Board of Education Meeting Agenda May 6, 2015 Robinson
Transcription
Board of Education Meeting Agenda May 6, 2015 Robinson
Manhattan-Ogden USD 383 Manhattan, Kansas The mission of the Manhattan-Ogden School District is to education each student to be a contributing citizen in a changing, diverse society. Board of Education Meeting Agenda May 6, 2015 Robinson Education Center Kirmser Conference Room 2031 Poyntz Avenue 5:00 p.m. 5:30 p.m. 6:30 p.m. Est. Time 5:00 5:30 6:30 1.0 2.0 3.0 4.0 4.0 5.0 6.0 7.0 Executive Session – Personnel Work Session – Budget Steering Committee Recommendations Regular Business Meeting Roll Call Adoption of Agenda (A) (A=Action Item, D=Discussion Item, I=Information Item) Executive Session 3.1 Personnel Work Session – Budget Steering Committee Recommendations Pledge of Allegiance Special Recognition 5.1 Fulbright Distinguished Award in Teaching – Katie Bueker (page 3) 5.2 Kansas School Social Worker of the Year – Cheri Wickham (page 4) 5.3 GRAMMY Foundation Top 100 Music Educator – Joel Gittle (page 5) Recognition of Visitors and Citizen Comments 2 Consent Agenda (A ) 7.1 Minutes – April 15, 2015 (page 6) 7.2 Consideration of Bills (page 10) 7.3 Human Resources Report (page 19) 7.4 Donations & Grants (page 23) 7.5 Head Start Policy Manual (page 24) 7.6 Elementary Handbook Adoption 2015-16 (page 76) 7.7 Secondary Handbooks Adoption 2015-16 (page 78) 7.8 Manhattan High Class Trip to California (page 101) 7.9 Summer Field Biology Trip to Colorado (page 104) 7.10 Amanda Arnold Student Group Trip to Michigan (page 107) 7.11 Sale of Surplus Buses (page 109) 6:45 8.0 Reports 8.1 Spoken 8.1.1 Superintendent 8.1.2 Manhattan High School Student Council 8.1.3 NEA-Manhattan-Ogden 8.1.4 Board of Education 8.2 Written 8.2.1 Substance Abuse Prevention Annual Report (Kari Quiton Humes) (page 112) 7:45 9.0 Old Business 10.0 New Business 10.1 Budget Steering Committee Recommendations (D) (Lew Faust, Robert Seymour) 1 May 6, 2015 AGENDA 10.2 10.3 10.4 10.5 Page 2 2 Policy Revision – Drug Free Schools JDDA (A ) (Michael Dorst) (page 118) 1 Athletic Gate Fees (A ) (Mike Marsh) (page 120) 2 Teacher Contract Nonrenewals (A ) (Larry Doll, Robert Seymour) (page 121) 2 Administrator Contract Nonrenewals (A ) (Larry Doll, Robert Seymour) (page 122) 11.0 Next Regular Meeting Items – May 20, 2015 11.1 Retiree Recognition 11.2 Maintenance & Custodial Annual Report 11.3 Safety and Security Annual Report 11.4 Student Fees & Textbook Rental 2015-16 11.5 School Meal Prices 2015-16 11.6 Theodore Roosevelt Gym Floor 11.7 Evaluation of 2014-15 New Courses 11.8 Capital Outlay 2015-16 Budget Planning 11.9 Budget Steering Committee Recommendations 11.10 Bid - Head Start Bus 12.0 Future Meeting Items 12.1 Diversity Topics 12.2 ACT/SAT Test Preparation 12.3 District Facilities 12.4 District Salary & Wage Study 12.5 Board Policy IIBF – Acceptable Use Guidelines 12.6 Miller Ranch Property 12.7 Riley County Needs Assessment 12.8 Role of the Manhattan-Ogden Public Schools Foundation 12.9 Innovative Schools Status 13.0 Meeting & Events 13.1 Manhattan High School Graduation – Sunday, May 17, 2:00 p.m., Bramlage Coliseum 13.2 Board of Education Regular Meeting – Wednesday, May 20, 6:30 p.m., Robinson Education Center 13.3 Board of Education Regular Meeting – Wednesday, June 3, 6:30 p.m., Robinson Education Center 13.4 Board of Education Regular Meeting – Wednesday, June 24, 6:30 p.m., Robinson Education Center 13.5 KASB Summer Advocacy Tour – Thursday, June 25, 12:00 p.m., Robinson Education Center 13.6 Board of Education Regular Meeting – Wednesday, July 1, 6:30 p.m., Robinson Education Center 14.0 Executive Session 14.1 Negotiations 15.0 Adjourn 2 ITEM 5.1 Manhattan-Ogden Unified School District 383 Special Recognition Form Name of individual/group to be recommended: Katie Bueker Date: May 6, 2015 Description of this individual’s/group’s achievement or accomplishment: Katie Bueker, 6th grade teacher at Marlatt Elementary School, has been awarded a Fulbright Distinguished Awards in Teaching grant to conduct research in Singapore. Ms. Bueker is one of approximately 49 U.S. citizens who will travel abroad through the Fulbright Distinguished Awards in Teaching Program in 2015-2016. The Fulbright Program is the flagship international educational exchange program sponsored by the U.S. government and is designed to increase mutual understanding between the people of the United States and the people of other countries. The primary source of funding for the Fulbright Program is an annual appropriation made by the U.S. Congress to the U.S. Department of State, Bureau of Educational and Cultural Affairs. Participating governments and host institutions, corporations and foundations in foreign countries and in the United States also provide direct and indirect support. Recipients of Fulbright grants are selected on the basis of academic or professional achievement, as well as demonstrated leadership potential in their fields. The Program operates in over 160 countries worldwide. Congratulations again to Katie Bueker – thank you for teaching in Manhattan-Ogden - we are proud of you! 3 ITEM 5.2 Manhattan-Ogden Unified School District 383 Special Recognition Form Name of individual/group to be recommended: Cheri Wickham Date: May 6, 2015 Description of this individual’s/group’s achievement or accomplishment: Cheri Wickham has been selected as the 2015 Kansas School Social Worker of the Year from the Kansas School Social Work Association. Cheri is the social worker at Amanda Arnold Elementary School. From her nomination packet: Cheri is committed to student academic success by providing support to students, teachers and community. She has provided many vital programs in her school such as Camp Leadership, Girls on the Run, military student groups, anti-bullying programs and Character Education. The purpose of the Kansas School Social Workers Association is to promote excellence among school social workers and enhance social and human services in the educational system. Congratulations again to Cheri Wickham – thank you for your service to the ManhattanOgden School District - we are proud of you! 4 ITEM 5.3 Manhattan-Ogden Unified School District 383 Special Recognition Form Name of individual/group to be recommended: Joel Gittle Date: May 6, 2015 Description of this individual’s/group’s achievement or accomplishment: Joel Gittle, Director of Bands at Manhattan High School, has been selected as a Top 100 Music Educator in the nation by the Grammy Foundation. Over 3000 people were nominated nationally. Nominations came from students, parents, and/or colleagues. The nominees were asked to fill out an online survey that asked questions about their teaching styles, etc. Nominees were reduced to 1000 by the online survey only. Those remaining were then asked to send in career vitae that were added to the online survey and the nominees were reduced to 500. Those 500 remaining nominees were asked to submit a brief essay on teaching styles, classroom goals and activities. The nominees were then reduced to 100. The top 100 were asked to write a more in depth essay on their teaching philosophy and why music education is important in our public schools. Joel’s essay ranked #31. The top ten attended the annual Grammy Awards and one was chosen as the Music Educator of the Year. Congratulations again to Joel Gittle – thank you for teaching in Manhattan-Ogden - we are proud of you! 5 ITEM 7.1 Board of Education Meeting Manhattan-Ogden Unified School District 383 Wednesday, April 15, 2015, 5:30 p.m. Minutes – Regular Meeting Robinson Education Center – Manhattan, Kansas 1.0 Roll Call Members present: Members absent: Edie, Darell Estabrook, Aaron Herrman, Curt Rozell, Marcia Fliter, Leah (President – presiding) Denison, Diane (Clerk) Hudgins, Pat Colburn, Dave Also present were Superintendent Robert Shannon, Associate Superintendent Robert Seymour, district administrators and staff, community members, students and media. 2.0 Adoption of Agenda Estabrook moved to approve the agenda. Edie seconded. Motion passed 5/0. 3.0 Executive Session – Attorney/Client Privilege Estabrook moved to go into executive session for consultation with the board attorney to discuss a matter protected by the attorney-client privilege, in order to protect the privilege and the board’s position in administrative proceedings, and return to open session at 5:45 p.m. Rozell seconded. Motion passed 5/0. Dr. Shannon, Dr. Seymour, Larry Doll, Director of Human Resources, and Dick Seaton, Board Attorney, joined the Board in executive session. The Board returned to open session at 5:45 p.m. 4.0 Work Session – Reducing School Days and Expense Savings Dr. Seymour presented information regarding the effect of cutting days on the required 1,116 hour calendar and potential cost savings. President Fliter recessed the meeting at 6:11 p.m. President Fliter reconvened the meeting at 6:30 p.m. Colburn joined the meeting at 6:30 p.m. 5.0 Pledge of Allegiance 6.0 Special Recognition th 6.1 Susan Lowman, 3rd grade teacher at Northview Elementary, and Ben Stout, 7 grade math teacher at Eisenhower Middle School, were recognized as the 2015-2016 USD 383 Teachers of the Year. 6 April 15, 2015 6.2 6.3 MINUTES PAGE 2 Anthony Middle School Math Counts Team was recognized for their first place finish at the Regional Math Counts Competition for the sixth consecutive year. The team consisted of Allen Zhang, Brian Dudley, Jered Zhang, and Chris Chae. The team is coached by Marie Green and Sheryl Fjell. Manhattan High School Science Olympiad Team was recognized for their first place th finish at the Regional Kansas Science competition for the 15 year in a row and their second place finish at the State Science Olympiad competition. The team is coached by Dick Nelson, Pat Lamb, and Craig Ackerman. 7.0 Recognition of Visitors and Citizen Comments None 8.0 Consent Agenda President Fliter reviewed Consent Agenda items. Rozell moved to approve the Consent Agenda. Herrman seconded. President Fliter opened the floor to public comment. No one came forward. President Fliter closed the floor to public comment. Motion passed 6/0. 8.1 Approved Minutes – April 1, 2015 8.2 Approved Payment of Bills in the Amount of $769,662.67 8.3 Approved Financial Reports for February 2015 8.3.1 Clerk’s Report 8.3.2 Treasurer’s Report 8.3.3 Activity Report 8.4 Approved the Human Resources Report EMPLOYMENT ASSISTANT SUPERINTENDENT Eric Reid, Robinson Education Center PARAEDUCATORS, TUTORS, AIDES Samantha Cox, Paraeducator, Eisenhower Middle School Kenneth Culbertson, Substitute Paraeducator TRANSPORTATION Charles Speicher, Bus Driver MAINTENANCE Tab Lake, Substitute Custodian RETIREMENTS Anna Lane $100,000 $8.10/hour $7.65/hour $11.51/hour $7.65/hour Patricia McCrary LEAVE OF ABSENCE Kaylee Myers RESIGNATIONS LeAnn Mathis Joel Potter Melody Ringer Natalie Venancio TERMINATIONS Jeremy Jackson Nicholas Vaughan Alicia Oard 8.5 Megan Lutz Charquila Deramus Kimberly Markwood Sierra Derusha Melissa DeWitt Rachel Sachdeva Polly Gantenbein Charles Rich Charles Pattison Christina Fox Clarissa Corkins Jessica Cisneros Approved Donations 7 April 15, 2015 MINUTES 9.0 $2,500 cash donation to Manhattan High School from Eleanore C. and James P. Plessas for the MHS Debate team’s travel expenses to nationals and team supplies. $22,102 grant award allocation from the Manhattan-Ogden Public Schools Foundation for student and building use: $3,021.75 – Frank Bergman Elementary $1,651.12 – Bluemont Elementary $2,441.62 – Lee Elementary $3,168.37 – Marlatt Elementary $4,723.87 – Northview Elementary $ 637.50 – Ogden Elementary $2,059.12 – Theodore Roosevelt Elementary $4,398.75 – Woodrow Wilson Elementary $47,567 cash donation to USD 383 from the Manhattan-Ogden Public Schools Foundation for the fourth of ten installments for lease-purchase of Bishop Stadium turf project. $800 cash donation to the Manhattan Head Start from College Avenue United Methodist Church Youth Group to assist with meeting basic needs of families. 8.6 Approved Head Start & Early Head Start Reports 8.6.1 March 2015 Report 8.6.2 Quarterly Federal Report 8.7 Approved Textbook Adoption 2015-16 Reports 9.1 Spoken 9.1.1 Superintendent Dr. Shannon commented on: Advertising for vacant positions, Kindergarten Roundup on April 21, and Debora Howser, Director of Special Education, receiving doctoral degree. 9.2 10.0 PAGE 3 9.1.2 Anthony Middle School Student Council th Lily Sessions and Tanya Singh, both 7 graders, reviewed AMS activities and athletics. 9.1.3 NEA-Manhattan-Ogden Lisa Heller and Gordon Thornton, Co-Presidents of NEA-Manhattan-Ogden, commented on: KITE and MAP testing going on, and Teacher concern regarding personnel cuts. 9.1.4 Board of Education Herrman and Colburn congratulated their fellow board members for retaining their seats during the recent board election. Herrman thanked Manhattan Mercury reporter, Bethany Knipp, for her coverage of the election. Colburn thanked Nick Dyer for running for a position on the board and commented on an advertisement in the Topeka Capital Journal. 9.1.5 Budget Reduction Planning Dr. Seymour updated the Board on the budget and the Budget Advisory Steering Committee meetings. Written 9.2.1 Library Media/Instructional Technology Annual Report The Board acknowledged the Special Education Program Annual Report. Old Business None 8 April 15, 2015 11.0 MINUTES PAGE 4 New Business 11.1 MHS Concurrent Credit Courses Jeanne Disney, Director of Secondary Education, and Michael Dorst, MHS Assistant Principal, presented the proposed concurrent and SB155 courses. Discussion. Herrman moved to give final approval of the concurrent courses for credit and SB155 courses as presented. Edie seconded. President Fliter opened the floor to public comment. No one came forward. President Fliter closed the floor to public comment. Motion passed 6/0. 12.0 Next Regular Meeting Items – May 6, 2015 Items were reviewed. 13.0 Future Meeting Items Items were reviewed. 14.0 Meeting & Events Meetings and events were reviewed. 15.0 Executive Session – Negotiations 15.1 Estabrook moved to go into executive session for 20 minutes, following a short break, to discuss negotiations in order to protect the public interest in negotiating a fair and equitable contract, and to return to open session at 7:48 p.m. Rozell seconded. Motion passed 6/0. Dr. Shannon and Dr. Seymour joined the Board in executive session. 16.0 Adjourn Rozell moved to adjourn the meeting at 7:48 p.m. Herrman seconded. Motion passed 6/0. Respectfully submitted, Diane L. Denison, Clerk USD 383 Board of Education 9 ITEM 7.2 MANHATTAN-OGDEN USD 383 CHECK REGISTER TOTALS BY FUND May 6, 2015 FUND 12 GENERAL FUND FUND 13 SUPPLEMENTAL GENERAL FUND 16 VOCATIONAL FUND 9,317.18 FUND 19 PARENT EDUCATION PROGRAM 1,154.42 FUND 30 SPECIAL EDUCATION FUND 35 FOOD SERVICE FUND 40 ADULT BASIC EDUCATION 6,863.95 FUND 45 MANHATTAN VIRTUAL ACADEMY 3,842.49 FUND 48 DRIVERS TRAINING 54 PROFESSIONAL DEVELOPMENT FUND 55 CAPITAL OUTLAY FUND 70 HEAD START FUND 74 HEARTLAND WORKS FUND 77 COLLEGE HILL PRESCHOOL FUND 79 COMMUNITY LEARNING CENTER 355.89 FUND 80 TITLE I 624.15 FUND 84 MIGRANT 1,308.55 86 DODEA MILITARY IMPACT 4,157.61 87 TITLE II A TEACHR QUALITY 2,630.12 88 FAMILIES IN TRANSITION 548.30 90 ALCOHOL PREVENTION 141.24 FUND 94 CHILDCARE/PRE-SCHOOL 1,246.69 FUND 96 YES GRANT 1,449.18 FUND 98 SAFE AND SUPPORTIVE SCHOOLS 2,033.47 FUND 99 MINI GRANTS 9,650.34 218,329.78 38,247.59 16,926.63 121,297.26 91.19 1,660.70 144,407.26 10,553.80 39.20 13,129.50 610,006.49 REPORT TOTAL 10 Report Date 04/29/15 01:03 PM Bank Check No 01 00139925 01 00139926 01 Amount UNIFIED SCHOOL DISTRICT #383 Page No A/P Summary Check Register FPREG01A Type Date Vendor 299.00 05/06/15 16695 APPLE COMPUTER, INC. C 29.02 05/06/15 35888 BAKER DISTRIBUTING C 00139927 23.43 05/06/15 93068 BEJANPOUR, DEBRA C 01 00139928 56.40 05/06/15 567 BROOKS YAMAHA, INC. C 01 00139929 705.00 05/06/15 9439 BUREAU OF EDUCATION & RESEARCH INC. C 01 00139930 157.55 05/06/15 24277 CARQUEST OF MANHATTAN C 01 00139931 3.74 05/06/15 561258 CHARLES D. JONES & COMPANY, INC. C 01 00139932 3,162.01 05/06/15 21246 CHILDPLUS C 01 00139933 56.66 05/06/15 8121 CLARK, DIANE C 01 00139934 383.45 05/06/15 95255 EICHMAN, GLENDA C 01 00139935 40.94 05/06/15 554154 FABRIZIUS, BRAD C 01 00139936 18.77 05/06/15 36409 C 01 00139937 80.00 05/06/15 568600 FRANCHETT, ANDREW C 01 00139938 634.14 05/06/15 5496 GTM SPORTSWEAR IT'S GREEK TO ME, INC. C 01 00139939 25.00 05/06/15 40568 INGMIRE, LORENA C 01 00139940 150.00 05/06/15 562386 KANSAS STATEWIDE HOMELESS COALITION C 01 00139941 31.00 05/06/15 2152 KARSMIZKI LOCKSMITH & ALARMS C 01 00139942 53.12 05/06/15 1223 KINDERKNECHT, LISA C 01 00139943 305.25 05/06/15 4575 KIRK, BRANDY C 01 00139944 9.05 05/06/15 2744 LAMB, PAT C 01 00139945 225.89 05/06/15 920490 LINEAGE C 01 00139946 80.00 05/06/15 31875 LINGENFELSER, JASON C 01 00139947 89.49 05/06/15 1074 LIOTTA, LARRY - PETTY CASH C 01 00139948 108.21 05/06/15 9516 MATHESON TRI-GAS, INC. C 01 00139949 939.00 05/06/15 575410 MATSMATSMATS.COM C 01 00139950 216.92 05/06/15 27520 C 01 00139951 65.00 05/06/15 556360 MICHAELS, WAYNE C 01 00139952 176.40 05/06/15 27950 C 01 00139953 15.00 05/06/15 547573 MORGAN, ANNE B. C 01 00139954 135.00 05/06/15 6742 MULLER, DOUG C 01 00139955 96.32 05/06/15 96742 MULLER, DOUG C 01 00139956 637.00 05/06/15 4210 POSTMASTER - STAMPS C 01 00139957 433.47 05/06/15 4357 REEVES-WIEDEMAN CO., INC. C 01 00139958 173.48 05/06/15 95200 RICHARD, DIANE C 01 00139959 162.35 05/06/15 919998 RICKETTS, KATHY C 01 00139960 10.00 05/06/15 36469 ROBINSON, EDWARD C 01 00139961 80.00 05/06/15 36469 ROBINSON, EDWARD C 01 00139962 29.27 05/06/15 996165 SAPP, LAURA C 01 00139963 765.81 05/06/15 5792 SCANTRON CORP. HARLAND TECHNOLOGY SERVIC C 01 00139964 21.44 05/06/15 1071 SHERWIN WILLIAMS C 01 00139965 103.98 05/06/15 1031 STANION WHOLESALE ELEC. CO. C 01 00139966 123.97 05/06/15 554782 STAPLES CREDIT PLAN C 01 00139967 1,800.00 05/06/15 1427 THERMAL COMFORT AIR C 01 00139968 48.42 05/06/15 17243 THOMAS, STEPHANIE C 01 00139969 585.30 05/06/15 7637 UFM C 01 00139970 885.00 05/06/15 564702 UNIFICATION PLACE, LLC C 01 00139971 22.60 05/06/15 7392 C 01 00139972 83.56 05/06/15 560928 US FOODSERVICE (MHS ACCT ONLY) C 01 00139973 2,679.10 05/06/15 859 USD #383 TRANSPORTATION C 01 00139974 10.00 05/06/15 31452 VOGAN, CHUCK C 01 00139975 80.00 05/06/15 31452 VOGAN, CHUCK C 01 00139976 93.34 05/06/15 5094 WATERS TRUE VALUE C 01 00139977 100.88 05/06/15 16692 WESTERN EXTRALITE COMPANY C 01 00139978 6.50 05/06/15 8012 ACT C 01 00139979 69.00 05/06/15 16695 APPLE COMPUTER, INC. C FERGUSON ENTERPRISES, INC. MEAD LUMBER MONICAL, NANCY UNITED PARCEL SERVICE 11 1 Report Date 04/29/15 01:03 PM Bank Check No 01 00139980 01 00139981 01 Amount UNIFIED SCHOOL DISTRICT #383 Page No A/P Summary Check Register FPREG01A Type Date Vendor 29.57 05/06/15 565431 BABCOCK, CRAIG C 18.00 05/06/15 21859 BEAR COMPUTER SYSTEMS C 00139982 58.80 05/06/15 28869 BIO CORPORATION C 01 00139983 635.66 05/06/15 571555 BLUE BELL CREAMERIES LP C 01 00139984 321.75 05/06/15 996661 BOVEE, MARIE C 01 00139985 25.54 05/06/15 569674 BROTT, HEIDI C 01 00139986 40.00 05/06/15 595 BURNETT AUTOMOTIVE C 01 00139987 272.77 05/06/15 31925 CHANNING BETE COMPANY, INC. C 01 00139988 360.00 05/06/15 5868 CPSI CONFERENCE SERIES C 01 00139989 211.01 05/06/15 4773 DICK EDWARDS C 01 00139990 2,142.80 05/06/15 27710 EARTHGRAINS BAKING CO'S INC C 01 00139991 126.29 05/06/15 1187 ENTERPRISE RENT-A-CAR C 01 00139992 4,754.22 05/06/15 16489 EVCO WHOLESALE FOOD CORP. C 01 00139993 88.91 05/06/15 36409 FERGUSON ENTERPRISES, INC. C 01 00139994 70.00 05/06/15 27852 FIVE STAR VENDING COMPANY C 01 00139995 686.89 05/06/15 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00139996 3,103.66 05/06/15 2058 C 01 00139997 4,386.00 05/06/15 572179 GLEN ALSPAUGH COMPANY, LLP C 01 00139998 192.21 05/06/15 33081 GLOBAL EQUIPMENT COMPANY C 01 00139999 1,680.00 05/06/15 5496 GTM SPORTSWEAR C 01 00140000 13.59 05/06/15 23873 HERALD, CHRIS C 01 00140001 12.79 05/06/15 564745 HOWSER, DEBORA C 01 00140002 44.81 05/06/15 4641 INFORMATION NETWORK OF KANSAS C 01 00140003 9,508.44 05/06/15 32239 ISG TECHNOLOGY, INC. C 01 00140004 1,074.60 05/06/15 560413 ITsavvy LLC C 01 00140005 317.96 05/06/15 551414 JULIAN, LISA C 01 00140006 2,593.01 05/06/15 27999 KA-COMM., INC. C 01 00140007 127.00 05/06/15 2152 KARSMIZKI LOCKSMITH & ALARMS C 01 00140008 17.18 05/06/15 21890 KERR, EMILY C 01 00140009 183.68 05/06/15 21890 KERR, EMILY C 01 00140010 120.00 05/06/15 21890 KERR, EMILY C 01 00140011 147.84 05/06/15 24430 KIDD, DEBRA C 01 00140012 28.90 05/06/15 43928 KLINE, VICKIE C 01 00140013 88.31 05/06/15 30543 KOLE, NANCY C 01 00140014 820.00 05/06/15 30940 KONZA LAB CONNECTION, INC SERVICE C 01 00140015 300.00 05/06/15 13418 LITTLE CAESARS PIZZA C 01 00140016 150.00 05/06/15 3542 MANHATTAN CHAMBER OF COMMERCE C 01 00140017 660.00 05/06/15 572136 MANHATTAN PRIMARY CARE C 01 00140018 364.52 05/06/15 8899 MANKAN ELECTRIC SUPPLY, INC. C 01 00140019 725.99 05/06/15 3849 MAR KAN SALES CO. C 01 00140020 6,056.64 05/06/15 22691 MCQUEENY GROUP, INC. C 01 00140021 30.00 05/06/15 12070 MESSER, DOUG C 01 00140022 2,644.95 05/06/15 570648 MID KANSAS COOPERATIVE ASSOCIATION C 01 00140023 422.27 05/06/15 597 C 01 00140024 164.51 05/06/15 559920 MIDWEST TRANSIT EQUIPMENT, INC. C 01 00140025 14.78 05/06/15 6862 MORTON, CLEION C 01 00140026 14.66 05/06/15 7239 NAPA AUTO PARTS OF MANHATTAN C 01 00140027 280.55 05/06/15 31609 NEX TECH C 01 00140028 15,348.68 05/06/15 550922 NOVACOAST CORPORATE OFFICE C 01 00140029 644.85 05/06/15 572691 NPT KANSAS - WOODCRAFT 316 C 01 00140030 292.32 05/06/15 22629 O'REILLY AUTO PARTS C 01 00140031 5.18 05/06/15 22629 O'REILLY AUTO PARTS C 01 00140032 51.99 05/06/15 2913 ORIENTAL TRADING COMPANY, INC. C 01 00140033 821.40 05/06/15 9661 PEPSI COLA BOTTLING CO OF MANHATTAN C 01 00140034 163.10 05/06/15 31709 RAY'S APPLE MARKET #448 C GEARY COUNTY USD 475 MIDWEST ACE HARDWARE 12 2 Report Date 04/29/15 01:03 PM Bank Check No 01 00140035 01 00140036 01 00140037 01 Amount UNIFIED SCHOOL DISTRICT #383 Page No A/P Summary Check Register FPREG01A Type Date Vendor 86.02 05/06/15 28392 SCHOOL SPECIALTY C 933.81 05/06/15 745 SCHOOL SPECIALTY C 121.05 05/06/15 1031 STANION WHOLESALE ELEC. CO. 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C 01 00140064 647.72 05/06/15 14900 AIR FILTER PLUS C 01 00140065 52.00 05/06/15 7978 ATA BUS C 01 00140066 452.40 05/06/15 29766 B & B BUSING C 01 00140067 86.77 05/06/15 32057 BELIN, MOLLY C 01 00140068 100.00 05/06/15 494 BOATWRIGHT, MIKE C 01 00140069 118.56 05/06/15 565458 BOHN, BAILEY C 01 00140070 35.78 05/06/15 553182 BOWEN, ABBY C 01 00140071 115.76 05/06/15 23991 C 01 00140072 93.41 05/06/15 572233 BUNDY, JAMIE C 01 00140073 9,276.50 05/06/15 559695 C&C PRODUCE C 01 00140074 349.92 05/06/15 31569 CARTRIDGE KING OF KANSAS C 01 00140075 675.00 05/06/15 566713 CE WATER MANAGEMENT, INC C 01 00140076 289.89 05/06/15 561258 CHARLES D. JONES & COMPANY, INC. C 01 00140077 55.00 05/06/15 8121 CLARK, DIANE C 01 00140078 374.64 05/06/15 567280 COUSIN'S VIDEO, INC. C 01 00140079 107.48 05/06/15 571300 DILLON, ALLISON C 01 00140080 28.28 05/06/15 559873 DOWNS, NATHAN C 01 00140081 11,759.85 05/06/15 1343 F & A SALES, INC. C 01 00140082 392.34 05/06/15 20114 FASTENAL COMPANY C 01 00140083 21.30 05/06/15 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00140084 206.60 05/06/15 575577 COMFORT INN OF WICHITA C 01 00140085 201.12 05/06/15 5218 HOBBY LOBBY C 01 00140086 48.00 05/06/15 1702 HOLIDAY INN AT THE CAMPUS C 01 00140087 105.00 05/06/15 573159 ITURITY LLC C 01 00140088 423.28 05/06/15 560413 ITsavvy LLC C 01 00140089 25.24 05/06/15 1149 C BUILT SO WELL, LLC JOSTEN'S 13 3 Report Date 04/29/15 01:03 PM Bank Check No 01 00140090 01 00140091 01 00140092 01 Amount UNIFIED SCHOOL DISTRICT #383 Page No A/P Summary Check Register FPREG01A Type Date Vendor 132.49 05/06/15 4138 J W PEPPER & SON, INC C 4,027.16 05/06/15 44136 KANSAS CONTRACT DESIGN C 206.85 05/06/15 6320 LAKESHORE LEARNING MATERIALS C 00140093 375.00 05/06/15 36091 LIBERTY MUTUAL INSURANCE COMPANY C 01 00140094 6.15 05/06/15 31867 MANHATTAN WINNELSON C 01 00140095 39.64 05/06/15 571032 MARTINEZ, DAVE C 01 00140096 19.85 05/06/15 9516 MATHESON TRI-GAS, INC. C 01 00140097 805.54 05/06/15 1845 MID-AMERICA OFFICE SUPPLIES C 01 00140098 552.50 05/06/15 9511 MIKE'S FIRE EXTINGUISHER SALES AND SERVI C 01 00140099 44.98 05/06/15 3860 NASCO C 01 00140100 46.98 05/06/15 91134 NASCO C 01 00140101 1,215.00 05/06/15 999938 NATIONAL ENERGY CONTROL CORP. C 01 00140102 1,022.70 05/06/15 96654 NATIONAL FFA CENTER C 01 00140103 105.71 05/06/15 7931 OFFICE MART C 01 00140104 796.74 05/06/15 24285 PEACHTREE BUSINESS PRODUCTS C 01 00140105 622.87 05/06/15 31709 RAY'S APPLE MARKET #448 C 01 00140106 430.00 05/06/15 19819 REINTJES & HITER CO., INC C 01 00140107 1,097.94 05/06/15 575380 ROGUE FITNESS C 01 00140108 779.52 05/06/15 554782 STAPLES CREDIT PLAN C 01 00140109 223.27 05/06/15 2369 TEACHER'S DISCOVERY C 01 00140110 813.29 05/06/15 8506 TOLEDO P.E. SUPPLY COMPANY C 01 00140111 228.50 05/06/15 28166 TOMARK SPORTS, INC. C 01 00140112 22.60 05/06/15 7392 UNITED PARCEL SERVICE C 01 00140113 1,738.17 05/06/15 560928 US FOODSERVICE (MHS ACCT ONLY) C 01 00140113 -1,738.17 05/06/15 560928 US FOODSERVICE (MHS ACCT ONLY) CV 01 00140114 298.78 05/06/15 6473 USA TODAY C 01 00140115 175.57 05/06/15 859 USD #383 TRANSPORTATION C 01 00140116 351.59 05/06/15 7407 ACCREDITED LOCK & SUPPLY C 01 00140117 1,693.20 05/06/15 29766 B & B BUSING C 01 00140118 356.99 05/06/15 43743 BD DISTRIBUTING, INC. C 01 00140119 4,334.80 05/06/15 7145 BEN E. KEITH - OKLAHOMA C 01 00140120 20.85 05/06/15 5958 BIETAU, LISA C 01 00140121 295.50 05/06/15 487 BLUEVILLE NURSERY, INC C 01 00140122 18.38 05/06/15 23991 BUILT SO WELL, LLC C 01 00140123 305.12 05/06/15 595 BURNETT AUTOMOTIVE C 01 00140124 2,465.00 05/06/15 559695 C&C PRODUCE C 01 00140125 550.34 05/06/15 24277 CARQUEST OF MANHATTAN C 01 00140126 334.90 05/06/15 31569 CARTRIDGE KING OF KANSAS C 01 00140127 249.21 05/06/15 995363 CONCORDIA TRACTOR, INC. C 01 00140128 98.64 05/06/15 27827 C 01 00140129 59.17 05/06/15 568430 DEFORCE, MEGAN C 01 00140130 3,325.19 05/06/15 4773 DICK EDWARDS C 01 00140131 67.48 05/06/15 19877 DUBOIS, MARIANNE C 01 00140132 12.88 05/06/15 28987 EKART, KAREN C 01 00140133 470.00 05/06/15 11983 EMPORIA HIGH SCHOOL C 01 00140134 108.53 05/06/15 23707 FLEMING, DIANE C 01 00140135 555.87 05/06/15 1511 GENERAL PARTS LLC, INC. C 01 00140136 60.11 05/06/15 36786 GEORGE, BENJAMIN C 01 00140137 64.62 05/06/15 10622 GITTLE, JOEL C 01 00140138 416.00 05/06/15 5496 GTM SPORTSWEAR IT'S GREEK TO ME, INC. C 01 00140139 39.20 05/06/15 920303 HANSON, CHRISTINE C 01 00140140 200.00 05/06/15 22795 HARMON, DUKE C 01 00140141 100.00 05/06/15 1675 HIGHLAND PARK HIGH SCHOOL C 01 00140142 346.18 05/06/15 576050 HOLIDAY INN EXPRESS C 01 00140143 287.45 05/06/15 6601 C COPELAND, SUSAN HOME DEPOT CREDIT SERVICES 14 4 Report Date 04/29/15 01:03 PM Bank Check No 01 00140144 01 00140145 01 Amount UNIFIED SCHOOL DISTRICT #383 Page No A/P Summary Check Register FPREG01A Type Date Vendor 439.02 05/06/15 25916 35.50 05/06/15 921425 HOWARD, WENDY C 00140146 1,911.09 05/06/15 43980 JOSTEN'S C 01 00140147 1,271.97 05/06/15 27999 KA-COMM., INC. C 01 00140148 220.70 05/06/15 32542 KANEQUIP, INC. C 01 00140149 130.00 05/06/15 920988 KANSAS STATE UNIVERSITY RECREATIONAL SER C 01 00140150 1,930.43 05/06/15 2141 KANSAS TRUCK EQUIP CO C 01 00140151 1,801.45 05/06/15 562394 KNIPP EQUIPMENT/KANSAS TRANE C 01 00140152 11,556.00 05/06/15 31880 KSU CHILD DEVELOPMENT CENTER C 01 00140153 2,815.00 05/06/15 2262 Kansas State University C 01 00140154 200.00 05/06/15 7465 KSU JOURNALISM EDUCATION ASSOC C 01 00140155 49.06 05/06/15 36690 LANDER, SHANA C 01 00140156 443.59 05/06/15 44010 LOU'S SPORTING GOODS C 01 00140157 65.00 05/06/15 576042 LUNDGREN, REESE C 01 00140158 10.00 05/06/15 576042 LUNDGREN, REESE C 01 00140159 1,298.00 05/06/15 36428 MANHATTAN APPLIANCE AND SLEEP SOURCE C 01 00140160 10.00 05/06/15 14547 MANHATTAN PARKS & REC DEPT C 01 00140161 24.18 05/06/15 9516 MATHESON TRI-GAS, INC. C 01 00140162 31,240.98 05/06/15 570648 MID KANSAS COOPERATIVE ASSOCIATION C 01 00140163 158.00 05/06/15 24212 C 01 00140164 3,142.20 05/06/15 559920 MIDWEST TRANSIT EQUIPMENT, INC. C 01 00140165 72.70 05/06/15 572225 MORGAN, NICOLE C 01 00140166 69.72 05/06/15 574392 MYLES, CHEISA C 01 00140167 3,817.50 05/06/15 36040 C 01 00140168 820.77 05/06/15 553077 NYP, KRISTY C 01 00140169 12.38 05/06/15 9448 PAMALA O'NEILL-GRIFFAY C 01 00140170 55.89 05/06/15 31355 PAYNE, AMY C 01 00140171 142.13 05/06/15 4291 PUR-O-ZONE C 01 00140172 608.33 05/06/15 4357 REEVES-WIEDEMAN CO., INC. C 01 00140173 30.61 05/06/15 9064 RILEY COUNTY PUBLIC WORKS DEPT C 01 00140174 38.31 05/06/15 565083 RIPPERT, HEIDE C 01 00140175 153.00 05/06/15 4455 SAFETY KLEEN SYSTEMS C 01 00140176 1,715.00 05/06/15 30541 SCANTRON SERVICE GROUP C 01 00140177 142.29 05/06/15 16582 SCHROEDER, JANICE C 01 00140178 625.00 05/06/15 5226 SEAMAN HIGH SCHOOL C 01 00140179 380.00 05/06/15 9755 SHAWNEE HEIGHTS HIGH SCHOOL C 01 00140180 415.00 05/06/15 9762 SILVER LAKE HIGH SCHOOL C 01 00140181 544.47 05/06/15 1031 STANION WHOLESALE ELEC. CO. C 01 00140182 18.25 05/06/15 40643 STATTON, HAROLD C 01 00140183 160.72 05/06/15 29893 TATUM, JILL C 01 00140184 435.00 05/06/15 4940 TOPEKA HIGH SCHOOL C 01 00140185 370.00 05/06/15 5220 TOPEKA WEST HIGH SCHOOL C 01 00140186 130.36 05/06/15 561959 UNIFIRST CORPORATION C 01 00140187 400.00 05/06/15 36866 UTAH STATE UNIVERSITY/TAESE C 01 00140188 520.00 05/06/15 32017 VALIDITY SCREENING SOLUTIONS 1138, INC. C 01 00140189 50.00 05/06/15 9759 WAMEGO HIGH SCHOOL C 01 00140190 26.25 05/06/15 31015 WASH PALACE C 01 00140191 300.00 05/06/15 17817 WASHBURN RURAL HIGH SCHOOL C 01 00140192 944.43 05/06/15 5127 WHITE STAR MACHINERY & SUPPLY C 01 00140193 85.06 05/06/15 561908 WOLLENBERG, JANAE C 01 00140194 28.84 05/06/15 22924 AMERIPRIDE SERVICES, INC. C 01 00140195 43.95 05/06/15 25362 AMPRIDE STATION C 01 00140196 778.00 05/06/15 16695 APPLE COMPUTER, INC. C 01 00140197 1,110.00 05/06/15 575658 ASSOCIATED COLLEGIATE PRESS C 01 00140198 1,305.00 05/06/15 35895 C HORIZON SOFTWARE INTERNATIONAL, LLC MIDWAY WHOLESALE NEW BOSTON CREATIVE GROUP BEST BUY BUSINESS ADVANTAGE ACCOUNT 15 C 5 Report Date 04/29/15 01:03 PM Bank Check No 01 00140199 01 00140200 01 Amount UNIFIED SCHOOL DISTRICT #383 Page No A/P Summary Check Register FPREG01A Type Date Vendor 17.64 05/06/15 36861 BOOKER, MELISSA C 29.22 05/06/15 13683 BRAUN, MARGARET C 00140201 746.30 05/06/15 567 BROOKS YAMAHA, INC. C 01 00140202 7,960.50 05/06/15 9548 CAPPER FOUNDATION C 01 00140203 55.27 05/06/15 571539 CARVALHO, JEFFREY C 01 00140204 12,240.78 05/06/15 540757 CBS MANHATTAN C 01 00140205 10.92 05/06/15 558940 COLLINS, AUDRA C 01 00140206 478.00 05/06/15 32113 COUSIN'S CONCERT ATTIRE C 01 00140207 117.34 05/06/15 27784 CROOKS, BARBARA C 01 00140208 12,017.00 05/06/15 5594 CYTEK MEDIA SYSTEMS, INC. C 01 00140209 323.36 05/06/15 1823 DANKER ROOFING & SIDING INC C 01 00140210 6.72 05/06/15 24340 DAVIS, REBEKAH A. C 01 00140211 107.00 05/06/15 9789 EDUCATIONAL DIRECTORIES INC. C 01 00140212 134.40 05/06/15 576077 ELLIS, KYLE C 01 00140213 93.51 05/06/15 36495 FARWELL, ERIC C 01 00140214 27.17 05/06/15 20114 FASTENAL COMPANY C 01 00140215 2,814.00 05/06/15 562556 FITNESS WAREHOUSE INC. C 01 00140216 590.65 05/06/15 8038 C 01 00140217 3,849.90 05/06/15 558516 FOLEY EQUIPMENT COMPANY C 01 00140218 1,129.89 05/06/15 29924 GALE C 01 00140219 289.00 05/06/15 7510 GEORGE, CHRIS C 01 00140220 23.90 05/06/15 1567 GRAINGER INC C 01 00140221 21.62 05/06/15 30557 HANSEN, TIM C 01 00140222 65.63 05/06/15 41009 HAYS, SIEGLINDE C 01 00140223 19.04 05/06/15 36677 HINMAN, JANICE C 01 00140224 51.65 05/06/15 573647 HOFF, SHANNON C 01 00140225 59.14 05/06/15 7998 C 01 00140226 6,472.34 05/06/15 552852 ICON INVESTMENTS, LLC C 01 00140227 170.00 05/06/15 25098 C 01 00140228 479.75 05/06/15 574422 SILICON SOLAR C 01 00140229 96.55 05/06/15 3843 JON MURDOCK INC. C 01 00140230 33.15 05/06/15 32247 JONES, MICHELE C 01 00140231 106.20 05/06/15 1149 JOSTEN'S C 01 00140232 134.50 05/06/15 551414 JULIAN, LISA C 01 00140233 72.00 05/06/15 27999 KA-COMM., INC. C 01 00140234 78,847.00 05/06/15 5533 KANSAS ASSOCIATION OF SCHOOL BOARDS LEGA C 01 00140235 158.41 05/06/15 24430 KIDD, DEBRA C 01 00140236 286.34 05/06/15 6320 LAKESHORE LEARNING MATERIALS C 01 00140237 155.12 05/06/15 36067 LARKIN, STACEY C 01 00140238 795.30 05/06/15 32526 LOVING GUIDANCE, INC. C 01 00140239 821.59 05/06/15 578 MANHATTAN MERCURY C 01 00140240 225.00 05/06/15 40488 MANHATTAN ROTARY CLUB C 01 00140241 352.05 05/06/15 597 MIDWEST ACE HARDWARE C 01 00140242 589.81 05/06/15 559920 MIDWEST TRANSIT EQUIPMENT, INC. C 01 00140243 93.84 05/06/15 3848 MUSIC IN MOTION C 01 00140244 18.99 05/06/15 7239 NAPA AUTO PARTS OF MANHATTAN C 01 00140245 1,155.00 05/06/15 550922 NOVACOAST CORPORATE OFFICE C 01 00140246 158.24 05/06/15 22629 O'REILLY AUTO PARTS C 01 00140247 107.25 05/06/15 11231 PLANK ROAD PUBLISHING, INC C 01 00140248 123.20 05/06/15 576085 POLIQUIN, MIKE C 01 00140249 221.08 05/06/15 31709 RAY'S APPLE MARKET #448 C 01 00140250 702.45 05/06/15 31712 REALITYWORKS, INC. C 01 00140251 5.95 05/06/15 4357 REEVES-WIEDEMAN CO., INC. C 01 00140252 27.00 05/06/15 36064 IKON OFFICE SOLUTIONS, INC C 01 00140253 25.00 05/06/15 35690 RILEY COUNTY HAZARDOUS WASTE C FLINN SCIENTIFIC, INC. HOYT, LESLIE RICOH USA, INC 16 6 Report Date 04/29/15 01:03 PM Bank Check No 01 00140254 01 00140255 01 Amount UNIFIED SCHOOL DISTRICT #383 Page No A/P Summary Check Register FPREG01A Type Date Vendor 134.40 05/06/15 576107 SCHMIDT, DONNA R. C 32.09 05/06/15 29693 SNYDER, REBECCA F. C 00140256 133.59 05/06/15 1031 STANION WHOLESALE ELEC. CO. C 01 00140257 55.55 05/06/15 1193 STAPLES C 01 00140258 54.90 05/06/15 554782 STAPLES CREDIT PLAN C 01 00140259 13.50 05/06/15 35804 STEWART'S SPORTS & AWARDS C 01 00140260 458.15 05/06/15 40946 STUDIES WEEKLY C 01 00140261 385.80 05/06/15 36466 SUMMIT TRUCK GROUP C 01 00140262 14,375.51 05/06/15 27688 SYSCO OF KANSAS CITY C 01 00140263 89.92 05/06/15 558346 TOTAL FUNDS BY HASLER C 01 00140264 315.00 05/06/15 575119 TURNING TECHNOLOGIES, LLC C 01 00140265 515.38 05/06/15 4983 UNEMPLOYMENT INSURANCE SERVICE C 01 00140266 225.71 05/06/15 36525 VOYAGER FLEET SYSTEMS, INC. C 01 00140267 9.31 05/06/15 543691 WALL, ELISE C 01 00140268 71.76 05/06/15 5094 WATERS TRUE VALUE HARDWARE C 01 00140269 195.00 05/06/15 5106 WEISNER'S SEW UNIQUE C 01 00140270 123.20 05/06/15 576093 WEST, ED C 01 00140271 40.12 05/06/15 16692 C 01 00140272 607.62 05/06/15 571040 ZONAR SYSTEMS, INC. C 01 00140273 14,235.78 04/28/15 562114 CANON SOLUTIONS AMERICA C 01 00140274 88.36 04/28/15 31117 CARD CENTER C 01 00140275 864.04 04/28/15 33380 CINTAS FIRST AID & SAFETY C 01 00140276 3,232.03 04/28/15 5093 CITY OF MANHATTAN C 01 00140277 202.35 04/28/15 32783 WESTAR ENERGY C 01 00140278 1,000.00 05/06/15 23286 ACT WORK KEYS-83 C 01 00140279 12.48 05/06/15 40376 ALLEN, LAURA C 01 00140280 254.00 05/06/15 11181 ANDERSON ENTERPRISES C 01 00140281 49.00 05/06/15 35973 APPLE STORE, THE C 01 00140282 126.50 05/06/15 16827 BG CONSULTANTS INC. C 01 00140283 400.00 05/06/15 459 BIG LAKES DEVELOPMENTAL CENTER INC. C 01 00140284 500.00 05/06/15 576239 BUSSMANN, KAITLYN C 01 00140285 390.93 05/06/15 24277 CARQUEST OF MANHATTAN C 01 00140286 1,026.97 05/06/15 31569 CARTRIDGE KING OF KANSAS C 01 00140287 109.76 05/06/15 36674 CHAPUT, CHRYSTAL C 01 00140288 32.95 05/06/15 27927 DIFFERENT ROADS TO LEARNING, INC C 01 00140289 446.29 05/06/15 569275 KROGER-DILLON'S CUSTOMER CHARGES C 01 00140290 4,200.00 05/06/15 25514 ECONOMY CARPENTRY & PAINTING C 01 00140291 132.00 05/06/15 28375 EDUCATIONAL INNOVATIONS, INC. C 01 00140292 29.29 05/06/15 36409 FERGUSON ENTERPRISES, INC. C 01 00140293 290.00 05/06/15 7544 FLINT HILLS NFL DISTRICT C 01 00140294 178.96 05/06/15 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00140295 88.00 05/06/15 1536 GLENN'S MUSIC C 01 00140296 698.00 05/06/15 1176 GOPHER SPORT C 01 00140297 165.00 05/06/15 36326 HAL LEONARD CORPORATION C 01 00140298 17,049.23 05/06/15 25099 HILAND DAIRY COMPANY C 01 00140299 500.00 05/06/15 10604 HOWIES ENTERPRISES C 01 00140300 2,949.00 05/06/15 556548 HEWLETT-PACKARD COMPANY C 01 00140301 70.62 05/06/15 7778 HUFFMAN, JEANETTE C 01 00140302 4,775.00 05/06/15 25098 IKON C 01 00140303 1,352.50 05/06/15 560413 ITsavvy LLC C 01 00140304 780.00 05/06/15 569321 THE JASON PROJECT C 01 00140305 86.68 05/06/15 1149 JOSTEN'S C 01 00140306 198.00 05/06/15 7075 KSHSAA C 01 00140307 350.00 05/06/15 36091 LIBERTY MUTUAL INSURANCE COMPANY C 01 00140308 107.00 05/06/15 7679 MAA AMERICAN MATHEMATICS COMPETITIONS C WESTERN EXTRALITE COMPANY 17 7 Report Date 04/29/15 01:03 PM Bank Check No 01 00140309 01 00140310 01 Page No A/P Summary Check Register FPREG01A Type Date Vendor 360.01 05/06/15 8899 22.18 05/06/15 563242 MEDINA, MARIA C 00140311 243.81 05/06/15 551821 MENARDS C 01 00140312 29.85 05/06/15 567760 MINNICH, DONNA C 01 00140313 170.00 05/06/15 24946 C 01 00140314 15.01 05/06/15 566667 NEWELL, CINDY C 01 00140315 52.08 05/06/15 3984 C 01 00140316 45.50 05/06/15 574929 OHIO OPTOMETRIC ASSOCIATION C 01 00140317 635.00 05/06/15 7745 THE PRINTERY DBA WORKMAN PRINTING C 01 00140318 10,089.65 05/06/15 4291 PUR-O-ZONE C 01 00140319 49.53 05/06/15 31709 RAY'S APPLE MARKET #448 C 01 00140320 47.04 05/06/15 545104 REEDER, AMBER C 01 00140321 6.05 05/06/15 22974 REEDER, STACY C 01 00140322 500.00 05/06/15 576220 ROSS, MADISON C 01 00140323 167.76 05/06/15 4529 SCHOLASTIC INC. SCHOLASTIC MAGAZINES C 01 00140324 134.03 05/06/15 36783 SMITH, STEPHANIE C 01 00140325 200.00 05/06/15 551996 SMITH, STEPHANIE - PETTY CASH C 01 00140326 184.74 05/06/15 575763 SUPPLYWORKS C 01 00140327 1,846.36 05/06/15 1427 C 01 00140328 32.37 05/06/15 996971 THOMAS, CORNELIA C 01 00140329 19,654.39 05/06/15 558877 THE THOMPSON CO LLC C 01 00140330 693.18 05/06/15 8506 TOLEDO P.E. SUPPLY COMPANY C 01 00140331 22.60 05/06/15 7392 UNITED PARCEL SERVICE C 01 00140332 25,877.38 05/06/15 33342 US FOODS C 01 00140333 140.87 05/06/15 560928 US FOODSERVICE (MHS ACCT ONLY) C 01 00140334 3,642.60 05/06/15 859 USD #383 TRANSPORTATION C 01 00140335 33.60 05/06/15 36604 WALTER, MARY C Total Bank No 01 Amount UNIFIED SCHOOL DISTRICT #383 MANKAN ELECTRIC SUPPLY, INC. NETWORK COMPUTER SOLUTIONS NIEHAUS, MONIKA THERMAL COMFORT AIR C 610,006.49 .00 Total Hand Checks Total Computer Checks Total ACH Checks 611,744.66 .00 Total Computer Voids -1,738.17 Total Hand Voids .00 Total ACH Voids .00 Grand Total: 610,006.49 Batch Yr 15 15 15 15 15 15 15 15 15 18 Batch No 001397 001405 001414 001418 001431 001441 001447 001462 001468 Amount 17,299.73 68,229.57 99,415.17 40,636.92 16,721.29 89,022.54 156,814.96 103,243.75 18,622.56 8 ITEM 7.3 HUMAN RESOURCES AGENDA BACKGROUND May 6, 2015 The Administration recommends the following individuals for employment with USD 383: PARAEDUCATORS, TUTORS, AIDES Kailey Boyd, Paraeducator, Anthony Middle School Essen Skabelund, Substitute Paraeducator Hannah Shelton, Title 1 Aide, Ogden Elementary Shelly Rosenow, Substitute Paraeducator $8.00/hour $7.65/hour $8.00/hour $7.65/hour PROGRAM LEADER Jesus Perez, Ogden Elementary $8.50/hour TRANSPORTATION Felecia Ellis, Bus Monitor $8.25/hour SPEECH-LANGUAGE THERAPIST Lauren Bergstrom, TBD $39,895 MAINTENANCE Shantel Patton, Substitute Custodian $7.65/hour AFFIRMATIVE ACTION PARAEDUCATORS, TUTORS, AIDES Number of Positions: 4 No. of Applicants: 4 Minority: No. Interviewed: 4 Minority: No. Recommended: 4 Minority: 1 1 1 Women/Non-Minority: Women/Non-Minority: Women/Non-Minority: 3 3 3 PROGRAM LEADER Number of Positions: No. of Applicants: No. Interviewed: No. Recommended: 1 9 2 1 Minority: Minority: Minority: 2 1 1 Women/Non-Minority: Women/Non-Minority: Women/Non-Minority: 7 1 1 TRANSPORTATION Number of Positions: No. of Applicants: No. Interviewed: No. Recommended: 1 9 2 1 Minority: Minority: Minority: 1 1 0 Women/Non-Minority: Women/Non-Minority: Women/Non-Minority: 7 1 1 SPEECH-LANGUAGE THERAPIST Number of Positions: 1 No. of Applicants: 2 No. Interviewed: 2 No. Recommended: 1 Minority: Minority: Minority: 0 0 0 Women/Non-Minority: Women/Non-Minority: Women/Non-Minority: 2 2 1 MAINTENANCE Number of Positions: No. of Applicants: No. Interviewed: No. Recommended: Minority: Minority: Minority: 2 1 1 Women/Non-Minority: Women/Non-Minority: Women/Non-Minority: 0 0 0 1 4 1 1 19 Page 2 May 6, 2015 RETIREMENTS Frank Campbell, Skilled Maintenance, has submitted his letter of retirement effective July 01, 2015. Mr. Campbell began his career with USD 383 in March 2011. Mr. Campbell has 4 years of service to USD 383. Joseph Andrade, Teacher, has submitted his letter of retirement effective June 01, 2015. Mr. Andrade began his career with USD 383 in August 1984. Mr. Andrade has 31 years of service to USD 383. It is the recommendation of the Administration to accept these requests for retirement. Best wishes are extended to Mr. Campbell and Mr. Andrade. LEAVE OF ABSENCE Katie Bueker, Teacher, has submitted a letter requesting Leave of Absence for the spring semester of 2015-16 school year. Ms. Bueker has been with the District since August 2012. Melissa Scuilla, Teacher, has submitted a letter requesting Leave of Absence for 2015-16 school year. Ms. Scuilla has been with the District since December 2008. It is the recommendation of the Administration to approve this request for a Leave of Absence. RESIGNATIONS Thomas Johnson, Bus Driver, has submitted his resignation effective March 12, 2015. Mr. Johnson has been with the District since February 2015. James Ulery, Food Service Worker, has submitted his resignation effective May 21, 2015. Mr. Ulery has been with the District since January 2014. Patrick Lancaster, Substitute Custodian, has submitted his resignation effective March 30, 2015. Mr. Lancaster has been with the District since March 2015. Jeanette Mann, Teacher’s Aide, has submitted her resignation effective April 01, 2015. Ms. Mann has been with the District since August 2013. Caitlin Britt, Teacher’s Aide, has submitted her resignation effective April 17, 2015. Ms. Britt has been with the District since August 2013. Annette Gude, Title 1 Teacher and Title 1 Aide, has submitted her resignation effective August 31, 2015. Ms. Gude has been with the District since August 2012. Jaime Davis-Brown, Health Aide, has submitted her resignation effective May 21, 2015. Ms. Davis-Brown has been with the District since September 2012. Laura Cormier, District Registrar, has submitted her resignation effective May 29, 2015. Ms. Cormier has been with the District since March 2014. Devra Harden, Accounting Clerk, has submitted her resignation effective May 01, 2015. Ms. Harden has been with the District since March 2011. 20 Page 3 May 6, 2015 Shelly Rosenow, Substitute Paraeducator, has submitted her resignation effective April 27, 2015. Ms. Rosenow has been with the District since April 2015. Devyn Hitz, Paraeducator, has submitted her resignation effective April 11, 2015. Ms. Hitz has been with the District since August 2013. Donald Redeker, Paraeducator, has submitted his resignation effective April 24, 2015. Mr. Redeker has been with the District since January 2015. Adrienne Eberhardt, Paraeducator, has submitted her resignation effective May 20, 2015. Ms. Eberhardt has been with the District since June 2014. Bryce Wall, Paraeducator, has submitted his resignation effective April 12, 2015. Mr. Wall has been with the District since September 2014. Jacquelyn Houghton, Teacher, has submitted her resignation effective August 31, 2015. Ms. Houghton has been with the District since August 2013. Daniel Farley, Teacher, has submitted his resignation effective August 31, 2015. Mr. Farley has been with the District since August 2013. Hillary Allison, Teacher, has submitted her resignation effective August 31, 2015. Ms. Allison has been with the District since August 2014 Allison MacGill, Teacher, has submitted her resignation effective August 31, 2015. Ms. MacGill has been with the District since August 2012. Alexandria Zarich, Teacher, has submitted her resignation effective August 31, 2015. Ms. Zarich has been with the District since August 2014. Lauren Stenseng, Teacher, has submitted her resignation effective August 31, 2015. Ms. Stenseng has been with the District since December 2012. Kira Pearce, Teacher, has submitted her resignation effective August 31, 2015. Ms. Pearce has been with the District since October 2012. Jenna Klick, Teacher, has submitted her resignation effective August 31, 2015. Ms. Klick has been with the District since August 2013. Megan DeForce, Teacher, has submitted her resignation effective August 31, 2015. Ms. DeForce has been with the District since January 2013. Shawn Rafferty, Teacher, has submitted his resignation effective August 31, 2015. Mr. Rafferty has been with the District since August 2002. Heather Blanton, Teacher, has submitted her resignation effective August 31, 2015. Ms. Blanton has been with the District since August 2010. Claire Valadez, Teacher, has submitted her resignation effective August 31, 2015. Ms. Valadez has been with the District since February 2014. 21 Page 4 May 6, 2015 Erin Redeker, Teacher, has submitted her resignation effective August 31, 2015. Ms. Redeker has been with the District since August 2013. It is the recommendation of the Administration to approve these resignations. TERMINATIONS Monique Jones, Paraeducator, is recommended for termination effective March 30, 2015. Ms. Jones has been with the District since March 2015. Sarah Huston, Paraeducator, is recommended for termination effective April 16, 2015. Ms. Huston has been with the District since August 2014. Tayhlor Tucker, Paraeducator, is recommended for termination effective April 20, 2015. Ms. Tucker has been with the District since January 2015. Eric Coleman, Spare Bus Driver, is recommended for termination effective January 05, 2015. Mr. Coleman has been with the District since September 2014. Jeremy Bohanon, Bus Monitor, is recommended for termination effective January 05, 2015. Mr. Bohanon has been with the District since September 2014. It is the recommendation of the Administration to approve these terminations. 22 ITEM 7.4 Manhattan-Ogden USD 383 Manhattan, Kansas Donations & Grants 2 Approval (A ) to Accept 5-6-15 $7,000 cash grant to the Adult Learning Center from the Greater Manhattan Community Foundation for the completion of Greater Manhattan Community Foundation grant proposal with MATC partnership to hire a college and career readiness counselor. $2,100 cash donation to the Eisenhower Middle School from the Eisenhower Middle School PTO for the Eagles of Excellence and Worlds of Fun field trip. $24,754.23 award allocation to be received over the 2015 and 2016 fiscal years to Manhattan High School from the Manhattan High Booster Club to help support athletics and activities at Manhattan High School. $500 cash donation to Anthony Middle School from WalMart for class supplies for the FACS department. $2,000 to Manhattan High School from Sub-Deb for supplies and travel for the Interpersonal Skills Class. $500 cash donation to Manhattan High School from Pepsi-Cola Bottling Company of Marysville for the Distinguished Service Award scholarship. $75,000 award allocation to each of the following elementary schools: Frank Bergman, Northview, and Ogden from the Kansas Department of Education for CLC summer programs. $811 cash donation to Woodrow Wilson Elementary from Box Tops for class supplies. $4,500 cash grant to USD 383 from Rockville Institute for the Healthy School Programs. 23 ITEM 7.5 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon Head Start and Early Head Start – Policy Handbook for 2015-2016 Prepared by: Andy Hutchinson, Head Start/Early Head Start Director Background Information: The Manhattan-Ogden USD 383 Board of Education is the Governing Board for the Head Start and Early Head Start programs. Programs are required to submit monthly Program Information Reports to the Governing Board, in addition to other program reports or documents that require board review and acceptance. Current Considerations: We are presenting our Policy Handbook (attached) for program operations specific to Head Start and Early Head Start as a matter of formal record and administrative authority by the governing board. Changes and updates to the 2015-2016 Policy Handbook include: • Addition of the 2014-2019 Program Goals for Head Start & Early Head Start • Revised policies related to Eligibility, Recruitment, Selection, Enrollment, and Attendance st (ERSEA), which were approved by Policy Council on April 21 . o Updates were necessary as a result of the Office of Head Start’s Final Rule on Head Start Eligibility, which codified statutory eligibility requirements revised in the Improving Head Start Act of 2007 and strengthens procedures programs use to determine eligibility. District Goals: 5. The district will provide support of programs through existing and new resources. 7. Lifelong learning experiences will be offered for prekindergarten through adult regardless of age, gender, race, religion, or economic status Board of Education Policy: IDAA Special Programs Recommendation: 2 The administration respectfully recommends that the Board give final approval (A ) to the Head Start and Early Head Start Policy Handbook. Recommended Motion: “I move to give final approval to the Head Start and Early Head Start Policy Handbook.” 24 HEAD START & EARLY HEAD START POLICY HANDBOOK 2015 – 2016 Manhattan-Ogden USD 383 25 Table of Contents USD 383 Mission & Goals Head Start & Early Head Start Mission Statement 2014-2019 Program Goals Introduction Notice of Non-Discrimination Section 1 Health & Safety Child Health Status............................................................................................................. 1 Extended Follow-up and Treatment .................................................................................. 2 Involving Parents................................................................................................................ 3 Conditions of Short-term Exclusion and Admittance ........................................................ 3 Identification of Nutritional Needs .................................................................................... 3 Nutrition Services Management ........................................................................................ 4 Meal Service ....................................................................................................................... 5 Physical Environment and Facilities................................................................................... 5 Health Emergencies ........................................................................................................... 7 Universal Precautions ........................................................................................................ 7 First Aid Kits ....................................................................................................................... 8 Release of Children ............................................................................................................ 8 Emergency Closures ........................................................................................................... 8 Child Restraint Systems ..................................................................................................... 8 Safety Education ................................................................................................................ 9 Identification and Reporting of Child Abuse and Neglect ................................................. 9 Section 2 Disability & Mental Health Services Recruitment and Enrollment of Children with Disabilities .............................................. 10 Individualization ............................................................................................................... 11 Transitions........................................................................................................................ 11 Parent Engagement and Transition ................................................................................. 12 Off-site Transportation Services ...................................................................................... 13 Mental Health Professional ............................................................................................. 13 Section 3 Family & Community Services Building Relationships with Families ............................................................................... 14 Strengthening Families: Family Assessment .................................................................... 15 Accessing Community Services and Resources ............................................................... 15 Parent Engagement ......................................................................................................... 16 Parent Engagement in Child Development and Education ............................................. 16 Parent Engagement in Health, Nutrition, and Mental Health Education ........................ 17 Parent Engagement in Transitions ................................................................................... 18 Parent Engagement in Home Visits ................................................................................. 18 Interpreting Services ........................................................................................................ 19 26 Health Services Advisory Committee............................................................................... 19 Section 4 Education & Early Childhood Development Child Development and Education Approach for Infants and Toddlers ......................... 19 Child Development and Education Approach for Preschoolers ...................................... 20 Ongoing Assessment for Each Child................................................................................. 21 Parent Inclusion ............................................................................................................... 22 Building Trust and Social and Emotional Development .................................................. 22 Fostering Independence .................................................................................................. 23 Respecting Home Language, Culture, and Family Composition ...................................... 24 Routines and Transitions ................................................................................................. 24 Developing Cognitive and Language Skills ....................................................................... 24 Promoting Language Use for Developing Cognitive and Language Skills ........................ 25 Supporting Emerging Literacy, Numeracy, and Math ..................................................... 25 Promotion of Gross Motor Skills ...................................................................................... 26 Promotion of Fine Motor Skills ........................................................................................ 27 Promoting Motor Skills in Home-based Services............................................................. 27 Section 5 Eligibility, Recruitment, Selection, Enrollment, and Attendance Program Options ............................................................................................................. 27 Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA)....................... 27 Head Start Full Day Selection ........................................................................................... 31 Attendance....................................................................................................................... 32 Section 6 Program Design & Management Community Assessment and Determining Community Strengths and Needs ................ 34 Governing Body Responsibilities ..................................................................................... 35 Policy Council Responsibilities ......................................................................................... 36 Annual Report .................................................................................................................. 37 Grievances........................................................................................................................ 37 Section 7 Fiscal Management Cost Allocation ................................................................................................................. 39 Cost Sharing and Matching (In-kind) ............................................................................... 41 Cash Receipts ................................................................................................................... 42 Credit/Debit Card Processing........................................................................................... 43 27 USD 383 Mission & Goals The mission of the Manhattan-Ogden School District is to educate each student to be a contributing citizen in a changing, diverse society. GOALS 1. The education of all students will be based on high academic standards. 2. Curricular standards will be implemented consistently across the district. 3. Basic skills, thinking skills, core knowledge, multicultural understanding, and personal and civic responsibilities will be the foundation of an integrated curriculum. 4. Assessment of student learning will be aligned with district curriculum and state standards. 5. The district will provide support of programs through existing and new resources. 6. Schools will accommodate the needs of individual learners while being guided by high expectations for all students. 7. Lifelong learning experiences will be offered for prekindergarten through adult regardless of age, gender, ability, race, religion, or economic status. 8. The district will implement policies and practices to attract and retain quality staff. Regular, formal, and timely evaluation procedures will be used to improve the effectiveness of instruction and the performance of personnel. 9. The district and the schools will provide staff with adequate time and resources to engage in productive professional planning and development. 10. The appropriate use of technology for learning, instruction, communication, and management will be supported. 11. The district and the schools will provide a safe and orderly environment. 12. Schools will involve families in the education of their students. 13. The district and the schools will increase the frequency and effectiveness of communication with their staff, students, parents and community patrons. 14. Partnerships will be maintained and expanded with the broader communities. Head Start & Early Head Start Mission Statement We believe … in opportunity for all. that every child and family is special. parents are their child's lifelong teacher. We support … involvement of parents. efforts to reach goals. changes and transitions in the family's life. We value … self-confidence. individuality. learning. 28 2014-2019 Program Goals: Goal 1. The program will support children and families in being healthy, safe, and ready to learn. Goal 2. The program will engage parents, families, and the community in preparing children for success in school and in life. Goal 3. The program will explore opportunities to generate and braid additional resources to support quality services for children and families. Goal 4. The program will utilize data for making decisions and driving continuous program improvement. Goal 5. The program will promote a supportive environment where the staff thrives. Goal 6. The program will strengthen the capacity of staff to promote school readiness goals, progress for children and families, and delivery of high quality comprehensive services. Introduction Head Start and Early Head Start operates as a program of Manhattan-Ogden school district (USD 383), serving all of Riley County. This policy handbook is intended to compliment USD 383 Board of Education policies to ensure compliance with Head Start Performance Standards and applicable Federal and State regulations. USD 383 BOE policies are available online at: www.usd383.org. Should a discrepancy between board policy and any language in this handbook arise, federal regulations or district policy supersede this handbook. The effective date of this Policy Handbook is July 1, 2015. This handbook revision supersedes the previous handbook, and any other manual, handbook, policies, procedures, past practices, or any oral or written representations. The policy handbook covers many of the situations that affect day to day work in the program, but not all. Contact the Program Director for specific questions or concerns about the contents of the handbook. The program reserves the right to deviate from this handbook, in response to updated regulations, laws, and best practices, or for any good faith reason, and reserves the right to make changes to this handbook at any time, including deletions, additions, or other modifications. All changes will be effective immediately upon publication by the Program Director or designated representative, and subject to ratification by the Policy Council and the USD 383 Board of Education. Our Grantee, Manhattan-Ogden USD 383, and the Policy Council for Head Start and Early Head Start have authorized the implementation of the following policies for program operations. 29 Notice of Non-Discrimination The District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination polices: Executive Director of Special Services, Robinson Education Center, 2031 Poyntz Avenue., Manhattan, Kansas, 66502, 785-587-2000, has been designated to coordinate compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Director of Human Resources, Robinson Education, 2031 Poyntz Avenue, Manhattan, Kansas 66502, 785-587-2000, has been designated to coordinate compliance with all other nondiscrimination policies. Inquiries may also be directed to: Equal Employment Opportunity Commission 400 State Ave., 9th Floor Kansas City, KS 66101 (913) 551-5655 Kansas Human Rights commission 900 SW Jackson, 8th Floor Topeka, KS 66603 (785) 296-3206 United State Department of Education Office for Civil Rights 10220 North Executive Hills Boulevard, 8th Floor Kansas City, MO 64153-1367 (816) 880-4247 30 Section 1 Health & Safety 1. Child Health Status • • • In collaboration with parents, and as quickly as possible, but no later than 90 calendar days from the child’s entry into the program, the program will: o Make a determination as to whether or not each child has an ongoing source of continuous, accessible health care. If a child does not have a source of ongoing health care, the program assists the parents in accessing a source of care by providing the parent with the name of health care providers and will assist parents in applying for insurance (Medicaid/KanCare), when applicable. Document the source of ongoing health care in the child’s records. Maintain a list of providers (Health Specialist). o Obtain from parents, or their child’s a health care provider, a determination, by sending for a copy of their health record, as to whether the child is up-to-date on a schedule of age appropriate preventive and primary health care which includes medical, dental, vision, and mental health. Such a schedule incorporates the requirements for a schedule of well child care utilized by the Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) program of the state Medicaid agency (KDHE), and the latest immunization recommendations issued by the Centers for Disease Control and Prevention, as well as any additional recommendations from the local Health Services Advisory Committee that are based on prevalent community health problems: For children who are not up-to-date on an age-appropriate schedule of well child care, the program assists parents in making the necessary arrangements to bring the child upto-date. For children who are up-to-date on an age-appropriate schedule of well child care, the program ensures that they continue to follow the recommended schedule of well child care. o Obtain or arrange further diagnostic testing, examination, and treatment, age-appropriate and linguistically appropriate, by an appropriate licensed or certified professional for each child with an observable, known or suspected health, dental, vision, or developmental problem. o Develop and implement a follow-up plan for any condition identified. o Ensure that all developmental screenings are completed within designated timelines and the use of translators, interpreters, or other accommodations are utilized to create a culturally supportive environment. The program obtains direct guidance from a mental health or child development professional on how to use the findings related to behavioral health, to address identified needs. The program utilizes multiple sources of information on all aspects of each child’s development and behavior, including input from family members, teachers, and other relevant staff who are familiar with the child’s typical behavior. Information from screening findings is used to make referrals as necessary. Periodic observations and recordings, as appropriate, include: o Individual child developmental progress o Changes in physical appearance (signs of injury or illness) o Emotional patterns o Behavioral patterns 31 1 • • • Dated documentation of program efforts indicated above is maintained in each child’s file, which includes but is not limited to: o Case notes; o Family contact logs; o Schedules/health care professional determination of whether the child is up-to-date on a schedule of primary and preventive health care; o Sources of the child’s ongoing health care; o Program efforts to help parents bring their child up-to-date and stay up-to-date; o All screenings and follow-up to identified concerns; o Parent authorization or refusal for child health services. When parents have difficulty making appointments or keeping their children up-to-date in primary and preventive health care, the program’s health and/or social services staff will visit with the parents to determine what assistance is needed. A plan of action will be implemented to obtain the necessary care. The program communicates with parents to ensure implementation of medical and dental follow-up plans. 2. Extended Follow-up and Treatment • The program ensures that each child with a known or suspected health, dental, vision, or developmental problem receives further testing, examination, and treatment from a licensed or certified health care professional. o The program provides assistance to parents, as needed, to support them in obtaining any prescribed medications, aids, or equipment for medical and dental conditions. o Care plans are developed for children with a diagnosis from their physician. The Health Specialist will review care plans with parents/guardians prior to entry. If the diagnosis occurs after entry, the care plan review will occur as soon as possible. o Dental follow-up and treatment includes: Fluoride supplements and topical fluoride treatments as recommended by dental professionals. Other necessary preventive measures and further dental treatment as recommended by a dental professional. o The program assists with the provision of related services addressing health concerns in accordance with the Individualized Education Program (IEP) and the Individualized Family Service Plan (IFSP). o Early Head Start and Head Start funds may be used for professional medical and dental services when no other source of funding is available. When Early Head Start or Head Start funds are used for such services, the program must have written documentation of efforts to access other available sources of funding. o The program ensures that appropriate follow-up actions are taken by running monthly treatment reports (Child Plus 3065) and following up with letters and phone calls to parents, as needed. o Documentation of the determination of whether further testing, examination, or treatment is needed is kept in the child files. o Follow-up plans are implemented as appropriate. 32 2 3. Involving Parents • • The program involves parents/guardians in child health and developmental services for their children and will: o Consult with parents immediately when child health or developmental problems are suspected or identified. o Utilize agreements to assist parents/guardians in understanding the use of and rationale for all health and developmental procedures administered through the program and obtain advance parent/guardian authorization for such procedures. o Ensure that the results of diagnostic and treatment procedures and ongoing care are shared with and understood by the parents. o Communicate with parents/guardians about how to familiarize their children, in developmentally appropriate ways, about the screenings they will receive while enrolled in the program. o Assist parents/guardians in enrolling and participating in a system of ongoing family health care and encouraging parents/guardians to be active partners in their children’s health care process. If a parent or other legally responsible adult refuses to give authorization for health services, the program maintains written documentation of the refusal in the child’s file. 4. Conditions of Short-Term Exclusion and Admittance • • The program does not deny program admission to nor exclude any child from program attendance solely on the basis of his or her health care needs or medication requirements. o The program may temporarily exclude a child with a short-term injury or an acute or short-term contagious illness, which cannot be readily accommodated, from program participation in center-based activities or group experiences, but only for that short-term period when keeping the child in care poses a risk to the health or safety of the child or anyone in contact with the child. Child Care Licensing regulations and guidance are followed. o The program does not deny program admission or exclude any enrolled child from program participation for a long-term period, solely on the basis of his or her health care needs or medication requirements unless: keeping the child in care poses a significant risk to the health or safety of the child or anyone in contact with the child and the risk cannot be eliminated or reduced to an acceptable level through reasonable modifications in the program’s policies, practices, or procedures or by providing appropriate auxiliary aids which would enable the child to participate without fundamentally altering the nature of the program. Parents/guardians shall inform the program of any health or safety needs of the child that the program may be required to address. The program shares information with appropriate staff regarding accommodations needed, in accordance with the program’s confidentiality policy. o Information about child health or safety needs is kept confidential and maintained in child files. o The Health Specialist and/or Education/Disability Specialist informs staff of accommodations that must be made for the children. o The health or safety needs are addressed in the child’s care plan. 5. Identification of Nutritional Needs • The program works with families to identify the nutritional needs of children. 33 3 o o o Staff and families work together to identify each child’s nutritional needs, taking into account staff and family discussions concerning: Any relevant nutrition-related assessment data (height, weight, hemoglobin/hematocrit), including nutrition-related health problems such as obesity, iron deficiency, failure-to-thrive, food allergies, food intolerances, milk allergies, lactose intolerance, and anything else requiring special dietary considerations. Information about family eating patterns, including cultural, religious, ethnic, and personal food preferences, special dietary requirements for each child with nutritionrelated health problems, and each child with disabilities. Information about major community nutritional issues, as identified through the Community Assessment, the Health Services Advisory Committee, or the Riley County Health Department. Appropriate professionals, such as physical therapists, speech therapists, occupational therapists, nutritionists or dietitians are consulted on ways to assist staff and parents of children with severe disabilities with problems of chewing, swallowing, and feeding themselves. The plan for services for children with disabilities includes activities to help children participate in meal and snack times with classmates. 6. Nutrition Services Management • • • • • • • The program designs and implements a nutrition program that meets the nutritional needs and feeding requirements of each child, including those with special dietary needs and children with disabilities. o The program serves a variety of foods which consider cultural and ethnic preferences, nutritional needs, feeding requirements, developmental readiness, and broaden the child’s food experience. Funds from USDA Food and Consumer Services Child Nutrition Programs serve as the primary source of payment for meal services. Head Start funds may be used to cover allowable costs not covered by the USDA. The quantities and kinds of food served comply with recommended serving sizes and minimum standards for meal patterns recommended in the USDA meal pattern or nutrient standard menu planning requirements. Foods served are high in nutrients and low in fat, sugar, and salt. Meal and snack periods in center-based settings are appropriately scheduled and adjusted, where necessary, to ensure that individual needs are met. o Children in Head Start part-day classrooms receive meals and snacks that provide at least onethird of their daily nutritional needs. Children in the Head Start full-day program receive meals and snacks that provide two-thirds of the child’s daily nutritional needs. o Children in morning center-based settings who have not received breakfast at the time they arrive are served a nourishing breakfast. Early Head Start provides appropriate snacks and meals to each child during group socialization activities. o Home Visitors work with parents to plan and implement nutrition activities and communicate with parents to learn about child nutritional needs requiring accommodation, including disability, food allergy, medically-based need, or other special dietary needs. Home Visitors ensure that appropriate snacks and meals (e.g., formula and baby food) are available or provided to infants and toddlers during socialization experiences. Staff promote effective dental hygiene among children in conjunction with meals. 4 34 Once daily, after a meal, Head Start staff or volunteers help children brush their teeth using fluoride toothpaste. The program ensures that parents and appropriate community agencies are involved in planning, implementing, and evaluating the program’s nutrition services. The program facilitates education activities with opportunities to assist individual families with food preparation and nutritional skills. o • • 7. Meal Service • The program ensures that nutrition services in Head Start contribute to the development and socialization of enrolled children by providing that: o A variety of food is served, which broadens each child’s food experience. o Food is not used as punishment or reward, and each child is encouraged, but not forced, to eat or taste his or her food. o Sufficient time is allowed for each child to eat. Slower eaters are given enough time to finish their food. o All preschool children and assigned classroom staff eat together family style and share the same menu, to the extent possible. Volunteers may be included in meal times, if they have made prior arrangements or there is food available that would otherwise go to waste. Conversation is shared during meal time. Teachers use mealtime as an opportunity to model language, conversation, and social interaction and to introduce nutritious foods. • When teachers are unable to have their meals at the same time as children, other designated staff and/or volunteers eat and converse with the children during mealtime. o Medically-based diets or other dietary requirements are accommodated. o As developmentally appropriate, opportunities are provided for children to engage in foodrelated activities. 8. Physical Environment and Facilities • The program ensures that facility light, ventilation, heat, and other physical arrangements are consistent with the health, safety, and developmental needs of children. o The program provides appropriate center space for the conduct of all Head Start center-based program activities and for specific access requirements for children with disabilities. o The center space provided by the program is organized into functional areas that can be recognized by the children and that allow for individual activities and social interactions. o At least 35 square feet of usable indoor space per child is available for the care and use of children (exclusive of bathrooms, halls, kitchen, staff rooms, and storage places) and at least 75 square feet of usable outdoor play space per child. o The program facilities comply with current State and local licensing requirements. In cases where these licensing standards are less comprehensive or less stringent than the Head Start regulations, the program ensures that the facilities are in compliance with the Head Start Program Performance Standards related to health and safety. o The program provides for the maintenance, repair, safety, and security of all facilities, materials, and equipment. 35 5 A portion of the program budget is allocated for ensuring that facilities and equipment are maintained, repaired, safe, and secure. When program staff observe that any equipment or facilities are unsafe or need repair, the problem is reported to the Program Director, who delegates or takes appropriate action to remedy the problem. The program provides a center-based environment free of toxins, such as cigarette smoke, lead, pesticides, herbicides, and other air pollutants as well as soil and water contaminants. The program ensures that no child is present during the spraying of pesticides or herbicides. Children do not return to the affected area until it is safe to do so. When licensing reports and/or environmental inspection reports note health or safety concerns, the program corrects them as soon as possible. Outdoor play areas are arranged so as to prevent any child from leaving the premises and getting into both unsafe and unsupervised areas. Children are not exposed to vehicular traffic en route to play areas, without supervision. Where fences, walls, or other barriers are present, they do not pose a safety hazard. Teaching staff supervise children at all times (including while on the playground) and prevent children from getting into unsafe areas. Staff work together to make sure no “blind spots” occur while children are on the playground. The program conducts a health and safety inspection at least annually to ensure that facility space, light, ventilation, heat, and other physical arrangements are consistent with the health, safety and developmental needs of children. At a minimum, the program ensures that: There is a safe and effective heating and cooling system that is insulated to protect children and staff from potential burns. No highly flammable furnishings, decorations, or materials that emit highly toxic fumes when burned are used. Flammable and other dangerous materials and potential poisons are stored in locked cabinets or storage facilities separate from stored medications and food and are accessible only to authorized persons. All medications, are labeled, stored under lock and key, refrigerated if necessary, and kept out of the reach of children. Rooms are well lit and provide emergency lighting in the case of power failure. Classroom safety checklists are completed daily. Approved, working fire extinguishers are readily available to staff. A smoke detection system is installed and tested annually. Logs are maintained in the main office. Exits are clearly visible and evacuation routes are clearly marked and posted in each classroom so that the path to safety outside is unmistakable. Indoor and outdoor premises are cleaned daily and kept free of undesirable and hazardous materials and conditions. Daily cleaning of the indoor and outdoor premises is monitored by the building custodian. Paint coatings on both interior and exterior premises used for the care of children do not contain hazardous quantities of lead. The selection, layout, and maintenance of playground equipment and surfaces minimize the possibility of injury to children. o o o o o o o o o o 36 6 o o o o o o o o Electrical outlets accessible to children prevent shock through the use of child-resistant covers, the installation of child-protection outlets, or the use of safety plugs. Windows and glass doors are constructed, adapted, or adjusted to prevent injury to children. Only sources of water approved by the local or State health authority are used. Toilets and hand-washing facilities are adequate, clean, in good repair, and easily reached by children. Toileting and diapering areas are separated from areas used for cooking, eating, or children’s activities. Toilet training equipment is provided for children being toilet trained. All sewage and liquid waste is disposed of through a locally approved sewer system, and garbage and trash are stored and disposed of in a safe and sanitary manner. Adequate provisions are made for children with disabilities to ensure their safety, comfort, and participation. A portion of the program budget is allocated to purchase and maintain equipment, toys, materials, and furniture that are age appropriate, safe, and supportive of children with disabilities. When needs for children with disabilities are identified the program takes steps to fulfill such needs in accordance with the regulations. For safety and well-being, the children are escorted to and from bus. 9. Health Emergencies • • • • 10. • Plans of action are posted for emergencies that require rapid response on the part of staff or immediate medical or dental attention. o Locations and telephone numbers of emergency response systems are posted in the classrooms, kitchen, and office. Emergency contact numbers include those for police, fire, ambulance, and poison control. o Emergency evacuation routes and other safety procedures for emergencies are posted. Emergency evacuation routes and other safety procedures for emergencies are practiced regularly. Up-to-date family contact information and authorization for emergency care for each child, including emergency transportation authorization, is up-to-date in Child Plus and readily available in the Emergency Contact Book, located in the main office. Parents are notified in the event of an emergency involving their child. Methods of notification include parent’s preference as indicated on the Emergency Contact form. Universal Precautions The program follows these Universal Precautions to protect the health and safety of children and staff and reduce the chance of spreading infectious and contagious diseases. o Staff wash their hands in accordance with hand-washing procedures. o Nonporous gloves are worn by staff when they are in contact with spills of blood or other visibly bodily fluids. Gloves are stored in each classroom, the main office, and the custodial closet. o Disposable gloves must be changed after contact with each child, and hands should be washed once the gloves are removed. o Spills of bodily fluids (urine, feces, blood, saliva, nasal discharge, eye discharge or any fluid discharge) are cleaned and disinfected immediately. Disposable gloves must be worn when cleaning up human fluids. 37 7 Any tools and equipment used to clean spills of bodily fluids are cleaned and disinfected immediately. Other blood-contaminated materials are disposed of in a plastic bag with a secure tie. o The program maintains sanitation and hygiene procedures for diapering that protects the health and safety of children served by the program. Disposable diapers are discarded in securely-tied plastic bags. o Children shall be supervised to ensure their hands are washed after using the restroom. When there is an incident with blood, the employee shall report to the program director or health specialist (nurse) immediately, and follow USD 383 (Human Resources) bloodborne pathogen procedures. • 11. • 12. • 13. • • 14. • First Aid Kits First aid kits are maintained at each facility and accessible to staff members at all times but are kept out of the reach of children. o First aid kits are restocked after use, and an inventory is conducted monthly. o First aid kits contain items within their expiration dates, as applicable. o First aid kits are reviewed with staff during orientation. o The program has a portable first aid kits for use on the playground or trips away from the facility. o Each program vehicle is equipped with a first aid kit. Release of Children The program is responsible for verifying the identity of each person seeking release of children. o Children are only released to their parent/guardian, or persons designated (written and/or verbal) by a parent/guardian. o Parents/Guardians complete “emergency cards” at registration for enrollment, which are updated during parent-teacher conferences and as requested/needed throughout the year. o If staff are not satisfied with the identification provided by a person seeking release of a child, the child’s release may be refused, and the parent/guardian will be notified. Emergency Closures The program reserves the right to close any or all program facilities when severe weather conditions, disaster, or other emergency situations arise. When program facilities are closed due to inclement weather, severe weather conditions, disaster, or other emergency, employees and families of enrolled children shall be notified by Manhattan-Ogden messages (text/e-mail), local radio, and television stations. o Emergency closures, specific to Head Start and Early Head Start are made at the discretion of the Program Director (or designee), in collaboration with USD 383/378, public health officers, KDHE, and/or CDC, as appropriate. o In the event of an emergency closure, employees and families of enrolled children are encouraged to listen to local television stations and/or radio broadcasts reporting the situation. Child Restraint Systems Vehicles used to transport children receiving transportation services are equipped for use of height- and weight-appropriate child safety restraint systems. 38 8 15. • • • 16. • Safety Education Safety training is provided to children and families. o Required transportation and pedestrian safety education of children and parents/guardians, with the exception of bus evacuation drills, is provided within the first thirty (30) days of the school year. The training provided to children is part of a safety curriculum and is developmentally appropriate and an integral part of program experiences. The need for an adult to accompany a preschool child while crossing the street is emphasized in the training provided to parents and children. o Children receiving safety education training are taught: safe riding practices; safety procedures for boarding and leaving the vehicle; safety procedures in crossing the street to and from the vehicle at stops; recognition of the danger zones around the vehicle; and emergency evacuation procedures, including participating in an emergency evacuation drill conducted on the vehicle the child will be riding. o Safety education training for parents: emphasizes the importance of escorting their children to the vehicle stop and the importance of reinforcing the training provided to children regarding vehicle safety; and complements the training provided to their children so that safety practices can be reinforced both in Head Start and at home by the parent. The program ensures that at least two (2) bus evacuation drills are conducted during the program year. The program facilitates activities to remind children and families of the safety procedures. These activities are developmentally appropriate, individualized, and are an integral part of the Head Start or Early Head Start program activities. Identification and Reporting of Child Abuse and Neglect The program reports child abuse and neglect in accordance with the provisions of applicable Kansas law. o Head Start preserves the confidentiality of all records pertaining to child abuse or neglect in accordance with applicable Kansas law. o Consistent with this policy, the program will not undertake, on their own, to treat cases of child abuse and neglect. The program will cooperate fully with the Kansas Department for Children and Families (DCF) and Riley County Police Department (RCPD) and make every effort to retain children allegedly abused or neglected recognizing that the child’s participation in Head Start or Early Head Start may be essential in assisting families with abuse or neglect problems. o Staff responsibility: Establishing and maintaining cooperative relationships with DCF; Informing parents and staff of what State and local laws require in cases of child abuse and neglect; Knowing what community medical and social services are available for families with an abuse or neglect problem; Reporting instances of child abuse and neglect among Head Start children reportable under State law on behalf of the Head Start program; Discussing the report with the family after the initial investigation, if it appears desirable or necessary to do so; 39 9 Informing other staff regarding the process for identifying and reporting child abuse and neglect. The program provides orientation and training for staff on the identification and reporting of child abuse and neglect. Information is provided to parents on the need to prevent abuse and neglect and provide protection for abused and neglected children. Such information fosters a helpful rather than a punitive attitude. o Section 2 Disability & Mental Health Services 1. Recruitment and Enrollment of Children with Disabilities • The program’s outreach and recruitment activities incorporate specific actions to actively locate and recruit children with disabilities. o The program insures that staff engaged in recruitment and enrollment of children are knowledgeable about the provisions of 45 CFR Part 84, Nondiscrimination on the Basis of Handicap in Programs and Activities Receiving or Benefitting from Federal Assistance, and of the Americans with Disabilities Act of 1990 (42 U.S.C. 12101). o The grantee does not deny placement/enrollment on the basis of a disability or its severity to any child when: The parents wish to enroll the child; The child meets the Head Start or Early Head Start age and income eligibility criteria; Head Start is an appropriate placement according to the child’s IEP or IFSP; and The program has space to enroll more children after meeting the requirement of 10% of the enrollment being children with disabilities. In that case, children with a disability and non-disabled children would be accepted for the available enrollment opportunities based upon the program’s selection criteria. o The program accesses resources and plans for placement options, such as dual placement, use of resource staff and training so that a child with a disability for whom Head Start is an appropriate placement according to the IEP is not denied enrollment because of: Staff attitudes and/or apprehensions; Inaccessibility of facilities; Need to access additional resources to serve a specific child; Unfamiliarity with a disabling condition or special equipment, such as a prosthesis; and Need for personalized special services such as feeding, suctioning, and assistance with toileting, including catheterization, diapering, and toilet training. o The same policies governing Head Start and Early Head Start program eligibility for children, such as priority for those most in need of the services, apply to children with disabilities. o The program takes the following factors into account when planning enrollment procedures: The number of children with disabilities in the Head Start service area including types of disabilities and their severity; The services and resources provided by other agencies; and State laws regarding immunization of preschool children. The program observes applicable State laws which require that children entering State preschool programs complete immunizations prior to or within thirty days after entering to reduce the spread of communicable diseases. 40 10 o The recruitment effort includes recruiting children who have severe disabilities, including children who have been previously identified as having disabilities. These efforts include outreach to other agencies, resulting in referrals and acceptance of children with severe disabilities. Recruitment materials state clearly that the program seeks and serves children with disabilities. Program enrollment includes at least 10% children with disabilities, unless a waiver is requested and awarded by the Administration for Children and Families (ACF). 2. Individualization • The program uses information from the screening for developmental, sensory, and behavioral concerns, the ongoing observations, medical and dental evaluations and treatments, and insights from the child’s parents to help staff and parents determine how the program can best respond to each child’s individual characteristics, strengths and needs. o Services for infants and toddlers with disabilities and their families support the attainment of the expected outcomes contained in the Individualized Family Service Plan (IFSP) for children identified under the infants and toddlers with disabilities program (Part C) of the Individuals with Disabilities Education Act, as implemented by the State of Kansas. Enrolled families with infants and toddlers suspected of having a disability are promptly referred to the local early intervention agency designated by the State Part C plan to coordinate any needed evaluations, determine eligibility for Part C services, and coordinate the development of an IFSP for children determined to be eligible under the guidelines of that State’s program. Early Head Start supports parent participation in the evaluation and IFSP development process for enrolled infants and toddlers. o The program participates in and supports efforts for a smooth and effective transition for children who, at age three, will need to be considered for services for preschool age children with disabilities. o The program participates in the development and implementation of the Individualized Education Program (IEP) for preschool age children with disabilities. The Disabilities Coordinator with the education team promptly refers preschool-age children suspected of possibly having a disability to the LEA for further, formal evaluation as soon as the need becomes evident. The Disabilities Coordinator or designee follows up with the LEA to ensure that children are promptly and formally evaluated. All such referrals, follow-ups, and timelines are documented and those records are maintained in the Child Plus data system. Before initial evaluations are conducted, the program works with the LEA to assure that parents are informed provided the USD 383 Head Start Parent Guide to Special Education and have provided written consent for the evaluations. Communications with and written consent from parents are done in the preferred language of the parents. 3. Transitions • The Head Start program maintains a process to support successful transitions for enrolled children and families that facilitates coordination with other agencies as well as outreach to encourage communication between Early Head Start, elementary schools, and others involved in supporting children and families through transitions, including joint transition meetings. 41 11 o o o o o With parental consent, the Head Start program coordinates with the LEA, schools and other agencies to ensure that children’s relevant records, including IEPs and IFSPs, are transferred to the school or next placement. Staff help families understand how parent involvement relates to their child’s academic success and teaches them strategies for maintaining parent involvement as their child moves from Early Head Start to Head Start or elementary school. Staff work with parents who speak a language other than English to achieve effective transitions. Early Head Start staff meet with Head Start teachers to share information about each child transitioning to Head Start. All parents with children not transitioning to Head Start are given materials to pass on to other sites for their child’s transition to preschool. The program conducts outreach to encourage parents and elementary school teachers to discuss the educational, developmental, and other needs of each child. The program initiates meetings involving Head Start teachers and parents to discuss the transition in to kindergarten. The program organizes and participates in joint transition-related training for staff and school or other child development staff. To ensure the most appropriate placement and services following participation in Early Head Start, transition planning is undertaken for each child and family at least six (6) months prior to the child’s third (3rd) birthday by Part C. The process takes into account: the child’s IFSP, health status and developmental level, progress made by the child and family while in Early Head Start, current and changing family circumstances, and the availability of Head Start and other child development or child care services in the community. As appropriate, a child may remain in Early Head Start, following his or her third birthday, for additional months until he or she can transition into Head Start or another program. The case manager or home visitor documents transition planning, including timing, and the transition activities, and keeps these records in the child files. 4. Parent Engagement and Transition • The program promotes parent participation and supports them in preparing for transitions by: o Supporting parents of children with disabilities entering from infant/toddler programs. o Providing information to parents on how to foster the development of their child with disabilities. o Providing opportunities for parents to observe large group, small group, and individual activities described in their child’s IEP. o Providing follow-up assistance and activities to reinforce program activities at home. o Referring parents to groups of parents of children with similar disabilities who can provide helpful peer support. o Informing parents of their rights under IDEA by providing parents with the USD 383 Head Start Parents Guide to Special Education at the time permission is signed, and by USD 383 Special Education staff at the time of evaluation. o Informing parents of resources which may be available to them from the Supplemental Security Income (SSI) Program, the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) Program and other sources and assist them with initial efforts to access such resources. 42 12 Identifying needs (related to the disability) of siblings and other family members. Providing information in order to prevent disabilities among younger siblings. Building parent confidence, skill and knowledge in accessing resources and advocating to meet the special needs of their children. The program starts the process of assisting parents in the transition of children from Head Start to public school or other placement, beginning early in the program year. o The Head Start program helps families prepare for transitions regarding disabilities services, for children entering Head Start from infant and toddler programs, as well as for children leaving Head Start for subsequent placements, in accordance with the child’s transition plan. o The specific transition steps for children who have entered Head Start from Early Head Start and from other Part C programs, for toddlers entering Head Start, for children with disabilities entering from infant and toddler programs are detailed in the child’s Part C transition plan. In cooperation with the child’s parents, the program notifies the school of the child’s planned enrollment prior to the date of enrollment. o An IEP meeting is set in late spring including staff from Head Start and the receiving elementary school as well as the parent. Information is shared as to the child’s present level of skills, current goals, and the receiving school provides information about how the child’s needs will be addressed in the new setting. o Parents are encouraged to attend kindergarten orientation activities and are provided with dates and times. o o o • • 5. Off-site Transportation Services • When special education and related services cannot be provided on-site, the program assists with or provides transportation for children with disabilities to and from the program, special clinics, or other service providers. o Transportation includes adapted buses equipped to accommodate wheelchairs or other such devices, if required. o Transportation complies with the Americans with Disabilities Act of 1990 (ADA). o The special education case manager is responsible for ensuring that transportation is adapted to meet a child’s special needs. o If the LEA does not provide transportation and it is required in the child’s IEP, the grantee provides or arranges for transportation to enable the child and parent to access related services. 6. Mental Health Professional • The program secures the services of certified or licensed mental health professional/s on a schedule of sufficient frequency to enable the timely and effective identification of and intervention in family and staff concerns about a child’s mental health. o The agreement with the school district details the schedule and services expected. o Based on the information in the Community Assessment, including the types of services parents request and the population demographics, the program establishes an appropriate frequency of visits to assess mental health concerns. o The Disabilities Specialist and social service staff coordinate with mental health service providers and/or the school psychologist to help teachers and home visitors identify mental health problems, such as depression, withdrawal, anxiety, or abuse, for a child with disabilities. The Disabilities Specialist is responsible for documenting this coordination. 43 13 o o o o o o o o When a teacher or home visitor has a concern about a child, the supervisory and direct services staff coordinate with school district staff to resolve the concern, which can include referral. Health staff obtain guidance from the mental health or child development specialist on how to use screening findings. The Education/Disabilities Specialist and/or school psychologist are in charge of addressing all mental health concerns in a timely manner, which can include interventions. The Education/Disabilities Specialist and/or school psychologist implement a process for identifying staff or family mental health concerns about a child. The Education/Disabilities Specialist is involved in the selection of appropriate screening instruments and use of screening results. Time elapsing between identification of a mental health concern and program intervention is kept to a minimum. The education staff and/or school district staff are involved in efforts to conduct screening to identify children who might require formal evaluation of behavioral and social-emotional concerns. The Education/Disabilities Specialist and/or social workers, teacher or home visitor are responsible for following-up with parents/guardians on mental health referrals. Section 3 Family & Community Services 1. Building Relationships with Families • The program engages in a process of collaborative partnership-building with parents to establish mutual trust and to identify family goals, strengths, and necessary services and other supports. o This process is initiated as early after enrollment as possible and it takes into consideration each family’s readiness and willingness to participate in the process. o As part of this ongoing partnership, the program offers parents opportunities to develop and implement individualized family partnership agreements that describe family/child goals, responsibilities, timetables and strategies for achieving these goals as well as progress in achieving them. In the Early Head Start home-based program, this agreement includes the above information as well as the specific roles of parents in home visits and group socialization activities. This strength-based, family-driven, collaborative partnership-building process is in place so all families have the opportunity to participate and, if parents choose, to develop and implement an individualized partnership agreement. • This process involves the development of trusting relationships with families and encouragement for them to participate in individualized family partnerships. • When families are not ready or choose not to participate in the family partnership process, staff will not force families to develop an FPA but will document the parent’s choice. Staff will continue to encourage staff-parent communication, while respecting the family’s wishes. • Staff keep track of families’ progress in meeting their goals over time. This tracking, plus follow-up with families on their progress, helps staff know when families have met their goals. 44 14 • o o o o o Staff implement a process to determine whether parents’ goals have changed over time by means of follow-up, direct communication, and surveys. To reduce burden on parents and to avoid duplication of effort, or conflict with any preexisting family plans developed between other programs and the Early Head Start or Head Start family, the family partnership agreement takes into account, and builds upon as appropriate, information obtained from the family and other community agencies concerning preexisting family plans. The program coordinates, to the extent possible, with families and other agencies to support the accomplishment of goals in the preexisting plans. A variety of opportunities are facilitated by the program for interaction with parents throughout the year. Activities are planned at varying times during the day and week to accommodate family schedules and encourage participation. The program provides flexible work schedules to allow staff to meet with working families at times that are mutually convenient. Meetings and interactions with families are respectful of linguistic diversity and cultural and ethnic background. Materials are translated, as needed, to the parents’ preferred language. The program considers and plans for the needs of family members with children with disabilities, including plans for meetings and activities. 2. Strengthening Families: Family Assessment • In partnership with parents/guardians, the program conducts a family assessment that identifies parents’ needs and interests. o The program provides, with respect to each participating family, a family needs assessment that includes consultation with parents (including foster parents, grandparents, and kinship caregivers, where applicable), in a manner and language that such parents can understand, about the benefits of parent engagement and other activities in which parents may choose to be involved (taking into consideration their specific family needs, work schedules, and other responsibilities). o As part of the family assessment process, staff communicate with parents about the benefits of parent engagement. o Staff implement a process to determine whether parents’ needs and interests have changed over time by means of re-surveying, outreach, direct communication, and group discussion. o The program provides parents with opportunities to determine their family needs and educational interests by individual meetings, interviews and goal setting processes between parents and staff. 3. Accessing Community Services and Resources • The program works collaboratively with all participating parents/guardians to identify and continually access, either directly or through referrals, services and resources that are responsive to each family’s interests and goals. o The program provides families with available resources that meet their needs and interests. The services and resources include: Emergency or crisis assistance, in areas such as food, housing, clothing, and transportation. 45 15 Education and other appropriate interventions, including opportunities for parents to participate in counseling programs or to receive information on mental health issues that place families at risk, such as substance abuse, child abuse and neglect, domestic violence, prevention programs for at-risk families, and mental health education. Opportunities for continuing education and employment training and other employment services through formal and informal networks in the community. Assistance or referral for parents who are or who want to become self-employed. Assistance or referral in enhancing financial literacy or budgeting, including home-buyer assistance. The program follows up with each family to determine whether the kind, quality, and timeliness of the services received through referrals met the families’ expectations and circumstances. The program also seeks Health Services Advisory Committee input on health providers and resources in the community. o 4. Parent Engagement • Parents/guardians are involved in the process of making decisions about nature and operation of the program, as well as engagement and education activities that are responsive to the ongoing and expressed needs of the parents as individuals and members of a group. o Community agencies are encouraged to assist in the planning and implementation of such programs. o Program facilities are open to parents/guardians during program hours. Parents/guardians are welcomed and encouraged to observe children and participate with children in group activities. The participation of parents in any program activity is voluntary, and is not required as a condition of a child’s enrollment. o The program provides parents/guardians with opportunities to participate in the program as volunteers and employees. o Developmental assessments are shared with parents throughout the program year, and upon request. o This program involves parents in educational decisions related to their children and encourages participation in child activities at the program. Teaching staff encourage parents to create verbal or written stories with their children in their preferred language. Teaching staff solicit parent ideas for classroom activities and teaching approaches and work with parents to implement them. o The program develops and shares materials and activities to encourage parent participation and help parents feel welcome. 5. Parent Engagement in Child Development and Education • The program provides opportunities to include parents in the development of the program’s curriculum and approach to child development and education. o The home-based program option, builds upon the principles of adult learning to assist, encourage, and support parents as they foster the growth and development of their children. o The program provides opportunities for parents to enhance their parenting skills, knowledge, and understanding of the educational and developmental needs and activities of their children and to share concerns about their children with program staff. 46 16 o o o The program provides, either directly or through referrals to other local agencies, opportunities for children and families to participate in family literacy services by: Increasing family access to materials, services, and activities essential to family literacy development; and Assisting parents as adult learners to recognize and address their own literacy goals. Providing program resources, materials, and services to families that address the four major activities defining family literacy in Head Start: • Parent and child interactive literacy activities; • Training, encouragement, and information for parents as the primary teachers of their children; • Parent training, encouragement, and information that leads to economic selfsufficiency and financial literacy; • Age/developmentally-appropriate education for children that prepares them for success in school and life. In addition to two (2) home visits, teachers in the center-based program conduct staff-parent conferences, as needed, but no less than two (2) per program year, to enhance the knowledge and understanding of both staff and parents of the educational and developmental progress and activities of children in the program. Families in home-based services receive this during weekly home visits. 6. Parent Engagement in Health, Nutrition, and Mental Health Education • The program provides medical, dental, nutrition, and mental health education programs for program staff, parents, and families. o Medical and dental health education program: Assists parents in understanding how to enroll and participate in a system of ongoing family health care. • Includes but is not limited to staff-parent discussions about family options for obtaining health insurance or low-cost medical care if the family is ineligible for Medicaid. • Includes but is not limited to providing to families the names and addresses of medical practices, clinics, or other health care organizations. Encourages parents to become active partners in their children’s medical and dental health care process and to accompany their child to medical and dental examinations and appointments. Provides parents with the opportunity to learn the principles of preventive medical and dental health, emergency first-aid, occupational and environmental hazards, and safety practices for use in the classroom and in the home. • In addition to information on general topics, information specific to the health needs of individual children is also made available to the extent possible. o Nutrition education program includes: Nutrition education in the selection and preparation of foods to meet family needs and in the management of food budgets. Parent discussions with program staff about the nutritional status of their child. o Mental health education program provides: Opportunities for parents and program staff to identify and discuss issues related to child mental health. 17 47 Individual opportunities for parents to discuss mental health issues related to their child and family with program staff. The active involvement of parents in planning and implementing any mental health interventions for their children. 7. Parent Engagement in Transitions • The program supports parents in being their children’s advocate as they transition into Head Start/Early Head Start from the home or other child care setting, from Early Head Start home-based services and into a preschool of their choice, or from Head Start to elementary school, or a child care setting. o Staff work with parents/guardians transition periods by providing a staff-parent conference to assist parents in understanding their child’s progress while enrolled in Head Start. Families receive kindergarten orientation information for their home school and are encouraged to attend. o Early Head Start staff follow transition procedures to ensure that families begin the transition planning and process nine (9) months from the anticipated transition to preschool or Head Start. Records of the transition process are maintained by the home visitor and placed in the family file upon completion of the transition. o To promote the continued engagement of Head Start and Early Head Start parents in the education and development of their children upon transition to school, the program: Provides education and training to parents, in the parents’ preferred language, to prepare them to exercise their rights and responsibilities concerning the education of their children in the school setting. Supports parents in communicating with teachers and other school personnel so that parents can participate in decisions related to their children’s education. Follows up with parents and organizations as appropriate to determine whether resources or referrals are meeting the families’ needs. 8. Parent Engagement in Home Visits • Parents are encouraged to be actively engaged in home visits. o The program may not require that parents permit home visits as a condition of the child’s participation in the Head Start center-based program. Effort is made to explain the advantages of home visits to parents/guardians. o The program schedules home visits at times that are mutually convenient for the parents/guardians and staff. o The child’s teacher in center-based programs makes no less than two (2) home visits per program year to the home of each enrolled child, unless the parents prohibit such visits. Other staff working with the family may coordinate or join home visits, as appropriate. o In the home based program, visits will be conducted in the family home except in rare, temporary circumstances when being in the home presents a safety hazard for staff. o In cases where parents with children are enrolled in the center-based program ask that the home visits be conducted outside the home, or in cases where a visit to the home presents significant safety hazards for staff, the home visit may take place at the Head Start/Early Head Start site or at another safe location that affords privacy. o The Early Head Start home-based program meets the requirements of 1306.33(a)(1) regarding home visits. 48 18 o o Early Head Start arranges for health staff to visit each newborn within two (2) weeks after the infant’s birth to ensure the well-being of both the mother and the child. If parents refuse the visit, staff will fill out the visit refusal form and place it in the child’s medical file. Records of home visits are maintained in the Child Plus data system. 9. Interpreting Services • 10. • • Communication with parents shall be in the parents' primary or preferred language or through an interpreter, to the extent feasible. o Parents/guardians may provide their own interpreter, but are not required to do so. Health Services Advisory Committee The program maintains a Health Services Advisory Committee. o The Health Services Advisory Committee (HSAC) includes parents, professionals, and other volunteers from the community. o HSAC meeting minutes include dates of meetings, attendees, and relevant topics. Purposes of the HSAC include helping the program stay up-to-date with current community health needs and recommending appropriate interventions for children and families. Section 4 Education & Early Childhood Development 1. Child Development and Education Approach for Infants and Toddlers • The program implements a child development and education approach for infants and toddlers consistent with Performance Standards. o Weekly home visiting services for infants and toddlers encourages: The development of secure relationships both in families and in child care settings through educational efforts, curriculum information and activities with parents and children; Trust and emotional security so that each child can explore the environment safely according to his or her developmental level; Opportunities for each child to explore a variety of sensory and motor experiences with support and stimulation from and family members; Minimizing staff changes to the extent possible to maintain secure and consistent relationships parents, infants and toddlers; o The program supports the social and emotional development of infants and toddlers by promoting an environment that: Encourages the development of self-awareness, autonomy, and self-expression; • Home visitors encourage parents to respond to infants and toddlers needs as consistently as possible, allowing for individual differences, and individual developmental levels. • Home visitors encourage activities that allow for opportunities for children to "see" themselves. Supports the emerging communication skills of infants and toddlers by providing opportunities for each child to express themselves, as well as encouraging parents to provide opportunities for socialization activities within the program or community. o The program promotes the physical development of infants and toddlers by: 49 19 Supporting the development of the physical skills of infants and toddlers including gross motor skills, such as grasping, pulling, pushing, crawling, walking, and climbing; and Creating opportunities for fine motor development that encourage the control and coordination of small, specialized motions, using the eyes, mouth, hands, and feet. 2. Child Development and Education Approach for Preschoolers • The program, in collaboration with the parents, implements a written curriculum. o High Scope is a commercial curriculum Additional curriculums used to support High Scope include: Zoo Phonics, Numbers Plus, Safe Touch, and Second Step o The written curriculum for children: Includes goals for children's development and learning; Includes experiences through which they will achieve those goals; Addresses what staff and parents do to help children achieve those goals; Includes materials needed to support implementation; Is consistent with the Head Start Program Performance Standards; Is based on sound child development principles; and Is research-based. o As implemented, the curriculum supports each child’s individual pattern of development and learning. Teaching staff gathers information to help plan activities of interest to each child and support learning by observing and recording what children are doing throughout the day. The information is then entered into the child assessment tool (Galileo Pre-K Online) and used to record child progress. This information is then used to plan specific activities to support the child’s interest and development. Interactions and activities with individuals and small groups of children are based on each child's developmental level, temperament, learning style, moods, and needs. For example: • Activities are individualized based on each child's ability; • Activities are planned based on interest to child; and • Each child is encouraged to explore and use materials at his or her developmental level and pace. o As implemented, the curriculum provides for the development of cognitive skills by encouraging each child to plan, do, and review, his/her experiences, to understand concepts, and to develop age appropriate literacy, numeracy, reasoning, problem solving, and decision-making skills which form a foundation for school readiness and later school success. o As implemented, the curriculum integrates all educational aspects of the health, nutrition, and mental health services into program activities. Teachers will maintain realistic expectations for children’s ages and abilities. For example: • Sharing is not forced although it may be discussed, • Children should not be expected to wait for long periods of time, • Timeout should rarely be used. Meals that contribute to the development and socialization of all children and developmentally appropriate food-related activities are integrated into the curriculum. Safety awareness is integrated into activities for children through: 20 50 o o o o o • Conscious Discipline • Safe-touch Curriculum • Classroom and Playground rules • Transportation and Pedestrian Safety Curriculum As implemented, the curriculum ensures that the program environment helps children develop emotional security and facilitate social relationships. As implemented, the curriculum enhances each child’s understanding of self as an individual and as a member of a group. As implemented, the curriculum provides each child with opportunities for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning. Teachers encourage children’s learning initiatives throughout the day by listening to children, noticing and acknowledging their accomplishments and efforts, and encouraging children to talk about what they are doing. As implemented, the curriculum provides individual and small group experiences both indoors and outdoors. This includes opportunities for children to self-select groups. The program offers a balance of activities, including active and quiet times, large- and small-group activities, indoor and outdoor play times, and child-initiated and teacherplanned activities. Children are encouraged to contribute their own ideas or participate at their own developmental levels during planning and review sessions, small- and large-group times. Staff use a variety of strategies to promote and support children’s learning and developmental progress based on the observations and ongoing assessment of each child. 3. Ongoing Assessment for Each Child • The program conducts ongoing assessment of each child’s functioning in all developmental areas. o The program uses Galileo Pre-K, which is commercially developed by Assessment Technology, Inc.. o Using a variety of strategies to support children’s learning and development based on observations and ongoing assessment of each child, education staff conduct child assessments as an integral part of the program to support children’s learning. The variety of methods used includes observations, developmental screenings, and cognitive skills checklist and developmental portfolios. o The child assessment process collects information about children’s functioning in these areas: Gross and fine motor skills; Perceptual discrimination; Cognition; Attention skills; Self-help; Social and receptive skills; and Expressive language. o For children whose home language is not English, the ASQ 3 and ASQ SE are given in the child’s first language, as necessary. The ELL Parent information Survey is used to collect information from parents about their child’s language and cognitive development. o Child assessments are conducted three times a year in the fall, winter, and spring. 51 21 o o o o o Information from the child assessments is shared with parents during Parent /Teacher conferences and home visits using portfolios and Galileo Progress and Planning Reports. The program includes parents in all aspects of their children’s education. Information from the child assessments is used to develop classroom activities to improve child functioning. Ongoing observations are conducted and recorded to better understand each child. Using the data from observations and assessments, the teachers decide which strategies are best for individual children. Teachers provide a variety of learning opportunities based on their knowledge of children and children’s different areas of interest. Teachers design strategies to enhance common needs and to support learning, development, social skills, literacy, and language. This data is kept confidential in the child files. The Education Specialist monitors teacher implementation of the child assessment process monthly, by Galileo reports on the number of observations completed, completion of the child assessment, and classroom gains reports. The Early Head Start program uses parent observation, home visitor observation, Ages and Stages Developmental Screening, Ages and Stages Social-Emotional Screening, the Early Communication Indicator Assessment (ECI), and Galileo. The developmental milestones are used to determine each child’s developmental level based off of observations and make appropriate referrals for concerns. 4. Parent Inclusion • The program’s approach to child development and education encourages parent engagement. o Parents are invited to become integrally involved in developing the program’s curriculum and approach to child development and education. o Head Start parents are provided opportunities to increase their child observation skills and to share assessments with staff that will help plan the learning experiences. o Head Start parents are encouraged to participate in staff-parent conferences and home visits to discuss their child’s development and education. o Early Head Start Home Visitors and parents work together to plan home visit activities that support each child’s unique needs and developmental abilities, based on observations and screening results. 5. Building Trust and Social and Emotional Development • The program’s approach to child development and education supports social and emotional development by encouraging development which enhances each child’s strengths by building trust, encouraging self-control by setting clear and consistent limits, and having realistic expectations. o Conscious Discipline is used in all classrooms to develop a classroom family and learning community. Classrooms shall focus on positives, have simple rules that are consistently enforced, acknowledge children’s feelings, and provide support through problem solving and calming activities. Teachers help children express emotions both verbally and nonverbally by reinforcing concepts from Second Step and the Conscious Discipline program through daily experiences and modeling the expression of emotions as well as describing and providing the words for children. 52 22 Teachers prevent conflict and promote age-appropriate interaction by using effective positive guidance and discipline methods Classroom rules and expectations for behavior are communicated by creating rules with children, posting rules with picture. Rules and expectations are made clear and are consistently enforced. Teachers monitor the classroom effectively to prevent problems from developing. Staff help children develop appropriate social behavior with peers, such as by helping children with conflict resolution, encouraging them to make friends, or helping them to understand other's feelings. Children are oriented to new groups or staff gradually, with a familiar adult present. Interactions between staff and children are facilitated based on children's interests, developmental level, and needs. Staff provide words to children to encourage social interaction; Staff encourage children to share; Staff acknowledge how children are feeling. Interactions with children are pleasant and comforting, showing interest in their activities. Staff use a firm but gentle voice; Staff position themselves in close proximity and at eye level with children when interacting with them; Staff are as promptly responsive as possible when children need them. To help children separate from their parents or guardians, staff give children time and opportunity to do so and acknowledge children’s feelings about separation. Staff promote warm, supportive interactions with children, such as positive verbal and physical communication, to enhance child-staff relationships. Any safety problems or issues that might cause injury are immediately addressed. At no time are any children to be unsupervised. The program maintains an environment conducive to children’s ability to actively explore. Home Visitors work with parents using the Growing Great Kids Curriculum and other resources to develop age appropriate routines, guidance, and discipline for infants and toddlers. o o o o o o o o o 6. Fostering Independence • The program’s approach to child development and education supports social and emotional development by encouraging development which enhances each child’s strengths by fostering independence. o When it is developmentally appropriate and supported by parents, staff encourage independent use of toilet facilities by providing opportunities and encouragement to children as well as praising them for their efforts. o Shelving and storage containers are accessible to children and have pictures and names used as labels on containers and shelves, word labels added for older children. o Children's efforts and accomplishments are acknowledged by staff providing specific positive reinforcement. o Staff provide enough time for children to complete tasks independently. o The program ensures that the environment and materials are easily accessible. o To support problem-solving, staff respond calmly to children, help children verbalize feelings and actions, ask children to identify solutions. 53 23 7. Respecting Home Language, Culture, and Family Composition • The program’s approach to child development and education supports social and emotional development by encouraging development which enhances each child’s strengths by supporting and respecting the home language, culture, and family composition of each child in ways that support the child’s health and well-being. o When possible, teachers and home visitor speak the language(s) of the children and families. When appropriate, the program utilizes the services of an interpreter. o Materials, equipment, and activities reflect the diversity of children and families in the program. 8. Routines and Transitions • The program’s approach to child development and education supports social and emotional development by planning for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each child’s needs. o Children are involved in activities on arrival and are kept involved until departure. o Daily routines are consistent and predictable. Home Visitors work with parents to develop routines that support each child’s needs and the needs of the family. Routines are encouraged to include verbal explanations of what is happening, what will be happening, and provide advance notice of transitions. arrivals and departures are consistent, pleasant, and organized; daily routine is posted in both words and pictures for adults and children; hand-washing and tooth-brushing are procedures depicted in pictures and words and are posted at children's eye level. o Teachers are responsible for being fully prepared for activities and lessons. o Daily routines, such as arrival and departure, meals, naps, and diapering, support the children's needs. teachers are patient with messiness, slow eaters are given plenty of time, cots are positioned in the same place. o Teachers plan the daily routine, which includes: having materials ready when children arrive, having children's belongings ready to go home, maintaining consistent diaper changing process, chatting regularly with parents, and minimizing transitions. o In the full-day program, provisions are made for early risers and non-nappers. For example: early risers are permitted to read book or play quietly, there is separate space and activities for non-nappers. o Teachers keep the daily routine flexible and individualized. children are soothed by patting their back, diapers are changed when needed, and children are provided breakfast or lunch upon arrival, even when late. 9. Developing Cognitive and Language Skills • The program provides for the development of each child’s cognitive and language skills by ensuring opportunities for creative self-expression through activities such as art, music, movement, and dialogue, 54 24 and supporting each child’s learning, using various strategies including experimentation, inquiry, observation, play and exploration. o Staff and parents determine the strategies to develop each child's cognitive and language skills by observing children, planning activities specific to children’s interest and developmental level. o A variety of activities and experiences are implemented to extend infants and toddlers' thinking and support their interests. 10. • 11. • Promoting Language Use for Developing Cognitive and Language Skills The program provides for the development of each child’s cognitive and language skills by promoting interaction and language use among children and between children and adults. o Teachers and home visitors promote strategies for language development in both English and home languages for dual language learners. o Circle or small group times include opportunities for children to describe and recall activities. o Teachers listen actively to students and ask relevant and related questions. o Frequent conversations between children and teachers promote opportunities for language use. o Teachers balance listening and talking appropriately for children's age and abilities during communication activities. o Teachers encourage language and social interaction in small groups, sometimes using props to stimulate language and conversation. o Teachers extend learning through daily conversations by: Asking children open-ended questions that require them to communicate more complex ideas; Introducing and discussing vocabulary words; Using self-talk and parallel talk as a means of expanding children's language; and Using a variety of nouns, verbs, adverbs, adjectives, prepositions, and other forms of language new to the children but that map onto concepts they already understand. o Home visitors support and encourage parents to provide activities that support each child’s cognitive and language skills both during home visits and socialization activities. Supporting Emerging Literacy, Numeracy, and Math The program provides for the development of each child’s cognitive and language skills by supporting emerging literacy and numeracy and early math development through materials and activities according to the developmental level of each child. o Numbers and operations are taught throughout the day by using naturally occurring and planned opportunities. Concepts are taught by integrating the skill with its purpose so that children not only learn how to do the skill but how to apply it in everyday activities. Children are taught relationships between numbers, Children are taught how to count accurately, Children are taught how to count a group of objects using one-to-one correspondence, Numbers are integrated into daily routines and play (e.g., counting steps, counting fingers and toes during diapering, counting toys as they are putting them away) Staff use a variety of experiences and different settings to teach math concepts and build mathematical vocabulary. Materials provided for early math include: • Exploring number concepts; • Recognizing, copying, creating, and extending patterns; 55 25 o o o o o o o o o 12. • • Exploring geometric shapes and spatial; and • Exploring measurement. Geometry, spatial sense, patterns, and measurement are taught throughout the day. Staff help children: Recognize, describe, compare, and name shapes and their parts and attributes; Understand directionality, order, position of objects; Match, sort, put in a series, and regroup objects according to one or two attributes; and Measure objects. Staff introduces activities promoting development of phonological awareness skills. Developmentally appropriate reading materials are made available throughout the day during large and small group reading sessions. Opportunities to be read to individually as well as opportunities to look at books independently happen daily during choice time. Developmentally appropriate writing materials are made available throughout day by having them available in each center during choice time as well as opportunities to write and draw during large and small group sessions. Home Visitors and parents introduce books and read stories with toddlers during home visits and socialization activities. Children are encouraged to interact with the books. As appropriate, the setting is conducive to reading. Home Visitors provide opportunities for repetition. Developmentally appropriate reading activities are used to promote learning and develop print awareness and concepts by adults modeling the use of print, pointing out and discussing environmental print and having children do the same. Staff focus on standard book conventions and directionality. Staff help children recognize that words are units of print, that letters are grouped to form words, and that words are separated by spaces. Home Visitors and parents use the Growing Great Kid’s Curriculum as the foundation structure for all home visits. This curriculum is flexible and allows parents and home visitor to plan activities that support cognitive development, language development, based on the child’s interests and abilities. Promotion of Gross Motor Skills The center-based program promotes each child’s physical development by providing sufficient time, indoor and outdoor space, equipment, materials and adult guidance for active play and movement that support the development of gross motor skills. o Weather conditions permitting, children shall go outside year round. o Available materials and equipment encourage grasping, pulling, pushing, crawling, walking and climbing. o Teachers participate actively with children. o Indoor space and equipment supports active physical play. o Outdoor equipment and materials available for various types of play that encourage active play and movement. o The outdoor space has a variety of surfaces permitting different types of play. o Teachers help children develop skills needed to use equipment. o Gross motor equipment is appropriate for different developmental levels. 56 26 o 13. • 14. • “I Am Moving I Am Learning” activities are utilized to provide additional motor and cognitive learning opportunities with children. Promotion of Fine Motor Skills The Head Start center-based program promotes each child’s physical development by providing appropriate time, space, equipment, materials and adult guidance for the development of fine motor skills according to each child’s developmental level. o Materials are made accessible and easy to put away. o Materials with different levels of difficulty that are available during the day. o Daily activities that encourage control and coordination of small, specialized motions of eyes, mouth, hands, and feet. Promoting Motor Skills in Home-based Services The Early Head Start home-based program encourages parents to appreciate the importance of physical development, provides opportunities for children’s outdoor and indoor active play, and guides children in the safe use of equipment and materials. o The Home visitor help parents support their child's fine motor skills and control and coordination of small, specialized motions using the eyes, mouth, hands and feet by implementing/encouraging activities that support the developmental level of their infant/toddler, based on results of developmental screenings, parent and home visitor observation, parent goals and when applicable, the IFSP. o Home visitors encourage families to participate actively with their children to further develop gross motor skills. o The Home visitor works with families using materials from the home primarily, or when necessary supplied by the program for physical activity that encourage grasping, pulling, pushing, crawling, walking, and climbing, such as running and playing ball with their toddlers. Section 5 Eligibility, Recruitment, Selection, Enrollment, and Attendance 1. Program Options • The program operates program options in accordance with applicable regulations. o The Head Start center-based program provides the required number of days of operation. Double session, part-day classes are in operation for 4 days per week, at a minimum of 128 days per year. Single session, part-day classes are in operation for 5 days per week, at a minimum of 160 days per year. Full day classes are in operation for 5 days per week, at a minimum of 160 days per year. o The Early Head Start home-based option provides: One home visit per week per family lasting one and a half hours each, and Two group socialization activities per month for each child. 2. Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) • • The program complies with performance standards and objectives related to ERSEA. Age of children and family income eligibility (1305.4) o AGE: 57 27 The program will verify a child’s age by requesting a hospital or certified birth certificate or other official document (i.e. immunization record, medical record, etc.). Staff will not be required to collect these documents if doing so creates a barrier for the family to enroll the child. Families must be prenatal or have children up to 3 years of age to be enrolled in the Early Head Start program. • A child may remain in Early Head Start following his/her 3rd birthday until he/she can transition into Head Start or another program. A child must be 3 years old on or before August 31 of the current school year to be enrolled in the Head Start program. A Head Start child must not be older than compulsory school age. INCOME ELIGIBILITY REQUIREMENTS: Families must be income eligible according to the Federal Poverty guidelines. Income eligibility will be based on gross income and family size. Federal regulations require that at least 90 percent of enrolled children must be from low-income families. • A child or pregnant woman is eligible if: o The family’s income is equal to or below the poverty line, or, o The family receives public assistance (TANF or SSI), o The family is eligible or, or in the absence of child care, would be potentially eligible for public assistance. Up to 10% of the program’s enrollment may be children or pregnant women that would benefit from services although their income is any amount above poverty. Families in this category will be considered for enrollment when one or more of the following conditions are present: • Space available and no income eligible children on the waitlist; • Space available and no categorically eligible children on the waitlist; • High-risk child/family as documented on the Selection Criteria; • Child with Special Needs, as documented on the Selection Criteria. Additional Allowances: • Up to 35% of enrolled families may have income between 101% and 130% of poverty if the program meets criteria established by federal guidelines. • Families who fall into the income bracket between 101% and130% of poverty will be considered for enrollment when one or more of the following conditions are present: o Space available and no children on the waitlist below 100% of poverty or receiving Public Assistance; o Space available and no categorically eligible children on the waitlist; o Space available and points on the Selection Criteria justify eligibility. CATEGORICAL ELIGIBILITY REQUIREMENTS: A family is categorically eligible if: • The child is homeless, as defined in 1305.2, or • The child is in foster care, as defined in 1305.2. If the program determines a child is categorically eligible as a homeless child, it shall enroll homeless children and provide services to the extent possible while waiting for documentation. o o 58 28 • • • The program shall give the family reasonable time to present required documents. • Entry into a licensed center-based option shall be delayed until health assessment and immunization requirements are complete. o VERIFYING INCOME AND CATEGORICAL ELIGIBILITY: An Eligibility Determination Record will be maintained on every child or pregnant woman. The record will contain the family application, federal eligibility verification form signed by the program employee who verified income, and copies of source documents, statements, declarations, or supporting evidence used in the eligibility determination. o ELIGIBILITY DURATION: A child or pregnant woman who is eligible and participating in Early Head Start will remain eligible until the child is age-eligible for Head Start. If the family is interested in enrolling their child in Head Start, the program will re-verify the family income to determine eligibility. A child who is eligible and participating in Head Start will remain eligible through the end of the succeeding program year. o RECORDS: Eligibility determination records for each participant will be kept for no less than one year after they have stopped receiving services. Staff who intentionally violate federal and program eligibility determination regulations and who enroll children and pregnant women that are not eligible to receive services may be terminated. o TRAINING: New ERSEA staff will be trained within 90 days of beginning employment. Training will include but not be limited to: • Viewing ERSEA webinars, resources, and documents available on the Early Childhood Learning and Knowledge Center (ECLKC); • Attending pre-application and application interviews with veteran staff; • On-going observation and supervision from Social Services Specialist or designated ERSEA staff. ERSEA staff will review ERSEA regulations annually and will be kept informed of changes in federal policy by the Social Services Specialist as they occur. Additional training will be provided, as necessary. Board of Education and Policy Council members will be trained on ERSEA regulations annually and within 180 days of the beginning of the term of a new Board of Education or Policy Council member is elected. Recruitment (1305.5) o In order to reach those most in need of Head Start services, the program implements a recruitment process that is ongoing and designed to actively inform all families who are potentiality Head Start eligible in Riley County and the USD 383 school district. See Recruitment Contacts and Timeline. Selection Process (1305.6) o The Selection Criteria will be used to determine the order in which children/families will be accepted and enrolled in the Head Start/Early Head Start program. When the total number of 59 29 o o o o o points is the same for more than one child and only one vacancy exists, the social service staff/home visitor will review each application with the Social Service Specialist. The Social Service Specialist, utilizing his/her professional expertise, will determine which child is enrolled first. If points on the Selection Criteria justify enrolling a child whose family income falls in the 101-130% income range, they will be counted as a part of the agency’s 10% over-income allowance unless there are no income eligible or categorically eligible children on the waitlist. EARLY HEAD START: Children/families must meet age and income guidelines. When no opening exists families will be placed on the waitlist and, if parents desire, they will be referred to other Early Childhood programs. HEAD START: Children/families must meet age and income guidelines. When no opening exists, families will be placed on the waitlist, and if parents desire, they will be referred to other Early Childhood programs. Prior to Selection, the ERSEA staff, along with the Program Director, will make the decision, based upon the number of income eligible and categorically eligible applicants, whether or not to utilize the additional allowance (101%-130%) category. • If the decision is to utilize the additional allowance category, all income eligible and categorically eligible applicants on the waitlist will be accepted and registered in the spring for the following school year, regardless of the number of points on the Selection Criteria. When utilizing the additional allowance option during spring acceptance, the program will leave 10% of the enrollment opportunities open for income eligible or categorically eligible applicants who apply prior to the beginning of the school year. • If the decision is not to utilize the additional allowance category, categorically eligible applicants and income eligible applicants with at least 130 points on the Selection Criteria will be accepted during spring acceptance and registration. Children/families with less than 130 points on the Selection Criteria and those with incomes above 100% of poverty may be placed on the waitlist and will be considered during summer/fall selection. • If the program does not utilize the additional allowance category and chooses to enroll families/children that are above 100% of poverty, they will be counted in the program’s 10% over-income allowance. EXCEPTION: Families /children who have a history of chronic attendance and/or tardiness problems may be placed on HOLD and considered for enrollment as space permits regardless of the points on the Selection Criteria. Children with Disabilities: At least 10 percent of the total enrollment will be children with disabilities as defined in 1305.2(a). The total 10% of enrollment reflects HS/EHS combined enrollment. Priority for children with disabilities is reflected on the Selection Criteria. Wait list: The Selection Criteria will be used when enrolling children/families from the wait list as vacancies occur. Children/families with the highest number of points will be enrolled first. When the total number of points is the same for more than one family/child and only one vacancy exists, the social service /home visitation staff will review each 60 30 • application with the Social Service Specialist. The Social Service Specialist, utilizing his/her professional expertise, will determine which child is enrolled first. • EARLY HEAD START: Points on the Selection Criteria will be updated prior to selection to reflect the current age of the children on the waitlist. • HEAD START: Consideration will be given to bus routes. • EXCEPTION: Families/children that have a history of chronic attendance and/or tardiness problems may be placed on HOLD and considered for enrollment as space permits regardless of the points on the Selection Criteria. Enrollment and Re-Enrollment (1305.7) o EARLY HEAD START: If a family/child have been found income eligible and is participating in Early Head Start, they remain income eligible for home-based services until the enrolled child is age eligible to enter preschool. In cases where families wish to enroll in Head Start, income will be re-verified during that application process. The Early Head Start Program must maintain funded enrollment. When the Social Service Specialist determines that a vacancy exists, no more than 30 calendar days may elapse before the vacancy is filled. o HEAD START: If a child has been found income eligible and is participating in a Head Start program, he/ she may remain income eligible through that enrollment year and the immediately succeeding enrollment year. Families will only be required to produce income verification if, in their first enrollment year, they were considered over-income and the family and social worker determine that their current income situation would be eligible at or below 100% of poverty. o If a family whose child has been enrolled and actively participating in a Head Start program in another area, moves to our area, a new application will be completed with the family and income will be verified. Our staff will make every effort to access records from the former Head Start program to provide for continuity of services. On the Selection Criteria, the child may be given returning child status. o The Head Start program must maintain its funded enrollment. When the Social Service Specialist determines that a vacancy exists, no more than 30 calendar days may elapse before the vacancy is filled. Vacancies will not be filled when there are sixty calendar days or less remaining in the program year. 3. Head Start Full Day Selection • • The Head Start center-based program meets applicable Performance Standards and objectives related to the Full Day option. 1306.(d)(3) Subpart C o Families who have been accepted and registered for Head Start based on the Selection Process (1305.6) are eligible to apply for full day services. Families must meet at least one of the following criteria: Parent(s) must have verification of employment with no caregiver present in the home. • Medical leave must be documented by employer verification and be limited to a reasonable length of time. Parents(s) must have verification of school/job training with no caregiver present in the home. Parent(s) must have needs that justify full day services as documented on the Selection Criteria. 31 61 The records of each child receiving more than six hours of service per day must show how the child meets the above criteria. Selection Process o The Full Day Selection Criteria will be used to determine the order in which children/families will be enrolled in full day services. Priority is given to families having the highest number of points. Consideration is also given to the actual daytime schedule of the family applying. When the total number of points is the same and the daytime schedules are the same or very similar, the social service staff will review each application with the Social Service Specialist. The Social Service Specialist, utilizing his/her professional expertise, will determine which child is enrolled in full day services. o EXCEPTION: Families whose children have a history of chronic attendance and/or tardiness problems may be placed on HOLD and considered for enrollment as space permits regardless of the points on the Selection Criteria. Selection Process/Wait list o The Full Day Selection Criteria will be used when enrolling children/families from the waitlist as vacancies occur during the school year. Priority is given to families having the highest number of points. Consideration is also given to the actual daytime schedule of the family applying. When the total number of points is the same for more than one child and the daytime schedules of the parent(s) are the same or very similar, and only one vacancy exists, the social service staff will review each application with the Social Service Specialist. The Social Service Specialist, utilizing his/her professional expertise, will determine which child is enrolled in full day services. o EXCEPTION: Families whose children have a history of chronic attendance and/or tardiness problems may be placed on HOLD and considered for enrollment as space permits regardless of the points on the Selection Criteria. o • • 4. Attendance (1305.8) • • • Attendance records are maintained within the Child Plus data management system. Program attendance data is shared monthly with Policy Council and the USD 383 Board of Education. o When the monthly average daily attendance rate in the Head Start center-based program and the monthly average home visit completion rate in the Early Head Start home-based program fall below 85%, the program analyzes the causes of absenteeism. The analysis includes a study of the pattern of absences for each child or family, including the reasons for absences, as well as the number of absences that occur on consecutive days. EARLY HEAD START: o As a home-based program, Early Head Start is required to provide weekly home visits. o The home visitor documents home visit attendance and the reasons for missed visits. Incomplete visits due to program cancellation will not be counted as a family missed visit. The program will offer back up visits, as available. The home visitor will offer, and make every effort possible to reschedule, all missed visits. Families will be notified as to the number of visits they have cancelled throughout a program year. Policy Council has determined that a family who misses eight or more unexcused visits may have their enrollment slot considered a vacancy. Early Head Start allows a scheduled leave of absence for severe medical needs or family situations, in an effort to provide on-going long distance support. A scheduled leave of 62 32 • absence shall be no more than eight weeks and must be approved by the program director. The leave of absence will be documented in the family file. In circumstances where chronic absenteeism persists and does not seem feasible to include the child in either the same or a different program option, the child’s slot is considered an enrollment vacancy. HEAD START: o Social services staff monitors daily attendance by observation of the classroom, checking the child call in notebook, reviewing the daily attendance records, and communicating with education staff. Attendance is entered into the Child Plus database daily. If the absences are a result of illness, or they are well-documented absences for other reasons, no special action is required. If the absences result from other factors, including temporary family problems that affect a child’s regular attendance, the social worker initiates direct contact with the family to develop appropriate family support procedures. These contacts include home visits, phone calls, or both. When parents are not at home or do not respond, social workers will use other methods to make contact, when necessary. As necessary, social workers will involve the social service specialist in home visits and/or writing a letter to the family. Continued efforts will be made until contact is made, a reason for the absences is documented, and a family support plan is developed. Federal regulations require that after four days of consecutive, unexcused absence, the program must initiate direct contact with the family. Any child who misses five consecutive school days without valid reason may be terminated from the program. Contacts with the family emphasizes the benefits of regular attendance, while at the same time remaining sensitive to any special family circumstances influencing attendance patterns. All contacts with the child’s family as well as special family support service activities provided by program staff are documented. The Attendance Policy and the “Importance of Regular On-time Attendance” flyer are discussed at Head Start Registration and a copy is given to each family. The policy is also located in the Head Start Parent Handbook, which is given to parents during Open House, or at the time of enrollment for those families enrolling during the school year. The “Importance of Regular, On-time Attendance” is also sent home via backpack at the beginning of each semester and is used on an as needed basis with individual families, as a part of a family support plan. A scheduled leave of absence should be no more than ten consecutive school days, with prior approval from a social worker. A child may be terminated from the program when the scheduled absence exceeds ten days. In circumstances where chronic absenteeism persists and it does not seem feasible to include the child in either the same or a different program option, the child’s slot is considered an enrollment vacancy. 63 33 Section 6 Program Design & Management 1. Community Assessment and Determining Community Strengths and Needs • The program conducts a Community Assessment every three (3) years to determine community strengths and needs. o The program identifies the proposed service area in the Head Start grant application and defines it by county or sub-county area, such as a municipality, town or census tract. A grantee’s service area must be approved, in writing, by the responsible HHS official in order to assure that the service area is of reasonable size and does not overlap with that of other Head Start grantees. o The Community Assessment includes the collection and analysis of the following information about the service area: The demographic make-up of Head Start eligible children and families, including their estimated number, geographic location, and racial and ethnic and linguistic composition; Other child development and child care programs that are serving Head Start eligible children, including publicly funded State and local preschool programs, and the approximate number of Head Start eligible children served by each; The estimated number of children with disabilities four years old or younger, including types of disabilities and relevant services and resources provided to these children by community agencies; Data regarding the education, health, nutrition and social service needs of Head Start eligible children and their families; The education, health, nutrition and social service needs of Head Start eligible children and their families as defined by families of Head Start eligible children and by institutions in the community that serve young children; Resources in the community that could be used to address the needs of Head Start eligible children and their families, including assessments of their availability and accessibility, such as: • Child development and childcare programs serving eligible children, • Local preschools, and • The number of eligible children served by other programs. o The program uses information from the Community Assessment to: Help determine the grantee philosophy, and long-range and short-range program objectives; Determine the type of component services that are most needed and the program option or options that will be implemented, in accordance with applicable regulations; Determine the recruitment area that will be served by the grantee, if limitations in the amount of resources make it impossible to serve the entire service area; Determine appropriate locations for centers and the areas to be served by home-based programs; and Set criteria that define the types of children and families who will be given priority for recruitment and selection. o In each of the two years following completion of the Community Assessment the grantee conducts a review to determine whether there have been significant changes in the information described. If so, the Community Assessment must be updated and decisions are reconsidered. 64 34 o o o The recruitment area includes the entire service area, unless the resources available to the Head Start grantee are inadequate to serve the entire service area. In determining the recruitment area when it does not include the entire service area, the grantee does: Select an area or areas that are among those having the greatest need for Early Head Start or Head Start services as determined by the Community Assessment; and Include as many Head Start eligible children as possible within the recruitment area, so that: • The greatest number of Head Start eligible children can be recruited and have an opportunity to be considered for selection and enrollment in the Head Start program, and • The program can enroll the children and families with the greatest need for its services. The program engages other entities to be involved with the community assessment process, such as family support, child abuse prevention and protective services, foster care, services for families where English is not the language customarily spoken, services for children with disabilities, and services for homeless children. 2. Governing Body Responsibilities • The program establishes and implements these written policies that define the roles and responsibilities of the governing body (USD 383 Board of Education) members and that inform them of the management procedures and functions necessary to implement a high quality program. o The governing body fulfills its major responsibilities, including legal and fiscal administration and oversight; assuring active, independent, and informed governance; and ensuring compliance with applicable laws and regulations. o The roles and responsibilities of the governing body members include: Selecting delegate agencies and the service areas for such agencies, when applicable; Approving procedures and criteria for recruitment, selection, and enrollment of children; Reviewing and approving all applications for funding and amendments to applications for funding for programs; Reviewing and approving all major policies of the program, including: • The annual self-assessment and financial audit • The program’s progress in carrying out the programmatic and fiscal provisions in the grant application, including implementation of corrective actions; and • Personnel policies of the program regarding the hiring, evaluation, termination, and compensation of program employees, including the Program Director Approving procedures for how members of the Policy Council are selected; Approving financial management, accounting, and reporting policies, and compliance with laws and regulations related to financial statements, including the: • Approval of all major financial expenditures of the program; • Annual approval of the operating budget of the program; • Selection of independent financial auditors who shall report all critical accounting policies and practices to the governing body; and 65 35 • o o Monitoring of the program’s actions to correct any audit findings and of other action necessary to comply with applicable laws (including regulations) governing financial statement and accounting practices; Reviewing results from the Office of Head Start monitoring reviews, including appropriate follow-up activities; Adopting and periodically updating written standards of conduct that establish standards and formal procedures for disclosing, addressing, and resolving: • Any conflict of interest, and any appearance of a conflict of interest, by members of the governing body, officers and employees of the program, and consultants and agents who provide services or furnish goods to the program; and • Complaints, including investigations, when appropriate; and • To the extent practicable and appropriate, at the discretion of the governing body, establishing advisory committees to oversee key responsibilities related to program governance and improvement of the Head Start program. The management procedures and functions necessary to implement a high quality program involves reviewing monthly reports, including: Monthly financial statements, including credit card expenditures; Monthly program information summaries; Program enrollment reports, including attendance reports for children whose care is partially subsidized by another public agency; Monthly reports of meals and snacks provided through programs of the Department of Agriculture; The financial audit; The annual self-assessment, including any findings related to such assessment; The communitywide strategic planning and needs assessment of the Head Start program, including any applicable updates; Communication and guidance from the Secretary of the Department of Health and Human Services; and The program information reports The program ensures that appropriate internal controls are established and implemented to safeguard Federal funds. 3. Policy Council Responsibilities • The Policy Council is responsible for the Head Start program's direction, including program design and operation, and long- and short-term planning goals, taking into account the annual Community Assessment and Self-Assessment. o The program helps Policy Council members use the Community Assessment and SelfAssessment in making decisions about the program. o Policy Council members help the Head Start program decide what it is going to do to help families. This includes making decisions to improve services to children and families. Opportunities are provided for Policy Council members to talk with staff about services and hours of operation. o Functions listed in 1304.50, Appendix A are performed in accordance with regulations and applicable policies. 66 36 4. Annual Report • USD 383 Head Start & Early Head Start publishes and makes available to the public an annual report. o The annual report includes the following elements: Total amount of public and private funds received and the amount from each source; Explanation of budgetary expenditures and proposed budget for the fiscal year; Total number of children and families served, average monthly enrollment (as a percentage of funded enrollment), and percentage of eligible children served; Results of the most recent review by the Secretary of the U.S. Dept. of Health and Human Services and the financial audit; Percentage of enrolled children who received medical and dental exams; Information about parent involvement activities; Agency's efforts to prepare children for kindergarten; and Other information required by the Secretary. o The annual report is published no later than August 31st, each year. o The annual report is made available to the public by submitting an annual report to the Policy Council and USD 383 Board of Education. 5. Grievances • The program implements these processes for managing grievances. o Grievance: Parent and/or Community Complaints The grievance procedure is a problem-solving mechanism in which every attempt is made to resolve issues at the lowest level of authority, with the least possible amount of program disturbance. A grievance is a written complaint alleging that Head Start Regulations and/or Program Policies and Procedures: were not followed; or were administered in a discriminatory (unequal) fashion; or were administered in an arbitrary and capricious (unfair) fashion. Situations may arise that are not covered by any existing policy and/or procedure but seem to merit action; these situations would be addressed in most cases by the development of new policies and procedures that apply to that type of situation in the future. 1. Before a grievance can be filed by a parent or community member, direct discussion must take place between the person(s) whom the complaint involves. They must make more than one (1) attempt to resolve any problem or conflict. All parties involved should note the date and time of the informal discussions. 2. Failing resolution at that level, informal consultation with the originator and with the supervisor of the staff person to whom the complaint is directed must take place more than once to resolve such complaint. The meeting may include the Program Director and/or members of Management Team, as appropriate. 3. Failing resolution at the informal level, the complaint must be prepared in writing and another meeting must take place between the originator and the staff person. The Program Director will facilitate this process and inform governing bodies and the ACF Regional Office of the filed grievance. 67 37 o 4. Failing resolution at that level within five (5) working days, the complaint may be presented in writing to the Program Director, who has ten (10) working days to review the matter and to make a recommendation. 5. Failing resolution at that level, or if no action occurs within five (5) working days, the complaint may be presented in writing to the USD 383 Executive Director of Special Services, who has five (5) working days to hold at least one (1) meeting and to make a recommendation. 6. Failing resolution at that level, the USD 383 Board of Education can be asked to review the matter. If it is determined that the grievance procedure was followed, in accordance with this policy, the grievance is closed as far as USD 383 Head Start & Early Head Start is concerned. 7. Failing resolution at the USD 383 Board of Education, the grievance may proceed to the Administration for Children and Families (ACF) Regional Office. The following concepts will be used for the written grievance procedure: • Information is submitted in writing, signed and dated; • No anonymous complaints will be accepted or considered; • Witnesses may be called at the discretion of the parties involved; • Supporting information may be submitted; • The content of all meetings are kept confidential, unless the complainant discusses the process with persons outside of the process. In such a case, staff may discuss the issue with the same persons. • Mediators or other neutral parties may be asked to assist in resolving differences any time after #3, above. • Efforts are made to keep the grievance local, involving as few people as possible. • Grievances alleging criminal acts or immediate danger to children are dealt with immediately by program officials, parents, and other authorities as appropriate. Once a person has taken a grievance through all of the steps, the grievance may not be returned to the lower level of authority to begin all over again. The hierarchy of authority to resolve parent and/or community grievances is as follows: • Originator (parent or community person) and staff person • Supervisor • Program Director • USD 383 Executive Director of Special Services • USD 383 Board of Education Grievance: Program Director The purpose of this procedure is to help solve problems and to resolve differences, not to produce findings of “guilt” or “innocence.” A grievance is a formal, written complaint alleging that the Program Director is personally violating Head Start Regulations, or that Head Start policies and procedures: were not followed; or were administered in a discriminatory (unequal) fashion; or were administered in an arbitrary and capricious (unfair) fashion. 68 38 Situations may arise that are not covered by any existing policy and/or procedure but seems to merit action; these situations would be addressed in most cases by the development of new policies and procedures. 1. Before a grievance can be filed by the originator, direct discussion between the originator and the Program Director must make more than one attempt to resolve any problem or conflict. Each party involved should note the date and time of the informal discussions. 2. Failing resolution at that level, informal consultation with the USD 383 Executive Director of Special Services must take place to resolve such complaint. 3. Failing resolution through the informal consultation process, a written grievance is prepared. Within five (5) working days, the Program Director must respond to the written grievance and notify the ACF Regional Office and the governing bodies of the filed grievance. 4. If there is no resolution, USD 383 Board of Education can be asked to review the matter. 5. Failing resolution at the USD 383 Board of Education, the grievance may proceed to the ACF Regional Office. The following concepts will be used for the written grievance procedure: • Information is submitted in writing, signed and dated; • No anonymous complaints will be accepted or considered; • Witnesses may be called at the discretion of the parties involved; • Supporting information may be submitted; • The content of all meetings are kept confidential, unless the complainant discusses the process with persons outside of the process. In such a case, staff may discuss the issue with the same persons. • Mediators or other neutral parties may be asked to assist in resolving differences any time after #2, above. • Efforts are made to keep the grievance local, involving as few people as possible. • Grievances alleging criminal acts or immediate danger to children are dealt with immediately by program officials, parents, and other authorities as appropriate. Once a person has taken a grievance through all of the steps, the grievance may not be returned to the lower level of authority to begin all over again. Section 7 Fiscal Management 1. Cost Allocation • • Charging of Costs to Federal Awards: USD 383 Head Start & Early Head Start (HS/EHS) charges costs that are reasonable, allowable, and allocable to a Federal award directly and indirectly. All unallowable costs shall be appropriately segregated from allowable costs in the general ledger, in order to assure that unallowable costs are not charged to Federal awards. Segregating Unallowable from Allowable Costs: The following steps shall be taken to identify and segregate costs that are allowable and unallowable, with respect to each Federal award: 69 39 The budget and grant or contract for each award shall be reviewed for costs specifically allowable or unallowable. o Accounting personnel shall be familiar with the allowability of cost provisions of 45 CFR part 75, “Uniform Administrative Requirements, Cost Principles, and Audit Requirements for HHS Awards” particularly: The list of specifically unallowable costs found in Subpart E (General Provisions for Selected Items of Cost), such as alcoholic beverages, bad debts, contributions, fines and penalties, lobbying, etc. The costs requiring advance approval from Federal agencies in order to be allowable in accordance with Subpart E, such as foreign travel, equipment purchases, etc. o No costs shall be charged directly to any Federal award until the cost has been determined to be allowable under the terms of the award and/or 45 CFR part 75. o For each Federal award, an appropriate set of general ledger accounts (or account segments) shall be established in the chart of accounts to reflect the categories of allowable costs identified in the award or the award budget. o All items of miscellaneous income or credits, including the subsequent write-offs of un-cashed checks, rebates, refunds, and similar items shall be reflected for grant accounting purposes as reductions in allowable expenditures if the credit relates to charges that were originally charged to a Federal award or to activity associated with a Federal award. The reduction in expenditures shall be reflected in the year in which the credit is received (i.e., if the purchase that results in the credit took place in a prior period, the prior period shall not be amended for the credit). Kansas Unclaimed Property Laws shall be used for guidance Criteria for Allowability: All costs must meet the following criteria from 45 CFR part 75, Subpart E, in order to be treated as allowable direct or indirect costs under a Federal award: o The cost must be “reasonable” for the performance of the award, considering the following factors: Whether the cost is of a type that is generally considered as being necessary for the operation of USD 383 HS/EHS or the performance of the award; Restraints imposed by such factors as generally accepted sound business practices, arm’s length bargaining, Federal and state laws and regulations, and the terms and conditions of the award; Whether the individuals concerned acted with prudence in the circumstances; Consistency with established policies and procedures of USD 383 HS/EHS, deviations from which could unjustifiably increase the costs of the award. o The cost must be “allocable” to an award by meeting one of the following criteria: The cost is incurred specifically for a Federal award; The cost benefits both the Federal award and other work, and can be distributed in reasonable proportion to the benefits received; or The cost is necessary to the overall operation of USD 383 HS/EHS, except where a direct relationship to any particular program or group of programs cannot be demonstrated o The cost must conform to any limitations or exclusions of 45 CFR part 75 or the Federal award itself. o Treatment of costs must be consistent with policies and procedures that apply to both Federally financed activities and other activities of USD 383 HS/EHS. o Costs must be consistently treated over time. 40 o • 70 o o o The cost must be determined in accordance with generally accepted accounting principles. Costs may not be included as a cost of any other Federally financed program in the current or prior periods. The cost must be adequately documented. 2. Cost Sharing and Matching (In-kind) • • • USD 383 Head Start & Early Head Start values contributed services and property that are to be used to meet a cost sharing or matching requirement at their fair market values at the time of contribution, unless award documents or federal agency regulations identify specific values to be used. USD 383 Head Start & Early Head Start shall claim contributions as meeting a cost sharing or matching requirement of a federal award only if all of the following criteria are met: o Claims are verifiable from USD 383 HS/EHS records. o Claims are not included as contributions (or match) for any other federally-assisted project or program. Federal CFDA numbers are included with the Schedule of Expenditures of Federal Awards as part of each annual Independent Auditor’s Report on Compliance o Claims are necessary and reasonable for proper and efficient accomplishment of program objectives or projects. o Claims are allowable under the federal cost principles, 45 CFR part 75. o Claims are not paid by the federal government under another award, except where authorized by federal statute to be used for cost sharing or matching. o Claims are provided for in the approved budget when required by the federal awarding agency. o Claims conform to all provisions of federal administrative regulations, 45 CFR Part 75. o Claims for donated space or buildings, or donated use of space or buildings, acquired by a less than arm’s length transactions (owned by USD 383) are limited to depreciation of use allowance, if not reimbursed as a direct or indirect cost. Use allowance for buildings may be computed at an annual rate not to exceed two percent (2%) of acquisition cost. o Claims for donated space, or donated use of space, acquired by a greater than arm’s length transaction are subject to an independent appraisal to establish its value. o Claims shall comply with the terms and conditions of the federal award and Head Start & Early Head Start and USD 383 policies. o Compliance shall be audited based on requirements described in the OMB Circular A-133 Compliance Supplement and the Head Start Audit Supplement. Valuation & Accounting Treatment: o The following sections discuss the valuation and accounting treatment for each category. Cash • USD 383 Head Start & Early Head Start shall recognize cash contributions as inkind income in the period which they are spent on allowable program costs. • Any discounts received on goods or services are recognized as in-kind only if such discounts are not available to the general public. Space • Claims are valued at the fair rental value of comparable space as established by an independent appraisal of comparable space and facilities in a privatelyowned building in the same locality. • Information on the date of donation and records from the appraisal will be maintained in a property file. 41 71 • If transaction is less than arms-length, claims will be valued based in actual allowable costs not to exceed fair market value. Buildings, Land, and Equipment: • If the purpose of the contribution is to assist Head Start & Early Head Start in the acquisition of equipment, building, or land, the total value of the donated property may be claimed as matching with prior approval of the awarding agency. • If the purpose of the donation is to support activities that require the use of equipment, buildings, or land, depreciation or use charges may be claimed as matching, unless the awarding agency has approved using the full value as match. • Equipment, land, or buildings are valued at their fair market value as determined by an independent appraiser. Information on the date of donation and records from the appraisal will be maintained in a property file. Volunteer Time and Services • Volunteer services furnished by professional and technical personnel, consultants, and other skilled and unskilled labor will be included in in-kind if the services are an integral and necessary part of the program. • Volunteer services will be valued at rates consistent with those paid for similar work in USD 383. For skills not found in USD 383, rates will be consistent with those paid for similar work in our labor market. Rates should include gross hourly wages plus fringe benefits calculated based on fringe benefits received by employees in similar positions, or on agency average. • Volunteers must possess qualifications and perform work requiring those skills in order to be valued at greater than an unskilled labor rate. • USD 383 Head Start & Early Head Start requires volunteers to document and account for their contributed time in a manner similar to the timekeeping system followed by employees. • Volunteers shall provide the following information: o Date service was performed o Volunteer name and address o Hours donated o Service provided o Signature of volunteer o Documentation (sign-in sheets) will be tallied, valued, and recorded as in-kind not less than monthly. Supplies: • Donated supplies must be used in the program and shall be valued at fair market value at the time of donation. Supplies can be counted as match only if the items would have been purchased by Head Start and Early Head Start. 3. Cash Receipts • Cash (including checks payable to Head Start) is the most liquid asset this organization has. Therefore, it is the objective of USD 383 Head Start to establish and follow the strongest possible internal controls in this area. 72 42 o o o o o o Funds are only received by the Program Director, or designee (Office Professionals with training in fiscal management processes). The Program Director, or designee, will record funds received on the Deposit Log and compare the receipts with the funds received, using the Enrollment Cash Report Sheet. Using the Receipt Book, the payer will receive the white copy, the yellow copy will remain with the funds received until deposit, and the pink copy will be maintained by Head Start. The Cash Report Sheet and deposit bag will be delivered to the USD 383 Business Office each Thursday (as applicable) for verification by Business Office Personnel. The USD 383 Accounts Receivable Clerk compares the Deposit Log and bank deposit records and posts receipts to accounts receivable for Head Start. The USD 383 Budget & Grant Accountant reconciles anticipated revenue with actual recorded revenue. 4. Credit/Debit Card Processing • • • • • • • Applicability: This policy applies to all USD 383 Head Start & Early Head Start employees, contractors, consultants, or agents who, in the course of conducting business on behalf of this organization, accept, process, transmit, or otherwise handle cardholder information in physical or electronic format. Acceptable Payment Cards: USD 383 currently accepts VISA, MasterCard, and Discover and has negotiated contracts for processing payment card transactions. Individual departments may not use or negotiate contracts with these or other payment card companies or processors. Prohibited Payment Card Activities: USD 383 Head Start & Early Head Start prohibits certain credit card activities that include, but are not limited to: o Accepting payment cards for cash advances o Discounting a good or service based on the method of payment o Adding a surcharge or additional fee to payment card transactions Payment Card Fees: Payment card transactions are covered by a monthly fee charged to the USD 383 Business Office. Refunds: When a good or service is purchased using a payment card and a refund is necessary, the refund will be issued in the form of a check. The Program Director shall complete a “Request for Refund.” Refunds in excess of the original sale amount or cash refunds are prohibited. Chargeback: If a payment card transaction is disputed, leading to a chargeback, the organization will notify the USD 383 Business Office and provide appropriate supporting documentation. Maintaining Security: o Persons accepting payment cards on behalf of USD 383 Head Start & Early Head Start are subject to the Payment Card Industry Data Security Standards (PCI DSS). o USD 383 Head Start & Early Head Start prohibits the transmission of cardholder data or sensitive authentication data via e-mail or unsealed envelopes through interoffice mail as these are not secure. o USD 383 Head Start & Early Head Start requires that all external services providers that handle payment card information be PCI compliant. o USD 383 restricts access to cardholder data to those with a “need to know.” 43 73 For electronic media, cardholder data shall not be stored on servers, local hard drives, or external (removable) media unless encrypted and otherwise in full compliance with PCI DSS. o For paper media, cardholder data shall not be stored unless approved for legitimate purposes. Responsibilities: The Program Director is responsible for: o Ensuring that all employees, contractors, and agents with access to payment card data within their department acknowledge on an annual basis and in writing that they have read and understood this policy. o Ensuring that all payment card data collected by their department in the course of performing organization business, regardless of whether the data is stored physically or electronically is secured. Data is considered secured only if all the following criteria are met: o Only those with a “need-to-know” are granted access to payment card and electronic payment data. o Email should not be used to transmit credit card or personal payment information. If it should be necessary to transmit credit card information via e-mail, only the last four digits of the card number can be displayed. o Credit card or personal information is never downloaded onto any portable devices or media. o Fax transmissions (both sending and receiving) of credit card and electronic payment information occurs using only fax machines which are attended by those individuals who must have contact with payment card data to do their jobs. o The processing and storage of personally identifiable credit card or payment information on USD 383 Head Start & Early Head Start computers and servers is prohibited. o Only secure communication protocols and/or encrypted connections to the authorized vendor are used during the processing of eCommerce transactions. o The three or four digit validation code printed on the payment card is never stored in any form. o The full contents of any track data from the magnetic stripe are never stored in any form. o The personal identification number (PIN) or encrypted PIN block are never stored in any form. o The primary account number (PAN) is rendered unreadable anywhere it is stored. o All but the last four digits of any credit card account number are masked when it is necessary to display credit card data. o All media containing payment card or personal payment data are retained no longer than a maximum of six (6) months and then destroyed or rendered unreadable. o Notifying the Executive Director of Special Services and Director of Business Services, in the event of suspected or confirmed loss of cardholder data. Details of any suspected or confirmed breach should not be disclosed in any e-mail correspondence. The Business Office shall: o Process payment card transactions when received. o Return declined payments to Head Start for an alternate method of payment. o Provide training to ensure that staff members are trained in accepting and processing payment cards in compliance with this policy. o Work with external vendors and coordinate payment card policies, standards, and procedures. o Serve as a liaison between the fiscal, information technology, and Program Director for payment card account acquisition or charge procedures. o Review and modify the Application for Payment Card Account Acquisition or Change as necessary. Training: 44 o • • • 74 Employees who are expected to be given access to cardholder data shall be required to complete upon hire, and at least annually thereafter, security awareness training focused on cardholder data security. Employees shall be required to acknowledge at least annually that they have received training, understand cardholder security requirements, and agree to comply with these requirements. 75 45 ITEM 7.6 DATE: TO: FROM: RE: May 6, 2015 Board of Education Superintendent Bob Shannon Elementary Handbooks for 2015-2016 Prepared by: Carol Adams, Executive Director of Teaching and Learning; Dr. Lucas Shivers, Director of Elementary Education; Elementary Principals Background Information: Handbooks are a primary and formal mode of communication with parents, students, community, and staff members. Multiple research studies demonstrate that family involvement in education has a strong correlation with student achievement. “The evidence is consistent, positive, and convincing: families have a major influence on children’s achievement in school and through life” (Mapp & Henderson 2002:7). Handbooks are written to communicate the district’s and schools; policies and procedures, mission, goals, learner outcomes, guidelines for student success, safety and achievement, parent communication, and student activities. Current Considerations: Elementary handbooks are brought to the BOE annually for approval. Three sections were added or revised to reflect the BOE policy updates. They include the following: 1) Drug Free Schools – Remove existing policy JDDA-R and add BOE policy JDDA-R upon approval of revised wording. 2) Tobacco and Electronic Cigarettes Use – Addition of the following with the full text of BOE policy: Tobacco and Electronic Cigarettes Use JCDAA Smoking by students and/or the possession and use of any tobacco product or electronic cigarette is prohibited in any district facility; in school vehicles; at school-sponsored activities, program, or events and on school owned or operated property. "Electronic cigarette" means a battery-powered device, whether or not such device is shaped like a cigarette that can provide inhaled doses of nicotine by delivering a vaporized solution by means of cartridges or other chemical delivery systems. Administrators shall report students under the age of 18 who are in violation of K.S.A 79-3321 to the appropriate law enforcement agency. Vaping by students and/or the possession of a vaping device or vaping paraphernalia, is prohibited in any district facility; in school vehicles; at school-sponsored activities, program, or events and on school owned or operated property. Administrators shall report students under the age of 18 who are in violation of this policy to the appropriate law enforcement agency. Approved: 5/05; Revised 12/13; 12/14 3) Communication With School – Addition of the italicized information: Communication between teachers, students, and parents is crucial to overall student success. Schools will work with parents to: plan and implement effective parent involvement; 76 build the capacity for strong parent involvement; provide full opportunities for parents who are disabled or who have limited English proficiency; help parents understand the state’s content and performance standards, state and local assessments, and other information to improve their children’s achievement; coordinate and integrate parental involvement strategies with other district and community-based programs and, participate in an annual evaluation of the effectiveness of parent involvement. In the elementary school, we offer many ways for students and parents to stay informed about student progress and school activities. These include: Back-to-School Night, Parent-Teacher Conferences, school website, monthly newsletters, classroom newsletters, and daily announcements. Parents may also contact teachers and administrators via email or telephone. All staff email addresses are listed on the school website. In addition, all parents are encouraged to register for access to Infinite Campus Parent Portal. This district web-based student information system allows parents/guardians to check on their child's attendance and grades. Parents are also encouraged to sign-up for USD 383 Intouch, to receive important school announcements and updates via email. Manhattan-Ogden Messages sends school announcements to a cell phone number. For more information about registering for Parent Portal or Intouch, contact the school office. Manhattan-Ogden Messages sign-up is available at www.usd383.org. District Goals: 11. The district and the schools will provide a safe and orderly environment. 12. Schools will involve families in the education of their students. 13. The district and the schools will increase frequency and effectiveness of communication with their staff, students, parents, and community patrons. Board of Education Policy: KB Public Information Program Financial Implications: A bid for 2015-2016 handbook printing will be placed upon approval of the handbook contents. The projected printing cost is $.49 per handbook. In the 2014-2015 year, handbooks were purchased with each school’s printing budget at a cost of $.53 each. The following list shows the number requested for each elementary school and the total projected cost: Amanda Arnold Elementary Bluemont Elementary Frank Bergman Elementary Lee Elementary Marlatt Elementary Northview Elementary Ogden Elementary Theodore Roosevelt Elementary Woodrow Wilson Elementary 100 for a cost of $ 49.00 100 for a cost of $ 49.00 150 for a cost of $ 73.50 50 for a cost of $ 24.50 100 for a cost of $ 49.00 100 for a cost of $ 49.00 75 for a cost of $ 36.75 100 for a cost of $ 49.00 150 for a cost of $ 73.50 Total 2015-2016 Cost $453.25 Recommendation: 2 The administration respectfully recommends that final approval (A ) be given for elementary handbook changes for the 2015-2016 school year. Recommended Motion: “I move to give final approval to the elementary handbook changes for the 2015-2016 school year.” Works Cited Henderson, A.T., & Mapp, K.L. (2002). A New Wave of Evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory. 77 ITEM 7.7 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon Secondary Student Handbooks for 2015-16 Prepared by: Vickie Kline, Principal of Anthony Middle School; Tracy Newell, Principal of Eisenhower Middle School; Greg Hoyt, Principal of Manhattan High School; Dr. Jeanne Disney, Director of Secondary Education Carol Adams, Executive Director of Teaching and Learning; Background Information: One form of communication with parents, students, community, and staff members is accomplished through the secondary student handbooks. The handbooks are written to include: district mission and outcomes; guidelines for student success; safety and achievement; parent communication; and student activities. Current Considerations: Secondary student handbooks are brought to the Board each year for approval, in order for the schools to meet the printing timeline and distribution for the upcoming school year. A summary of the changes proposed for each secondary school student handbook is provided. Secondary Handbook Revisions 2015-16 In an effort to align secondary student handbooks more closely with recently revised board policies on tobacco and electronic cigarettes use and drug free schools, sections will be added or replaced with current policy wording in the student handbooks for Anthony Middle School, Eisenhower Middle School, and Manhattan High School. A listing of these policies is provided in Appendix A. Middle School Handbook Revisions 2015-16 In addition to the policy changes as noted above, Anthony Middle School and Eisenhower Middle School administrators are recommending the addition and/or change in language to the following sections: dress code, student code of conduct and telephones/telephone calls/cell phones. A summary of the changes for Anthony Middle School is provided in Appendix B. A summary of changes for Eisenhower Middle School is provided in Appendix C. MHS Handbook Revisions 2015-16 In addition to the board policy changes noted above and minor editing changes, Manhattan High School administration is recommending changes in the following sections: activity tickets, bus service, lockers, appearance, assembly behavior, attendance, cafeteria procedure, college/university enrollment, dances and events, detentions, disruptive behaviors, driving and parking, media center, student assistants, suspension (OSS), tardies, and transportation policies. A summary of these changes is provided as part of Appendix D. District Goals: 11. The district and the schools will provide a safe and orderly environment. 12. Schools will involve families in the education of their students. 13. The district and the schools will increase frequency and effectiveness of communication with their staff, students, parents, and community patrons. Board of Education Policy: KB - Public Information Program 78 Financial Implications: For the 2015-2016 school year, the following quotes have been provided for the cost of planners and handbooks for secondary schools: Susan B. Anthony Middle School 475 student planners/handbooks ($5.36 ea.) 100 parent handbooks @ .53 $ 2546.00 $ 53.00 Dwight D. Eisenhower Middle School 530 student planners/handbooks ($4.00 ea.) 500 parent handbooks @ .53 $ 2120.00 $ 265.00 Manhattan High School 2,400 student planners/handbooks ($3.90 ea.) $ 9,360.00 Total - All secondary handbooks $14,344.00 Recommendation: 2 The administration respectfully recommends that final approval (A ) be given for secondary handbook changes for the 2015-16 school year. Recommended Motion: “I move to give final approval to the secondary handbook changes for the 2015-16 school year.” 79 APPENDIX A ALL SECONDARY HANDBOOK CHANGES AND ADDITIONS FOR 2015-16 CHANGES TO HANDBOOKS The following Board policies will be added to or will replace corresponding sections in the handbooks for both middle schools and the high school. 1) TOBACCO AND ELECTRONIC CIGARETTES USE (GAOC/JCDAA) Add: Tobacco and Electronic Cigarettes Use JCDAA Smoking by students and/or the possession and use of any tobacco product or electronic cigarette is prohibited in any district facility; in school vehicles; at school-sponsored activities, program, or events and on school owned or operated property. "Electronic cigarette" means a battery-powered device, whether or not such device is shaped like a cigarette that can provide inhaled doses of nicotine by delivering a vaporized solution by means of cartridges or other chemical delivery systems. Administrators shall report students under the age of 18 who are in violation of K.S.A 79-3321 to the appropriate law enforcement agency. Vaping by students and/or the possession of a vaping device or vaping paraphernalia, is prohibited in any district facility; in school vehicles; at school-sponsored activities, program, or events and on school owned or operated property. Administrators shall report students under the age of 18 who are in violation of this policy to the appropriate law enforcement agency. Approved: 5/05; Revised 12/13; 12/14 2) DRUG FREE SCHOOLS Remove existing policy and add BOE policy JDDA-R upon approval. 80 APPENDIX B ANTHONY MIDDLE SCHOOL HANDBOOK CHANGES AND ADDITIONS FOR 2015-16 CHANGES TO HANDBOOK PG 8 DRESS CODE Current Wording: DRESS CODE In an effort to provide the best possible learning environment for the diverse population at the middle school, a representative group of students, parents/guardians, teachers and administrators has endorsed the following set of guidelines for student appearance. Students, parents/guardians and school staff are responsible for appearance that promotes safe, modest, non-disruptive student behavior. In recognition of the interrelationships between good appearance, proper behavior and educational success, the guidelines for appearance will encourage students to become positive community contributors. 1. Outer headwear such as ball caps, hats, bandanas, stocking cap, skull caps, must be removed upon entering the building, during school hours and until the end of the school day. All EMS students will be expected to remove their hats when they come indoors for an after school activity. Hoods on sweat shirts are not to be worn over the head. Ball caps may be worn at all outdoor after school activities. If administration deems any headwear as disruptive, it must be removed. 2. Clothing that is inconsistent with the goals and purposes of middle school and is prohibited includes items that: a. advocate or encourage violence; b. promote the use of or make references to alcohol, drugs, tobacco products, or which use sexual innuendoes; c. contain abusive, rude/profane/obscene or indecent language, pictures or symbols; d. demeans or ridicules others, including sexually suggestive or racially offensive material; e. are inappropriate or that expose the chest or shoulder area, mid-section or buttocks. This includes bare midriffs, fishnet shirts, sheer clothing, halters, strapless, spaghetti straps or one-strap tops and short shorts or skirts. Clothing should cover the entire back and front when arms are raised in the air or the student is leaning forward at a desk or lunch table; f. sagging is not allowed. (Waist Band of pants must be worn at the hipbone level.) Clothing that is designed or intended to be worn as underclothing should be completely covered. Add: g. leggings, stretch pants, or tights must have the waist line to below the buttocks covered with some other apparel such as a shirt, sweater or skirt. Rationale: Updating to address current fashion trends 81 PG 19 EXPECTATIONS FOR STUDENT BEHAVIOR LEVEL THREE Current Wording: EXPECTATIONS FOR STUDENT BEHAVIOR LEVEL THREE 3. ALCOHOL/DRUG/SALE OR DISBURSEMENT: The selling, or disbursing of alcohol, drugs, or other controlled substances. The illegal use of drugs is wrong and harmful. Replace with: 3. ALCOHOL/DRUG POSSESSION, SALE OR DISBURSEMENT: The selling, possession or disbursing of alcohol, drugs, or other controlled substances. The illegal use of drugs is wrong and harmful. Rationale: Creates a more comprehensive code of student conduct TELEPHONES/TELEPHONE CALLS/CELL PHONES PG 23 Current Wording: TELEPHONES/TELEPHONE CALLS/CELL PHONES A student phone is available in the main foyer outside the Media Center or in the hallway by the back activity entrance. This phone is available for student use between classes, before and after school, and during lunch with a pass from a teacher, supervisor, or administrator. Students will only be called from classes to take calls in the office in emergency situations. Teachers may also give permission for students to use classroom phones at their individual discretion. Unless students have been given permission by a classroom teacher to bring electronic devices to his or her class for educational purposes, students who bring a cell phone to school must power off the device during school hours and secure it in their personal locker. Students in possession of a cell phone during school hours will have it confiscated and returned at the end of the school day. Subsequent violations may result in parent/ guardian retrieval or the cell phone being banned from school. Add: Students who bring a cell phone to school must power off the device and conceal it during school hours: 7:50 AM to 2:40 PM. Rationale: To make wording consistent with the Eisenhower Middle School handbook 82 APPENDIX C EISENHOWER MIDDLE SCHOOL HANDBOOK CHANGES AND ADDITIONS FOR 2015-16 CHANGES TO HANDBOOK PG 6 DRESS CODE Current Wording: DRESS CODE In an effort to provide the best possible learning environment for the diverse population at the middle school, a representative group of students, parents/guardians, teachers and administrators has endorsed the following set of guidelines for student appearance. Students, parents/guardians and school staff are responsible for appearance that promotes safe, modest, non-disruptive student behavior. In recognition of the interrelationships between good appearance, proper behavior and educational success, the guidelines for appearance will encourage students to become positive community contributors. 3. Outer headwear such as ball caps, hats, bandanas, stocking cap, skull caps, must be removed upon entering the building, during school hours and until the end of the school day. All EMS students will be expected to remove their hats when they come indoors for an after school activity. Hoods on sweat shirts are not to be worn over the head. Ball caps may be worn at all outdoor after school activities. If administration deems any headwear as disruptive, it must be removed. 4. Clothing that is inconsistent with the goals and purposes of middle school and is prohibited includes items that: a. advocate or encourage violence; b. promote the use of or make references to alcohol, drugs, tobacco products, or which use sexual innuendoes; c. contain abusive, rude/profane/obscene or indecent language, pictures or symbols; d. demeans or ridicules others, including sexually suggestive or racially offensive material; e. are inappropriate or that expose the chest or shoulder area, mid-section or buttocks. This includes bare midriffs, fishnet shirts, sheer clothing, halters, strapless, spaghetti straps or onestrap tops and short shorts or skirts. Clothing should cover the entire back and front when arms are raised in the air or the student is leaning forward at a desk or lunch table; f. sagging is not allowed. (Waist Band of pants must be worn at the hipbone level.) Clothing that is designed or intended to be worn as underclothing should be completely covered. Add: g. leggings, stretch pants, or tights must have the waste line to below the buttocks covered with some other apparel such as a shirt, sweater or skirt. Rationale: Updating to address current fashion trends 83 PG 16 EXPECTATIONS FOR STUDENT BEHAVIOR LEVEL THREE Current Wording: EXPECTATIONS FOR STUDENT BEHAVIOR LEVEL THREE 3. ALCOHOL/DRUG/SALE OR DISBURSEMENT: The selling, or disbursing of alcohol, drugs, or other controlled substances. The illegal use of drugs is wrong and harmful. Replace with: 3. ALCOHOL/DRUG POSSESSION, SALE OR DISBURSEMENT: The selling, possession or disbursing of alcohol, drugs, or other controlled substances. The illegal use of drugs is wrong and harmful. Rationale: Creates a more comprehensive code of student conduct 84 APPENDIX D MANHATTAN HIGH SCHOOL HANDBOOK CHANGES AND ADDITIONS FOR 2015-16 CHANGES TO HANDBOOK PG 6 ACTIVITY TICKETS Current Wording: ACTIVITY TICKETS Tickets may be purchased at the time of enrollment or in the main office once school begins. An activity ticket admits the student to home athletic events sponsored by MHS, plays, the all-school musical, and the fall/winter Homecoming dance. Many school organizations share in the funds collected from activity ticket sales. Value of the ticket is over $100. Replace with: ACTIVITY TICKETS Tickets may be purchased at the time of enrollment or in the main office once school begins. An activity ticket admits the student to home athletic events sponsored by MHS, plays, and the fall/winter Homecoming activities. Value of the ticket is over $100. Rationale: Updating wording to reflect current practice PG 6 BUS SERVICE Current Wording: BUS SERVICE All students who live two and one half miles or more from the high school shall be furnished transportation for the regular school term. An activity/athletic bus will provide transportation to all elementary schools at a time designated between 5:00-6:00 p.m. Remove entire section: BUS SERVICE All students who live two and one half miles or more from the high school shall be furnished transportation for the regular school term. An activity/athletic bus will provide transportation to all elementary schools at a time designated between 5:00-6:00 p.m. Rationale: Wording is inconsistent with current practice 85 PG 6 LOCKERS (SCHOOL PROPERTY) Current wording: LOCKERS (SCHOOL PROPERTY) Each student entering school will be assigned a locker. Lockers should be kept locked at all times. Locker difficulties should be reported immediately to the main office. The administration reserves the right to search a student’s locker if it is deemed necessary. Students taking a P.E. class are assigned gym lockers. Students must provide padlocks for gym lockers. Students remember to lock your gym lockers with a padlock. Be sure your valuables are not visible. If you have high value items have them secured in the Security Booth or with your Administrator. Replace with: LOCKERS (SCHOOL PROPERTY) Each student entering school will be assigned a locker. Lockers should be kept locked at all times. Locker difficulties should be reported immediately to the main office. The administration reserves the right to search a student’s locker if it is deemed necessary. Students taking a P.E. class are assigned gym lockers. Students must lock your gym lockers with a padlock. Be sure your valuables are not visible. Rationale: To remove redundant and inaccurate wording PG 8 APPEARANCE Current Wording: APPEARANCE 1. All outer headwear must be removed upon entering the building, during school hours, and until the end of the school day. No folded cloth headbands are permitted. 2e. Clothing that is inappropriate or that exposes the chest or shoulder area, mid-section or buttocks. “Sagging” (undergarments showing) is not allowed. 7. Chains, trench coats, long outer garments and other items that impact safety and learning at MHS are not permitted. Light jackets are allowed, although some class activities may require students to remove jackets for safety reasons. Replace with: 1. All outer headwear must be removed upon entering the building, during school hours, and until the end of the school day. Hair adornments that are disruptive or create a safety issue in a classroom may be requested to be removed by the teacher. Any article of clothing or accessory that presents a gangaffiliated appearance or connection is prohibited. 2e. Clothing that is inappropriate or exposes the chest or shoulder area, mid-section or buttocks, or undergarments is not allowed. 7. Items that impact safety and learning at MHS are not permitted. Rationale: To create a general policy that could be applied to changing trends 86 PG 8 ASSEMBLY BEHAVIOR Current wording: ASSEMBLY BEHAVIOR Students will travel to assemblies with the classroom teacher and sit where directed. Students should display appropriate behavior by being respectful, polite, and appreciative. Assembly presenters/ performers are guests and should be treated in the most complimentary way. Assembly time is still class time, and students may not leave the building or loiter on school premises during the assembly. Guidelines for appropriate behavior are: 1. Further the image of MHS as an enjoyable and positive place to visit and perform. 2. Show appreciation by applause only. 3. Do not visit with others. 4. Do not leave the auditorium at any time during the assembly. 5. No food or drink items are permitted in the auditorium Replace with: Students will travel to assemblies with the classroom teacher and sit where directed. Students should display appropriate behavior by being respectful, polite, and appreciative. Assembly time is still class time, and students may not leave the building or loiter on school premises during the assembly. Rationale: To create a general policy highlighting positive behaviors PG 9 ATTENDANCE Current Wording: ATTENDANCE Students are expected to be present and punctual for all classes throughout the school year. Attendance is the responsibility of the student. Parents play a critical role in supporting the student’s regular attendance. The administration and faculty of Manhattan High School believe there is a direct correlation between regular attendance and success in school. *All students are required to attend school for seven periods. Second semester seniors intending to graduate in May 2015 may opt to take fewer classes in the spring semester but must attend a minimum of five consecutive hours. Attendance in study hall is mandatory. *Exceptions will be allowed for part-time students as specified by the BOE policy JBC-R. Procedure on absences: A. Notification Parents/guardians should notify their students’ grade level administrator’s office by calling 5872100 West Campus or 587-2150 East Campus prior to or on the day of the absence. Parents are encouraged to call before 10:00 a.m. It is important that parents contact the school. Voicemail is available during non-school hours. A note may be sent with the student on the day of the student’s return. Secretaries may contact the parents/guardians either by telephone or e-mail. If a student is absent during any hour of school that day. The Infinite Campus, Student Information System allows parents to view attendance on a daily basis, as well as grades and assignments. Parents who have not logged on to the parent portal can pick up their “activation key” in the main office 87 B. Documentation of Absences Documentation of all absences with the grade level administrator’s office is required. This documentation will help prevent truancy referrals to the county attorney. All forms regarding attendance will be available in the grade level administrator’s office. C. Excused/Unexcused Absences Excused Absences are absences supported by a telephone call, note or letter from a parent/guardian, doctor or dentist, etc. An unexcused absence is an absence not supported by a phone call, note or letter from a parent/guardian, doctor or dentist, etc. It is important that parents contact the grade level administrator’s office within 48 hours of the absence. Absences after 48 hours will be considered unexcused. D. Authorized Absences JBD-R The following five authorized absences do not count against the unexcused absences a student is allowed. They are: 1. Personal illness and professional appointments: Excessive absences from a class are sometimes associated with illness such as migraine headaches, asthma, etc. In order to anticipate questions from the Review Board, it is advised to have these circumstances documented with a doctor’s signature and on file with the school nurse. Documented illnesses, which are chronic in nature, need to be updated quarterly, each semester, or yearly. Contact the school nurse regarding documentation. 2. Serious illness or death of a member of the family: Contact the grade level administrator. 3. Emergencies calling for the student’s services or presence at home: Contact the grade level administrator. 4. Obligatory religious observances: When religious reasons require exceptions to the guidelines for an individual student, a parent or guardian should contact the student’s grade level administrator. 5. Participation in a district-approved or school-sponsored activity: Any KSHSAA Activity will not count in the four unexcused absences nor will any school approved class supervised activity. If a student who is participating in a school activity has an absence from class on the day of the activity, the student will not be allowed to participate on that day. An exception on the day of a game or activity would be made for a doctor’s appointment, funeral or religious observances of the student’s own faith. If this violation is learned of after the activity, the student will not play or perform in the next event or contest. All participants are expected to be in school the day after the activity. Repeat of athletic code 6. Absences prearranged by parents and approved by the principal. For Example: College Visits: Students who want to do a college visit will need to pick up the proper request form from their grade level administrator’s office, obtain proper signatures and turn it in to the same office before going on the visit. This is an option for Juniors and Seniors only. To remain eligible for the perfect attendance drawing a student is only allowed two college visits and must have turned in a college visit form before the date of the visit. E. Check In/ Out Procedure: 1. When it is necessary to arrive or depart from school other than the beginning or the ending of the school day, the student must sign in/out through their grade level administrator’s office before going to class or leaving the building. This may help, if necessary, to document the student’s attendance record at a later date and time. 2. Students leaving the building without checking in or out will be assessed an unexcused absence for the hours missed. F. Make-up work policy 1. In case of illness where the student is absent for an unusually long period of time, special consideration will be given and a schedule for make-up work will be worked out in cooperation with the student, parent, and teacher. The student will initiate this request. Homework requests can be requested after the student’s third consecutive absence. a. EXTENDED ABSENCE POLICY (three or more days): Students who know they will be absent in advance for such things as family vacations and trips, must contact their teachers 88 before the absence and make arrangements for assignments and tests. An extended absence form is available from the Attendance Secretary. This form must be completed and returned to the Attendance Secretary well in advance of the extended absence. THERE MUST BE WORK ASSIGNED ANY TIME A STUDENT MISSES A CLASS, except in cases of unexcused absences or tardies. The Extended Absence Form must be filled out or the absence will be unexcused. An extended absence is strongly discouraged during the academic year due to the loss of instructional time b. SHORT-TERM ABSENCE POLICY (Less than three days): When a student is absent due to a short-term illness, he or she will be expected to make up assignments and tests that were announced during the absence. The time allowed to make up the work will be proportional to the time the student was absent. When a student is absent for more than two days because of illness, the student must have someone contact the teachers to get daily assignments and make arrangements for due dates for assignments and tests. 2. In case of doctor appointments, field trips, activity trips, etc., where school is missed for all or part of a day, students are expected to have their assignments on time the same as all other students in the class. It is the student’s responsibility to get the assignments for the class from the teacher or other students. IT IS THE STUDENTS’ RESPONSIBILITY TO INITIATE MAKEUP WORK ASSIGNMENTS. Replace with: ATTENDANCE There is a direct correlation between regular attendance and success in school. *All students are required to attend school for seven periods. Second semester seniors intending to graduate may opt to take fewer classes in the spring semester but must attend a minimum of five consecutive hours. *Exceptions will be allowed for part-time students as specified by the BOE policy JBC-R. Procedure on absences: A. Notification Parents/guardians should notify their students’ grade level administrator’s office by calling 5872100 West Campus or 587-2150 East Campus prior to or on the day of the absence. Parents are encouraged to call before 10:00 a.m. It is important that parents contact the school. . Voicemail is available. A note may be sent with the student on the day of the student’s return. When a student is absent from school an attempt shall be made to contact the parents/guardians either by telephone or e-mail. Infinite Campus, the Student Information System, allows parents to view attendance on a daily basis, as well as grades and assignments. Parents who have not logged on to the Infinite Campus parent portal can pick up their “activation key” in their grade level office. B. Documentation of Absences The principal has been designated to determine the acceptability and validity of excuses presented by the parent(s) or the student. It is important that parents/guardians contact the school within 48 hours of an absence. Absences after 48 hours will be considered unexcused. C. Excused/Unexcused Absences Excused Absences are absences supported by a telephone call, note or letter from a parent/guardian, doctor or dentist, etc. An unexcused absence is an absence not supported by a phone call, note or letter from a parent/guardian, doctor or dentist, etc. It is important that parents contact the grade level administrator’s office within 48 hours of the absence. Absences after 48 hours will be considered unexcused. D. Excused/Unexcused Absences JBD-R 1. Personal illness and professional appointments 2. Serious illness or death of a member of the family 3. Emergencies calling for the student’s services or presence at home 89 4. Obligatory religious observances 5. Participation in a district-approved or school-sponsored activity 6. Absences prearranged by parents and approved by the principal E. Check In/ Out Procedure: 1. When it is necessary to arrive or depart from school other than the beginning or the ending of the school day, the student must sign in/out through their grade level administrator’s office before going to class or leaving the building. 2. Students leaving the building without checking in or out will be assessed an unexcused absence for the hours missed. F. Make-up work policy 1. In case of illness where the student is absent for an unusually long period of time, special consideration will be given and a schedule for make-up work will be worked out in cooperation with the student, parent, and teacher. The student will initiate this request. Homework requests can be requested after the student’s third consecutive absence. a. EXTENDED ABSENCE POLICY (three or more days): Students who know they will be absent in advance for such things as family vacations and trips, must contact their teachers before the absence and make arrangements for assignments and tests. An extended absence is strongly discouraged during the academic year due to the loss of instructional time. When an extended absence occurs, students will be given an Extended Absence Form to complete. b. SHORT-TERM ABSENCE POLICY (Less than three days): When a student is absent due to a short-term illness, he or she will be expected to make up assignments and tests that were announced during the absence. The time allowed to make up the work will be proportional to the time the student was absent. c. EARLY SEMESTER RELEASE: Students wishing to leave prior to the end of a semester should request such leave in a letter to the principal two weeks prior to the end of the semester. Notification of approval or denial will occur within a week. Forms can be found in grade level administration office. 2. In case of doctor appointments, field trips, activity trips, etc., where school is missed for all or part of a day, students are expected to have their assignments on time the same as all other students in the class. It is the student’s responsibility to get the assignments for the class from the teacher or other students. Rationale: To provide more concise language to students and parents P11 CAFETERIA PROCEDURE Current Wording: CAFETERIA PROCEDURE th th The East Campus has a closed lunch period. The West Campus has an open lunch for 11 and 12 grade students only. Students eating lunch at MHS West are to remain in the cafeteria, and commons area with all food items. 1. The MHS cafeteria will serve breakfast and lunch to students and teachers every full day of school. West Campus will begin serving breakfast at 7:15am. 2. Breakfast and lunch are available for respective costs. Applications for free and reduced meal prices are available in the main office; the application must be completed and reviewed annually 3. Separately-priced food items are available in addition to the regular lunch Students must pay with cash for a la carte items. 4. Lunch accounts are available for your convenience. Any dollar amount can be added to a meal account. Your student ID number is your account number. Your account will be charged 90 accordingly as it is used by the student. At the end of each school year seniors and any student leaving the district will be reimbursed what money is left in his or her account. All other student accounts are carried over to the next school year, with your money from the previous year. 5. Students are to take trays, dishes and refuse to the appropriate disposal area; and place all waste paper in the trash containers. Replace with: CAFETERIA PROCEDURE th th The East Campus has a closed lunch period. The West Campus has an open lunch for 11 and 12 grade students only. Students eating lunch at MHS West are to remain in the cafeteria, courtyard, and commons area with all food items. 1. The MHS cafeteria will serve breakfast at 7:15 a.m. and lunch to students and teachers every full day of school. 2. Breakfast and lunch are available for respective costs. Applications for free and reduced meal prices are available in the main office and online; a new application is required each school year. 3. Separately-priced food items such as drinks and snacks are available in addition to the regular lunch as long as a student’s meal account is in good standing. 4. Lunch accounts are available for your convenience. Any dollar amount can be added to a meal account. Your student ID number is your account number. Your account will be charged accordingly as it is used by the student. At the end of each school year seniors and any student leaving the district will be reimbursed what money is left in his or her account. All other student accounts are carried over to the next school year, with your money from the previous year. 5. Student’s meal accounts should remain in good standing. A student’s meal account is only allowed to reach negative $10 before they will be offered an alternative meal choice. 6. You may monitor your lunch account online at mypaymentsplus.com. Rationale: To provide more concise language to students and parents PG 12 COLLEGE/UNIVERSITY ENROLLMENT Current wording: COLLEGE/UNIVERSITY ENROLLMENT University course work provides for part-time university enrollment. According to the regulations of the Kansas Board of Regents, students in grades 11 and 12 (or 9 and 10 if on a gifted IEP) may enroll in on-campus or off-campus courses offered by an accredited college or university (approved by MHS), provided that the student’s schedule is arranged to take the course during the school day or during the summer under the following conditions: a. A 3.0 GPA b. Exemplary attendance c. If taken during the school day, the student’s schedule can be arranged to take the course d. Must file required paperwork (available in E-144) • Application to the college/university • A letter of endorsement from Manhattan High School is obtained • A transcript • Dual credit request (student 18 or over may make the request) Additional information: • Enrollment fees must be assumed by the student/parent. 91 • Dual credit approval must be approved in writing before the start of the course(s) by the principal. • Upon successful completion of the college/university course, the student may receive elective high school credit by filing an official copy of the college grade with the high school registrar. If the course is being used for required high school credit, the student will demonstrate proficiency through an assessment coordinated by the principal. Replace with: COLLEGE/UNIVERSITY ENROLLMENT Manhattan High School offers concurrent and dual credit courses. (Questions about concurrent and dual courses can be answered by visiting with our Career and College Readiness Counselor C-010C) Concurrent Courses are postsecondary courses offered through a partnership with an accredited postsecondary institution, taught during the school day, within our building, and taught by eligible and approved high school faculty. Students will receive both high school and college credit. The grade earned will remain on the student’s permanent college transcript. Courses taught through MATC meet or exceed the learning outcomes and competencies specified by the Kansas Core Outcomes project as sanctioned by the Kansas Board of Regents (KBOR). The courses transfer to schools governed by KBOR. Students are encouraged to check the transferability of all concurrent and dual courses if planning to attend a private or an out of state college or university. Students must have an excellent attendance record and be a sophomore, junior or senior. College Algebra and English Composition I require a passing score on the Compass Exam in the specific content area (see specific course description). The Compass Exam is free the first time and will cost $10 to retake. MATC will administer this exam. To be eligible to take other offered the student must have at least a 2.5 GPA and exceptional attendance. Students will receive .5 high school credit for a two or three hour course and 1.0 high school credit for a four or five hour course. Students will receive a weighted grade, .03 credit for every .5 credit earned. Tuition, books and supply fees will be the student’s responsibility. These courses have a minimum enrollment of eight to be offered. Dual Credit Courses are similar to concurrent courses except in the location or means of how the class is administered. They are postsecondary courses from an accredited college or university where the student will receive both high school and college credit. The student attends college classes in person on the college campus either during the school day or after school hours, or the student takes the course online either during the school day or after hours. Students wanting to take a dual credit course must make arrangements through the MHS Career and College Readiness Counseling Office, C-010C. Preapproved Dual Credit classes, from an accredited institution, can be added to your transcript with a weighted grade, .03 credit for every .5 credit earned. (Not all courses taken off campus can be applied to your transcript. Having preapproval to take a dual credit course is the only way to know if the course will count. Rationale: To align with current practice 92 PG 16 DANCES AND EVENTS Current wording: DANCES AND EVENTS All Manhattan High School students must present their current school ID card or when attending a school-sponsored dance. Upon leaving the dance, the student and/or guest may not return. Students enrolled at MHS may request permission to bring one guest to the Prom and the fall and winter homecoming dances. Students wishing to bring a guest should obtain a guest request form and return it to the office prior to the dance. Freshmen are not permitted to attend the Prom. Replace with: DANCES AND EVENTS All Manhattan High School students will be asked to present their current school ID card or have their attendance verified when attending a school-sponsored dance or event. Upon leaving the event, the student may not return. Homecoming events are for MHS students only. Students enrolled at MHS may request permission to bring one guest to the Prom. Students wishing to bring a guest should obtain a guest request form and return it to the office prior to the dance. Freshmen are not permitted to attend the Prom. Rationale: To align with current practice PG 16 DETENTION Current wording: DETENTION A student is assigned to detention by a teacher or administrator for minor incidents of misbehavior. Administrators may assign students to detention to be served in the approved locations. 1. Absences from detention may be excused only by the principal or assistant principals prior to the detention assignment. Being at practice, work, or home are NOT excusable. Meeting a verified dental or doctor appointment and illness are excusable. Failure to attend after school detention as assigned may result in further disciplinary action. 2. The student is expected to engage in quiet and constructive work during detention. It is suggested that the student take this opportunity to make up, complete or supplement academic work. 3. Failure to comply with the requests of the detention supervisor may result in further disciplinary action. Replace with: DETENTION A student is assigned to detention for minor incidents of misbehavior. Teachers may assign detentions that will be served in their classrooms with the teacher supervising. Administrators may assign students to detention to be served in the approved locations. Rationale: To create a policy that removes specific administrative responses allowing for more flexibility in administrative decision-making 93 PG 16 DISRUPTIVE BEHAVIOR Current wording: DISRUPTIVE BEHAVIOR Inappropriate items that are found to be disruptive to the regular school setting will be confiscated and not returned. This includes items such as but not limited to water balloons, silly string, squirt guns, lasers, in-line skates and skateboards. Violations may result in disciplinary action. Replace with: DISRUPTIVE BEHAVIOR Students are expected to come to school prepared to learn and engage in instructional activities, students who are disruptive to this environment will be subject to disciplinary actions. Rationale: To create a policy that removes specific administrative responses allowing for more flexibility in administrative decision-making PG 16 DRIVING AND PARKING Current wording: DRIVING AND PARKING Student Driven Vehicle Passenger Restrictions at MHS 1. Drivers under 16 years of age passenger restriction: May not transport any non-sibling minor passengers. 2. Drivers under 17 years of age passenger restriction: May not transport more than one nonsibling passenger under the age of 18. Students will not be allowed to park at the East Campus. Students are required to complete a registration form and purchase a parking permit for $50.00. A pro-rated rate will be determined if the permit is purchased during the second semester. The purchase of a permit does not guarantee a parking space on campus. This permit is to be permanently affixed to the right rear window of the automobile. On motorcycles, the permit must be attached to the motorcycle’s rear fender. Eligible Regulations: 1. A car must occupy only one stall when parked. A car must park in a designated stall, marked by lines on both sides of the space. 2. Students are required to park in the designated parking lots and are not allowed to park in faculty or visitor parking. 3. Loitering is not permitted in parking areas or around vehicles during the school day. 4. No parking is permitted on service drives, crosswalks or areas designated by signs or colored markings. 5. Safe driving must be practiced at all times. The on-campus speed limit is 10 miles per hour. 6. Parking and driving regulations are effective on school days from 7:30 a.m. to 3:30 p.m. Parking areas will be supervised during these hours and at most school functions. 7. MHS Security Officers have authority to ticket and correct students in violation of parking and driving regulations. Students are expected to show respect and cooperation to the security officers in the performance of their duties. 8. Parking permits are not transferable. If the car is to be sold or traded, the original permit is to be removed and brought to the main office. A new permit will then be issued for $1.00. 94 9. Failure to comply with these general parking regulations results in a $10.00 fine. The fine is payable to MHS in the main office. A student receiving a parking violation(s) must pay the fine(s) by the end of the month. If the fine is not paid, the student may lose parking. 10.When circumstances arise that a student must drive a different vehicle that is not registered, the student must notify the main office upon arrival at school that same day to avoid being fined and to obtain a temporary vehicle parking form. 11.If disciplinary measures require a vehicle be suspended from campus, the suspension may be for the remainder of the semester. 12.Students who violate this policy may be fined and are subject to disciplinary action. 13 Parking lots are subject to search. Refusal to allow school officials to search vehicles may result in loss of parking privileges. 14.Decorating of cars will not be permitted in any campus parking areas. Replace with: DRIVING AND PARKING Student Driven Vehicle Passenger Restrictions stated by Kansas Law: 1. Drivers under 16 years of age passenger restriction: May not transport any non-sibling minor passengers. 2. Drivers under 17 years of age passenger restriction: May not transport more than one nonsibling passenger under the age of 18. Students will not be allowed to park at the East Campus. Students are required to complete a registration form and purchase a parking permit for $50.00. A pro-rated rate will be determined if the permit is purchased during the second semester. The purchase of a permit does not guarantee a parking space on campus. This permit is to be permanently affixed to the right rear window of the automobile. On motorcycles, the permit must be attached to the motorcycle’s rear fender. Eligible Regulations: 1. A car must occupy only one stall when parked. A car must park in a designated stall, marked by lines on both sides of the space. 2. Students are required to park in the designated parking lots and are not allowed to park in faculty or visitor parking. 3. Loitering is not permitted in parking areas or around vehicles during the school day. 4. No parking is permitted on service drives, crosswalks or areas designated by signs or red curbing. 5. Safe driving must be practiced at all times. The on-campus speed limit is 10 miles per hour. 6. Parking regulations are effective on school days from 7:00 a.m. to 3:30 p.m. Parking areas will be supervised during these hours and at most school functions. 7. MHS Security Officers have authority to ticket and correct students in violation of parking and driving regulations. Failure to comply with these general parking regulations results in a $10.00 fine. The fine is payable to MHS in the main office. 8. Parking permits are not transferable. If the car is to be sold or traded, the original permit is to be removed and brought to the main office. A new permit will then be issued for $1.00. 9. When circumstances arise that a student must drive a different vehicle that is not registered, the student must notify the main office upon arrival at school that same day to avoid being fined and to obtain a temporary vehicle parking form. 10.If disciplinary measures require a vehicle be suspended from campus, the suspension may be for the remainder of the semester. 11.Parking lots are subject to search. Refusal to allow school officials to search vehicles may result in loss of parking privileges. 12.Decorating of cars will not be permitted in any campus parking areas. Rationale: Updating language to reflect current practice 95 PG 26 MEDIA CENTER (LIBRARY) USE Current wording: MEDIA CENTER (LIBRARY) USE West Campus: The media center is available for research and reading before and after school in addition to the entire school day Monday – Thursday from 7:30 a.m. to 4:00 p.m. and Friday from 7:30 a.m. to 3:30 p.m. During regular class hours, students must have a pass written on the date in their planner from the teacher to enter the media center. Special Release or Independent Study students must present a KSU ID or Senior Special Release Card as a pass and sign-in on the notebook at the circulation desk. For use of the media center during study hall periods for research and reading, students must sign up with the staff in the media center prior to the study hall hour they wish to attend. They will receive a special stamp in their planner on the date indicating that they have received proper permission to come to the media center during study hall. East Campus: The media center is available for research and reading before and after school in addition to the entire school day from 7:30 a.m. to 4:00 p.m. Monday through Thursday, and 7:30 a.m. to 3:30 p.m. on Friday. During regular class hours, students must have a pass written in their planner from their teacher to enter the media center. Upon entering students are to sign in at the circulation desk and leave their planner on the counter. Students are welcome to come during lunch, but they must eat first and have a signed planner. To check out materials in the media center a student must present their student ID card, a picture ID, or their class schedule. Regular library books are checked out for two weeks and magazines are checked out for one day. Either type of item may be renewed. For maximum availability, reference books must be used in the media center during open hours. Students with overdue materials will not be permitted to check out materials until the overdue materials are returned. Students are responsible to pay for lost or damaged materials. Replace with: MEDIA CENTER (LIBRARY) USE West Campus: The media center is available for research and reading before and after school in addition to the entire school day Monday – Friday from 7:20 a.m. to 3:30 p.m. During regular class hours, students must have a pass written on the date in their planner from the teacher to enter the media center and sign in on the Attendance Computer. Students from any class, including Study Hall, will need an individual pass and are limited to a maximum of 4 students unless accompanied by a teacher or a para. To check out materials in the media center a student must present their student ID card or a picture ID. Regular library books are checked out for two weeks and magazines are checked out for one week. Either type of items may be renewed. For maximum availability, reference books must be used in the media center during the school hours. They may, however, be checked out after school for overnight use; these materials must be returned by 7:45 a.m. the following school day. Students with overdue materials will not be permitted to check out materials until the overdue materials are cleared by returning the item(s). Students are responsible to pay for lost or damaged materials. East Campus: The library is open from 7:30 a.m. to 3:45 p.m. Monday through Thursday, and 7:30 a.m. to 3:15 p.m. on Friday. Students must have an individual pass from their teacher when they come to the media center. When visiting the library students are to sign in on the computer at the circulation desk and then sign out when they leave. Students are welcome to come during lunch, but they must eat first. No food or drink is allowed in the library. To check out materials in the library a student must know their student ID number. Students are allowed 5 books and 2 magazines at any time. Library books are checked out for two weeks and 96 magazines are checked out for one day. Either type of item may be renewed. Books in the reference section are generally not checked out, but special permission may be given depending on the specific reference materials and circumstances. Students with overdue materials will not be permitted to check out any additional items. It is the responsibility of students to pay for any lost or damaged items. Rationale: Updating language to reflect current practice PG 32 STUDENT ASSISTANTS Current wording: STUDENT ASSISTANTS The following criteria will be used to clarify the use of Student Assistants. • Teachers will be allowed to have two Student Assistants per day. • Student Assistants will be allowed to enroll only on a P/NC (pass/no credit) basis. • Grade level administrators will approve all Student Assistants during pre-enrollment. Teachers requesting Student Assistants will be required to submit a list to the principal of the duties/responsibilities that the student assistants will be assigned. Replace with: STUDENT ASSISTANTS Students who wish to be an assistant for a teacher, counselor, administrator or librarian must have written approval from that individual at the time of enrollment. During the four years of high school students may receive 1.0 credit (two semesters). The assigned grade will be Pass (P1) or No Credit (NC). The student must be on track to meet graduation requirements. Rationale: Updating language to reflect current practice PG 35 SUSPENSION: OUT-OF-SCHOOL (OSS) Current wording: A student suspended out-of-school may receive credit for work completed during the suspension. The work will be collected at the readmit conference unless other arrangements are made with the classroom teachers. Replace with: A student suspended out-of-school may receive credit for work completed during the suspension and may pick up their work in the main office. The student is responsible for turning in work upon their return to their classroom teacher. During OSS, the student is not allowed on any USD 383 property and is not allowed to attend any activities/athletics in which Manhattan High School is involved, whether the event is here or at another school. Rationale: To clarify the policy 97 PG 37 TARDIES Current wording: A student is considered tardy when she/he has not entered the classroom when the bell rings. Students late to 1st hour should check in at their grade level office for an admit slip. Frequent violators of this policy will have their parent/guardian contacted by the classroom teacher. Replace with: A student is considered tardy when she/he has not entered the classroom when the bell rings. Students arriving at school after 7:40 a.m. should check in at their grade level office. Frequent violators of this policy will have their parent/guardian contacted by the classroom teacher. Continued violations will result in a referral to the class administrator for assignment of consequences. Rationale: To clarify the policy PG 41 TRANSPORTATION POLICIES Current wording: All students who live two and one half miles or more from the high school are eligible for school transportation. Buses are Equipped with Audio Visual Cameras. USD #383 Transportation Services wants to serve all bus riders with safe and dependable service. This is not as easy job and students are expected to participate in having a safe bus. Those who do not follow the rules will be subject to the following disciplinary measures. 1st: Phone Notice to Parents 2nd: Parental Conference with the Discipline Coordinator 3rd: A One-Week Suspension Subsequent Misconduct will result in a Two-Week suspension, and then the student will be suspended for the remainder of the semester. Should misconduct continue beyond this point the student will lose their riding privileges for the remainder of the year. Of course any serious incident will result in an immediate suspension of one week. Please review the following rules with your student: 1. The bus driver shall be in charge of all passengers while they are riding, loading and unloading from the bus. 2. The bus driver shall have the authority to assign a seat to each passenger. 3. Students need to be at their stop location 5 minutes prior to stop time. 4. Students shall not stand in the traveled portion of the roadway while waiting for the bus. 5. Students shall not extend any part of their bodies out of the bus windows. 6. Students shall not get on or off the bus or move about while the bus is in motion. 7. No smoking or chewing of tobacco or lighting matches/lighters on the bus. 8. No alcoholic beverages or illegal drugs shall be consumed or carried in the bus. 9. Animals or insects shall not be transported on the bus. 10.No weapons of any type, knives, guns, tear gas, flammable liquids or any other object or material 98 that may harm another student shall be carried on the bus. 11. Harassment, Bullying and Public Displays of Affection (PDA) are not permitted. 12.No eating or drinking is permitted on the bus. 13.No vandalizing of the bus or tampering with its equipment is permitted. 14.Students may not open or close any doors except in cases of emergency. 15.Students shall not disembark except at authorized stops without written permission of the parent or guardian on file at transportation From time to time, parents request that their children be permitted to ride the bus to and/or from some place other than their designated stop. The school district policy and Kansas State Law for these situations is as follows: • A note to transportation services from a parent or guardian must be received not less than 24 hours in advance. • The stop must be a designated stop on an existing route. • If the request involves a student riding a different bus, the request will only be granted if there is adequate room for the additional student. Please remember only students who are authorized bus transportation will be allowed to ride. If a note is not received, the request will be denied when the student attempts to board the bus. Replace with: All students who live two and one half miles or more from the high school are eligible for school transportation. Kansas Statutes Annotated 72-8302(c) The Board of Education of every school district is authorized to adopt rules and regulations to govern the conduct, control and discipline of all pupils while being transported in school buses. The board may suspend or revoke the transportation privilege or entitlement of any pupil who violates any rules and regulations adopted by the board under authority of this subsection. Buses are Equipped with Audio Visual Cameras. USD #383 Transportation Services wants to serve all bus riders with safe and dependable service. This is not as easy job and students are expected to participate in having a safe bus. Those who do not follow the rules will be subject to disciplinary measures as determined by the USD 383 Transportation Handbook. Please review the following rules with your student: 1. The bus driver shall be in charge of all passengers while they are riding, loading and unloading from the bus. 2. The bus driver shall have the authority to assign a seat to each passenger. 3. Students shall not stand in the traveled portion of the roadway while waiting for the bus. 4. Students shall not extend any part of their bodies out of the bus windows. 5. Students shall not get on or off the bus or move about while the bus is in motion. 6. No smoking or chewing of tobacco or lighting matches/lighters on the bus. 7. No alcoholic beverages or illegal drugs shall be consumed or carried in the bus. 8. Animals or insects shall not be transported on the bus. 9. No weapons of any type, knives, guns, tear gas, flammable liquids or any other object or material that may harm another student shall be carried on the bus. 10.No eating or drinking is permitted on the bus. 11.No vandalizing of the bus or tampering with its equipment is permitted. 12.Students may not open or close any doors except in cases of emergency. 99 13.Students shall not disembark except at authorized stops without written permission of the parent or guardian on file at transportation. Notification to the Transportation Department is required at least 24 hours in advance of a change of stop. From time to time, parents request that their children be permitted to ride the bus to and/or from some place other than their designated stop. The school district policy for these situations is as follows: • A note to transportation services from a parent or guardian must be received not less than 24 hours in advance. • The stop must be a designated stop on an existing route. • If the request involves a student riding a different bus, the request will only be granted if there is adequate room for the additional student. Please remember only students who are authorized bus transportation will be allowed to ride. If a note is not received, the request will be denied when the student attempts to board the bus. In addition to transportation imposed consequences, students who violate Manhattan High School student conduct policy will have appropriate consequences. Rationale: Updating language to reflect current policy 100 ITEM 7.8 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon Manhattan High Class Trip to California Prepared by: Greg Hoyt, MHS Principal Conn Harrison, MHS-E SPED Teacher and Candle Project Sponsor Background Information: Established in 2012, our class has been running a small business making and selling Oil Based Natural Stone Candles. This fundraising project was developed to give our special needs students a chance to learn and apply life & vocational skills outside the school setting. The students have learned about setting up and running a simulated small business: production, purchasing supplies, costs, sales price, taxes, accounting, and profit. They have acquired banking skills: debits (expenses), credits (income) and money handling. Profits from candles have been used to fund our class’s Community Based Instruction (CBI), Life Skills activities, and help provide opportunities our students might not otherwise ever have. At the end of the year our students receive a “paycheck” that is then placed onto a debit card for the student to use during the end of year field trip. This project has provided many valuable lessons over the years that cannot be taught in a typical classroom setting. Student benefits have included: 1. Running a small business: ordering in supplies, receiving, manufacturing, quality control, accounting, sales & marketing, understanding supply & demand, working with local business owners, and handling money. 2. Employee skills: completing school work in order to be ready to clock in on time, appropriate behavior in the workplace, attention to detail, cooperating & getting along with others, and customer relations. 3. Personal Skills: setting a goal & working to achieve it, discipline & maturity, employability skills, communication skills, and an increased self-esteem & confidence. Some of my students have not had many opportunities in their lives to experience what we have provided over the years: going to a large city, staying in a hotel, going to an amusement/water park, having their own money to spend & shopping for themselves, how to buy clothing, and even eating steak for the first time. Most have never gone to the mountains, swam in the ocean, lay on the beach, or gone horseback riding – We will have done that! Current Considerations: The Manhattan High Candle Project is requesting permission to take 7 students and 2 adults to th th California for a week May 30 – June 6 (timing will depend on approval and availability). This end of year trip to California for 8 days is our culminating activity that the students have earned as part of their compensation for their hard work and dedication. Past end of year trips have included Kansas City and Estes Park, Co. It allows us to use these trips as a “teachable moment” to work on life skills: budgeting their paycheck, consumer skills, travel experience, social skills, and creating memorable life experiences. We will fly out to California and stay in a vacation home (saves on food expense by cooking ourselves) and travel in a van(s) to experience things they have not been exposed to in the past. District Goals: 3. Basic skills, thinking skills, core knowledge, multicultural understanding, and personal and civic responsibilities will be the foundation of an integrated curriculum. 5. The district will provide adequate and equitable support of programs through existing and new resources. 101 6. Schools will accommodate the needs of individual learners while being guided by high expectations for all students. 7. Lifelong learning experiences will be offered for prekindergarten through adult regardless of age, gender, ability, race, religion, or economic status. 10. The appropriate use of technology for learning, instruction, communication, and management will be supported. 14. Partnerships will be maintained and expanded with the broader communities. Board of Education Policy: IFC B Fi e ld Tr i ps Benchmarking: As far as I know, our small business venture is unique to our district and there is not a similar program in our state. Financial Implications: We are a self-supporting program and have used the funds generated to fund our program the past 3 ½ yrs. The only district funding that has been used was SPED funds for transportation. Anticipated expense for group of 9: $ 2,700 Airfare $ 2,800 Housing $ 900 Transportation (van rental) $ 1,620 Student “Paychecks” $ 1,600 Meals ($200/day for 8 days) $ 9,620 Total cost (Paid by Candle Business - See attached account record) (Travel 2-231-83400-580-40-231-03 & Supplies 2-231-83400-610-40-231-03) Current Revenue Balance: $10,248 with one more sales event in May (Acct. 40-231-03) District cost: None Student Commitment and Paychecks: Amount earned throughout the year working the business includes hours worked during production making candles and bonus money earned for working 14 Sales Events across state on weekends. Future Considerations: If our Candle Project is allowed to continue then the students will again work throughout the school year to gain valuable business skills and earn the opportunity for life long experiences. Recommendation: The administration respectfully recommends the Board give final approval to the Manhattan High Candle Project students and chaperones to travel to Encinitas, California - June 2015. Recommended Motion: 2 "I move to give final approval (A ) for Life Skills Candle Project students and chaperones to travel to Encinitas, California - June 2015.” 102 Manhattan High School Candle Project Account Summary/Balance Sheet Date Account Description 40-231-03 Activity Acct. Balance 3/18/15 40-231-03 Lawrence Craft Show Cash/checks $290.60 $290.60 3/31/15 40-231-03 Wichita Fair Cash/checks $549-tax $506.46 3/31/15 40-231-03 Wichita Fair Credit Cards $190-tax $146.56 4/14/15 40-231-03 Wamego Tulip Fest. Cash/checks $695-tax $641.20 4/14/15 40-231-03 Wamego Tulip Fest. Credit Cards $640-tax $586.24 12/19/14 099-xxx-40-231-03 Walmart Donation $700 $700.00 4/16/15 Deposits Balance $7,377.25 Account Balance $10,248.31 We have one more sales event Wamego Kansas Sampler which was our biggest last year raising $2,500. Board “99” Account: Deposit Supplies 2-099-71990-000-40-231-03 2-099-83400-610-40-231-00 Activity Account: Revenue Travel Supplies 2-231-71790-000-40-231-03 2-231-83400-580-40-231-03 2-231-83400-610-40-231-03 This accounting has been recreated by Michele Bellamy, Cheryl James, and Conn Harrison and reflects deposits not reflected in Activity Account Balance. Under our current district accounting system it is not easy to look up current balances of Activity Accounts due to delays in accounting as compared to a bank account. 103 ITEM 7.9 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon Summer Field Biology Trip to Rocky Mountain National Park, Colorado, July 10 - 20, 2015 Prepared by: Greg Hoyt, MHS Principal Pat Lamb, MHS Science Teacher Background Information: The classical classroom schedule makes it almost impossible to study any type of Biology outdoors at Manhattan High. Students must read about biological concepts and try to visualize them instead of experiencing them first-hand. We feel that students who really enjoy science need to be exposed to actual biological experiences in the field. We also feel that they should see how biology ties into all the other sciences. Because of time restraints summer is the only time that students can accomplish these goals. At least fourteen students will have the opportunity to physically experience Biology, which means the study of life. Biology should be taught outside in natural settings with multiple examples of every concept that teachers provide their students. In my opinion it should also be interdisciplinary and in a “hands on” manner with an emphasis on exploration and inquiry. This formula has provided both an appreciation for nature and a lifelong learning experience for many of our former students. Field Biology is an outside “hands on” biology course with emphasis on ecological evolution. This course allows the student to make a comparative study of several different ecological biomes and how the plants and animals have adapted to fit in them. This comparative study will include investigating the animals and plants in each ecosystem and trying to determine how they relate to one another and the abiotic factors making up that ecosystem. The course will emphasize how each organism fits in its ecosystem, and on what adaptations that it has developed to survive in that environment. Another fundamental aspect of this course will be to develop in our students two very important attitudes. First, we will try to cultivate in our students a "sense of place" for the particular environment that they live in: the tall grass prairie. And second, we hope to create in each student an understanding and a love for all nature everywhere. Current Considerations: Two teachers, Pat Lamb and Kent Dick, will be taking 14 students to Rocky Mountain National Park near Estes, Colorado. They will be camping in tents at Glacier Basin Group Camping Sites th th inside the Park from July 11 until July 20 . During this time the group will hike about twice a day (once in the morning and once in the afternoon). Most hikes have a specific purpose: bird identification, flower/plant identification, learning about medicinal plants, geology of the Rocky Mountains, study of the Alpine ecosystem, analysis of the quality of water in a mountain stream, th etc. Some of the hikes are led by Park Rangers. One morning is spent in a museum. On the 20 of July we will drive to Fort Collins, Colorado and white water raft the Poudre River before continuing on home. They will finish the course and return home to Manhattan, Kansas around th midnight on July 20 . District Goals: 6. Schools will accommodate the needs of individual learners while being guided by high expectations for all students. 104 7. Lifelong learning experiences will be offered for prekindergarten through adult regardless of age, gender, ability, race, religion, or economic status. 10. The appropriate use of technology for learning, instruction, communication, and management will be supported. 14. Partnerships will be maintained and expanded with the broader communities. Financial Implications: Anticipated Expenses: Projected 2015 Cost Budget Items *Salaries $ 6,400 Poudre Canyon Rafting $ 0 Replenish Supplies $ 150 Real West Portraits Frame (Cost of one student's picture $16.95) $ $ 65 80 *USD # 383 Van $ 1,100 Gas for one other Van $ Food $ 1,400 Camping $ 520 Clean Vans $ 30 Showers $ 0 Miscellaneous Discovery Center $ 47 Total = 400 $10,192 Anticipated Revenue: Student Commitment: $ 800 X 14 Students $ 11,200 USD 383 Commitment: None Board of Education Policy: IFC B Fi e ld Tr i ps 105 Benchmarking: We are one of a few schools in Kansas that provide students with this opportunity. We are the benchmark school. For the last two years I have given a presentation on how to start up a Field Biology Couse at the Kansas Exemplary Education Network’s (KEEN) State Conference. Future Considerations: If our Yes grant comes through we will add River Rafting to the budget. The cost of vans ($0.50/mile) has really driven up the cost of the course. I know Transportation has done the best they can. So if anyone has any good ideas, we would be receptive to them. Recommendation: 2 The administration respectfully recommends the Board give final approval (A ) for students and faculty to travel and camp in Rocky Mountain National Park in Northern Colorado, July 10 – 20, 2015. Recommended Motion: "I move to give final approval for students and faculty to travel and camp in Rocky Mountain National Park in Northern Colorado, July 10 – 20, 2015.” 106 ITEM 7.10 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon Amanda Arnold Elementary Odyssey of the Mind Trip to Michigan Prepared by: Larry Liotta, Amanda Arnold Elementary Principal Janet Stark, Amanda Arnold Elementary Gifted Teacher and Odyssey of the Mind Program Sponsor Background Information: This is our first experience with Odyssey of the Mind at Amanda Arnold Elementary School. Odyssey of the Mind is a group creative problem solving competition that requires students work together without outside adult assistance of any kind to solve problems that have to do with classic literature and theatre, as well as mechanical, structural, and vehicular engineering. The focus is on taking risks to create solutions that are unique and to present those solutions in a theme-based presentation in front of judges and an audience. We hosted three teams at Amanda Arnold this year. These teams have been coached by parent volunteers who were trained by our gifted teacher, Janet Stark. She has also co-coached our th st nd rd 6 grade team. All teams placed 1 , 2 , 3 at our State Competition at Bethel College in March. th Our 6 grade team received a high enough rating to be invited to compete at World Finals in Michigan on May 20-23, 2015. They will encounter other middle school students not only from other states who also placed, but from other countries around the world. They have registered to host a “buddy team” from either Russia or Mexico and look forward to this world celebration of innovation and creativity in May. Current Considerations: Amanda Arnold Odyssey of the Mind is requesting permission to take six students and three adults to Michigan State University in East Lansing, MI, May 19-24. We will depart on Tuesday evening May 19 and have one overnight stay on the way to East Lansing, Michigan. Opening Ceremonies for World OM take place at 7 pm on Wednesday, May 20. Closing Ceremonies are on Saturday, May 23 at 7 pm. We will be driving home the next day. Our adults and students will be housed in dorm rooms at Michigan State. District Goals: 1. The education of all students will be based on high academic standards. 6. Schools will accommodate the needs of individual learners while being guided by high expectations for all students. 7. Lifelong learning experiences will be offered for prekindergarten through adult regardless of age, gender, ability, race, religion, or economic status. 12. Schools will involve families in the education of their students. Board of Education Policy: IFC B Fi e ld Tr i ps Benchmarking: While Odyssey of the Mind has been in Kansas for 30 years, this is the first year, to our knowledge, that a school in USD 383 has competed. We are excited for our students that they have been so successful in their first year. 107 Supporting elementary competition groups that travel throughout the country is not a new idea for USD 383. For years, they have approved the travel and participation of our students who represent our schools in Washington, DC each summer at National History Day, under the guidance of Terry Healy. Financial Implications: Our initial program fee of $135 and a per-team-fee of $75 were paid for by our PTO. All other costs have been generated by fundraising. Parents/families are responsible for their remaining share. Anticipated expense for group of 9: $ 4,779 Room and Board $ 600 Travel expense (gas for personal vehicles and one night hotel lodging) $ 5,379 Total expense Current Revenue Balance: $5,379 District cost: None Student Commitment: Families have participated in fundraising and have covered unmet costs. Future Considerations: If Odyssey of the Mind continues to grow, we will continue to look for community partners to assist with expenses for these traveling competitions. Recommendation: The administration respectfully recommends the Board give final approval to the Amanda Arnold th Odyssey of the Mind 6 grade team and chaperones to travel to East Lansing, MI, May 19-24. Recommended Motion: 2 th “I move to give final approval (A ) for the Amanda Arnold Odyssey of the Mind 6 grade team and chaperones to travel to East Lansing, MI, May 19-24.” 108 ITEM 7.11 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon Disposal of Surplus Buses Prepared by: Doug Messer, Director of Transportation Background Information: Board of Education policy states excess or unusable district-owned equipment and supplies will be disposed of at the discretion of the Board. Purple Wave Auction Company of Manhattan currently has a contract with the State of Kanas for auctioning excess property. According to contract 36345AA, this will be done at a 0% commission to any local governmental agency. The contract runs through October 31, 2015. Purple Wave will advertise this auction and take all pictures of the vehicles and post them on their internet auction website. The District only has an obligation to show the equipment to prospective buyers and be present as they are removed from our premises. Purple Wave’s services are paid for when the buyer of the item pays a 10% buyer’s premium. On multiple occasions, the District has used Purple Wave Auction Company, Inc. to dispose of this excess equipment. Administration has been very pleased with the results. Current Considerations: The District currently has two buses considered excess equipment. They are one 1998 Bluebird 47 passenger bus, and a 1998 AmTran 71 passenger bus. The Bluebird has over 250,000 miles, and the AmTran has over 155,000 miles. The Bluebird needs over $4000 of work to the front end components and the AmTran has severe corrosions issues. Both of the buses are not worth fixing due to their age. District Goal: 5. The district will provide support of programs through existing and new resources. Board of Education Policy: DFM Equipment and Supplies Sales Financial Implications Proceeds from the sale will be deposited in the Transportation Capital Outlay Fund. Recommendation: 2 The administration respectfully recommends that the Board of Education give final approval (A ) to contract with Purple Wave, Inc. of Manhattan to dispose of two excess buses Recommended Motion: “I move to give final approval to contract with Purple Wave, Inc. of Manhattan to dispose of two excess buses.” 109 110 111 ITEM 8.2.1 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon Substance Abuse Prevention Programs Prepared by: Kari Q. Humes, Drug and Alcohol Prevention Coordinator Background Information: The mission of the Manhattan-Ogden USD 383 Substance Abuse Prevention Program is to provide awareness/educational/promotional activities that encourage the choice of not using alcohol, tobacco, or other drugs and to support activities for students experiencing alcohol, tobacco, and other drugrelated problems. Student substance abuse use precedes and is a risk factor for academic problems, such as lower grades, absenteeism and high dropout rates. Alcohol, tobacco and illegal drugs can interfere with a student’s ability to think, making learning and concentration more difficult and impede academic performance. The implication is that universal prevention programs that reduce substance use and risk factors while increasing protective factors among students in a school are likely to increase the average test scores of students in that school. It is imperative that we continue to monitor levels of substance use and risk and protection among our students in order to inform strategic school improvement efforts. The City of Manhattan Special Alcohol Tax Grant allows us to continue our prevention work with students. With this funding we support social worker services at the middle schools, and at the elementary schools, along with a full-time drug and alcohol prevention coordinator, who is a state certified Substance Abuse Prevention Professional (CPP) and Licensed Addiction Counselor (LAC), for the district as well as a full time Life Skills Program Facilitator. These funds also provide our programs with after-school busing which is essential for providing services during a high-risk time of day for young people in our community. The program focuses on prevention, intervention and referrals for treatment. The grant-funded programs are planned to help students gain leadership skills; be able to make informed, healthy decisions; gain knowledge of the effects of alcohol, tobacco and drugs on self and relationships; and be able to present information and beliefs to other students. This program promotes the healthy development of students in our school district with a focus on preventing problem behaviors to include substance abuse, delinquency, teen pregnancy, school dropout and violence. Program goals for the 2014-2015 and the 2015-2016 school years are targeted to reduce risk and increase protective factors in our students: Outcome 1: Decrease alcohol, tobacco, and other drug use in students as measured by 30 day and lifetime usage data. Outcome 2: Increase number of students making informed, healthy decisions. Outcome 3: Increase age of first initiation of alcohol, tobacco, and other drug use Our program follows the Social Development Strategy developed by researchers Dr. J. Hawkins and Dr. Richard F. Catalano, Professors at the University of Washington’s Social Development Research group. Their research indicates that one of the most effective ways to buffer young people from risk is to strengthen their bond with positive, pro-social family members, significant adults, teachers, and/or friends. Our program utilizes the three Protective Processes that have been associated with protection from risk: Opportunities for Involvement -Young people must have opportunities to be involved in and contribute to their community, their school, their family, and their peer groups in meaningful ways. Social and Cognitive Skills - Providing opportunity for involvement with family, school, community, or peers is not enough. In order to take advantage of these opportunities and be recognized and valued for that involvement, children must be taught the skills necessary to take advantage of the opportunities they are offered. 112 Recognition - Along with opportunities and the skills to take advantage of the opportunities, children must be recognized and acknowledged for their efforts. Recognition gives young people the incentive to continue to contribute and reinforces them for doing a good job. Following the model of the Social Development Strategy, we focus on the following Communities that Care Protective Factors: School Opportunities for Pro-social Involvement-School Domain and School Rewards for Pro-social Involvement-School Domain. Risk and protective factors provide a necessary focus and structure for prevention. Communities That Care (CTC) is a prevention model based on the risk-focused framework and provides structure in making informed decisions concerning prevention services through annual assessments. Our district is committed to the annual participation in the Communities that Care Survey. Active parent permission and signature collection is now a requirement. We are actively working on including a parent permission form in the enrollment package or during central enrollment to simplify the signature collection process and ensure participation. Results from the 2014 annual Communities that Care Survey and trend data since 2000 shows the overall reduction of substance abuse in the district over the past 12 years. The CTC survey is undertaken by the Southeast Education Service Center in collaboration with the Kansas Department for Aging and Disability Services and is used by state agencies, counties, schools and communities in Kansas to monitor the incidence and prevalence of adolescent problem behaviors and the environmental factors that put children at risk or protect them from developing those behaviors. USD 383 2000 2002 2004 2006 2008 2010 2011 2012 2013 2014 30-Day Rate of Alcohol, Tobacco and Other Drugs Percentage of students reporting that they have used the following substances at least once in the past 30 days: Smokeless Cigarettes Alcohol Marijuana Cocaine/ Inhalants LSD Methamphetamines Tobacco Crack 5.9 17.0 35.7 11.1 1.5 4.7 2.5 1.4 4.3 11.0 28.2 13.0 2.0 3.4 1.3 1.5 4.2 11.3 29.2 9.9 2.8 4.9 2.3 1.8 3.0 10.9 30.2 9.0 1.8 3.9 2.0 1.4 3.1 8.7 23.1 7.8 1.0 3.5 1.4 0.7 4.8 9.5 24.3 8.8 1.8 4.1 2.4 1.0 4.3 6.5 23.0 7.1 .63 2.9 1.1 1.3 4.1 6.5 19.9 9.5 1.0 2.4 1.4 1.4 4.3 5.7 18.7 8.8 0.8 2.2 1.2 1.0 3.3 5.5 14.1 8.2 1.0 2.2 1.7 1.0 USD #383 2000 2002 2004 2006 2008 2010 2011 2012 2013 2014 Lifetime Use of Alcohol, Tobacco and Other Drugs Percentage of students reporting that they have used the following substances at least once in their lifetime: Smokeless Cigarettes Alcohol Marijuana Cocaine/ Inhalants LSD Methamphetamines Tobacco Crack 14.6 36.2 55.6 20.1 3.8 12.1 5.3 3.1 11.7 30.1 50.2 22.0 4.4 10.7 4.6 3.4 10.4 27.2 49.4 19.8 5.4 12.0 5.3 3.7 7.4 26.2 47.5 17.8 3.4 10.9 4.5 2.7 6.7 19.3 40.0 13.0 2.3 8.0 3.0 1.9 9.7 19.6 42.3 15.6 3.1 10.1 4.0 2.0 9.4 18.9 42.0 14.5 2.0 8.8 3.1 1.9 10.3 16.1 34.8 16.6 2.3 6.9 2.9 2.0 9.0 16.3 38.3 17.4 1.8 6.9 3.1 1.3 8.4 13.4 29.4 13.6 1.9 7.0 3.8 1.5 113 30-Day Rate of Prescription Medication Percentage of students reporting that they have used the following substances (not prescribed to them by a doctor) at least once in the past 30 days: USD Prescription Tranquilizers Prescription Stimulants Prescription Pain Relievers #383 (xanax, valium, ambien) (ritalin, adderall, concerta) (vicodin, oxycontin or tylox) 2010 2.3 2.0 4.7 2011 2.1 2.4 5.7 2012 2.3 2.6 4.4 2013 1.9 1.9 3.8 2014 1.5 2.1 3.5 Lifetime Use of Prescription Medication Percentage of students reporting that they have used the following substances (not prescribed to them by a doctor) at least once in their lifetime: USD Prescription Tranquilizers Prescription Stimulants (ritalin, Prescription Pain Relievers #383 (xanax, valium, ambien) adderall, concerta) (vicodin, oxycontin or tylox) 2010 4.0 4.0 10.6 2011 4.4 4.9 10.8 2012 4.0 3.8 8.2 2013 4.2 4.4 8.2 2014 2.9 4.4 6.3 In addition to 30 day and lifetime use of substances, we focus on the following two risk factors specifically at Manhattan High School: Manhattan High School 2000 2002 2004 2006 2008 2010 2011 2012 2013 2014 Problem Behaviors: Binge Drinking and Drunk or High at School: Think back over the past 2 weeks. How How many times in the past year have you : many times have you had 5 more Been drunk or high at school? Response: At least once. alcoholic drinks in a row? Response: At least once. 31.4 22.2 32.6 25.3 26.1 24.3 28.0 17.8 21.7 12.7 19.9 14.9 20.6 16.2 18.9 14.7 16.7 15.0 13.4 13.3 The following chart represents 2014 CTC data results for Riley County, Douglas County, Geary County and the state of Kansas. These results include data from all participating schools within each county and are not district specific. District results are confidential. 114 Problem Behaviors: Lifetime Use Percentage of students reporting that they have used the following substances at least once in their lifetime: 2014 Cigarettes Marijuana Alcohol Prescription Medications Riley County 14.1 13.4 29.9 8.3 Douglas County 13.5 18.2 34.2 11.4 Geary County 15.8 13.2 29.7 8.2 State of Kansas 17.1 16.7 37.1 10.2 Current Considerations: Our programs and activities focus on prevention and intervention services as outlined below. LIFE SKILLS PROGRAM: Life Skills is research based and tested to be effective at reducing youth substance abuse amongst other risky behaviors. Implementation of the Life Skills curriculum advances our district’s efforts in th th prevention. Life Skills is being taught to all 6 and 8 grade students in our district. The Life Skills Training program is a comprehensive, dynamic and developmentally appropriate substance abuse prevention program designed for children in grades 6-9. In addition to helping children resist drug, alcohol, and tobacco use, the Botvin Life Skills Training program also effectively helps to reduce violence and other high-risk behaviors. The Botvin Life Skills Training program for middle schools uses a scientific approach and a combination of coaching with peer-interaction and provider-led activities to address the critical factors found to promote substance abuse. This highly interactive program strengthens student skills in the following areas: Personal Self-Management Skills: Students develop skills that help them enhance selfesteem, develop problem-solving skills, reduce stress and anxiety, and manage anger. General Social Skills: Students gain skills to meet personal challenges such as overcoming shyness, communicating clearly, building relationships, and avoiding violence. Drug Resistance Skills: Students build effective defenses against pressures to use tobacco, alcohol, and other drugs. PREVENTION SERVICES: High School: The funding allows us to facilitate prevention programs at Manhattan High School Campuses to include working with Students Against Destructive Decisions (SADD). SADD attends TASK, Red Ribbon, and SADD training at a local, state and national level. SADD holds an annual Spring Fling event, which provides diverse activities, food and prizes to all Manhattan High School students. SADD gives requested presentations to students at the elementary and middle schools. Their presentations include a focus on transition from middle school to high school, dangers of alcohol, tobacco, and other drugs, and decision-making skills. SADD sponsors an annual education event for raising awareness of the dangers of poor decision making at both east and west campuses. In addition, SADD works with media to produce radio and television ads that deliver their message of making good decisions. Support of both after prom and after graduation events is provided and every three years SADD sponsors a “mock crash” to educate students on the consequences associated with distracted driving and driving while intoxicated. 115 Middle Schools: Both Anthony and Eisenhower Middle Schools work with youth leadership groups. Speakers have been scheduled to raise awareness of the dangers of alcohol, tobacco, and other drugs. The middle school social workers provide presentations to students, parents, and staff, which focus on education and support services. Social workers collaborate with community groups, and the high school drug/alcohol coordinator. th th Elementary Schools: Elementary events include Camp Leadership for 5 and 6 graders. Camp Leadership is a one-day retreat for elementary schools that targets leadership development. High school students help facilitate the training and elementary students return to their schools and develop community service projects. Our elementary school social workers provide presentations in classrooms on character education, substance abuse prevention education, decision-making, and anger management. Second Step, a research based prevention program, is taught at the elementary level. Collaboration with parents and staff is enhanced through this effort. INTERVENTION SERVICES: High School: Mandatory education is available with students for alcohol, tobacco, and other drug issues. Counseling/education may include conflict resolution and anger management activities. Support groups are available for students to attend as needed. Education and support is available to assist parents, staff, and students. Referrals are made for treatment as needed. The Drug and Alcohol Prevention Coordinator continues to advocate for improved district policies and practices as they relate to high-risk behaviors. Meetings have taken place to improve the district’s board policy as it relates to substance abuse and provide for effective school building specific policies. Middle Schools: Individual counseling is available with students for alcohol, tobacco, and other drug issues. Counseling may include conflict resolution and anger management activities. Support groups are available for students to attend as needed. Education and support is made available to assist parents, staff, and students. Referrals are made for treatment as needed. Elementary Schools: Individual counseling is available with students for alcohol, tobacco, and other drug issues. Counseling may include conflict resolution and anger management activities. Character education is provided to students at an elementary level. Education and support is made available to assist parents, staff, and students. Referrals are made for treatment as needed. SAFE AND SUPPORTIVE SCHOOLS GRANT (KSDE S3): Manhattan High School w as aw arded a Safe and Supportive Schools (S3) grant in the amount of $77,545.00, for the 2012-2013 academic year, and $105,809.00, for the 2013-2014 academic year, from the Kansas State Department of Education. KSDE provided select schools w ith a final year of extension funding to continue selected programs. MHS w as the recipient of $72,995.80 for the 2014-2015 academic year. COMMUNITY PARTNERSHIPS: We recognize that no single organization can ensure the healthy development of all young people in the community. We support a systemic approach, which involves all segments of the school and community to promote the development of our young people. Our program works with community agencies and programs on the following initiatives: after-prom and graduation events, mock crash events, grim reaper day, after school programs, referrals for alcohol, tobacco, and other drug education, youth lead community programs, and policy change initiatives, among others. Our collaborations include: youth, parents, law enforcement, education, business community, recreations, social services, and local government. We work directly with the following agencies in Manhattan to provide comprehensive community-wide approaches: Manhattan Area Risk Prevention Coalition, UFM, Community Corrections, Pawnee Mental Health Services, Youth Court, Big Brothers Big Sisters, Riley County Crimestoppers, KSU Alcohol and other Drug Services, Restoration Center, Boys and Girls Club, Court Services, Manhattan Arts Council, Manhattan Fire Department, EMS, Lifestar, Cox Communications, Riley County Police Department, Yorgensen- 116 Meloan-Londeen Funeral Home, Beach Museum, Manhattan Emergency Shelter, Harvesters, Breadbasket, Division of Children and Families, Kansas Department of Health and Environment, Department of Education, Tobacco Free Kansas Coalition, TASK, KanCare, Manhattan Housing Authority, Kansas Gas Service Gift of Warmth Program, Alcoholics Anonymous, Al-Anon/Alateen, Riley County Manhattan Health Department/WIC, Ogden Friendship House, Salvation Army, Goodwill, Private Donors, Mercy Regional Health Center, University of Kansas, Washburn University, Family Preservation Services, Crisis Center, Riley County Extension Agency, Court Services, Fort Riley Support Services, Panera, Manhattan Zoo, Little Caesars, Bergman PTO for Project Safe/Character Counts, N-Zone, Kansas School Social Workers’ Association, Riley County Parks and Recreation, Northview Elementary After School Club, Families in Transition Grant, Church Groups, Manhattan Optimist Club, Amanda Arnold PTO, Ft. Riley School Liaison Officer, Manhattan Public Library among others. In addition, Life Skills partners with the Riley County Police Department in the classrooms on the topics of Coping with Anger and Conflict Resolution by sending the School Resource Officers to help facilitate. The Drug and Alcohol Prevention Coordinator is a long standing member of the Manhattan Area Risk Prevention Coalition (MARPC) and is on the sustainability committee and the suicide prevention committee. The Drug and Alcohol Prevention Coordinator assisted the coalition by writing a grant that will focus on the reduction of adolescent suicide incidences while providing education to the community and school personnel. District Goals: 1. The education of all students will be based on high academic standards. 5. The district will provide support of programs through existing and new resources. 11. The district and the schools will provide a safe and orderly environment. 12. Schools will involve families in the education of their students. 13. The district and the schools will increase the frequency and effectiveness of communication with their staff, students, parents and community patrons. 14. Partnerships will be maintained and expanded with the broader communities. Board of Education Policies: JDDA Drug Free Schools JDDA-R Drug Free Schools Financial Implications: The prevention program is funded primarily through a grant from the City of Manhattan Special Alcohol Fund. For calendar year 2015 the district was funded in the amount of $178,696. The calendar year grant request for 2016 is $184,223.00. These funds are used for the salary of one full time Drug and Alcohol Prevention Coordinator, one full time Life Skills Program Facilitator, 50% of the salaries for two middle school social workers and 10% of the salaries of our elementary social workers. In addition, funds are used to offset after school busing expenses at the elementary and middle school level. These funds are essential for providing students with the opportunity to engage in activities and tutoring during a high-risk time of the day. Future Consideration: City Alcohol Tax Funds are not guaranteed from year to year. Due to this, it is imperative that the district continues to look to other funding sources and options. Our programs and the salary of personnel rely on the Special Alcohol Funds and without our current prevention and intervention programs and activities, out students will be more at-risk. This would have a serious impact on services throughout the district to include a loss of faculty positions at both elementary and secondary levels to include the loss of Social Work positions and the district’s Drug and Alcohol Prevention Coordinator and Life Skills Program Facilitator. Recommendation: This report is for information purposes only. 117 ITEM 10.2 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Robert Shannon BOE Policy JDDA revisions Prepared by: Michael Dorst, MHS Assistant Principal Jim Armendariz, Ogden Elementary Principal Diane Clark, Eisenhower Middle School Social Worker Kari Quiton, Drug and Alcohol Prevention Coordinator Vickie Klein, AMS Principal Brett Nelson, Marlatt Elementary Principal Tracy Newell, EMS Principal Susan O’Neill, Anthony Middle School Social Worker Vickie Fix-Turkowski, Director of Adult Education Background Information: The current BOE policy JDDA Drug Free Schools was adopted by the board during April of 2007. In the Student Conduct section of the policy, the local sanctions that were created are extensive and prescribed, and the policy allows for little flexibility pertaining to sanctions. The policy also defines the exact length and amount of counseling sessions the student will receive. th th On December 17 and March 25 , members of a committee met to discuss BOE policy JDDA. We discussed the history of the previous changes to the policy, what works well in the policy and what are potential changes to the policy that would support the administration, counselors and social workers when working with and helping our students. The committee supported changes to JDDA that would make it less prescriptive while developing student handbook changes that were age appropriate and allowed for discretion to be used depending on severity and type of infraction. Current Considerations: In dealing with our current students and the challenges and choices they face in today’s world the administration, counselors and social workers have struggled to enforce policy JDDA while attempting to keep a safe learning environment, educate our students and discouraging harmful behaviors. Along with the aforementioned goals, we understand that there is a direct link of academic success and decreased substance abuse. The proposed changes to policy JDDA (see Appendix A) provide latitude for individualized counseling sessions, provides leeway for student’s behavior consequences, defines the proper use of controlled substances, adds designer drugs/over-the-counter medication and aligns with current KASB suggested policy. By removing the prescribed sanctions and following BOE policy JCDA, Student Conduct, the responsibility of developing meaningful student sanctions that are grade level and age specific/appropriate becomes the charge of the principal groups at elementary schools, middle schools, high school and adult ed. Each level works together to develop school policies that will appear in the student handbook, and obtain approval by the board of education. The proposed changes to JDDA will provide guidelines and definitions while the local school policies will allow for changes to adapt to our ever changing circumstances. District Goal: 11. The district and the schools will provide a safe and orderly environment. 118 Board of Education Policies: JDDA Drug Free Schools JCDA Student Conduct JGFGB Supervision of Medications JGFGBA Student Self-Administration of Medications Recommendation: 2 The administration respectfully recommends that final approval (A ) be given for the amendments to the Board of Education Policy JDDA. Recommended Motion: 2 "I move to give final approval (A ) to the amendment to the Board of Education Policy JDDA as presented.” 119 ITEM 10.3 Date: To: From: Re: May 6, 2015 Board of Education Superintendent Dr. Robert Shannon Ticket Prices for Varsity Athletic Events Prepared by: Mike Marsh, Manhattan High School Athletic Director Background: In the winter of 2009, the Manhattan-Ogden USD 383 Board of Education heard a report by Mike Marsh – Athletic Director at Manhattan High concerning raising ticket prices for adults only from $4.00 to $5.00 for varsity athletic events. Prices at that time had not been raised in the district for fifteen years. Ticket price increases at that time were meant to offset the rising costs of running an athletic program. The BOE that evening voted in favor of raising the costs of adult tickets only. More recently, the Centennial League principals approved a rate increase again for adults only allowing any school in the league to raise adult ticket prices to $6.00 at varsity contest. Current Considerations: The administration at Manhattan High respectfully requests the Board of Education to raise adult admission at varsity games from the current $5.00 to $6.00 beginning with the calendar school year 2015-2016. District Goals: 5. The district will provide support of programs through existing and new resources. Board of Education Policy: JS Student Fees and Charges Benchmarking: School districts and leagues around the state of Kansas with similar classifications have been polled to determine their gate admission fee for adults for varsity athletic contests at their respective schools. It was concluded that two out of the three polled had higher ticket prices currently then was being charged in the Centennial League. Those conferences include: The Western Athletic Conference $5.00 for adults, Ark Valley Chisholm Trail Conference $6.00 for adults and the Sunflower Conference $7.00 for adults. Financial Implications: Recently because of less state funding, the athletic department at Manhattan High has been asked to cut line items from our board side accounts to help the district balance the budget for the upcoming school year 2015-2016. In Tier I. and Tier II. , we have cut $12,075 out of the official lines and $5,730 out of supplies and equipment lines for the coming year 2015-2016. Because of these foreseen losses in money, the administration respectfully requests a raise in tickets prices to offset the losses incurred by budget cuts for next year. The extra money raised will be used to pay for officials for games and help pay for equipment and supplies to keep our student athletes equipped and suited so they can participate in those activities as safe as possible. Our estimated gate receipts this year from adult admissions is $31,750. The proposed increase to $6.00 per adult would result in revenue of $38,100 in 2015-2016, an increase of $6,350. Future Considerations: This information can be used for benchmarking and future reports for ticket prices at Manhattan High athletic events. Recommendation: It is the recommendation of the administration to raise the price of adult admission at Manhattan High school varsity athletic events from $5.00 to $6.00 for the 2015-2016 school year. Recommended Motion: “I move to accept on first reading the increase in adult admission price from $5.00 to $6.00 for the 2015-2016 school year.” 120 ITEM 10.4 Manhattan-Ogden USD 383 Manhattan, Kansas RESOLUTION 1415-14 INTENT OF NONRENEWAL OF TEACHER CONTRACT WHEREAS, _______________ is currently employed in Unified School District No. 383, Riley County, Kansas; and WHEREAS, the Board of Education of said Unified School District No. 383, Riley County, Kansas, finds that the contract of ______________ should be nonrenewed, and that ____________ should be given written notice on or before May 15, 2015, of the intent of the Board of Education to nonrenew his/her contract for the 2015-2016 school year; NOW THEREFORE, BE IT RESOLVED BY THE BOARD OF EDUCATION OF UNIFIED SCHOOL DISTRICT NO. 383, RILEY COUNTY, KANSAS, AS FOLLOWS: It is hereby declared to be the intent of the Board of Education of Unified School District No. 383, Riley County, Kansas that the employment contract of ___________ as a teacher be nonrenewed for the 2015-2016 school year; and The clerk of the Board of Education is directed to give written notice in person or by restricted United States mail to ______________ on or before May 15, 2015, of the board’s intent to nonrenew this contract for the 2015-2016 school year. ADOPTED by the Board of Education of Unified School District No. 383, Riley County, Kansas, the 6th day of May, 2015. By: ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member Attest: ___________________________________ Clerk, Board of Education 121 ITEM 10.5 Manhattan-Ogden USD 383 Manhattan, Kansas RESOLUTION 1415-15 INTENT OF NONRENEWAL OF ADMINISTRATOR CONTRACT WHEREAS, _______________ was initially employed by Unified School District No. 383, Riley County, Kansas, on the ____ day of __________, 20____, as an administrator in Unified School District No. 383, Riley County, Kansas; and WHEREAS, the Board of Education of Unified School District No. 383, Riley County, Kansas, finds that the contract of _______________ for the 2015-2016 school year should be nonrenewed, and that _______________ shall be given written notice on or before the third Friday in May, 2015, of the intent of the Board of Education to nonrenew his/her contract for the 2015-16 school year; NOW THEREFORE, BE IT RESOLVED BY THE BOARD OF EDUCATION OF UNIFIED SCHOOL DISTRICT NO. 383, RILEY COUNTY, KANSAS: Section 1. That it is hereby declared to be the intent of the Board of Education of Unified School District No. 383, Riley County, Kansas, that the employment contract of ______________ as an administrator be nonrenewed for the 2015-2016 school year. Section 2. That the clerk of the Board of Education is hereby directed to give written notice to ______________, on or before the third Friday in May, 2015, of the board’s intent to nonrenew his/her contract for the 2015-2016 school year. ADOPTED by the Board of Education of Unified School District No. 383, Riley County, Kansas, the 6th day of May, 2016. By: ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member ______________________________ Board Member Attest: ______________________________ Clerk, Board of Education 122 Manhattan-Ogden USD 383 Board of Education Meetings 2014-2015 OPERATIONAL CALENDAR MONTH AUGUST 1ST MEETING Budget Board Committee Assignments 2ND MEETING 8-6-14 Board Operational Calendar Preliminary Enrollment OTHER 8-20-14 Authorization to Publish Budget Budget Hearing *Donations & Grants Received 2013-14 SEPTEMBER PDC Handbook IDP Point Approval (consent) Future Agenda Items Review OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY *Middle School Athletic & Activity Annual Report 9-3-14 ALC/OD Program Annual Report 9-17-14 Student Transfer Report Flint Hills Job Corps Contract (expires 10-31-14) Celebration of Freedom Week (rpt & proclamation) Select KASB Delegate KASB Legislative Issues *Overtime Annual Report Summer Programs Summary 10-1-14 State Assessment District Overview 10-15-14 10-22-14 Board Retreat 5:15 p.m. Enrollment Report Head Start Federal Report (consent) Facility Use Fee Review/Revision On-Line Enrollment *Maintenance Costs-Athletic Fields-Annual Report Superintendent Evaluation (Ex.Ssn) *Professional Development Annual Report *Federal/State Grant Funding/At-Risk Annual Report *Transportation Annual Report Facility / Capital Outlay Report 11-5-14 New Course Proposals 2015-16 11-19-14 11-12-14 Site Council Reports Site Council Members & Meeting Dates (Consent) Financial Audit Report AA, FB, TR, AMS, EMS, MHS Manhattan Virtual Academy Annual Report Communications Annual Report @ REC 5:30 p.m. *Fort Riley Partnerships Annual Report *ESOL Annual Report State Technology Plan 12-3-14 KASB Convention Rpt (Board Comments) 12-17-14 Bully Prevention Annual Report Martin Luther King, Jr. Proclamation 1-7-15 Head Start Federal Report (consent) Review NEA Manhattan/BOE Agreement (Ex.Ssn) Legislative Update Mid-Year Enrollment Report Superintendents' Contracts *MHS Mid-Year Graduates List *Mentoring Program Annual Report * Written Report Only *MHS CTE Program Report 2-4-15 Administrator Contracts District Technology Plan Annual Report Summer Programs 2015 1-21-15 1-28-15 Site Council Reports BL, LE, MR, NV, OG, WW @ REC 5:30 p.m. 2-18-15 2-25-15 Board Retreat 5:15p.m. *KSU Partnership/Financial Annual Report 123 M:\\BOE 14-15\BOE Operational Calendar 14-15 Manhattan-Ogden USD 383 Board of Education Meetings 2014-2015 OPERATIONAL CALENDAR MONTH MARCH APRIL MAY JUNE JULY 1ST MEETING Calendar Adoption 2015-16 3-4-15 Mid-Year 2014-15 Finance Report *Parents as Teachers Program Annual Report *Feb. 20 Military Count Capital Outlay Summer Projects 4-1-15 Textbook Adoption 2015-16 Special Education Program Annual Report Head Start Personnel Handbook (consent) Head Start Program Annual Report Early Childhood Program Annual Report Budget Prioritization and Preparation 5-6-15 Elementary Handbooks (consent) School Start/End Times 2015-16 Teacher Contract Renewal/Nonrenewal Head Start Policy Manual (consent) *Substance Abuse Prevention Annual Report Budget Development 2015-16 6-3-15 Summer Programming Update 2ND MEETING Capital Outlay Budget Planning 2015-16 OTHER 3-25-15 *Gifted Education Program Annual Report *Worker Compensation Annual Report Secondary Handbooks (consent) 4-15-15 Student Fees &Textbook Rental 2015-16 Head Start Quarterly Report (consent) *Maintenance & Custodial Annual Report *Library Media/Instr. Technology Annual Report Safety and Security Annual Report 5-20-15 School Meal Prices 2015-16 *Evaluation of 2014-15 New Courses Budget Development 2015-16 6-24-15 ALC /Open Door Handbooks (consent) Board Member Interest in Officer Positions Professional Learning & Collaboration Report Superintendent's District Annual Report *Warehouse Annual Report *Graduation Lists-MHS, MAHS, MVA, ALC, MOD *Health Services Annual Report *MAHS Annual Report *Manhattan-Ogden Public Schools Foundation *MHS Student Athletic & Activities Participation Annual Report Annual Report Reorganization of the Board 7-1-15 Budget Development 2015-16 7-15-15 Audit GAAP Waiver Authorization to Publish Budget Memberships (KASB) Legislative Policies & Positions - Chamber of Vehicle Mileage Reimbursement Rate Commerce Destruction of District Financial Records Head Start Federal Report (consent) Classified Handbooks (consent) *Food Service Annual Report * Written Report Only 124 M:\\BOE 14-15\BOE Operational Calendar 14-15 Manhattan-Ogden USD 383 Board of Education 2014-15 Committee Assignments COMMITTEE/BOARD 2014-2015 PURPOSE Chamber of Commerce Public Affairs (1) District Curriculum & Assessment Council (2) Dave Colburn Darell Edie Curt Herrman Address political issues and advocate at various governmental levels Provide perspective on district curriculum District Finance Committee (2) Darell Edie Marcia Rozell Review financial audit and special finance topics DODEA Grant Oversight (1) District Wellness Committee (1) Facilities and Growth (3) Pat Hudgins Curt Herrman Dave Colburn Darell Edie Leah Fliter Required by terms of grant. To participate in planning discussions. Head Start Policy Council (1) Intergovernmental (2) KASB Governmental Relations Network (2) Negotiations (2) (alt) Parks & Recreation Advisory Board (2) Professional Development Council (1) Technology (2) Aaron Estabrook Pat Hudgins Leah Fliter Dave Colburn Leah Fliter Marcia Rozell Aaron Estabrook Dave Colburn Marcia Rozell Pat Hudgins Curt Herrman Aaron Estabrook Leah Fliter State regulations require a Board member on this committee Work with administration on capital projects and construction projects Advisory committee required by federal regulations Discuss issues among the City, County, KSU and USD 383 Represent the Board on KASB Governmental Relations Network Contract Negotiations between BOE and NEA Advise City Commission on Manhattan Parks & Recreation issues Oversees professional development and reviews IDP proposals District Technology Committee member m:\\BOE 14-15\Committee Assignments 14-15 8-6-14 125 AGENDA PLANNING SCHEDULE 2014-2015 8:00 a.m. (unless otherwise noted) Robinson Education Center AGENDA PLANNING DATE July 8, 2014 July 22, 2014 August 12, 2014 August 26, 2014 September 9, 2014 September 23, 2014 October 7, 2014 October 14, 2014 (if needed) October 28, 2014 November 11, 2014 November 20, 2014 December 9, 2014 December 18, 2014 January 13, 2015 January 27, 2015 February 10, 2015 February 17, 2015 (if needed) February 24, 2015 March 12, 2015 March 24, 2015 April 7, 2015 April 28, 2015 May 12, 2015 May 26, 2015 June 16, 2015 June 23, 2015 TIME 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. 8:00 a.m. DAY Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday Thursday Tuesday Thursday Tuesday Tuesday Tuesday Tuesday Tuesday Thursday Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday Tuesday MEETING DATE July 16, 2014 August 6, 2014 August 20, 2014 September 3, 2014 September 17, 2014 October 1, 2014 October 15, 2014 October 22, 2014 -retreat November 5, 2014 November 19, 2014 December 3, 2014 December 17, 2014 January 7, 2015 January 21, 2015 February 4, 2015 February 18, 2015 February 25, 2015-retreat March 4, 2015 March 25, 2015 April 1, 2015 April 15, 2015 May 6, 2015 May 20, 2015 June 3, 2015 June 24, 2015 July 1, 2015 PARTICIPANTS Leah Fliter Marcia Rozell Leah Fliter Darell Edie Leah Fliter Dave Colburn Leah Fliter Pat Hudgins Leah Fliter Aaron Estabrook Leah Fliter Curt Herrman Leah Fliter Pat Hudgins Leah Fliter Marcia Rozell Leah Fliter Marcia Rozell Leah Fliter Darell Edie Leah Fliter Dave Colburn Leah Fliter Pat Hudgins Leah Fliter Aaron Estabrook Leah Fliter Curt Herrman Leah Fliter Aaron Estabrook Leah Fliter Marcia Rozell Leah Fliter Marcia Rozell Leah Fliter Darell Edie Leah Fliter Dave Colburn Leah Fliter Pat Hudgins Leah Fliter Aaron Estabrook Leah Fliter Curt Herrman Leah Fliter Marcia Rozell Leah Fliter Darell Edie Leah Fliter Dave Colburn Leah Fliter Marcia Rozell The Superintendent’s office will call or e-mail a reminder to scheduled participants on Thursday before the meeting. Underscored name = Agenda setting participant also appearing on KMAN - In Focus for that meeting date. m:\BOE14-15\Agenda Planning 14-15 126 2014-2015 Regular Board Meetings All Regular Board Meetings are held at Robinson Education Center unless otherwise notified. July 2 July 16 August 6 August 20 September 3 September 17 October 1 October 15 November 5 November 19 December 3 December 17 January 7 January 21 February 4 February 18 March 4 March 25 April 1 April 15 May 6 May 20 June 3 June 24 July 1 Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday - 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 6:30 p.m. 2014-2015 Special Meetings for Board Retreat October 22 February 25 Wednesday Wednesday - 5:15 p.m. 5:15 p.m. - @ Robinson Education Center - @ Robinson Education Center 2014-2015 Special Meetings – Site Reports November 12 Wednesday - 5:30 p.m. - School Site Council Reports Amanda Arnold, Frank Bergman, Theodore Roosevelt, Anthony Middle School, Eisenhower Middle School, Manhattan High School @ Robinson Education Center January 28 Wednesday - 5:30 p.m. - School Site Council Reports Bluemont, Lee, Marlatt, Northview, Ogden, Woodrow Wilson @ Robinson Education Center m:\BOE 14-15\BOE Meeting dates 14-15 127 School Board Member Ethics (Board Policy BH) As a member of my local Board, I will strive to improve public education, and to that end I will: Attend all regularly scheduled Board meetings insofar as possible and become informed concerning the issues to be considered at those meetings; Recognize that I should endeavor to make policy decisions only after full discussion at publicly held Board meetings; Render all decisions based on the available facts and my independent judgment, and refuse to surrender that judgment to individuals or special interest groups; Encourage the free expression of opinion by all Board members, and seek systematic communications between the Board and students, district staff, and all elements of the community; W ork with other Board members to establish effective Board policies and to delegate authority for the administration of the schools to the Superintendent; Communicate to other Board members and the Superintendent expressions of public reaction to Board policies and school programs; Support the employment of those persons best qualified to serve as district staff; Avoid being placed in a position of conflict of interest and refrain from using my Board position for personal or partisan gain; Respect the confidentiality of information that is privileged under applicable law; and Remember that the first and greatest concern must be the educational welfare of the students attending the public schools. ADOPTED: 5/05 128