Attendance

Reference: Section (2)(c) 1 of the SBDM Law says:
The school council shall have the responsibility to set
school policy consistent with district board policy
which shall provide an environment to enhance
students' achievement and help the school meet the
goals established by KRS 158.645 and KRS 158.6451.

Policy

Pupils are required to attend school regularly and punctually.

Truancy / Tardiness Defined:

Any pupil who has been absent from school without a valid
excuse for three or more days or tardy three or more days is
considered truant. A pupil who has been reported truant three ormore times is a habitual truant. Truant students shall be reported tothe Principal and then to the Director of Pupil Personnel, both of whom shall take appropriate action.

Tardiness is defined as anytime a student is not in
school/class for less than one-half of the school day. This includes
arriving late to class or leaving during school hours. We encouragemaking doctor/ dentist appointments after school hours.
 

Excused Absences/Tardiness:

        An excused absence or tardiness is one for which work may be made up, such as:
 1. Death or severe illness in the pupil's immediate family
2.Illness of the pupil .
3. Religious holidays and practices.
4. Other valid reasons as determined by the Principal.

Notification:

The parent/guardian shall notify the school by phone between
the hours of 7:30 and 8:30 am for each day's absence stating the
student's name, teacher's name, and the reason for the absence. A note to the teacher explaining the reason for the child's absence shall be sent with the child when he/she returns to school. If these guidelines are not followed, the school may contact the custodial parent. Without proper notification and /or explanation, an absence shall be designated as unexcused.

Make-up Work:
Make-up work shall be permitted for excused absences only
and must be completed within the time specified by the teacher. It is the student's responsibility to contact the teacher for make-up work. Days missed due to suspension shall be considered an
unexcused absence for which no make-up work shall be allowed.

Attendance- Tardiness :
All students are required to attend regularly and punctually.
Students must be present in their classrooms at 8:45 am in order to be on time. Students who do not bring in notes for an absence are unexcused. If the absence is unexcused, homework and tests will not be allowed to be made up. Students who have missed an excessive number of days ( 5 or more) will be required to have a doctor's/dentist's excuse.
Doctor/dentist excuses are always regarded as an excused absence.
All absences will be unexcused after five days unless there is a
doctor's/dentist's excuse or a death in the family. A death in the
family is valid for the following relatives: parents, grandparents,
siblings, aunts/uncles, and cousins.

Legal Action: -
Legal action may be taken if unexcused absences or tardiness
continue.
Approva1/2nd Reading: August 26, 2003

Table of Contents

Budget and Finance Policy

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set
school policy consistent with district board policy
which shall provide an environment to enhance the
students' achievement and help the school meet the
goals established by KRS 158.645 and KRS 158.6451.

Policy

Working and Final Budgets. Council shall annually establish
and implement working and fmal budgets for the school in the
areas of personnel, textbooks and instructional materials,
equipment, technology, professional development, student
support services, and discretionary funds, if any.
.Assessment of Financial Needs. Prior to preparing the first draft
of the budget for the next school year, Council shall provide
faculty , staff, and parents with at least one opportunity to make
written and/or verbal suggestions on the school's needs for the
next year. Council shall also compare the previous year's and
current year's actual expenditures to the budgets for those years,
consider the financial resources necessary to facilitate the
objectives set forth in the school's Consolidated Plan, and any
other steps Council determines would be helpful in
understanding the school's financial needs. Unless otherwise
approved by Council, the foregoing assessment of the school's
financial needs shall be completed by the end of January of the
current school year .
 

Preparation of Working Draft of the Working Budget. Council
shall prepare a draft of the Working Budget for the following
school year on a form approved by Council. For purposes of this
budget, Council shall use allocation figures provided by Central
Office and shall assume that revenues for the following school
year will be the same as the current school year budgeted
amounts. The draft of the Working Budget shall list all of the
school's assumed allocations and other revenues and shall
designate the aggregate monies to be allocated to, and expended
in, each area specified above (i.e., personnel, textbooks and
instructional materials, equipment, technology , professional
development, student support services, and discretionary funds,
if any). The total anticipated allocations of funds and revenues
shall equal the total anticipated expenditures.
The draft of the Working Budget shall further specify the
individuals, council committees, or other groups ( e.g.,
Technology Coordinator, Media Specialist) responsible for the
proper expenditure of funds allocated to each specific line item
in the budget. If no such person, committee, or group is
identified, the school principal shall be responsible for such
item unless Council subsequently delegates responsibility for
such item to some other person, committee, or group, or Council
assumes such responsibility directly.
Following preliminary approval by Council, the draft of the
Working Budget shall be completed no later than April 1 and
posted for at least five school days, during which time Council
shall again provide faculty , staff, and parents with an
opportunity to make written and/or verbal suggestions.

Adoption of Working Budget. Following the close of the time
period for receiving additional suggestions, Council shall then
consider all suggestions received and prepare a second draft of
the Working Budget with such changes, if any, as Council
deems appropriate. Council may then adopt the second draft of
the Working Budget, with any such revisions as deemed
appropriate by Council, at a meeting at which the budget is
listed as an agenda item. The Working Budget as approved by
Council shall be posted along with the approved minutes from
such meeting. Such budget, as adopted, shall thereafter serve as
the school's working budget until such time as the school
receives its final allocation of funds.

Adoption of Final Budget. Upon receipt of such final allocation,
Council shall then promptly revise the Working Budget as
deemed necessary .Council may then adopt such revised budget
as the Final Budget at a meeting at which the budget is listed as
an agenda item.

Delegation to Budget Committee. Council may delegate to the
Budget Committee all or some of the foregoing actions, as
permitted by law. In the event Council has delegated the duty to
prepare the drafts of the Working Budget, the committee
chairperson shall deliver the second draft of the Working
Budget to the council chairperson no later than five school days
after the Committee has approved same. Council may then
approve the budget, revise the budget, and approve or direct the
Committee to make a revised recommendation reflecting
council's suggestions. In all events, the Working Budget and the
Final Budget shall become fmal only upon approval by Council
at a council meeting at which the budget is listed as an agenda
item.

Review and Recordkeeping. Following council's approval of
the Working and Final Budgets, on at least a monthly basis
during the school year to which the budget applies, the principal
shall review all requisition and reimbursement forms to
determine compliance with the budget as adopted. In the event
the principal determines that additional information is needed
before authorizing the requested expenditure, the principal shall
return the form to the requesting party with a statement of the
required changes. If the requesting party and the principal
cannot reach agreement as to whether such expenditure is
properly within the budget, either the requesting party or the
principal may present the issue to Council for final resolution.
Notwithstanding the foregoing, any expenditure in excess of
$1,000 (other than salaries) must be approved in advance by
Council.

Amendments to the Budget. Council may amend the budget at
any time as legally permitted.

Approval/2nd Reading: January 16,2001
Table of Contents

Curriculum

Reference: Section (2)(i) 1 of the SBDM Laws says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…1.  Determination of curriculum, including needs assessment and curriculum development.

Policy

          The curriculum to be followed at New Haven Elementary School shall be within the Curriculum Guidelines prepared by the school faculty and established in Kentucky’s Core Content for Assessment/Program of Studies. Council shall periodically review whether the school curriculum meets the needs of the school and its students.  Such review shall be no less often than upon the release of the mandated statewide testing results or release of new curriculum documents from the State.  If Council determines that changes in the curriculum are warranted, Council shall then establish an action plan for further review and possible revision of the then existing Curriculum Guidelines.

          The school administration, team leaders, Curriculum Committee, and SBDM members shall oversee implementation of this policy.

2nd Reading/Approval: April 27, 2004

Table of Contents

Discipline

Reference: Section (2)(I) 7 of the SBDM Law says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…7.  Selection and implementation of discipline and classroom management techniques as a part of a comprehensive school safety plan, including responsibilities of the student, parent, teacher, counselor, and principal.

Reference: KRS 158.148(4), as amended in 1998 by House Bill 330 says:

Each local board of education shall be responsible for formulating a code of acceptable behavior and discipline to apply to the students in each school operated by the board.

(a) The superintendent, or designee, shall be responsible for overall implementation and supervision, and each school principal shall be responsible for administration and implementation within each school.  Each school council shall select and implement the appropriate discipline and classroom management techniques necessary to carry out the code.  The board shall establish a process for a two-way communication system for teachers and other employees to notify a principal, supervisor, or other administrator of an existing emergency.

Policy

          Council shall review the school’s discipline procedures and practices as stated in the Boone County Code of Conduct and the New Haven Student Handbook to decide before the start of the school year whether or not changes need to be made.

          If Council recommends changes, it shall form an ad hoc committee to study the selection and implementation of discipline and classroom management techniques as part of a comprehensive school safety plan, including the responsibilities of the student, parent, teacher, counselor, and principal.  The committee will present their proposal to Council for review and/or adoption.

          After adoption by Council, the principal shall implement the discipline policy.

2nd Reading/Approval: April 27, 2004

Table of Contents

Dress and Appearance

Dress and Appearance

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students’ achievement and help the school meet the goals established by KRS 158.645 and KRS 158.6451.

Policy

·        The wearing of any attire, cosmetics, presentation of extraordinary personal appearance, or any unsanitary body conditions which in the judgment of the Principal significantly disrupts the educational process or threatens the health or safety of other pupils is prohibited.

·       The Principal shall enforce the dress code. Students whose appearance does not conform to these rules will be asked to change clothing to meet this code. Repeated violations may result in suspension from school.

·       Shorts will be permitted when the temperature is forecast to reach 70 degrees or above. Appropriate length will be determined by the administration.

·       The following attire is prohibited unless approved for special reasons by the Principal or on special building-designated days: see-through mesh clothing; tank tops and tube tops; hats/caps; bare midriffs; clothing and accessories with obscene, crude, or rude pictures pertaining to drugs, alcohol, tobacco, extreme violence or sex; hair curlers; inside nonprescription sunglasses; beach/pool flip-flops; shoes with ‘heelies’ or other types of roller blades; sleep or swimwear; biking shorts; and clothing too tight, too short, or too suggestive constituting a risk of distraction to the educational process.

·        The dress code shall be included in the New Haven Elementary Student and Teacher Handbooks. Parents and students may receive an additional copy upon request.

·        The Principal will have the flexibility to make adjustments to the dress code due to student medical or religious reasons.

Approval/2nd Reading: March 20, 2007

 Table of Contents

Extracurricular Programs

Reference: Section (2)(i) 8 of the SBDM Law says:

The school council shall adopt a policy to be implemented by the school principal in the following additional areas…8.  Selection of extracurricular programs and determination of policies relating to student participation based on academic qualifications and attendance requirements, program evaluation and supervision.

Policy

        The Council shall select extracurricular programs based upon the following criteria.

·       The program complements the achievement of the school’s academic expectations.

·       The program encourages students to develop leadership skills, self-confidence, and self-esteem.

·       The program provides opportunities for students to participate in activities that encourage cooperation and a sense of team building.

·       The program provides opportunities for students to interact socially in a positive manner within and without the school.

       Selected extracurricular programs such as Odyssey of the Mind, cheerleading, boys and girls basketball, and others shall be subject to the following regulations.

·       No student will be denied an opportunity to participate due to an inability to pay participation fees. The principal may waive fees.

·       A faculty sponsor will be present during all extracurricular activities on school grounds.

·       All students will have an equal opportunity to participate in approved extracurricular activities based on the availability of parent/teacher coaches and teacher sponsors. Separate but similar activities such as boys and girls basketball may be established as appropriate.

·       Parent and faculty coaches/supervisors are expected to be positive role models and exhibit good sportsmanship. Activity sponsors will provide parents with a list of appropriate expectations before an approved extracurricular activity begins.

·       Students must have good citizenship and passing grades to be eligible for extracurricular activities. The activity sponsor and/or principal, if necessary, will make eligibility determinations.

·       Students cannot participate in extracurricular activities on days they are absent from school. Appeals may be made to the activity sponsor and/or administrator. Detention and Saturday School will result in ineligibility for a week.

Approval/ 2^nd Reading: May 16, 2000

Table of Contents

Field Trips

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students’ achievement and help the school meet the goals established by KRS 158.645 and KRS 158.6451.

Policy

          New Haven Elementary believes that attending field trips is an important part of a child’s education.  Therefore, it is imperative that each student be given the opportunity to attend field trips and that each field trip be evaluated for educational value.  The following represents field trip guidelines.

·       All field trips must be approved by the principal in compliance with Boone County Board of Education policy.

·       Supervision of field trips will require one adult for every ten students attending.

·       Prior to the beginning of the school year, the principal will establish a “not to exceed amount” for the total per student cost to attend field trips.  The principal will forward this amount in writing to each teacher with enough advance notice for the teacher to finalize the field trip plans.

·       At the beginning of the school year, teachers will provide each student with a proposed list of upcoming field trips, associated costs, and a brief explanation of the trip objective.  Provisions will be made for parental/guardian agreement signatures as well as an invitation to contact the teacher if difficulties exist.

·       Teachers must identify and, if possible, resolve obstacles that prevent the student from attending.  If the teacher cannot resolve the issues, then the principal must be informed immediately.  In case of monetary constraints, the school will attempt to locate the necessary funding.  If the necessary funding is not available, the field trip will not take place.

·       After completion of a field trip, the teacher will prepare a brief report of the trip.  Copies will be given to the principal and other teachers for evaluation and future consideration.

·       Volunteer chaperones will acknowledge in writing the New Haven Volunteer Chaperones Expectations, a document to be provided each chaperone prior to each trip.

Approval/2^nd Reading: October 19, 1999

Table of Contents

 Fifth Year Primary Policy

Reference: KRS 158.030 requires the State Board for Elementary and Secondary Education to promulgate an administrative regulation establishing methods for verifying successful completion of the primary school program. Successful completion must be defined in terms of student achievement of the goals set forth in KRS 158.6451 (Six Goals for Kentucky Students).

Policy

1.     The determination of successful completion of the primary program shall be made on an individual student basis.

2.     Ongoing evidence to support the determination shall include teacher observation and anecdotal records, student products or performances, and evidence of student self-reflection or assessment.

3.     Students in the primary program may be placed at the developmentally appropriate grade-level to meet the individual student need.

4.     The development of the student exiting the primary program shall be consistent with performance expectations which would support student success in the fourth grade.

5.     A school team, that includes the parent of the identified child, will consider and recommend the appropriate delayed exit for any student in the primary program. Such review will take place at least 30 days before such decision takes effect. In the event that the team cannot meet consensus on a recommendation, the principal will make the final decision.

6.     Consistent with the six learning goals of KRS 158.6451, the following shall be the focus for determining student eligibility to exit the primary program.

a.      Students express themselves clearly and effectively in oral and written form;

b.     Students process oral and written information as evidenced through listening and reading;

c.     Students demonstrate confidence in their ability to communicate;

d.     Student applies mathematical concepts to problem-solving;

e.      Student applies mathematical concepts including computation, measurement, estimation, and geometry;

f.       Student collects, displays, and interprets data;

g.     Student demonstrates use of monetary values in an economic system;

h.     Student demonstrates appropriate and relevant investigation skills to solve specific problems in real life situations;

i.        Student creatively expresses ideas and feelings;

j.        Student applies democratic principles in relationships with peers;

k.     Student identifies contributions of diverse individuals, groups, and cultures;

l.        Student demonstrates responsibility for personal belongings;

m.   Student shows respect for the property and rights of others;

n.     Student displays self-control and self-discipline;

o.     Student accesses appropriate resources for learning in school, at home, and in the community;

p.     Student participates in group activities cooperatively;

q.     Student chooses appropriate processes and strategies to solve given problems; and

r.       Student applies previously learned knowledge and concepts to new situations.

7.     To determine whether students can accomplish the above, teachers shall:

a.      Collect a variety of student work samples;

b.     Complete observational checklists of academic, social, and developmental progress; and

c.     Maintain anecdotal records.

Steps in Verifying Successful Completion of the Primary Program

Step 1

Primary teachers complete an informal survey of the children in their classroom using teacher observations, anecdotal records, student products or performances, student self-reflection documentation, journals, a variety of work samples, checklists of academic, social, and developmental progress, report cards, conferences, and other evaluation information that has been gathered over the year. [Bolded items are evidence required by 703 KAR 4:040 (2) and (6)]. It is suggested this informal survey take place during early spring.

Step 2

Teachers should complete this process using the Kentucky Primary Program Student Information Form from the Kentucky state document, Successful Completion of the Primary Program, for only those students whose progress indicates that they may benefit from more time in the primary program.

Step 3

Primary teachers meet in small groups with other primary teachers and fourth grade teachers to discuss information they have gathered about children who may benefit from more or less time in the primary program. Administrators, special education teachers, and/or other support personnel may also take part in these discussions.

Step 4

Primary teachers and parents meet to discuss whether their child should continue in the primary program. The parent-teacher conferences should take place at least 30 days before such a decision takes place (e.g., before the beginning of the next school year). During these conferences, teachers and parents should focus on:

1.     What the child can do;

2.     Examples of the child’s writing, completed projects, audio/video tapes, records of a student self-evaluation, logs of books read, and other samples of student work;

3.     Specific areas of accomplishment and/or concern;

4.     The Six Learning Goals and the Program of Studies for Primary; and

5.     Strategies the teacher is using and will use and suggestions for what families can do at home to support their student.

Approval/2nd Reading: September 20, 2005 

Table of Contents

Home Work

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set school
policy consistent with district board policy which shall provide
an environment to enhance the students' achievement and help
the school meet the goals established by KRS 158.645 and KRS
158.6451.

Policy

At New Haven Elementary, effective homework may include
unfinished class work, long-term assignments/projects, assignments in any
content area (math, science, social studies, language arts, arts and
humanities, and practical living/vocational studies ), review of learned skills,
reading material/response logs, and studying for tests.
Council policy regarding homework is based on research of what is
best for student learning.

AMOUNT
Kindergarten---Kindergarten students shall have an average of no more than
one hour of homework per week.
Primary---Primary students shall have an average of no more than 1-3 hours
of homework per week.
Intermediate--- Intermediate students shall have an average of no more than
4-6 hours of homework per week.
        In the event a student is absent, missed assignments will have to be
completed at home. In such event, the total amount of work at home may
exceed the averages listed above.

RESPONSIBILITIES
Students
.Homework should reflect a student's personal best
.Completed homework should be turned in on time
.Understand assignments and ask for help if needed
.Write assignments on assignment sheet and take home necessary
materials
.Understand the consequences of missing assignments

Parents
.Provide a time, place, and materials for their child to study and complete
assignments
.Communicate any concerns to the child's teacher
.Attend parent conferences and curriculum night/orientation
.Understand the consequences of missing assignments
.Review assignments and sign assignment sheet as required by the teacher
Teachers
.Assign relevant homework
.Make sure students understand assignments
.Respect time limit and frequency when assigning homework
.Check completed homework and give feedback to students and parents
.Advise parents of problems
.Make sure parents and students understand the consequences of missing
assignments
.Never use homework as a punishment
.Provide daily/weekly homework agenda
..Differentiate assignments by taking into consideration individual
differences of students such as health, ability , conditions at home, and
educational resources at home

PROCEDURES
If parents have homework concerns, they should contact their child's teacher
to discuss the issues. If it is necessary, the following additional steps should
be followed:
.Conference with the child's teacher
.Conference with the teacher, counselor, and administrator or a
combination thereof to develop a plan of action
.Conference as needed to review implementation of the plan, review
student progress, and revise the plan if necessary

Approval/2nd Reading: March 20, 2001


 

Instructional Practices/Varied Best Practices

Instructional Strategies

Reference: Section (2)(i) 6 of the SBDM Law says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…6.  Planning and resolution of issues regarding instructional practices.

Policy

          Council policy for instructional practices is that teachers shall incorporate best practices of instruction in the classroom to provide opportunities for student achievement at the highest level.

          Best practices of instruction include such practices as thematic studies, curriculum jig sawing, collaborative group activity, whole group democracy, small groups (not tracked), and use of learning logs, classroom workshops which allow choice, student/teacher and student/student conferencing, centers and authentic assessment.

          The goals of every classroom shall follow the goals and mission of the school.

          The principal shall observe and monitor each classroom and work with the faculty as a whole and individually to ensure that these best practices are being incorporated in all classrooms and that all students have the best opportunity to learn and work on their level.  These practices should enhance teacher and student performance in the classroom and on statewide tests.  These practices should also allow for creativity for both teachers and students.

          Specific areas of guidance are as follows.

Classroom Instruction

        Teachers shall emphasize the following research-based instructional strategies while delivering classroom instruction:

·       Identifying similarities and differences

·       Summarizing and note taking

·       Reinforcing effort and providing recognition

·       Homework and practice

·       Nonlinguistic representations/graphic organizers

·       Cooperative learning

·       Setting objectives and providing feedback

·       Generating and testing hypotheses

·       Questions, cues, and advance organizers

Evidence of these instructional practices shall be included in all lesson plans, unit plans, interdisciplinary units, thematic units, instructional field trips, and homework assignments.

Teacher Mentors

              At least once during each marking period, each teacher new to New Haven or changing to a new academic area will pair with an experienced teacher and will participate in a meeting to:

·       Review the instructional strategies they have used

·       Discuss effectiveness of those strategies

·       Identify strategy areas needing further work or support

·       Assess strengths and weaknesses

Principal Role

The principal shall:

·       Check for success in implementing this policy as part of regular classroom observation and evaluations of each teacher

·       Check teacher lesson plans on a regular basis for evidence of instructional strategies

·       Make recommendations to the Council about instructional strategies that appear to be weak and may need to be a professional development priority for the school

·       Include areas needing added work under this policy in recommendations for individual teacher’s professional growth plans

·       Report to the Council each May on how the instructional practices policy is being implemented and make suggestions for further implementation and teacher training

·       Assign teacher mentors to new teachers or less experienced teachers, so that every teacher has a mentor or partner

2nd Reading/Approval: December 17, 2002

Table of Contents

School Space

Reference: KRS 160.345 (2)(i) 5 of the SBDM Law says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…5. Determination of use of school space during the school day.

Policy

In consultation with Council, the principal is responsible for planning the use of school space during the school year.

Assignment of school space shall be made based on criteria that considers class size, program space need, placement of families or groups in close proximity, accessibility for the disabled, supervision of students, safety, and overall school management.

Approval/2nd Reading: October 17, 2006

Table of Contents

Monitoring Student Progress/Continuous Assessment

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set
school policy consistent with district board policy
which shall provide an environment to enhance the
students' achievement and help the school meet the
goals established by KRS 158.645 and KRS 158.6451.

Policy

In each class for each grading or reporting period students
shall be fonnally assessed and complete two or more activities that
result in products or perfonnances which will demonstrate their
learning progress. Student assessments include at least one of the
following:

.EdVision
.STAR Reading
.STAR Math
.GATES MacGinite
.FastForWord and;
.Any other developmentally appropriate assessments
approved by the principal

Each teacher should send a written assessment report each
grading period to the principal. Student products or performances
should:

.Be aligned with the school's adopted curriculum, the state
learning goals, and Kentucky's standards for student
performance.
.Use rubrics or scoring guides that are designed with and/ or
shared with students prior to the assessment.
.Reflect developmentally appropriate practices for the ages
or developmental stages of learners
Be embedded in the learning process and be part of interdisciplinary units or thematic units whenever possible.
.Include opportunities for student self-reflection and self-
evaluation.
.Include options for students to choose from products,
performances, or demonstrations that acknowledge
multiple intelligences; and
.Be supported by student work samples developed by
teachers or students that help students understand what
proficient work looks like.

.Approva1/2nd Reading: August 27, 2002

Table of Contents

Primary Policy

Reference: KRS 158.031 says in part:

(1)     Primary school program means that part of the elementary school program in which children are enrolled from the time they begin school until they are ready to enter the fourth grade.

(2)     The primary program shall include the following critical attributes: developmentally appropriate educational practices; multiage and multiability classrooms; continuous progress; authentic assessment; qualitative reporting methods; professional teamwork; and positive parent involvement.

(3)     Each school council…shall determine the organization of its ungraded primary program including the extent to which multiage groups are necessary to implement the critical attributes based on the critical attributes and meeting individual student needs.

(4)     The implementation of the primary program may take into consideration the necessary arrangements required for students attending part-time and will allow for grouping of students attending their first year of school when determined to be developmentally appropriate.

Policy

The Primary Policy at New Haven is as follows:

·        The primary program will contain multiage and multiability groupings of students.

·        New Haven teachers will utilize developmentally appropriate educational practices to ensure continuous progress and meet the needs of all students.

·        Teachers will be grouped in grade-levels to facilitate professional teamwork.

·        Teachers will meet monthly in vertical teams consisting of grades K-5, arts and humanities, and federally funded teachers.

·        Authentic assessment and qualitative reporting methods will be used to monitor continuous progress.

·        The students in the ungraded primary program will receive a continuous progress report card in grades K-3.

·        Positive parental involvement is a goal of the school. New Haven will seek to accomplish this by encouraging parents to participate on council committees, join the PTA and other school-related organizations, and become active participants in the learning process.

Approval/2nd Reading: September 20, 2005

Table of Contents

Professional Development

Reference: House Bill 486 (1998) amended KRS 156.095(3) to say (in part):

Professional development programs may include, but not be limited to, focus on the following areas:

·       Curriculum content and methods of instruction for each content area;

·       School-based decision making;

·       Performance-based student assessment;

·       Nongraded primary programs;

·       Research-based instructional practices;

·       Instructional uses of technology;

·       Curriculum design to serve the needs of students with diverse learning styles and skills and of students of diverse cultures;

·       Instruction of phonics; and

·       Educational leadership.

Policy

All New Haven professional development shall be addressed through the Consolidated Planning Process and included in the Consolidated Plan.

Approval/2nd Reading: July 27, 2000

Table of Contents

Primary Program

Reference: House Bil1486 creates a new section of KRS Chapter
158 that combines the old provisions on primary. Key
requirements are:

( 1) Primary school program means that part of the
elementary school program in which children are
enrolled from the time they begin school until
they are ready to enter the fourth grade.
(2) The primary program shall include the following
critical attributes: developmentally appropriate
educational practices; multiage and multiability
classrooms; continuous progress; authentic
assessment; qualitative reporting methods;
professional teamwork; and positive parent
involvement.
(3) Each school council. ..shall determine the
organization of its ungraded primary program
including the extent to which multiage groups are
necessary to implement the critical attributes
based on the critical attributes and meeting
individual student needs.
( 4) The implementation of the primary program may
take into consideration the necessary
arrangements required for students attending part -
time and will allow for grouping of students
attending their first year of school when
determined to be developmentally appropriate.
 

Principal Selection

Reference: Section (2)(h) of the SBDM Law says:

If the vacancy to be filled is the position of principal, the school council shall select the new principal from among those persons recommended by the local superintendent.  Personnel decisions made at the school level under the authority of this subsection shall be binding on the superintendent who completes the hiring process.  The superintendent shall provide additional applicants upon request when qualified applicants are available.

Policy

          A vacancy is created in the position of principal by resignation, removal, transfer, retirement, or death of the incumbent.  Once the superintendent has verified the vacancy, the Council shall develop a set of criteria for selection of a new principal.  These criteria shall be based on New Haven’s mission statement and goals.  The criteria shall consider input from teachers, staff, parents, and other affected parties.  Once completed, the set of criteria shall be communicated in writing to the superintendent.  Interview questions shall be developed from the criteria to select the best candidate.

          After receiving a subsequent list of qualified applicants from the superintendent, the Council will schedule a series of special meetings to review the applications and references and conduct necessary interviews.  All interviews and discussion of candidates will be conducted in closed session.  Council reserves the right to request additional candidates from the superintendent.  This will be done in writing.

          At the completion of interviews and discussions, Council will meet in open session to recommend hiring a candidate.  This decision will be communicated in writing to the superintendent.

          In the event Council cannot recommend a candidate, an interim principal will be appointed by the superintendent and Council will continue with the principal selection process.

Approval/2^nd Reading: January 18, 2000

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Hiring Personnel

Reference: Section (2)(h) of the SBDM Law says:

From a list of applicants submitted by the local superintendent, the principal at the participating school shall select personnel to fill vacancies, after consultation with the school council.  Requests for transfers shall conform to any employer-employee bargained contract which is in effect…  Personnel decisions made at the school level under the authority of this subsection shall be binding on the superintendent who completes the hiring process.  The superintendent shall provide additional applicants upon request when qualified applicants are available.

Reference: House Bill 321, which took effect April 15, 1998, adds:

Each school council shall adopt a policy to be implemented by the principal relating to the procedures to assist the council with consultation in the selection of personnel by the principal, including but not limited to meetings, timelines, interviews, review of written applications, and review of references.

Policy

When a vacancy occurs, the Council shall determine if the position will be filled. If the position is to be filled, the principal/principal designee will form an ad hoc committee. The ad hoc committee will consist of the principal/principal designee and at least one person from each the following groups: SBDM Council, parents, teachers, or staff representatives from the team of teachers or staff directly involved with the vacancy. It is the intent of Council to delegate the role of consultation to this committee.

          The principal/principal designee will proceed according to Board policy and negotiated agreement. The committee shall determine criteria based on New Haven’s mission statement and goals.  Interview questions shall be developed to fit those criteria to select a strong candidate.  When applications and references are received, the committee will meet to review the submissions and interview for the vacancy. The committee will make a recommendation to the principal/principal designee. The principal/principal designee shall select the person he/she believes will contribute the most to the success of New Haven students and notify the superintendent of the choice.

          The superintendent shall complete the hiring process. The principal/principal designee shall notify Council at the next scheduled meeting.

2nd Reading/Approval: June 8, 2004

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Club Sponsorship Guidelines

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students’ achievement and help the school meet the goals established by KRS 158.645 and KRS 158.6451.

Policy

·        A ‘Club’ is defined as an extracurricular activity approved by the school council and sponsored by a faculty advisor or advisors that meets at times outside of the normal school day. Clubs will be open to eligible and interested students consistent with space and student capacity considerations. Clubs will provide students enrichment activities constructed to meet Core Content guidelines and district/school curriculum goals.

·       Approved clubs must meet a minimum of six times during the course of the school year. If club meetings are cancelled, club sponsors are obligated to reschedule additional meetings to meet the minimum meetings guideline.

·       Club sponsors will provide the school council/administrators with schedules that provides meeting dates and times.

·        In addition to meeting dates and times, club sponsors will also provide Council/school administrators with a brief description of the Core Content/curriculum being met and the culminating activity/project of students.

Approval/2nd Reading: February 27, 2007

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Committees

Reference: KRS 160.345(2)(c) 2 (part of the SBDM Law) says:

If a school council establishes committees, it shall adopt a policy to facilitate the participation of interested persons, including, but not limited to, classified employees and parents.  The policy shall include the number of committees, their jurisdiction, composition, and the process for membership selection.

Policy

Number and Composition. 

          Council shall form or renew a minimum of five standing committees to function during the Council term.  The standing committees shall include Accelerated Learning, Budget and Finance, Curriculum, Technology, and Textbook/Instructional Materials.  Council may also establish ad hoc committees.  Council shall encourage all certified staff to participate in at least one committee.  Council shall also encourage parents, classified staff, and members of the community to serve on committees.  All persons who desire to serve on a committee shall become members.  Each committee shall have a minimum of four members.

Formation.

          Council shall designate one of its members to advertise the formation or renewal of a committee and the opportunity for certified staff, parents, classified staff, and members of the community to serve on such committee.  The designated Council member shall establish the time and place of the initial committee meeting, at which the members of the committee shall select a chairperson.  The chairperson shall serve until the end of the Council's term or the termination of the committee.

Duties.

          Each committee shall have the duties and responsibilities assigned by Council and shall have only such powers as expressly conferred by Council.  Each committee shall report to Council on such periodic basis as established by Council.

2nd Reading/Approval: March 22, 2005 

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Special Area Scheduling

        Reference: KRS 160.345 (2)(i) 4 of the SBDM Law says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…4.  Determination of the schedule of the school day and week, subject to the beginning and ending times of the school day and school calendar as established by the local board.

Policy

          Until otherwise approved by Council, school day scheduling will be done with the help of the special area (arts and humanities) teachers. If possible, grade-level groups will be assigned to arts and humanities classes at the same time. Arts and humanities classes will be at least 45 minutes per class except for kindergarten. Their classes will be at least one half of a full class period.

          The principal and/or Council, arts and humanities teachers, and team leaders will review this schedule as necessary before the start of the school year, or if changes are necessary, after the school year begins.

Approval/2nd Reading: November 21, 2006

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Staff Time Assignment 

Reference: KRS 160.345 (2)(i) 2 of the SBDM Law says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…2.  Assignments of all instructional and noninstructional staff time.

Policy

          The principal shall assign all staff time according to the needs of students, teacher certification, interest, and performance.

Approval/2nd Reading: November 21, 2006

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State Standards, Technology, and Program Appraisal

Reference: Section (2)(i) of the SBDM law says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…9. Procedures, consistent with local school board policy, for determining alignment with state standards, technology utilization, and program appraisal.

Policy

          To determine alignment with state and local standards, program appraisal, and technology utilization, Council may use a variety of methods for review, planning, and compliance. They are:

·       Use of the Technology Committee to assess the needs of students and staff, recommend equipment and materials to be used, and plan professional development/training when needed.

·       The appointment of an ad hoc committee to study a specific issue.

·       Scheduled monthly meetings of the Council.

·       Special meetings called by Council.

·       Use of the existing consolidated planning process to conduct a thorough review of relevant information and from that review to develop the school’s Consolidated Plan.

Approval/2^nd Reading: May 16, 2000

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Student Assignment

Student Assignment

Reference: KRS 160.345 (2)(i) 3 of the SBDM Law says:

The school council shall adopt a policy to be implemented by the principal in the following additional areas:…3. Assignment of students to classes and programs within the school.

Policy

          In the spring of each year, teachers shall make recommendations to the principal about student assignments for the coming year. The principal shall make final assignments that meet student, family, and school needs such as Individual Education Plans, student personalities, gender distribution, and ability in order to achieve heterogeneous classrooms without exceeding class-size restrictions.

 Approval/2nd Reading: October 17, 2006

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Student Support Services

Reference: Section (2)(g) of the SBDM Law says:

The school council shall determine which textbooks, instructional materials and student support services shall be provided in the school.

Policy

          Council shall plan, monitor, and evaluate student support services at New Haven Elementary through the Consolidated Planning Process and the Consolidated Plan.

          The student support services at New Haven shall consist of the following.

·       Counseling from a certified counselor.

·       D.A.R.E. program from local law enforcement agencies.

·       Extended School Services programs.

·       Gifted and Talented programs.

·       Special Reading programs.

·       Other appropriate services as approved by Council.

Approval/2nd Reading: July 27, 2000

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Wellness

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students’ achievement and help the school meet the goals established by KRS 158.645 and KRS 158.6451.

Policy

·        New Haven Elementary adopts the Brain Gym Program as recommended by the Kentucky Department of Education as our Wellness Policy. Our school will use this program as part of our instructional day by incorporating moderate to vigorous physical activity into classroom instructional practices and assessment. Teachers will record the required activity in their lesson plans so that the principal can easily monitor.

·        In conjunction with the Brain Gym Program, New Haven will also use ‘Drive Thru Menus: Exercise Posters for Attention and Strength’ and provide structured physical activities which are moderate to vigorous in nature during Integrated Thematic Instruction (ITI) Community Instruction Times. These activities will be listed in teacher lesson plans and monitored by the principal.

·        The Brain Gym Program, Drive Thru Menus: Exercise Posters for Attention and Strength, and the ITI Community Groups align with Standards and Indicators for School Improvement #5, ‘Student, Family, and Community Support.’ Through our Wellness Policy, we strive to meet the intellectual, social, health, and developmental needs of all students.

·        In addition to the above, New Haven encourages healthy food choices among students using the following methods:

Ø     The use of unhealthy food as a reward shall be discouraged.

Ø     Foods made available during the school day shall meet the nutritional standards required by the federal and state laws and regulations. This includes foods provided through the school breakfast/lunch program, as well as other food and beverages that are available during the school day (vending and a la carte).

Ø     The Practical Living Curriculum shall address the full Core Content including Health, Consumerism, and Physical Education.

Ø     An integrated concern for wellness shall be reflected in other curricular area, including connections to Science, Math, and other subjects.

·       On behalf of the Council, the principal shall make appropriate reports to the Kentucky Department of Education each year as to how the school is providing moderate to vigorous physical activity and the types of physical activity being provided.

·        This policy complies with provisions required by federal law, state law, and/or local school board policy.

Approval/2nd Reading: November 21, 2006

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TV/MOVIE POLICY

Reference: Section (2)(c) 1 of the SBDM Law says:

The school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students’ achievement and help the school meet the goals established by KRS 158.645 and KRS 158.6451.

Policy

·        Determining what movies may be shown in the classroom is a joint responsibility of New Haven administrators, faculty, and parents.

·        For the purposes of this policy, a ‘movie’ is a commercially prepared and rated TV broadcast, video, or DVD shown in the classroom.

·        This policy does not pertain to New Haven closed-circuit broadcasts, curricular material previously approved and purchased for classroom use, or Kentucky Educational Television (KET).

·        Movies may only be shown in the classroom under the following conditions:

¨      They may only be those carrying a G or PG rating from the Motion Picture Association of America (MPAA). The movie ratings system is a voluntary system operated by the MPAA and the National Association of Theater Owners. The ratings are given by a board of parents who compromise the Classification Rating Administration. They view each film and vote on its rating. Generally a G-rated movie is suitable for all ages and contains nothing, in the opinion of the Rating Board that would be offensive to parents whose children view the film. A PG-rated movie is one that the Rating Board determines may have material parents deem unsuitable for their children.

¨      They must be screened by the teacher showing the movie and be relevant to the curriculum. The teacher must request approval from the principal to show the movie. The request will detail curricular relevance. In the absence of the principal, the assistant principal may approve the movie.

¨      Once the movie is approved by an administrator, teachers must obtain viewing permission from a parent or designated guardian for each child in their classroom. Children who do not have permission will be sent to another classroom, Media Center, or computer lab to work on an alternative curricular assignment during the time(s) the movie is shown.

¨      The attached form will be used by faculty, administrators, and parents to request classroom viewing of a specific movie, state the MPAA rating and curricular relevance, convey administrator approval, and obtain parental/guardian permission.

Approval/2nd Reading: August 15, 2006

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Working Portfolio

Reference: Section (2)(c) 1 of the SBDM Law says:

                   The school council shall have the responsibility to set school

                   policy consistent with district board policy which shall

                    provide an environment to enhance the students’ achievement

                   and help the school meet the goals established by KRS

                   158.645 and KRS 158.6451.

Policy

            A working folder of writing pieces shall be maintained at each grade level (K-12).  During the school year, samples of student writing (pre-writes, drafts, finished pieces, writing to learn, open response answers, on-demand responses, and other types of writing) shall be collected in a working folder.  At the end of the academic year, students will work under the direction of their teacher(s) to cull materials from the working folder, leaving only 3-4 writing samples for the year based on these guidelines:

·        One sample must be a fully processed piece – including pre-write, drafts, and finished product

·        One sample is to be selected by the student without direction

·        One sample is to be selected by the teacher as indicative of the students’ ability

·        A fourth sample is optional

Selected writing samples will then follow district guidelines as indicated below:

Approval/2^nd Reading: December 19, 2006

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Plan for Passing Working Folders to the Next Grade

Grade K to 1       Working writing folder should only include the following stapled together:

·        Draft of Personal Narrative

·        Teacher Writing Evaluation Form

Grade 1 to 2        Working writing folder should only include the kdg. stapled entry and the following stapled together:

·        Final Draft of Personal Narrative

·        Teacher Writing Evaluation Form

Grade 2 to 3        Personal Narrative---Working writing folder should only include the kdg and grade 1 stapled entries and the following stapled together:

·        Final Edited Draft of Personal Narrative

·        Teacher Writing Evaluation Form

Realistic Fiction Short Story---Working writing folder should only include the following stapled together:

·        Final Draft of Realistic Fiction Short Story

·        Teacher Writing Evaluation Form

The principal will compile and pass along the Writing Initiative Principal Checklist at each of the above transitions so that the receiving teachers are aware of instruction that has taken place.

Grade 3 to 4        Remove any work from K, 1, and 2 and send home. Pass on the complete ‘working folder.’ This will consist of the final drafts of any pieces developed in Grade 3 plus the Table of Contents Page, outlines, and reflections used to develop these pieces. (staple to the final draft)

Grade 4 to 5        Working folders are emptied or sent home. The complete Portfolio (original) stays on file in the school.

Grade 5 to 6        For the 2005-2006 school year, there will not be a working folder passed to grade 6.

1^st Reading: September 20, 2005
 

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Textbook/Instructional Materials

References: Section (2)(g) of the SBDM Law and 704 KAR 3:455(13), part of the state regulation governing state textbook funds say, respectively:

The school council shall determine which textbooks, instructional materials and student support services shall be provided in the school and…

Schools may use state textbook funds for the purchase of adopted textbooks, instructional materials, or programs in any combination based on identified pupil needs.  Purchases may include the following:

·       Textbooks on the commissioner’s approved list;

·       Instructional materials on the commissioner’s approved list;

·       Electronic instructional materials on the Kentucky Education Technology System approved list; and

·       Items not on the above named approved lists but that meet selection criteria.

Instructional materials not subject to state review but eligible for purchase shall include the following:

·       Reference books, trade books, pamphlets, periodicals, and other supplemental print materials for student use;

·       Supplementary video tapes, cassette tapes, slides, and recordings;

·       Graphic materials, transparencies, globes, maps, music material, math and science manipulative, calculators, and similar material; and

·       Supplementary electronic instructional materials.

The following materials and services shall not be eligible to be purchased with state textbook funds:

·       Furniture, personnel services, testing programs, supplies and materials consumed in initial use such as workbooks, raw and blank materials;

·       Audio visual equipment, major audio visual installations such as public address systems, sound laboratories, computers, televisions including receiving sets and related equipment, and other equipment; and

·       Teacher resources including teachers’ guides, manuals, and blackline master books.

Policy

Council shall form a Textbook/Instructional Materials Committee in compliance with its policy on committees.  This committee shall:

·       Request samples of appropriate textbooks and instructional materials;

·       Review and evaluate textbooks and instructional materials;

·       Attend regional showcases sponsored by the Kentucky Department of Education;

·       Prepare and present to Council a list of textbook and instructional materials recommendations in the appropriate content areas to be adopted that are consistent with and in support of New Haven’s Mission, Goals, Consolidated Plan, and Curriculum;

·       Develop the annual textbook and instructional materials purchasing plan in the adoptive content areas and present to Council for approval.

Upon Council’s approval of the purchasing plan, the principal shall have the authority to approve expenditure of funds within the appropriate budget category.

Approval/2nd Reading: August 22, 2000  

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