Board of Education Meeting Agenda May 6, 2015 Robinson

Transcription

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
Wednesday, June 3, 6:30 p.m., Robinson Education Center
13.4
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
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
Cheri Wickham
Date:
May 6, 2015
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
Joel Gittle
Date:
May 6, 2015
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
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
Page No
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
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
Page No
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
C
00140038
169.99
05/06/15
554782 STAPLES
C
01
00140039
92.66
05/06/15
20124
STITT, KATHY - PETTY CASH
C
01
00140040
507.79
05/06/15
27688
SYSCO OF KANSAS CITY
C
01
00140041
1,408.38
05/06/15
7637
UFM
C
01
00140042
66.16
05/06/15
561959 UNIFIRST CORPORATION
C
01
00140043
21.79
05/06/15
857
USD #383 FOOD SERVICE
C
01
00140044
1,071.88
05/06/15
859
C
01
00140045
176.40
05/06/15
23916
WARD, STAN
C
01
00140046
39.56
05/06/15
5094
WATERS TRUE VALUE
C
01
00140047
27.90
04/16/15
562114 CANON SOLUTIONS AMERICA
C
01
00140048
15,769.01
04/16/15
31117
CARD CENTER
C
01
00140049
2,616.38
04/16/15
5093
CITY OF MANHATTAN
C
01
00140050
80,423.53
04/16/15
94145
COMMERCE BANK AND TRUST
C
01
00140051
15.00
04/16/15
31402
KAMSA EXECUTIVE DIRECTOR
C
01
00140052
563.35
04/16/15
36064
RICOH USA, INC.
C
01
00140053
8,156.79
04/21/15
22110
AT&T
C
01
00140054
7,016.00
04/21/15
22110
AT&T INTERNET SERVICES
C
01
00140055
85.84
04/21/15
35660
BIRCH TELECOM
C
01
00140056
748.15
04/21/15
31117
CARD CENTER
C
01
00140057
100.58
04/21/15
553425 MARLIN BUSINESS BANK
C
01
00140058
488.93
04/21/15
28962
QWEST COMMERCIAL SERVICES
C
01
00140059
125.00
04/21/15
25679
WASHBURN RURAL MIDDLE SCHOOL
C
01
00140060
105.00
05/06/15
13385
ABILENE HIGH SCHOOL
C
01
00140061
147.95
05/06/15
35565
ACCURATE LABEL DESIGNS
C
01
00140062
80.00
05/06/15
43175
ACT
C
01
00140063
172.50
05/06/15
20067
AG PRESS, INC.
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
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
Page No
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
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
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
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
C
01
00140113
1,738.17
05/06/15
C
01
00140113
-1,738.17
05/06/15
CV
01
00140114
298.78
05/06/15
6473
USA TODAY
C
01
00140115
175.57
05/06/15
859
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
C
01
00140126
334.90
05/06/15
31569
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
Page No
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
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
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
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
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
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
Page No
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
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
C
01
00140250
702.45
05/06/15
31712
REALITYWORKS, INC.
C
01
00140251
5.95
05/06/15
4357
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
Page No
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
C
01
00140257
55.55
05/06/15
1193
STAPLES
C
01
00140258
54.90
05/06/15
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
C
01
00140286
1,026.97
05/06/15
31569
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
C
01
00140293
290.00
05/06/15
7544
FLINT HILLS NFL DISTRICT
C
01
00140294
178.96
05/06/15
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
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
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
C
01
00140332
25,877.38
05/06/15
33342
US FOODS
C
01
00140333
140.87
05/06/15
C
01
00140334
3,642.60
05/06/15
859
C
01
00140335
33.60
05/06/15
36604
WALTER, MARY
C
Total Bank No 01
Amount
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:
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
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
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
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
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
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
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
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
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
Heather Blanton, Teacher, has submitted her resignation effective August 31, 2015. Ms. Blanton
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
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, 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.
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.
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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.
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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
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Section 1 Health & Safety
1. Child Health Status
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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
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•
•
•
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.
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3. Involving Parents
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•
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
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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.
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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
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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.
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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.
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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.
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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.
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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
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10.
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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.
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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.
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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.
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15.
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16.
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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;
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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.
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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.
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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.
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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.
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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.
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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.
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•
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.
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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.
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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.
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

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.
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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:
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

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:
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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.
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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.
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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
•
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.
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7. Respecting Home Language, Culture, and Family Composition
•
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
•
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,
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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;
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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.
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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:
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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
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•
•
•
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
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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
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•
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.
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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
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
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
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
•
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.
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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.
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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
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•
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.
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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.
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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.
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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:
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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.
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o
•
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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.
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•



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.
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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.”
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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:
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o
•
•
•
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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.
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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
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.
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;
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




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:
13. The district and the schools will increase frequency and effectiveness of communication with
their staff, students, parents, and community patrons.
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
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
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;
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.
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:
13. The district and the schools will increase frequency and effectiveness of communication
with their staff, students, parents, and community patrons.
KB - Public Information Program
78
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 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:
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 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
Current Wording:
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 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:
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:
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:
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.
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• 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:
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
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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:
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:
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.
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.
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
Manhattan High Class Trip to California
Prepared by:
Greg Hoyt, MHS Principal
Conn Harrison, MHS-E SPED Teacher and Candle Project Sponsor
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!
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
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.
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.
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
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
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.
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
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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,
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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
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midnight on July 20 .
District Goals:
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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.
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
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.
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.”
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ITEM 7.10
Date:
To:
From:
Re:
May 6, 2015
Board of Education
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
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
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nd
rd
6 grade team. All teams placed 1 , 2 , 3 at our State Competition at Bethel College in March.
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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.
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:
7. Lifelong learning experiences will be offered for prekindergarten through adult regardless of
age, gender, ability, race, religion, or economic status.
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.
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.
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
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Odyssey of the Mind 6 grade team and chaperones to travel to East Lansing, MI, May 19-24.
Recommended Motion:
2
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“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
Disposal of Surplus Buses
Prepared by:
Doug Messer, Director of Transportation
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.
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:
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.”
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111
ITEM 8.2.1
Date:
To:
From:
Re:
May 6, 2015
Board of Education
Substance Abuse Prevention Programs
Prepared by:
Kari Q. Humes, Drug and Alcohol Prevention Coordinator
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.
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
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
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
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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
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
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
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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.
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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.
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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-
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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:
13. The district and the schools will increase the frequency and effectiveness of communication
with their staff, students, parents and community patrons.
Board of Education Policies:
JDDA
Drug Free Schools
JDDA-R
Drug Free Schools
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
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
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.
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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.
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:
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.
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:
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.
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.
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, 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, 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
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
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
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

Board of Education Meeting Agenda May 6, 2015 Robinson

Transcription

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