Assignment Two

by Julie H. Blackmar

EDD 8432 CRN 51213 Advanced Policy

Nova Southeastern University June 24, 2012

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Introduction

I chose three policies from my district’s student handbook and two from the employee

handbook. The three student policies were selected because they are ones with which I deal

most frequently during the execution of my duties as principal. In the case of the employee

policies, however, those were chosen because both policies are currently under scrutiny in my

district.

The first student policy addresses the code of conduct (see Appendix A). This policy

concerns a broad range of topics from the district’s student internet use agreement to the due

process rights of students. It outlines disciplinary offenses and possible disciplinary

consequences. Student disciplinary hearing procedures are listed as well as details regarding

alternative school options for students with behavioral issues. The beginning paragraphs of this

policy address positive expectations for student conduct, but the majority of the policy addresses

misconduct and its ramifications.

Student attendance (see Appendix B) is the second policy I chose to examine. This

policy has held more significance since the advent of Annual Yearly Progress (AYP) indicators.

For the past several years, student attendance rate has been chosen as my district’s second

indicator for AYP. As a result, attendance is closely monitored. The district has put a system in

place through which parents are kept informed regarding their child’s attendance. The

attendance policy also outlines how excessive unexcused absences will be addressed.

In choosing the dress code policy (see Appendix C) as the final student policy to

examine, I chose a policy that is generally hotly contested. Although the policy attempts to be as

objective as possible in identifying what is, and is not, appropriate dress, there is still room for

subjectivity. In addition, changing styles sometimes necessitate revisions to this policy.

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The employee e-mail and internet use policy (see Appendix D) is the fourth policy I

chose. It addresses what types of technology are available to employees and what constitutes

acceptable use of that technology. The policy also contains a list of things that are prohibited.

This policy is evolving all the time as technology, and what you can do with it, is growing by

leaps and bounds.

For my final policy, I chose the employee leave policy (see Appendix E). This policy

outlines what types of leave are available to employees as well as the amount of leave each

employee earns. It also lists the procedures for requesting leave. The Family Medical Leave Act

(FMLA) and leave available to the immediate family of members of the military are addressed

within this policy. As my district has a sick leave bank, the regulations regarding the bank are

outlined in this section of the handbook as well.

Communication of Policies

A copy of the student handbook is provided to every student at the beginning of each

school year. Teachers in grades where it is age appropriate to do so, review the handbook with

their students on the first day of school and as necessary thereafter. The student handbook can

also be accessed via the school district’s website. In addition, the website lists Board of

Education policies and links to the Official Code of Georgia. Information regarding student

policies is also provided through parent conferences, various pamphlets, attendance letters,

parent involvement events, school newsletters, and phone calls to parents made as a result of

student disciplinary infractions.

The employee handbook is made accessible through the district’s webmail system. An

orientation is held at the beginning of each school year for new employees. Part of this

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orientation involves reviewing the employee handbook. During preplanning each year, veteran

teachers receive updates to the handbook.

Implementation and Monitoring of Policies

Burch and Rauscher (2010), in their examination of the influence of the elementary

school principal, state, “Studies examining school-level factors in effective implementation of

instructional policy have highlighted how principals’ and teachers’ interpretations of policy

shape the ways in which external reforms unfold inside of schools and classroom” (p. 334).

As Burch and Rauscher (2010) point out, interpretation plays a large role in how instructional

policies will be implemented. My school district has attempted to craft policies that do not leave

much to interpretation; however, all of the policies under review in this paper have some aspect

of subjectivity.

For this assignment, I chose to interview a fellow elementary school principal. On the

topic of communication and implementation, he stated, “I don’t always feel that policies are

communicated clearly to school administrators from the district level. There have been instances

when county office administrators got upset about the way a situation was handled at one school

only to find out that the same thing was going on at the other schools in the district. There can

be a disconnect between district and school administrators” (P. D. Hudson, personal

communication, June 18, 2012).

I found in reading over the policies I selected for this assignment that there were one or

two aspects of the policies that I felt were not being enforced consistently throughout the district.

For example, the policy on suspensions (see Appendix A) states that students who have been

suspended are ineligible to attend any field trips during that school year. This is not being done

at all schools. Employee leave procedures (see Appendix E) are not always being followed to

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the letter either. The dress code (see Appendix C) is most certainly enforced differently at the

elementary level than at the middle or high level. The more crowded, urban schools tend to be

more lax in regards to the dress code.

With the advent of our student information system, monitoring attendance issues has

become easier. The system automatically prints out form letters to be mailed to the parents of

students who miss more than ten days. In the case of attendance, however, the school system

relies on the judicial system to hold parents ultimately accountable.

Monitoring of policies for students is not as difficult as monitoring those for employees.

The expectation is that employees will be honest, but that is not always the case. Generally, if

employees are breaking policies such as using sick leave to go shopping, other employees are the

ones to turn them in.

Influence of Community Values on Policy

Fowler (2008) discusses the various political cultures to be found in the United States and

labels Georgia, the state in which I reside, a traditionalistic state (p. 97). She goes on to detail

the characteristics of traditionalistic states including the “desire to maintain elite power and

protect the status quo” (p. 97). As the name implies, most Georgians are traditional in their

values. The effects of this traditional view can be seen in the policies created here.

An example of this traditionalism can be found in the policy concerning corporal

punishment (see Appendix A), a disciplinary measure strictly prohibited in some states.

Corporal punishment is allowable in all of the schools of my district although it is most often

used in the rural schools.

“The majority of parents at my school would much rather I paddle their child and send him or

her back to class rather than suspend the child. Most of them tell me the child will get another

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whipping when they get home. It’s a common manner of dispensing discipline in this area”

(P. D. Hudson, personal communication, June 18, 2012).

Traditionalistic cultures are also ones in which the social hierarchy plays an important

role. As the principal I interviewed stated, “It’s a who-you-know type of culture in our district.”

He went on to say, “Policies aren’t always applied to everybody in the same way. There are

some toes you don’t want to step on” (P. D. Hudson, personal communication, June 18, 2012).

Policy is sometimes shaped in my district as a result of influential people exercising their power.

Operational Impact of Policies

Policies provide structure for school operations. Although imperfect, they do bring a

measure of consistency amongst the schools in the district. They set forth expectations for

students, parents, and employees. Policies also address the responsibilities of the school district

to its stakeholders.

In the case of the employee leave policy (see Appendix E), operations are impacted

financially. Lee and Hong (2011) conducted research on family-friendly programs including that

of paid leave. They state, “Of course, family-friendly programs are not always good for the

organization. Family-friendly policies such as subsidies for child care and paid leave cost the

organization extra money” (p. 871). Lee and Hong (2011) found that paid leave did not show a

statistically significant impact on reducing turnover or agency performance (p. 877)

Effect of Policies on Local School Culture

Policies help to spell out what constitutes acceptable organizational behavior. They also

serve to highlight those things that the district values, such as good attendance and appropriate

behavior. In my opinion, the policies that I’ve chosen to examine align with most stakeholders’

values. In addition, the policies concerning the code of conduct, dress code, and employee e-

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mail and internet use (see Appendices A, C, and D) have been crafted with teacher input. This

involvement helps to promote a positive culture through policies that are seen as fair and

consistent.

Kearney (2009), in her article on improving student behavior, advocates asking parents

for input and suggestions in regards to discipline policies (p. 38). She states, “By having an open

dialog with parents, administrators may obtain greater parent cooperation. By pre-teaching the

expected behaviors, parents and students understand what the standard for acceptable behavior is

and the consequences that will follow as a result of poor choices” (p. 38). Implementing

suggestions such as these will help to create a culture of mutual respect amongst stakeholders.

Policies Reflection of Original Spirit and Intent

I feel that the policies I’ve highlighted in this assignment do reflect the original spirit and

intent behind each policy’s creation. However, the policies may not always allow the flexibility

one may desire. In the case of the code of conduct (see Appendix A), it was created to maintain

a safe school environment. In carrying out its mandates, punishments can be excessive. When

suspended, students are not allowed to make up missed work. This may mean that a student

misses a test that counts as a large portion of his/her overall grade or may even result in a student

failing a class. Is this really an appropriate response to misbehavior, and does it align with our

mission as educators?

In regards to the e-mail and internet use policy (see Appendix D), the intent of this policy

is to ensure that technological resources are used in accordance with our school mission and to

ensure that its use is as safe and productive as it can be for both employees and students. Even

with the advent of new technologies and the need to update this policy, I believe its core intent

will remain the same.

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Conclusion

Communication of policies can be made difficult by the breadth and depth of policies.

As a result, there will always be a need to review, clarify and revise policies, especially as issues

arise. It would be better to always be proactive in addressing inadequate policies, but,

unfortunately, one doesn’t always find the flaw until an issue arises.

As new technologies emerge and communication with stakeholders becomes more

entwined with that of social media, policies regarding e-mail and internet use will need to be

expanded. Already, a discussion of allowing students to bring their own hardware, such as iPods

and iPads, to use at school is coming to the forefront. This will necessitate a whole new set of

policies and procedures, not merely minor revisions to existing policies.

Schalock & Verdugo (2012), in their research regarding successful frameworks for

guiding policy development and systems change, discuss the use of specific analytic approaches

(p.70). They state that an analytic approach “… provides key stakeholders with an analysis of

the status of the current service delivery system, identifies specific policies and practices that

need to be changed or better aligned, and leads to specific action steps that can bring about policy

development and systems change” (p.70). I quote this particular study because I feel that my

district does not have a formal system in place to enable stakeholders to identify policies and

practices that need to be revised other than the once-a-year meeting during which principals and

district administrators discuss what changes need to be made to the handbooks. This is certainly

an area in which we could improve our practices.

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References

Burch, P., Theoharis, G., & Rauscher, E. (2010). Class size reduction in practice: Investigating the influence of the elementary school principal. Educational Policy, 24(2), 330-358. doi:10.1177/0895904808330168

Fowler, F. (2008). Policy studies for educational leaders: An introduction (3rd ed.). Upper

Saddle River, NJ: Merrill/Prentice-Hall. Kearney, L. (2009). Five steps to improving student behavior. Momentum, 40(1), 36-38. Lee, S., & Hong, J. (2011). Does family-friendly policy matter? Testing its impact on turnover

and performance. Public Administration Review, 71(6), 870-879. doi:10.1111/j.1540 -6210.2011.02416.x Schalock, R. L. & Verdugo, M. A. (2012). A conceptual and measurement framework to guide

policy development and systems change. Journal of Policy and Practice in Intellectual Disabilities, 9, 63–72. doi:10.1111/j.1741-1130.2012.00329.x

POWERPOINT:

References Johnson, D. (2010). Taming the chaos. Learning & Leading with Technology. 38(3), 20-23.

Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues /Taming_the_Chaos.aspx

Kennedy, M. (2012). Left to their own devices for education technology. American School &

University. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu /docview/1018545623?accountid=6579

Raths, D. (2012). Are you ready for BOYD: Advice from the trenches on how to prepare your

wireless network for the bring-your-own-device movement. T.H.E. Journal, 39(4), 28-34. Robinson, J. (2012, February 27). 5 areas of consideration for developing a BOYD policy for

your school or district [Web log post]. Retrieved from http://the21stcenturyprincipal .blogpost.com/2012/02/5-areas-of-consideration-for-developing.html

Ullman, E. (2011). BYOD and security. Tech & Learning, 31(8), 32-36.

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Appendix A

Student Code of Conduct

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STUDENT CODE OF CONDUCT

CORPORAL PUNISHMENT

Corporal punishment shall not be administered to a student when the student’s

parent(s)/guardian(s) have provided a written statement to the school requesting that corporal

punishment not be considered a disciplinary option for the child.

PARENTAL INVOLVEMENT

This Code of Conduct is based on the expectation that parents, guardians, teachers and

school administrators will work together to improve and enhance student behavior and academic

performance and will communicate freely their concerns about, and actions in response to,

student behavior that detracts from the learning environment. School administrators recognize

that two-way communication through personal contacts are extremely valuable; therefore, they

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provide information to parents as well as on-going opportunity for school personnel to hear

parents’ concerns and comments.

Parents and students should contact the principal of the school if specific questions arise

related to the Code of Conduct.

The Code of Conduct specifies within its standard of behavior various violations of the

Code which may result in a staff member’s request that a parent or guardian come to the school

for a conference. Parents are encouraged to participate in school activities such as PTO,

Boosters, etc. regularly and are expected to be actively involved in the behavior support

processes designed to promote positive choices and behavior.

SUSPENSION

Suspension is used as a disciplinary action to deter inappropriate student behavior

including violation of school rules, policies, and procedures. After the commission of the

offenses, after the investigation by the principal of the circumstances surrounding the offense,

and after notification to the parents/guardians the days of suspension shall be specified by the

principal/designee and such days shall begin as soon as reasonably prudent. Ordinarily, a student

will not be suspended during a semester exam period.

Every reasonable effort shall be made to notify parents when a student is suspended. At

the conclusion of the suspension, a conference shall be scheduled with the parent(s) and/or

guardian(s) and a school official or a student support team to develop a disciplinary and

behavioral correction plan.

Any time a student is suspended from school, a parent or guardian must communicate

with the principal/designee before the student will be readmitted to class. Days missed under the

suspension will be counted as unexcused absences. A zero will be given in each subject in which

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a grade was assigned for an activity during the days of suspension and make-up work will be

permitted. Before being suspended, a student has a right to a conference with the principal or his

designee where the following takes place: (1) the charges against the student are explained to

him/her; (2) if the student denies his guilt, the evidence against the student is outlined for

him/her; and (3) the student is given the opportunity to tell his/her side of the story. A student

who has been suspended out-of-school (OSS) for any disciplinary reason and has been assigned

to OSS shall not be present on ANY school property for ANY REASON AT ANY TIME during

the term of the suspension except to attend hearings.

In addition, a student who has been assigned OSS shall not participate in, or attend, any

school-sponsored, extra-curricular activities (on or off campus) beginning with the specific time

the OSS is assigned (which may not be the time suspension actually begins) until the beginning

of the calendar day following the last day of out-of-school suspension.

Appendix B

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Student Attendance Policy

STATE LAW ON ATTENDANCE

The Official Code of Georgia (O.C.G.A.) 20-2-690.1

Mandatory attendance in a public school, private school, or home school program shall

be required for children between their sixth and sixteenth birthdays. Such mandatory attendance

shall not be required where the child has successfully completed all requirements of a high

school diploma.

Every parent, guardian, or other person residing within this state having control or charge

of any child or children during the ages of mandatory attendance as required in subsection (a) of

this code section shall enroll and send such child or children to a public school, a private school,

or a home study program that meets the requirements for a public school, a private school, or a

home study program; and such child shall be responsible for enrolling in and attending a public

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school, a private school, or a home study program that meets the requirements for a public

school, a private school, or a home study program under such penalty for noncompliance with

this subsection as is provided in Chapter 11 of Title 15, unless the child´s failure to enroll and

attend is caused by the child´s parent, guardian, or other person, in which case the parent,

guardian, or other person alone shall be responsible; provided, however, that tests and physical

exams for military service and the National Guard and such other approved absences shall be

excused absences. The requirements of this subsection shall apply to a child during the ages of

mandatory attendance as required in subsection (a) of this Code section who has been assigned

by a local board of education or its delegate to attend an alternative public school program

established by that local board of education, including an alternative public school program

provided for in Code Section 20-2-154.1, regardless of whether such child has been suspended or

expelled from another public school program by that local board of education or its delegate, and

to the parent, guardian, or other person residing in this state who has control or charge of such

child. Nothing in this Code section shall be construed to require a local board of education or its

delegate to assign a child to attend an alternative public school program rather than suspending

or expelling the child. (b) Any parent, guardian, or other person residing in this state who has

control or charge of a child or children and who shall violate this Code section shall be guilty of

a misdemeanor and, upon conviction thereof, shall be subject to a fine not less than $25.00 and

not greater than $100.00, imprisonment not to exceed 30 days, community service, or any

combination of such penalties, at the discretion of the court having jurisdiction. Each day´s

absence from school in violation of this part after the child´s school system notifies the parent,

guardian, or other person who has control or charge of a child of five unexcused days of absence

for a child shall constitute a separate offense. After two reasonable attempts to notify the parent,

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guardian, or other person who has control or charge of a child of five unexcused days of absence

without response, the school system shall send a notice to such parent, guardian, or other person

by certified mail, return receipt requested.

Public schools shall provide to the parent, guardian, or other person having control or

charge of each child enrolled in public school a written summary of possible consequences and

penalties for failing to comply with compulsory attendance under this Code section for children

and their parents, guardians, or other persons having control or charge of children. The parent,

guardian, or other person who has control or charge of a child or children shall sign a statement

indicating receipt of such written statement of possible consequences and penalties; children who

are age ten years or older by September 1 shall sign a statement indicating receipt of such written

statement of possible consequences and penalties.

Appendix C

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Student Dress Code Policy

STUDENT DRESS EXPECTATION

The policy of the Bulloch County Board of Education is that good grooming and personal

appearance are essential elements in the teaching-learning processes. Therefore, students’ dress

is expected in such a manner to ensure the health and safety of all people in the school.

Furthermore, the dress and personal appearance will not be disruptive or interfere with the

legitimate interest and welfare of the students. Students should adhere to the following

guidelines and/or OSHA standards:

Standards

1. Students must be neatly dressed, and clean, while at school.

2. Shoes or sandals must be worn. A closed toe shoe must be worn in laboratory and shop-type

course areas consistent with OSHA standards. No bedroom shoes are permitted.

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3. Hair must be clean, neatly styled, not in the eyes, and not of a length to be dangerous around

machinery and equipment; long hair worn on males or females in these areas must be secured at

the back of the head.

4. Clothing with pictures, writings, messages and/or symbols related to or promoting or

considered to promote racism, sex, obscenities, alcohol, tobacco, violence and/or drugs shall be

considered disruptive to the educational process and are prohibited.

5. Hats, headbands, bandanas, curlers, picks, hair nets, head gear of any kind, and sunglasses are

not to be worn in the school building or on the school buses. These items must be placed in book

bags prior to loading the bus or in lockers immediately upon arrival on campus if a car rider.

6. Pants/shorts with holes above the knee are unacceptable. Students wearing pants/slacks/skirts

or shorts at an unacceptable level shall move the clothing to an acceptable level and secure it

with their own personal belt, or with means supplied by the administration of the school. An

appropriate length for shorts/skirts is a mid thigh length or finger-tip length with hands down by

the side for grade levels 4 - 12. Pants/slacks/skirts/shorts worn by a student at an unacceptable

level after having been instructed to do otherwise will be considered an act of insubordination.

Pants must be worn on the hips/waist area; sagging pants are prohibited.

7. Belts must be buckled, sashes tied, straps strapped, and suspenders properly worn.

8. Shirts must be of a length to be tucked, and mid section must be covered at all times

(seated/standing). Females should not wear tops that show cleavage, bare tank tops

alone, or spaghetti strap type tops without an over shirt/jacket. Bright colored undergarments

under light colored shirts is prohibited.

9. Pajamas should not be worn to school.

10. Gang related clothing should not be worn at school.

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11. Tattoos that are disruptive to the learning environment are not allowed. Facial piercings and

tooth grills are potential safety hazards, and can be unduly disruptive to the learning environment

and should not be worn at school.

UNACCEPTABLE DRESS ANY DAY / ANY SCHOOL FUNCTION

12. Biker pants, sagging pants, uncovered spandex, strapless attire, tank tops, half shirts, bare

midriff tops, halters, see-through clothing, exposed underwear, unbuttoned shirts revealing bare

chests, hanging chains (including those chains that are attached to clothing), or coats/jackets that

go below the waist (including dusters/trench or other similar styles) are not to be worn.

13. Changing of clothes on school property is to be restricted to restrooms, dressing rooms, and

other appropriate assigned places and is not to occur in classrooms or school buses.

14. Any student violating the dress code must modify the infraction per the administrator’s

request or be considered insubordinate.

Appendix D

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Employee Electronic Mail and Internet Use Policy

E-MAIL AND INTERNET USE The Bulloch County School System provides computers, networks, Internet and phone services to support the educational mission of the school system and to enhance the curriculum and learning opportunities for students and school system staff. Employees are to utilize school system technology for school system-related purposes and performance of job duties. Incidental personal use of school system technology is permitted as long as such use does not interfere with the employee’s job duties and performance, with system operations, or other system users. “Incidental personal use” is defined as use by an individual employee for occasional personal communications. Employees are reminded that such personal use must comply with the employee code of ethics and all other applicable policies, procedures, and rules. Employees should make every effort to limit personal e-mails. No e-mail messages should be created or sent which may constitute intimidating, hostile or offensive material on the basis of sex, race, color, religion, national origin, sexual orientation, or disability. The Bulloch County Board of Education’s policy against sexual or other harassment applies fully to the electronic mail system, and any violation of that policy is grounds for discipline up to and including discharge. The school system retains control, custody, and supervision of all technology owned or

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leased by the school system. The school system reserves the right to monitor all activity performed on school system technology by employees and other system users. Employees have no expectation of privacy in their use of school system technology, including e-mail messages and stored files. The employee is responsible for his/her actions and activities involving school system computers, network, Internet, and phone services, as well as for his/her computer files, passwords, and accounts. Failure to comply with board policy is grounds for discipline up to and including discharge. Any questions concerning this policy should be directed to either your local administrator or Human Resources Department.

EMPLOYEE INTERNET ACCESS AGREEMENT AND ADMINISTRATIVE PROCEDURES

Please read the following carefully. This is a legally binding document. Internet access is now available to students and employees in all Bulloch County Schools. We are pleased to bring this access to Bulloch County and believe the Internet offers vast, diverse and unique resources to both students and employees. Our goal in providing this service to employees and students is to promote educational excellence by facilitating resource sharing innovation and communication. The Internet is an electronic highway connecting thousands of computers all over the world and millions of individual subscribers. Students and employees have access to:

1. Electronic mail communication with people all over the world; 2. Information and news from research institutions; 3. Public domain software and software of all types; 4. Discussion groups on a variety of topics; and 5. Access to many University Library Catalogs, the Library of Congress, CARL and ERIC

With the access to computers and people all over the world also comes the availability of material that may not be considered to be of educational value in the context of the school setting. Available precautions will be taken to restrict access to controversial materials. However, on a global network it is impossible to control all materials and an industrious user may discover controversial information, but we believe the valuable information and interaction available on this worldwide network far outweighs the possibility that users may procure material that is not consistent with the educational goals of this project. Internet access is coordinated through a complex association of government agencies, and regional and state networks. In addition, the smooth operation of the network relies upon the proper conduct of the end users who must adhere to strict guidelines. Users of Bulloch County Schools Network and Internet Access are subject to Administrative Monitoring. Our Internet appropriate use regulations are provided here so that you are aware of the responsibilities you are about to acquire. If a user violates any of these provisions, future access could be denied. The user may also be subject to disciplinary action, up to and including employment termination.

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Access to Infinite Campus (Student Information System) Teachers have the ability to:

1. enter daily or period attendance in their classroom 2. look up parent/guardian name, address and phone number for students in her/her class 3. look up schedule information for students in his/her class

Teachers who have access to student data must adhere to guidelines and legal requirements as specified by local Board policy and procedure, state rules and federal law. A breach of confidentiality is a violation of the Educator Code of Ethics for certified personnel. Access to Bulloch County’s Student Information System (Infinite Campus) is a privilege, not a right. When a teacher enters attendance information for a student, the attendance information becomes part of the student’s official student record. Falsification of attendance in Infinite Campus is the same as falsification of paper-based student records. It is a violation of the Educator Code of Ethics for certified personnel to falsify student records. TERMS AND CONDITIONS

I. Acceptable Use Access to the school’s network and the Internet is provided exclusively for educational purposes and research consistent with the school system’s educational mission and goals.

Appendix E

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Employee Leave Policy

SICK LEAVE PROGRAM DESCRIPTION The Bulloch County Board of Education administers the program in compliance with state law. Personnel shall be entitled to leave with full pay computed on the basis of one and one-forth working days for each completed contract month. This means that an employee earns twelve and one-half days on a ten-month contract, thirteen and three-fourths days on an eleven-month contract, and fifteen days on a twelve-month contract. The Georgia Teacher Salary Schedule provides for teachers to be on a ten-month contract. Pre-K teachers and paraprofessional working 169 days will earn 11 sick leave days per year. Bus drivers earn 1.25 days per month for nine months work giving a total of 11.25 sick leave days per year. Three days of the leave may be used as personal leave. All employees may accumulate sick leave from one year to the ne xt, up to a maximum of sixty days. Effective July 1, 1978, accumulated leave days (maximum of 45 days) earned after said date may be transferred to other school systems in Georgia. Any employee who has been a continuous participant in the Bulloch County Leave Program prior to the state program and who accumulated leave days shall maintain these days for use in Bulloch County. Bulloch County will maintain dual controls until the new plan overrides old procedures. NO Bulloch County employee will lose his/her accumulated unused leave, but under no circumstances can he/she accumulate more than 60 leave days.

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Any accumulated unused sick leave credited to an employee shall be forfeited if such employee withdraws from service for a period of twelve or more consecutive months. All employees must notify their immediate supervisor of any and all absences from work. Notification is preferred prior to the employee being absence. When prior notification is not possible, the immediate supervisor should be notified as early as is practicable, regardless of the reason for being absent. Sick leave is defined as:

1. Illness of employee* 2. Illness of spouse, son or daughter 3. Illness of any close relative when the employee’s presence is absolutely required 4. Death in immediate family** (May use up to 5 sick days) 5. Emergency appointments with doctor, dentist or optometrist

*Any employee that is absent from work due to medical reasons, for more than three consecutive work days, must submit to their supervisor a return to work medical statement signed by their attending physician. (Any employee that is absent from work for more that three days or expects to be absent for more that three days due to medical reasons must also apply for leave under the Family and Medical Leave Act with the Human Resources Department. See Family and Medical Leave for more information.) **The immediate family in the Georgia sick leave and current Bulloch County Board of Education policy shall be interpreted to include: spouse, father, mother, children, grandchildren, grandparents, father-in-law, mother-in-law, brother, sister, brother-in-law, sister-in-law, daughter-in-law, son-in-law of the employee concerned, or relative living in the home of the employee. SICK LEAVE BANK

1. Purpose - The purpose of the Sick Leave Bank is to provide its members with sick leave after their own sick leave has been exhausted in extenuating circumstances. Employees who elect to become members are required to contribute part (one day) of their accumulated sick leave to the bank. Members may withdraw sick leave from the Bank only in accordance with the guidelines established by the Sick Leave Bank Committee of Trustees.

2. Administration of the Sick Leave Bank - The Sick Leave Bank shall be administered by a Committee of Trustees consisting of the Director of Human Resources, one member of the employee benefits department, one principal, three certificated employees, and one classified employee. The committee members shall be appointed by the Superintendent and shall serve staggered terms of three years. Terms of initial committee members shall be determined by the Superintendent. Decisions of the committee must reflect a majority

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vote of the entire Committee of Trustees. The Trustees have responsibility for receiving, verifying and approving or denying requests for Sick Leave Bank withdrawals.

3. Membership - Since participation in the Sick Leave Bank is voluntary, the Bulloch County Board of Education hereby requires employees who wish to join the Sick Leave Bank to waive their right to use Policy GAE to challenge a decision of the Board of Trustees as a condition for participating in the Bank. Any full time employee who is entitled to sick leave in the Bulloch County School System may become a member of the Sick Leave Bank by donating one day of the employee's accumulated sick leave during an annual open enrollment period each year. Membership requests will be accepted only during the annual enrollment period. New employees of the school system become eligible for membership in the second year of their employment and must have accumulated a minimum of ten (10) sick leave days at the end of this one-year employment period.

4. Donation of Sick Leave - When the Trustees determine that the Sick Leave Bank needs to be replenished, all members of the Sick Leave Bank will be required to deposit additional sick leave in an amount specified by the Trustees.

5. Eligibility for Sick Leave Bank Withdrawals - A member of the Sick Leave Bank may apply for withdrawal of sick leave from the Bank provided that:

a. The member has been absent at least twenty days due to personal illness, injury,

surgery or temporary disability (including that of a spouse or child) prior to the day on which use of the Sick Leave Bank days is to begin;