemicals).Keys
Keys are checked out to staff members with a signed agreement. Contact Kirstyn
Flohrschutz if your keys are lost. Inventory of keys is done on a yearly basis. Secure your room
after hours. Close and lock all windows and doors at the end of the day. Since much school
vandalism occurs on impulse, an unlocked door or window is an invitation to enter and destroy.
Keep up with school keys. A lock is only as secure as the key that controls it. Don’t label keys. If
they are lost, they become liabilities. If you lose a key, inform Kirstyn Flohrschutz immediately.
There is a $5 replacement fee. Do not send students on errands that require keys, and don’t lend
keys out for any reason.
Mailboxes
All staff members are to check their mailboxes twice a day, before school and after
school. Important messages are placed in your mailboxes periodically throughout the day.
Telephone calls are transferred to your phone and messages retrieved by the teacher. Only in
emergency situations will a class be interrupted for phone and other messages.
Long distance calls
Long distance calls can be made by dialing 9, then 1+ area code and the number.
Staff use of tobacco
TOBACCO PRODUCTS MAY NOT BE USED ON CAMPUS AT ANY TIME.
Tobacco products are not to be used any time you are supervising students.
Hall passes
Students are to use the green rigid hall pass when traveling in the building during class
time. It must be visible at all times. There are many reasons for students to move about in the
building, and the purpose of the hall pass is to facilitate this movement.
Each teacher will have one green, rigid pass. No more than one student should be out of
the classroom unless there is an emergency. The white pass is only used for going to: 1) the
attendance office when the student plans to leave the building OR 2) the health office.
ONLY if teachers cooperate by using the pass system will control of student traffic work.
Hall supervision
Teachers are expected to supervise hallways before and after school and during passing
periods. If trouble develops in your area, you are expected to correct it. If you need assistance,
teachers in the immediate area are expected to help.
Staff appearance
Staff dress should be appropriate to their profession. Business casual is the recommended
attire for staff. Staff appearance should enhance their ability to carry out their duties, not
detract.
Calling students to the office
It is often necessary to call students to the office. For this purpose, the “Call for Student”
slip is used. It is largely self-explanatory. If, because of the taking of an examination or otherimportant procedure, the teacher is reluctant to send the student at once, the student may be kept
for a time. In such cases, an explanation should be given to the person carrying the call slip.
Sending information to students
The attendance office will send messages regarding important/emergency telephones
calls to students for which the information is to be acted upon later.
Leaving classes unattended
TEACHERS MUST BE WITH THEIR CLASSES OR AT THEIR ASSIGNED DUTY
AT ALL TIMES. In the event of an emergency that requires the teacher’s absence from class,
he/she must notify Kirstyn Flohrschutz in the main office and make arrangements for class
supervision.
Students working in rooms
School personnel MUST supervise students working in the building. Students are not to
be sent by teachers to work in the commons area, department offices, or other unsupervised
areas.
Student Aides
Individual staff members are responsible for the training and supervision of student
assistants. In the past, lack of supervision has, in some instances, been a source of disturbance in
various areas of the building. Student aides will have a specific place to which they are to report
each day during their assigned period. Staff members are accountable for the daily attendance of
their aides, the daily assignments of tasks, and students’ whereabouts during the assigned period.
Aides are not to use the hall without a hall pass, be sent to the library, commons, or other
locations in the building without specific permission from those in charge, or be dismissed from
school.
Student aides receive 0.5 credits but are not to receive a letter grade unless approved by
the principal. Teachers can have no more than two student aides per semester.
Confiscation of Student Property
Whenever it becomes necessary for a teacher to confiscate any item from a student, the
staff member will turn it into the student’s assistant principal and advise the student he/she has
done so. Teachers should consistently send students to the office when students do not comply
with teacher requests regarding wearing headgear (not approved) and having cell phones or
electronic devices. It is important to not engage in a confrontation with a student when
confiscating items.
Custody of student valuables
Teachers are sometimes asked by students to hold in their custody certain items of value.
This is, at best, a risky situation for the teacher to place himself/herself in since liability coverage
is not available in the event of loss. This has presented numerous difficulties to teachers in the
past, and teachers are advised to not assume this responsibility.Commons area
The Commons area may be used by students before school and after school for activities
under staff supervision.
ACADEMIC AFFAIRS
Department chairs
The department chairs have been charged with meeting the needs of curricular and
instructional programs at Lawrence Free State High School. The following is an outline of some
areas of responsibilities for those who provide instructional leadership within their respective
departments:
1. Monitor budget requests and inventory
2. Conduct departmental meetings and facilitate department PLC
3. Arrange for departmental representation at appropriate meetings
4. Monitor departmental instructional program
5. Assist with development of Master Schedule
6. Assist with the interview and selection of new departmental personnel
7. Attend department chair meetings
8. Assist with assessments appropriate to department
9. Serve as liaison with district curriculum office
Curriculum monitoring
Curriculum is a district function with the building administration directed to monitor its
implementation. In order to monitor the district curriculum, building administrators will discuss
curriculum with teachers and conduct periodic classroom observations. Teachers are also to
provide curriculum outlines, syllabi of their courses, and copies of final exams.
Semester exams
At the time scheduled, all students are to be given a final exam at the end of each
semester. At present, seniors may be exempted from second semester final exams if they meet
specified criteria approved by the administration and faculty.
Grade point average
The Lawrence school district uses two different systems to determine grade point
averages. The primary system, which is used to determine class rank, is a non-weighted,
four-point scale: A – 4.0, B = 3.0, C = 2.0, D = 1.0 and F = 0. A second system, which students
may use on college or scholarship applications, uses weighted grades for all AP (advanced
placement) classes where A = 4.5, B = 3.5, C = 2.5, D = 1.0, and F = 0. All other non-AP classes
are figured on the traditional 4-point system.Grade changes/Extended Semester
1. Any grade changes to be made six (6) weeks after the completion of the term must be
approved by the principal. In the case where more than one school is involved, approval
for a change must be given in writing by both principals.
2. Grade changes that fit in the above category must be recorded on the transcript and
signed by the school principal.
3. Grade changes made within a six (6) week period for reasons other than errors or the
student fulfilling the requirements late should be carefully screened by the appropriate
counselor or administrator. Should there appear to be any irregularities, the matter should
then be brought to the attention of the principal.
4. In all cases teachers will be consulted (if possible) prior to any grade change being made.
Cumulative records
Cumulative records are to be kept in the Guidance Office. Please do not take records from
that area. For interpretation of any special information, see one of the counselors. All information
must be treated confidentially.
Progress reports
The PowerSchool grading system is used to record progress grades. Teachers should give
progress grades to all students to communicate with all parents. At the end of the fourth week of
each grading period, teachers must mail a report of unsatisfactory progress for each student under
their supervision who will fail or are in danger of failing for the grading period if work does not
show improvement. Counselors and administrators are available to assist teachers in parent
conferences. Any time after the four (4) weeks, if a student is in jeopardy of failing a course, the
teacher must send home a progress report in a timely fashion, advising the parent/guardian of the
situation. Any time a student is failing the parent/guardian should be notified.
Students adding or changing schedules
If a student wishes to add or change his/her schedule after the deadline date for student
initiated changes, this change must originate with one of the counselors in consultation with the
teachers involved and be approved by the principal.
The following procedure should be observed:
1. Student discusses change or addition of class with counselor
2. The request for change of schedule form must be signed by parent, teachers
involved and the counselor. The principal must approve the change.
3. At this time, the counselor will send add and drop information to all involved
teachers and the change becomes official.
Class drops
No student will be dropped from any class without the principal’s permission. Teachers
do not have authority to drop students for the remainder of a semester.Withdrawal from class
A student who drops a class (other than interdepartmental transfers) after the first three
(3) weeks of a semester will receive an “F” on his or her transcript, except for documented health
reasons. The Principal must approve any variance in this policy. Students must be enrolled in
seven classes each semester. Second semester seniors who meet specified criteria may reduce
their schedule to five classes as a privilege. The counselors have the form that must be completed
to determine if seniors are granted this privilege.
Student disabilities or injuries, reporting and class participation
1. Student disability: In the event a student is disabled, a report form from his
physician is placed on file with the nurse’s office. The nurse will inform teachers
of any disabilities they should be aware of, the anticipated length of the disability
and such restrictions on activities as are necessary.
2. Student injuries: Whenever a student (or staff member) is injured during the
school day on school property or on a field trip, a “Report of Injury” form must be
filled out and filed in the nurse’s office with 24 hours of the incident. These forms
are available in the nurse’s office.
Transfer students – graduation
Students transferring to LFSHS who wish to graduate from LFSHS must attend LFSHS
the last semester, earning a minimum of (3.5) credits in order to graduate from LFSHS.
Academic freedom/controversial issues
All teachers are required to follow Board policy when teaching controversial issues. This
policy, which does not infringe upon academic freedom, is available in the principal’s office.
In addition, teachers should ensure that:
1. All issues are worked through the particular department that normally handles
such subject areas.
2. Ample time is given to planning so that notification is timely to administrator and
parents.
In short, the main objective should be to help students critically examine the facts under
such conditions that will help them reach a rational decision.
Working within the departments will also help ensure a constructive follow-through of
the issues at hand. Teachers planning controversial curriculum should alert department heads and
have plans available for review by the administration.
The administration expects each teacher to control the approach to controversial issues in
the classroom so that they are presented in an impartial, unemotional and unprejudiced manner.
Staff must refrain from using classroom privileges and prestige to promote a partisan point of
view.DISCIPLINE AND REGULATIONS
Student management and discipline
The student management system begins with clear written guidelines presented by the
classroom teacher. At the beginning of each semester the teacher should present the classroom
guidelines regarding behavior, attendance and tardies and note the consequences that insure that
instruction is the top priority. If the corrective actions do not rectify the problem, then the student
should be referred to their assistant principal using the written referral form and process outlined
below.
Student behavior expectations
Free State High School is committed to providing a quality education for all of our
students. Part of a quality education includes a positive working environment for both students
and staff. Students and staff are expected to conduct themselves in an orderly, courteous,
dignified, and respectful manner at all times.
Student conduct expectations:
1. Students will give their best effort at all times.
2. Students will meet high standards of personal conduct.
3. Students will respect the person, rights, and property of others.
4. Students will use appropriate and proper language at all times.
5. Students will comply with the authority of teachers, administrators, and all other
staff members.
6. Students will be regular and punctual in meeting school obligations.
7. Students will help maintain school property free from damage and defacement.
Discipline
Good discipline is a daily responsibility of all school personnel. To achieve good discipline
and an academically productive environment, wholesome interpersonal relationships must be
developed and the welfare of the individual student and the total school population. The
students must know what is expected of them and what the consequences will be if they violate
the rules. When these conditions exist, it is reasonable to expect a student to learn
responsibility.
Staff members are encouraged to manage the behavior of their students with assistance
from counselors and parents. Input from other instructors may be beneficial. When a student’s
classroom conduct has deteriorated to the extent that:
1. He/she is disturbing the teacher so that teaching is less effective
2. He/she is disturbing other students so that their learning opportunities are
jeopardized
3. If the efforts of the teacher to correct these conditions have been ineffective, an
assistant principal should be contacted for assistance in remedying the problem.
A written record should be made available listing actions taken by the teacher and
parental contacts.Procedure for discipline referral
1. Students who must be removed from class for immediate action should be
escorted by an administrator, security, a paraprofessional, or any other appropriate
staff member to the assistant principal’s office. A conduct report form should
come with the student or follow soon after. This form should contain all of the
specific and pertinent information to help the assistant principal with a decision.
The student will not return to the class period the same day.
2. If a parent conference is required to correct the problem, that student may be
excluded from that class until a parent conference is held. For the conference, the
teacher should be prepared to share the student’s attendance, discipline, academic
record and a recommendation for future behavior.
3. Teachers should contact a student’s parents or guardian when they believe the
student’s conduct warrants such action. Teachers should also consult with the
student’s administrator to work out a strategy for preventing or curtailing further
inappropriate behavior.
Out-of-school suspension
If a student is disrupting the educational progress or endangering himself/herself or
others, out-of-school suspension may be assigned by an administrator. (Only school
administrators may assign suspension.)
When suspension is imposed, the student will be given the opportunity to maintain some
or all of his/her homework through special arrangements. Teachers, guidance personnel, and
other special staff are to assist students and parents in making these arrangements. A suspended
student will not be permitted to return to school and is not to be in the school building, on the
school grounds of any school or attend school functions during the time of the suspension.
Detention rules and guidelines
Administrators and teachers may assign detention periods. Make-up opportunities –
detentions are to be made-up within two (2) school days of the assignment, unless because of
absences they must be made-up later.
Credit for make-up – for a detention to be successfully completed, a student must:
1. Be on time.
2. Serve the entire amount of time assigned.
3. Adhere to all rules and requests.
Refusal to make-up time – if a student refuses to comply with the detention, the following
alternatives will occur:
1. Assigned time doubles to a maximum of 1.5 hours. If over 1.5 hours owed per
class, student immediately moves to step #2.
2. Loss of privileges
Ex. Loss of internet access.
3. Parent meeting with the Assistant Principal (within 48 hours for meeting).
4. SST Referral for non-IEP students.
5. Out-of-school suspension.Teacher authority
Students are under the authority of any school district staff member any time they are on
the school grounds, in the school building, or at any school function, wherever it may be held.
Students are expected to give respectful attention to and immediate compliance with any request
or direction by any school district staff (administrator, teacher, clerical worker, cafeteria worker,
custodian, or sponsor). Disrespectful behavior (for example, obscene language or gestures
and/or verbal abuse) or failure to comply with any reasonable request will result in a suspension
and parents will be contacted.
● The right to due process of law with respect to suspension, expulsion, and decisions that
the student believes injure his or her rights;
● The right to free inquiry and expression; responsibility to observe reasonable rules
regarding these rights, and
● The right to privacy, which includes privacy in respect to the student’s school records.
The Board believes that as part of the educational process students should be made aware
of their legal rights and of the legal authority of the Board of Education to make, and delegate
authority to its staff to make, rules regarding the orderly operation of the schools. Students have
the right to know the standards of behavior that are expected of them, and the consequences of
misbehavior. The rights and responsibilities of students, including standards of conduct, shall be
made available to students and their parents through handbooks distributed annually.
Responsibilities of teachers concerning student absences
1. Each teacher is responsible for accurately recording and reporting the daily
attendance of every student in each class taught. Absences will be recorded in the
PowerSchool system each period.
2. Each teacher is responsible for establishing the conditions for making up the
instruction missed during an absence. These conditions should be set up on the
first day of the semester and communicated clearly to the students.
TEXTBOOKS, CLASSROOM SUPPLIES AND INVENTORY
Textbook rental procedures
We have a policy of renting textbooks and making them available to all students. This
procedure will require accurate records and strict attention to details. The following procedure
will be used. Should additional assistance be needed, contact Marissa Hegeman.
1. All textbook inventories and check out procedures will be done through Destiny.
Leslie Campbell will be your contact for this process. It is imperative that we
keep an accurate accounting of textbooks, as loss will be charged back to the
school and or department.2. Damaged books – If a book is defaced, mutilated or lost, the student will have to
pay the full price for the book. Any tampering, tracing, or altering of the numbers
in the book will be reason for not accepting the book at the end of the school term.
The student will have to pay full price for the text if this occurs.
Destiny Check-in & Out
BOOKS@USD497.ORG
Username & Password: Same as your computer login
Check-out Textbooks
▪ Once logged on to Destiny Click circulation (menu at top)
▪ Click Check out Text (menu on left)
▪ Scan or type the student’s/teacher’s ID number into Find box
▪ If you scan it will automatically move on
▪ If you type it you will need to Click Find Patron
▪ Find the student’s/ teacher’s name in the list
▪ Click on the name
▪ You should see their record.
▪ Start scanning/typing the barcode
▪ If you scan the barcode it will automatically move on
▪ If you type it you will need to Click Go
▪ The screen should now show the book you scanned at the top of the list
Check-in Textbooks
▪ Once logged on to Destiny Click circulation ( menu at top)
▪ Click Check In Text (menu on left)
▪ Scan or type the barcode into the Find Copy box
▪ If you scan the barcode it will automatically move on.
▪ If you type it you will need to Click Go
▪ The screen should now show the book you scanned at the top of the list.
HELP!
Contact your library media staff
Copy Machine -- Plan Ahead, Plan Ahead
A copy machine assistant will no longer be available on a regular basis. For large copy
runs it is highly recommended that staff utilize the district print shop. The following the
directions below for using the print shop website.How to use the print shop website
1. Open Internet Explorer (or Chrome) Go to printshop.usd497.org
2. You should be automatically logged in to the site if you are on a district computer
3. You may be greeted with some profile information to fill out. Only the fields with the
asterisk are required
4. Then you will see the print shop website
5. To load a file for the print shop to print, select browse ( or in Chrome it says CHOOSE A
FILE)
6. The file must be a PDF, GIF, JPG, PNG, or JPEG (NO WORD documents
accepted-convert to PDF)
7. Click on browse and select your file. (if you do select a word document, you will receive
an error message at the top of the page and it will not be loaded)
8. After the file has been uploaded, you can select continue shopping to select another file
or you can start configuring your print job from your cart page
The large copy machine will be located in the administrative workroom. Administrative staff
will process copy needs on a first come first serve basis as time permits. Due to the sensitivity of
the machine only trained staff will be allowed to copy on this machine.
Teaching supplies and equipment
Teachers are asked to file REQUISITION forms for the ensuing year with the principal.
When the purchase is approved and signed off on by the department chair and the principal, it
will then be ordered from the district’s IFAS purchasing program. The teacher can place the
order on the web form and it will be forwarded to the financial office for proofing. In view of the
state cash basis law which restricts the Board of Education to the expenditure of budgeted
money, it is very important that such be carefully considered and that all necessary items be
requested in advance of the making up of the annual budget.
MATERIAL AND SUPPLY REQUESTS from the building supply room should be
submitted to Terry Wilkinson in ample time to permit the items to be ordered for delivery when
or before needed.
Classroom inventory
Classroom inventories are the responsibility of each teacher. These records must be
accurate and up-to-date. The maintenance of accurate, up-to-date inventories is extremely
important to the school district. In case of fire, theft, violent storms or other destructive forces,
accurate inventories are needed to reclaim or restore lost items.ACTIVITY FUND PROCEDURE
Any school monies collected by a teacher or a student for anything connected with the
school are to be deposited promptly at the Financial Office in the general school fund. Count the
money carefully and turn in money and “Money for Deposit” form into the financial secretary in
the financial office. The money will be verified and a receipt will be issued when money is
deposited. (Surety bonds protect the school fund, the principal, and his financial secretary.)
● IT IS A SCHOOL POLICY THAT NO MONEY EVER IS LEFT IN THE
CLASSROOM.
● For some special uses (such as the sale of activity tickets, the collection of the general
school fees, the sale of the yearbook), we use multiple, computer laser receipts. This
permits the second and third copies to be filed numerically for ready use in checking
against fees of students.
● Proper planning will result in most needs for supplies and services being anticipated well
in advance of actual use. Please have your requisitions processed sufficiently ahead of the
time of need to allow ample time for procurement. However, the office will always be
glad to assist in connection with any emergency need.
● The PURCHASE ORDER form has been devised to simplify and expedite the procuring
of and payment for supplies and services which are to be paid for from activity funds
administered in the principal’s office. This form is prepared in multiple copies. The
bottom three copies are retained in the financial office and are used for the purpose of
checking against the completion of the transaction. The white copy is used as the
authorization of purchase and is given to the business firm furnishing the supplies or
service. The yellow copy is returned to the financial office and kept there for verification
of services rendered and the account paid.
It is exceedingly important that sales slips or memoranda be obtained when the purchases
are made or the service rendered. When these are left at the office with a properly completed
PAY ORDER vouchers will be prepared for payment of these accounts. This is one of the main
purposes of the entire procedure. When a Purchase Order is secured but not used, the white
original copy should be returned to the office for cancellation.
When accounts are paid, the original sales slips or invoices should support the vouchers.
The check to be issued in payment of the account is an integral part of the voucher and is only
completed by signature after approval by the teacher/sponsor and the Activity Director. The head
of the voucher, in fact, is a carbon copy of the typed part of the check.
When money is transferred from one LFSHS account to another, the teacher/sponsors and
principal will sign a transfer form. Since no receipt is issued, the teacher should make whatever
note is desired regarding the transactions.
The Activities Account Program is the official record of the school. This program is
always accessible for examination. Student treasurers are expected to keep their own set of
books, and they may check with the office record as often as they wish. The books are so kept
that it is possible to furnish almost immediately the balance figures of any account. Monthly
summary statements are issued as of the first of each month in a manner consistent with thegeneral procedure approved by the State Auditor’s Office. These show the previous balance, the
total receipts, the total expenditures and the new balance.
The LFSHS accounts are audited each summer under the direction of the Board of
Education. Following this, the sheets are bound in permanent book form and are available for file
and reference purposes.
FUNDRAISING
At times it is necessary for various student groups to be involved in fundraising activities.
The principal and superintendent must approve all fundraising activities.
1. All fundraisers must be approved in advance by the building principal using the
Fundraising Authorization Form LPS-501. The form must provide a brief
description of the event taking place and the intended use of the funds. This form
may be amended at a later date if necessary.
2. All monies collected must be turned over to the bookkeeper in a sealed container
with the top copy of completed “Money for Deposit” form attached.
3. The bookkeeper must sign and date the form when the money is received.
4. Prior to the issuance of a receipt, the bookkeepers should count the money and
make sure the money given to the bookkeeper agrees with the “Money for
Deposit” form. If the money does not agree with the sponsor’s record, the records
must be reconciled to the satisfaction of both parties prior to issuing a receipt.
5. The bookkeeper then gives the teacher a receipt for the monies received. The form
is available in the financial office and should be filled out prior to undertaking a
fundraising activity.
FIELD TRIPS, STUDENT TRANSPORTATION, SCHOOL VEHICLES
Field Trips
● The teacher shall submit advance requests for field trips including transportation and
other resource needs. The notification form needs to be returned to the school with the
parent’s signature. The notification shall include the nature of the trip, the curriculum
connection, departure time, expected return time, name of sponsor(s), and mode of travel.
● ONE DAY IN ADVANCE OF A FIELD TRIP, TEACHERS MUST SUBMIT TO THE
ATTENDANCE OFFICE AN ALPHABETICAL LIST OF STUDENTS WHO WILL
MISS CLASSES. TEACHERS SHOULD CHECK THE DAILY BULLETIN EACH
DAY FOR STUDENTS THAT WILL BE ABSENT FROM THEIR CLASSES.
● THE TRIP SPONSOR MUST HAVE WITH HIM/HER A LIST OF STUDENTS ON
THE TRIP.
● Attendance on the field trip shall be taken and turned into the Attendance Office at the
completion of the trip. Students not given permission shall not be allowed to attend. Care
must be taken not to place too much of a burden on a given institution or person.● Field trips during the day are attended collectively as a group. Transportation is provided
for the group.
● No activity, which causes students to be absent from their regularly scheduled classes,
shall take place during the last ten school class days of each semester. These activities
shall include, but not be limited to, field trips and assemblies.
● No activity shall be scheduled outside the school day (7 a.m. – 6 p.m.) for a period of
three (3) days preceding the days of the first final examination.
● LFSHS and Board of Education policies are in effect on all trips and must be enforced by
the sponsor.
● The principal must approve any exceptions to the guidelines listed above.
● Whenever teachers supervise student groups on overnight trips, their responsibility
begins when the students leave the building and continues until the students either return
to the school during school hours are safely provided a way home if outside school hours.
● Whenever school-owned vehicles are used to transport students, seat belts must be used
(front and back seats). If private vehicles are to be used, it is mandatory that those
vehicles have seat belts in the front seat. Every effort should be made to secure vehicles
that have a sufficient number of seat belts for all passengers.
USD 497 activity/field trip guidelines
All activity and field trips are extensions of the classroom. Therefore, classroom conduct
and procedures should be observed. For the safety of all those in attendance on trips, including
adult sponsors, students, aides, etc., these additional guidelines should also be observed:
1. Transportation safety rules will apply. All passengers should remain seated, talk
quietly, keep body parts inside the vehicle, and obey the directions of the bus
driver.
2. All carry-on items (coolers, lunch boxes, equipment, etc.) should be stowed safely
between the seats. No items may be kept in aisles or blocking emergency exits.
Any items deemed inappropriate for transport or prohibiting passenger seating
will not be allowed.
3. All buses must have at least one adult teacher/sponsor on board. This designee
must take a passenger count before departing school and again before departing
stops where passengers have been discharged and re-boarded.
4. Designated teacher/sponsor will be responsible for informing the driver when all
passengers are accounted for. Designee will authorize driver to depart when
ready.
5. Designated teacher/sponsor will not leave any destination without passengers
unless those passengers have written authorization from school officials or
parents/guardians.
6. All groups must return to the bus at the scheduled departure time. All buses must
return to school in time for the district’s earliest dismissal times unless previous
arrangements are made and pre-approved. Buses must not be late returning for
afternoon routes.
7. Teacher/sponsors and drivers should communicate openly and freely for the
safety and security of all passengers.Policies on student transportation
● When students are transported for educational purposes, including athletic events, all of
the students will go with and return with the sponsor or coach. Exceptions will be made
only in unusual circumstances and must be cleared with the activities/athletic director.
Requests must be made, preferably in writing, by a parent. Sponsors of groups are
responsible for administering this rule.
● Seasonal schedules for the entire season off each sport should be made out and
reservations of transportation units obtained as early as possible. All requests for the use
of school buses must be submitted at least ten (10) days in advance of the scheduled
activity.
● The Director of Athletics schedules the use of school-owned vehicles assigned to the high
school. The Athletic Director is responsible for obtaining adequate transportation for
athletic events. If any problems or unusual happenings occur on the trip, they should be
explained on the back of the trip report form.
Use of school vehicles
● During the summer months (June, July and August), vans will be assigned at the
discretion of the Athletic Director with priority given to particular program areas.
● Please do not ask to be assigned a specific vehicle. If you have specific needs, we will
take them into consideration before making vehicle assignments.
● Please ask students under your supervision to be careful with food and drink in the
vehicle. Items of trash should be taken out when the vehicle is returned. The vehicle
coordinator will do other cleaning and washing and arrange for vehicle maintenance.
Also, ask – emphasize actually – that students are not to tamper with the special
equipment on the van.
● Please remember that the vehicles are used by others, so try to stay as close to your
proposed schedule as possible. If you learn that there must be a major change in your
starting or ending time prior to departure, please let the Athletic Director know.
● Failure to follow the guidelines will jeopardize your chances of future use of the vehicles.
● AT NO TIME WILL ANY VEHICLE BE USED WITHOUT PERMISSION OF
THE ATHLETIC DIRECTOR
● USE OF SEAT BELTS IS REQUIRED BY ALL PASSENGERS
First Student Bus Company – 841-3594
Transportation of students in private vehicles
Board of Education policy requires all parents, patrons or staff who transports students in
their own private vehicles to certify that the vehicle liability insurance meets the following
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