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PRAIRIE HIGH SCHOOL

A PLACE FOR LEARNING

PARENT HANDBOOK

2016-2017

Sportsmanship – You make the difference! Sportsmanship Awards

2015 – MVC Winner

2014 – MVC Winner 2009 – MVC Winner

2002 – MVC Winner 1999 – MVC Winner 1998 – MVC Winner 1997 – MVC Winner 1995 – MVC Winner 1993 – MVC Winner 1992 – MVC Winner

Phone (319) 848-5340 Fax (319) 848-5349 e-mail: eanderson@crprairie.org www.prairiepride.org

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Take%care%of%yourself,%take%care%of%each%other,%and%take%care%of%Prairie%

Principal%–%Erik%Anderson%Activities%Director%–%Rocky%Bennett%%

Assoc.%Principal%–%Ryan%Fritz%Assoc.%Principal%–%Daniel%DeVore%

!!

Dear Prairie Hawk Parents: You are the most important and influential people in your children’s lives. Your children need you to be interested and involved in their academic progress and activities. During their high school years, your children also need you to take an active interest in their preparation for post-high school learning opportunities. As parents, there are many steps you can take to ensure that your children are prepared. You can see that they take the right courses, sign up for the appropriate tests, or that they participate in at least one activity. The information provided in the handbook is designed to give you the basic information you need to guide and advise your children as they prepare for their future learning. For answers to individual questions, feel free to contact me, one of the high school administrators, or your child’s school counselor. On the first page you will notice our school’s showing in the MVC Sportsmanship standings over the last 25 years. Two years ago, we set a goal to improve our sportsmanship rankings and we won the 2014 Fall MVC Sportsmanship Award and followed that up with winning the 2015 Fall MVC Sportsmanship Award again! The Sportsmanship standings are based on an average rating of participants, coaches, and parents. I am proud of the way our students support one another at events. I firmly believe that we can earn another MVC Sportsmanship Award through leading by example to our Prairie Hawks what positive sportsmanship looks and sounds like. Our Championship Community focuses on cheering loudly and positively for our participants and our opponents. I ask you to join the administrative staff in this effort. Let’s all lead by example this year and keep the focus on what our kids and opponents are doing well. Starting on page 9, you can find our Prairie High School Grading Guidelines. The purpose of these guidelines is to focus on what our students are learning and to provide some consistency throughout the school. Please notice the purpose statements at the beginning of the guidelines. We ask for your help in reinforcing with your students that while learning is not time bound, effort is always constant and expected. I am very much looking forward to the 2016-17 school year being an outstanding school year for you and your child! If I can ever be of service to you, please contact me. Take care, Erik Anderson Principal, Prairie High School

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2016-2017 School Calendar Summary of Calendar: Days/Hrs in classroom: First Semester . . . . . . ... . 90 Second Semester . . . . . . 88 TOTAL DAYS 178

CALENDAR LEGEND Start/End Professional Learning Staff Work Day No School

August Student/Staff Days

M T W Th F 1 2 3 4 5 8 9 10 11 12

15 16 17 18 19 3 22 23 24 25 26 4 8 29 30 31 7 11 September

1 2 9 13 5 6 7 8 9 12 17

12 13 14 15 16 17 22 19 20 21 22 23 22 27 26 27 28 29 30 27 32

October 3 4 5 6 7 32 37

10 11 12 13 14 37 42 17 18 19 20 21 42 47 24 25 26 27 28 45 52 31 46 53

November 1 2 3 4 50 57

7 8 9 10 11 54 62 14 15 16 17 18 59 67 21 22 23 24 25 62 70 28 29 30 65 73

December 1 2 67 75

5 6 7 8 9 71 80 12 13 14 15 16 76 85 19 20 21 22 23 80 89 26 27 28 29 30

January 2 3 4 5 6 84 93 9 10 11 12 13 89 98

16 17 18 19 20 93 103 23 24 25 26 27 98 108 30 31 100 110

February 1 2 3 103 113

6 7 8 9 10 108 118 13 14 15 16 17 113 123 20 21 22 23 24 117 128 27 28 119 130

March 1 2 3 122 133

6 7 8 9 10 127 138 13 14 15 16 17 128 139 20 21 22 23 24 133 144 27 28 29 30 31 138 149

April 3 4 5 6 7 143 154

10 11 12 13 14 147 158 17 18 19 20 21 151 163 24 25 26 27 28 156 168

May 1 2 3 4 5 161 173 8 9 10 11 12 166 178

15 16 17 18 19 171 183 22 23 24 25 26 176 188 29 30 31 1 2 178 191

5 6 7 8 9

180 Days Aug 3& 4 District Registration Aug 9-12th New Teacher Orientation

Aug 17&18 Professional Learning Aug 19 All Staff Welcome Back/PM Clerical Aug 22 Prof. Learning Aug 23 First Day of School Sept 5 No School- Labor Day Sept 6 Professional Learning

Oct 18&20 7-8th Grade Conferences Oct 17&19 9th Grade Conferences

Oct 26 End of 1st Quarter—45 days Oct 27&28 No School--Prof. Learning

Oct 31 Start 2nd Quarter

Nov 8&10 High School Conferences 10-12th Nov 11 No School-Prof Learning/Clerical PM Nov 18 End 1st Trimester Nov 16-21 PK-6 Conferences Nov 23-25 No School-Thanksgiving Break Dec 5 No School--Professional Learning Dec 23-Jan 2 No School -Winter Break Jan 3 Classes Resume Jan 13 End of First Semester—89 Days Jan 13 End of 2nd Quarter—44 Days Jan 16 No School-Prof Learn/Clerical PM Jan 31 7-8th Conferences Feb 2 7-8th Conferences Feb 24 No School--Prof. Learn/Clerical PM Feb 28 End 2nd Trimester Mar 1-8 PK-6 Conferences Mar 13-17 No School -Spring Break Mar 22&23 9th Grade Conferences Mar 24 End of 3rd Quarter—44 days Apr 6 High School Conferences 10-12th Apr 14 No School Apr 17 No School—Professional Learning May 27 Graduation 12:30pm May 29 No School- Memorial Day May 31 Last Student Day4 Hour Early Dismiss End of 4th Quarter—45 Days End of 2nd Semester—89 Days

End of 3rd Trimester—178 Days June 1 Prof Learn AM/PM Clerical

Snow Make-Up Days: June 1, June 2, any day after June 2, School Board to determine

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Bell Schedules

Monday, Tuesday, Friday

Start End Length 1 9:00 AM 9:42 AM 0:42 2 9:47AM 10:29 AM 0:42 3 10:34 AM 11:16 AM 0:42 4 11:21 AM 112:03 AM 0:42 5a 12:08 AM 12:30 PM 0:22 5b 12:35 PM 12:57 PM 0:22 5c 1:02 PM 1:24 PM 0:22 6 1:29 PM 2:11 PM 0:42 7 2:16 PM 2:58 PM 0:42 8 3:03 PM 3:45 PM 0:42

Block Day-Wednesday and Thursday Wed: periods 1,3,5,7

Thurs: periods 2,4,6,8

PERIOD Start End Length 1 or 2 9:00 10:20 :80

HR/ER 10:25 10:58 :38 3 or 4 11:03 11:34 :31

A Lunch 11:39 12:01 :22 B Lunch 12:06 12:28 :22 C Lunch 12:33 12:55 :22

5 or 6 1:00 2:20 :80 7 or 8 2:25 3:45 :80

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Activity Coach/Sponsor/Director Academic Competitions Lori Danker Ambassadors Justin Sands Baseball Todd Rima Bowling Don Willfong Boys Basketball Jeremy Rickertson Boys Cross Country William Schwarz Boys Golf Erik Columbus Boys Soccer Curt Lewis Boys Swimming Ryan York Boys Tennis Eric Modracek Boys Track William Schwarz Boys Volleyball Club Billy Goodale Breakfast Club Nichole Sieck BPA Kim Hynek Cheerleading Jackie Fossum Chess Club Lori Danker Color Guard Michelle Formanek Dance Team Tasha Kauten Drama Kami Zbanek Electric Car George Herman FCCLA Julie Leytem Focal Point Justin Sands Football Mark Bliss FORWARD John Saikaly Girls Basketball Josh Bentley Girls Cross Country Corrie Enyart Girls Golf Erik Columbus Girls Soccer Dave Kea Girls Swimming Ryan York Girls Tennis Scott Leggat Girls Track Chris Perkins Girls Volleyball Lynnette Stecklein Hawk Talk Mariah Reeves Hawks Nest Kim Hynek Instrumental Music Craig Aune International Club Billy Goodale Jazz I Deron Jimmerson Jazz II Craig Aune National Honor Society Matt Alexander Plays and Musical Kami Zbanek Science National Honor Society Amy Jabens

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Softball Joe Yegge Speech & Drama Club Jolynn Swartzendruber Speech Jolynn Swartzendruber Student Council Anna Matheny Vocal Music Justin Sands Weight room Mark Bliss

John Lukasko Kane Thompson

Wrestling Kane Thompson Yearbook Mariah Reeves CLASS SPONSORS: Seniors Colin O’Brien Stephanie Klein Juniors Laura Barden Carrie Swart Sophomores Amy Jabens Noel Clark

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ACADEMIC INFORMATION ASSESSMENTS AND TESTS AVAILABLE IN HIGH SCHOOL BASC – Basic Academic Skills Certificate MAP – Measure of Academic Progress Students must “show what they know” regarding their basic academic skills in Math, Reading and Language Arts in order to graduate with a Prairie High School diploma. Students will be expected to continue to improve their skills in the basic academic skills areas as they progress through Prairie High School. Growth standards have been established for each year. We want to ensure that Prairie graduates are equipped with academic skills in order to successfully pursue more rigorous course work and/or be prepared for entry-level work. We expect all students to focus upon continuous improvement goals each year. The faculty and staff at Prairie High School are committed to helping each student achieve success. Required courses taken during freshman and sophomore year will provide instruction needed to pass the MAP. All students will complete the MAP tests through their junior year. However, some students will also need to receive some additional help through personalized help in the Success Center. Seniors that have not completed the MAP requirements after their junior year will take the MAP tests as seniors as well. Once seniors have met the requirements, they will not longer need to take the MAP tests. Counselors at the high school should be contacted if additional information is needed regarding MAP or the Basic Academic Skills Certificate. Achievement Test Score levels required for graduation are listed below: Math – 241 Reading – 230 Language Arts – 230 Test score levels were established by a team of College Community teachers and administrators based on piloted student performance data. A score of 241 in math is not a higher score than the 230 in reading and language arts as scores are not relative.

ACT (American College Test) is a college entrance test. Either the ACT or SAT is required by almost every 4-year college. There are several test date and test sites. Students generally take this in April or June of their junior year. ACT packets are available in the guidance office. It takes about 1 hour to complete the information packet. These materials are sent to ACT by the student, not the school.

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ASVAB (Armed Services National Aptitude Battery) is an inventory as well as an aptitude test. This is a test that is required by the military for anyone planning to enter the military. We strongly encourage junior and senior student not taking ACT to take the ASVAB because of the career interest segment of the test. It is excellent. Also, students can request that the military NOT contact them.

Compass Any student planning to attend Kirkwood Community College or another community college will need to take this teat unless they take the ACT. The Compass is the computer test while the Asset is the paper and pencil version. This is an assessment test that helps the college appropriately place the student in math, science, and English courses. There is no fee with this test.

Iowa Assessments Iowa Assessments (formerly Iowa Tests of Educational Development) are the high school version of the Basic Skills Tests. IA Assessments are given in the spring to all students in the 10th and 11th grades. Results are made available to students and parents via the Campus Portal.

PLAN Plan is a Pre ACT test given in October to students during their sophomore year. If students are considering attending a 4-year college, we encourage them to take the PLAN test. There is a fee with this assessment.

PSAT/NMSQT (Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test) is a practice test for the SAT. It is also used to determine National Merit semi-finalists. It is given each October to juniors and there is a fee for this test. Registration materials are distributed to the students in the fall.

SAT (Scholastic Aptitude Test) is the other college entrance exam. The above information about ACT is also applicable to the SAT. Almost all colleges except either test. COLLEGE ADMISSIONS CRITERIA A college will use some, if not all, of the information listed below when determining whether or not to accept an applicant. Grade Point Average Recommendations Class Rank Activities/Awards/Community Service Strength of Coursework Personal Essays ACT and/or SAT scores Interviews/Portfolio/Projects CUMULATIVE GRADE POINT AVERAGE This is a cumulative grade point average of the students total high school semester grades and credits.

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GRADUATION REQUIREMENTS AND COLLEGE RECOMMENDED COURSES Students and parents should familiarize themselves with graduation for credits and specific courses. These are listed in the Program of Studies that you can find at the district homepage. College entrance requirements for Iowa’s state regent schools (The University of Iowa, Iowa State University, and the University of Northern Iowa) can also be found in the Program of Studies. PARENT/TEACHER CONFERENCES These are scheduled for November 8th and 10th and again on April 6th. We currently use an arena style conferencing where all faculty are in the study hall rooms or library. You can speak to as many or as few of the teachers as you desire. Additionally, each student and parent/guardian is required to have a portfolio review conference in the spring. Sophomores and Juniors will get a request from their Homeroom teacher for a 20-minute meeting sometime between March 20 – April 5. Seniors will have their Senior Presentations on May 17. PHS GRADING GUIDELINES Purpose: ● To communicate “it is NOT acceptable for students to not learn class content at

their highest level.” ● To have common grading practices school-wide ● To clearly communicate what a grade is and what it is not ● To separate achievement from behaviors

Guideline 1: Each individual grade entered into the grade book should be reflective of what a student has learned in relation to the standard or target being taught. Grading scales will be common for all teachers (100-90=A, 90-80=B, 80-70=C, 70-60=D, <60=F)

What it looks like ● Every entry in the grade book needs to be connected to a standard ● Common bins should be established by course alike teams ● Entries can be put in bins with the weight of choice by the course alike team ● Course alike teams are working through their standards, assessments, and

practice opportunities - aligning them with each other, and with their core standards

What it DOESN’T look like ● Standards have to be word for word from the Iowa Core. ● Standards can only come from the Iowa Core. ● Student practice can’t be recorded. ● Students in the same course with a different teacher, demonstrating the same

knowledge, earning a different grade Rationale ● “When grades are not deliberately connected to learning, they provide little

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valuable feedback regarding students’ academic strengths and weaknesses, and can even be counterproductive.” (Winger, 2005, p.62)

● “Teachers should use learning goals as the basis for determining grades...They provide a profile of a student’s knowledge and direct evidence of his or her strengths and weaknesses. This type of assessment allows teachers to appropriately plan instruction, and allows students to focus their learning.” (O’Connor, 2007, p. 231)

● “Grades serve multiple purposes, which is a problem - it makes it very challenging to figure out exactly what they mean.” (Oliver, 2011)

Guideline 2: Practice (homework, formative assessments, etc.) will serve as a means to guide and direct our instruction. Multiple practice opportunities should be given to assess student progress towards proficiency of a target. Practice will account for no more than 10% of the final grade.

What it looks like ● Students are assigned homework (practice) and/or quizzes to informally assess

where they are at in relation to the target. ● Homework is assigned to enhance understanding of classroom material. ● If homework or formative assessments are assigned, feedback should be given. ● Homework/formative assessments (practice) are entered in a separate bin (no

more than 10% of final grade) ● Students are given feedback on practice and formative assessments

What it DOESN’T look like ● Homework is no longer given; it’s not necessary for students to learn. ● Homework cannot be completed outside of class. ● Homework cannot be entered into the grade book.

Rationale ● “The belief that the carrot of a grade entices students to complete work is an

illusion, one with roots in behaviorism and a negative view of learners (Vatterott, 2009). At its core, it negates students' intrinsic drive for mastery (Cushman, 2010; Pink, 2009) and implies that homework is inherently distasteful. As Daniel Pink (2009), puts it, "We're bribing students into compliance instead of challenging them into engagement" (p. 174). In addition, grades only motivate students who are motivated by grades—and some students couldn't care less” (Vatterott, 2011)

● “When homework is used as a formative assessment, students have multiple opportunities to practice, get feedback from the teacher, and improve. Homework becomes a safe place to try out new skills without penalty, just as athletes and musicians try out their skills on the practice field or in rehearsals. Effective homework is the rehearsal before the final event.” (Christopher, 2008).

● “We know that students will rarely perform at high levels on challenging learning tasks at their first attempt. Deep understanding or high levels of proficiency are achieved only as a result of trial, practice, adjustments based on

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feedback and more practice.” (McTighe, 1996) Guideline 3: Teachers will allow retakes and late work in a timely manner at full credit (no averaging) provided the student has demonstrated “readiness.” Teachers will provide at least one opportunity at a retake.

What it looks like ● Students should be able to demonstrate learning of a particular standard at a later

date. We will work with our kids. ● Course-alike can decide what a retake looks like (put it on a later test, buffet-

style final, an alternative assessment, oral assessment, etc.) ● Students can be provided that opportunity during office hours, enrichment,

before/after school, a free period, in the success center, etc.) ● Students are being graded on what they know, not when they did it regarding the

content standard. ● Retakes will no longer be allowed one week prior to final-exam week. ● There should be an emphasis to retake during or within the learning cycle (at a

time frame not too far beyond completion of the learning) What it DOESN’T look like ● Students can come in and reassess whenever they want. ● Reassessments are optional for teachers. ● Grading at the semester has no final due date.

Rationale ● “In effective schools one of the most consistent practices of successful teachers is

the provision of multiple opportunities to learn…The consequence for a student who fails to meet a standard is not a low grade but rather the opportunity, indeed the requirement – to resubmit his or her work.” (Reeves, 2000)

● “Classroom assessments and grading should focus on how well – not on when – the student mastered the designated knowledge and skill” (McTighe & O’Connor, 2005)

● “The goal is that all students learn the content, not just the ones who can learn on the uniform timeline. Curriculum goals don't require that every individual reaches the same level of proficiency on the same day, only that every student achieves the goal.” (Wormeli, 2011)

● “The teacher who claims to be preparing students for the working world by disallowing all re-dos forgets that adult professionals actually flourish through re-dos, retakes, and do-overs. Surgeons practice on cadavers before doing surgeries on live patients. Architects redesign building plans until they meet all the specifications listed. Pilots rehearse landings and takeoffs hundreds of times in simulators and in solo flights before flying with real passengers. Lawyers practice debate and analysis of arguments before litigating real cases. Teachers become much more competent and effective by teaching the same content multiple times, reflecting on what worked and what didn't work each time...The best preparation for the world beyond school is to learn essential content and skills well.” (Wormeli, 2011)

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● “Re-assessment should only take place after a relearning plan has been completed.” (Bramante & Colby, 2012)

Guideline 4: Teachers will assess “professionalism standards” separate from all other standards, provided there is adequate teaching done on the skill being assessed. This grade will not comprise more than 5% of the overall grade.

What it looks like ● If a teacher wants to give “points” for timeliness, it will be put in the

professionalism bin and labeled specifically. ● Categories can be assessed multiple times separate from the content standard

being assessed. ● A student turns in a project late, but demonstrates mastery - the student should

receive full credit on the content, however will be assessed accordingly on the professionalism standard for that unit.

● Professionalism assessed within a project rubric should be transferred to the professionalism bin

● “Professionalism” grades will be entered in the grade book if not assessed in class.

● Rubrics for projects separating content standards from “professionalism” standards

What it DOESN’T look like ● Because an assignment is late, half-credit (or any discounted percent) is given

for the content standard. ● A student demonstrates mastery on the assessment but doesn’t turn in notes or

homework, so their assessment grade suffers. ● A teacher doesn’t give notes because it is no longer important. ● Notes and turning things in on time are not important.

Rationale ● “Reports on student progress and achievement should include information that

indicates academic progress and achievement for each course or subject area separate from . . . punctuality, attitude, behavior, effort, attendance, and work habits…” (Manitoba Education and Training, 1997)

Guideline 5: No extra credit will be given at any time.

What it looks like ● Extra assignments will not be given to artificially inflate grade. ● Extra points will not be awarded on tests for “curves,” bringing in supplies, or

meeting certain deadlines, etc. What it DOESN’T look like ● Extra work, rigor, and extension opportunities are not important.

Rationale ● “Sadly, this emphasis on earning points in order to procure the grade

commodity diminishes the value of learning.” (Guskey and Bailey, 2001, p. 20) ● “A low grade simply communicates a learning gap; the way to raise the grade is

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to learn more.” (Winger, 2005, p. 64) ● “Finding ways for students who should be passing the class but aren’t to earn

extra points is indicative of our strange grading policies. Why would a student who should be passing not be passing? Maybe we are measuring the wrong things or weighting the wrong things too heavily.” (activegrade.com – 2012)

● “Extra Credit allows us to pass students for the wrong reasons. They miss out on the sense of accomplishment that comes from really learning the material and we slowly lose hold on what grades are about.” (activegrade.com – 2012)

PLANNING FOR HIGH SCHOOL YEARS When a student enters high school, everything really begins to count. All semester grades are used for determining GPA and class rank. Activities, honors and awards can all be listed on college and scholarship applications. Courses, grades, credits and attendance become part of the student’s records. Parents and students should familiarize themselves with the Program of Studies that lists current courses, prerequisites for courses, fees for courses, graduation requirements, and regent school entrance requirements. Parents and students should also familiarize themselves with the Student Handbook that contains all the rules and guidelines for Prairie High School. This handbook will be reviewed each fall in advisor/advisee. Students are responsible for knowing what is in the handbook. 10th Grade:

1. Continue to monitor academic progress. 2. Continue to encourage your student to be involved in activities. 3. Consider having your student take the PLAN test, a pre ACT assessment. These

are given in October and there is a fee. 4. Discuss career interests. If driving through a town with a college, drive around

campus and maybe stop and talk with people about the college and its strengths and weaknesses.

11th Grade: This is a year for students to seriously consider their plans for after high school. College entrance tests and college visits are part of their junior year.

1. Continue to monitor academic progress. 2. Continue to encourage your student to be involved in activities. 3. Begin to seriously consider career directions and colleges. 4. Any junior intending to go to a 4-year college should take the PSAT’s that are

given in October. Please refer to the above description of the PSAT. Sign up is in the fall and there is a fee.

5. If planning to attend a 4 year college, plan to take the ACT or SAT in the spring or summer of your junior year. Applications for these are available in the guidance office.

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6. Carefully check graduation requirements and credits to make certain that an appropriate graduation plan is in place.

12th Grade: 1. Continue to monitor your student’s academic progress. 2. Bring together plans for the transition between high school and post high school. 3. a. Complete college application

b. Attend financial aid meetings and fill out financial aid application (FAFSA). These are available in the guidance office by mid December. These cannot be filed officially until after Jan. 1st. c. Visit with college representatives that come to Prairie High School. d. Arrange college visitations. e. Arrange for transcript to be sent to colleges. f. Check on scholarships. The guidance office has many national, state and local scholarship applications. These are announced to the students via the daily announcements as well as video announcements. g. Reference the guidance page on the Prairie Home Page for updated scholarship information.

PROFESSIONALISM GRADE A “professionalism” grade will accompany the academic grade for each class on the report card. Teachers will give a professionalism grade of Advanced, Proficient, Emerging, or Unsatisfactory and may include one or more comments indicating how the student could improve on some of these skills. The professionalism grade is often a subjective observation by the classroom teacher based on criteria established by the high school faculty. This grade is meant to increase communication between the teacher, student and parents/guardian. The professionalism grade will not affect a student’s GPA, class rank or eligibility. However, this grade is considered important in the character development of each student and will be used in some cases to help determine the best educational placement for a student. The four main areas of Punctuality, Class Preparation, On Task Behavior, and Deadline Accountability are listed below.

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Teacher Guidelines to Determine Professionalism Grade OVERALL PROFESSIONALISM EVALUATION

Categories Unsatisfactory Emerging Proficient Advanced Punctuality

___0 Points __1 Point

The student is FREQUENTLY LATE to class… once per 2 weeks or more

___2 points

The student is OCCASIONALLY LATE to class

___3 points

The student is NEVER LATE to class

___4 points

Class Preparation

___0 Points __1 Point

The student FREQUENTLY comes to class without required materials and/or is not prepared for class… once per 2 weeks or more

___2 points

The student OCCASIONALLY comes to class without required materials and/or is not prepared for class

___3 points

The student ALWAYS comes to class with required materials and is prepared for class

___4 points

On Task Behavior

___0 Points __1 Point

The student is FREQUENTLY off task and disruptive… once per 2 weeks or more

___2 points

The student is USUALLY focused on their work but has a tendency to become off task and distract others

___3 points

The student is ALWAYS focused throughout class and DOES NOT talk out of turn or distract others from learning

___4 points Deadline Accountability

___0 Points __1 Point

The student FREQUENTLY turns in work late…once per 2 weeks or more

___2 points

The student USUALLY turns in their work on time

___3 points

The student ALWAYS turns in their work on time

___4 points

Unsatisfactory Emerging Proficient Advanced Total

Professionalism Points

0-6 points 7-10 points 11-14 points 15-16 points

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REPORT CARDS AND GRADE BOOKS Grades are updated each week. Parents can access student grades via the Campus Parent Portal. For weekly progress reports, look under Weekly Grade Report. Weekly Grade Reports and 9 week grades are progress reports to students and parent. Weekly Grade Report and 9 week grades are posted to Parent Portal for students and parents to access. They will not be mailed home. Extra-curricular eligibility is based upon 9 week and semester grades. Semester grades are the only grades entered on the student's permanent record. Students/parents may appeal a grade by meeting with the teacher and principal as per the appeal process. SEMESTER EXAMS All courses are required to give an end of semester exam. Presentations of Learning may be utilized as a semester exam. First semester exams are before winter break. Students are expected to be in attendance all semester exam days. STUDENT TRANSCRIPTS A transcript is a copy of the student’s permanent high school academic record. All colleges and many scholarship applications request that an official transcript accompany the application. For the transcript to be “official”, the school seal will be affixed to the transcript. Transcripts can be obtained from the guidance office at no cost to the student.

PORTFOLIO INFORMATION

The portfolio is designed to be a tool for the student to show examples of what has been done and the growth experienced over the years spent in high school. It helps to define the student’s interests, abilities and actions while also reflecting their growth in the Universal Constructs (Critical Thinking, Complex Communication, Creativity, Collaboration, Flexibility and Adaptability, and Productivity and Accountability). A list of Universal Constructs and related artifacts that reflect skills and attitudes deemed important for all students form the basis for the student portfolio. Students are expected to create a portfolio that contains artifacts that demonstrate progress toward those outcomes. An advisor is assigned to each student to aid and direct the compilation of artifacts and completion of the portfolio. Every semester, each student is expected to complete at least one artifact for each course they have on their schedule. Their advisor will assess students each semester on their level of attainment towards that goal.

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During their sophomore and junior years, students will give a brief, mandatory presentation over their portfolio, artifacts, and progress towards graduation. These sophomore and junior presentations will be delivered to a parent/guardian and a high school staff member. During their senior year, students will utilize the portfolio to prepare their graduation requirement of a Senior Presentation.

GENERAL THINGS TO KNOW ACTIVITY PASS The activities office has a listing of prices for student, adult and family activity passes. Usually these passes should be seriously considered. They offer great savings if the family or students many activities during the school year. They apply to all activities, not just athletic events. ATTENDANCE EXPECTATIONS - STUDENT ATTENDANCE AND TARDY REGULATIONS One of the most important ingredients for success at Prairie High School is excellent attendance. The most important partner the school has in delivering that message is the parent or guardian. Working together as a team will ensure a greater chance of success in dealing with attendance issues. Classroom instruction at Prairie High School cannot be replicated and, as a result, missing class will have a detrimental affect on the achievement of students. In addition, one of the exit outcomes for Prairie High School students is to exhibit quality performance as ‘responsible citizens’. One important way of demonstrating this is through regular school attendance. Being responsible to be at school on time and making the effort to get the job done punctually are success habits all young people need to develop.

• If a student is absent from school, it is necessary that the parent or guardian call the school office before 8:15 a.m. the following school day.

• Calls may be made between 7:30 a.m. and 4:00 p.m. to the attendance secretary at 848-5360, or a message may be left at that number at any other time during the night or on weekend.

• If a parent or guardian does not call before 8:30 the following morning, the absence may become unexcused.

• If a call has not been received, the parent may be contacted either at home or at work during the day. The safety of your child is our first priority. Knowing the whereabouts of your child is deemed more important than the inconvenience that may be caused by calling a parent at work. If you do not wish us to call you at work, please call so we can record your request.

• Prairie H.S. will make the determination if an absence is excused

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An excused absence is defined as those absences, which in the opinion of the administration are necessary and excused. Examples include, but are not limited to:

1. Illness 2. Participation of school sponsored activity 3. Suspension 4. Unavoidable appointments for health services (signed admit required) 5. Family bereavement 6. Religious observances 7. Court appointments 8. Others as determined by the administration

An unexcused absence are defined as those absences that, in the opinion of the administration, would be unnecessary and avoidable, with prior planning, or that have little or no educational value. Examples include, but are not limited to:

1. Truancy as defined below 2. Shopping 3. Getting a school driving permit or Drivers License 4. Tanning or hair appointments 5. Oversleeping 6. Staying home to study or prepare an assignment 7. Job for pay 8. Senior pictures 9. Travel with friends, not family 10. Attending major events such as state tournaments as a spectator (must be in

accordance with administrative guidelines for these events) 11. Others as determined by the administration as this list is not all inclusive

Truancy is defined to be the act of a student who willfully chooses to be absent from school. The following situations will be considered truancy:

1. Being absent without knowledge of parent/guardian. 2. Leaving school without parental knowledge and consent and or school

knowledge and consent. 3. Not attending a scheduled class or study hall. 4. Lying, forging, or falsely informing the school about the reason for absence. 5. Make-up work may not be allowed.

If a student accumulates three (3) full days of truancy, the student may be taken before the Board of Education for review of their current status as a student at Prairie High School. We urge parents to use common sense in excusing absences. If a student misses a class but does not legitimately leave the building then that absence will be unexcused. Parents may not excuse a student missing a class to remain in the building to study or prepare for another class. As long as there is good communication between home and school, attendance is seldom a problem.

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CONTACTING TEACHERS All teachers at Prairie High School have access to a telephone. Parents may have a teacher’s direct number to the room or may call the office to leave a message. Teachers may also be contacted through e-mail. Please check the school website at prairiepride.org for teacher’s email addresses. All teachers are encouraged to contact parents anytime there is either a concern or good news to share. DRESS CODE Some classes may have certain dress codes because of safety issues around machines, etc. Clothing that advertises or promotes drugs, alcohol, sex, or any other inappropriate message will not be permitted. No hats may be worn inside the building. Any clothing that causes a material or significant disruption or is considered unsafe will not be allowed. As a general rule common sense with dress is acceptable. We are promoting acceptable dress for their future professions. Prairie High School administration will make the final determination for appropriate dress. Shirts must cover the mid-riff area for boys and girls. All shirts must have hemmed straps on their tops and the straps must be at least 2 inches wide. Undergarments may not be showing on anyone at any time. GRADUATION ELIGIBILITY At the start of the last nine-week grading period all seniors who are not meeting graduation requirements will be identified. The senior presentation must be done before any student will be allowed to participate in the graduation ceremony. All necessary credits must be earned and completed, by the date assigned by the principal, in order to participate in the graduation ceremonies. LUNCH Students have a pin number assigned to them by the school store. In order to purchase a lunch the student must have the pin number to type in. A student may be refused a lunch if their account is overdrawn. Several warnings are given to the student before a lunch is refused. An a la carte line that accepts cash is also available to students. A variety of choices and charges are available in the lunch line. Inquiries about lunch cards or expenses should be addressed to the school store 848-5462. RELEASE TIME/LEAVING SCHOOL Sophomores are not granted release time from school. The opportunity to leave school early or arrive late is given only to juniors and seniors to accommodate jobs, off-campus courses, and other regularly scheduled activities. In order to leave campus during the school day a student must have a parent call the school to excuse the student. The student then receives a pass to leave and signs out. If the student returns before the end of the school day he/she signs in and receives a pass to

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class. Parents should be aware of the student schedule, especially on Wednesday and Thursday block schedule days. These extended periods often offer opportunities to schedule appointments and avoid having the student miss multiple classes. SCHOOL CANCELLATION/EARLY DISMISSAL In the event that school is canceled because of weather, some modifications are often made in the remaining week’s schedule. If at all possible a block day is never missed. If school is canceled on a Wednesday or Thursday those block days will likely be rescheduled during that same week. If school is canceled on a Monday, Tuesday, or Friday those days are simply missed that week. If there is a delayed start the custom is to attempt to have all classes meet for an abbreviated amount of time. SCHOOL AND BUILDING HOURS School hours are 9:00 – 3:45 each day. Many activities meet before and after school and often require students to remain on campus for extended time. Some students may also wind up waiting for a ride from another student or parent. These students should remain in one area of the cafeteria and obviously should be in the building no longer than is necessary. If a student is in area with no supervision he/she may be asked to remain in the cafeteria, or if there is a problem, may be asked to leave the building. SCHOOL SECURITY The security of all students and staff is of prime concern to all involved with the operation of Prairie High School. Certain measures have been taken to provide as high a level of security as possible • All High School students have a picture ID and should carry it all times. Staff

members may ask to see the ID at any time. • All school doors will be locked during school hours. Entry into the building will only

be allowed at two entrances. Anyone entering the building must present appropriate identification.

• College Community School District, in cooperation with the City of Cedar Rapids, will have a School Resource Officer (SRO) present at Prairie High School. The primary focus of the SRO program is one that aligns with the academic vision of both the school and district. As a result, the SRO program is of great benefit to students, parents, and school employees.

• 24-hour surveillance cameras have been installed around the interior and exterior of the building for security purposes.

• Students must sign in or out at the office before leaving campus or when arriving late. • Emergency plans have been designed by school officials and the Cedar Rapids police.

Those plans will be followed during any emergency. • Backpacks/book bags are not permitted in classrooms and are not allowed to be carried

between classes. • Police dogs may check locker bay areas or parking lots on an unannounced, random

basis.

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Each student is issued a picture student identification card. It is required that the card be carried at school and school events all the time. Late arrival and early release information for juniors and seniors will be printed on the identification card. It is mandatory for their movement on campus and their admittance to activities. Students may be asked to produce their student I.D. card at any time. Student activity passes (optional) are required for admission to all school sponsored dances. New students should see the school store to receive a student I.D. card. Students who lose the card may be charged a fee for its replacement. STUDENT HANDBOOK Parents are encouraged to read through the student handbook with their child. There are many vital guidelines for students to follow for their success. On the first day of school, every child will be given an electronic copy of the handbook. Digital copies may also be found on our website. SUCCESS CENTER The student Success Center is a place of extra opportunity for success for all Prairie High School students. Students who wish to learn, make academic gains, or broaden academic experience will find the center a place offering assistance in a positive, conducive atmosphere. UNSCHEDULED TIME Periods during the school day in which a student is not scheduled for a class are referred to as unscheduled time. Students are not permitted to leave the school grounds during unscheduled time or at any other time during school hours without proper authorization and checking out in the office. Students are encouraged to report to a study area during unscheduled time. Students are not permitted to be in the parking lot during unscheduled time, nor are they permitted to walk the halls or congregate or loiter in the halls or restroom during unscheduled time. Frequent student movement from one location to another during unscheduled time will be disturbing to the instructional program. Student movement from one area to another should occur only during passing time.

PRAIRIE FIGHT SONG Come on Hawks, onward go, we will conquer the foe with the team from Prairie High! With our coach and our team, and our spirit that’s keen and our colors flying high! We will fight to the finish—defeat or victory, we’ll give our hearts in F-I-G-H-T! Hey Hawks, let’s fight. Raise that score, hear them cheering for more as we win fame for Prairie High! Whoo Rah! Whoo Rey! Prairie High will lead the way. Come on Hawks, what do you say? We’re goin’ to win today!

PRAIRIE HIGH SCHOOL VISION STATEMENT Individuals need to read, listen to, and view materials effectively in order to

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diagnose problems, analyze evidence, and formulate defendable opinions. They must then demonstrate this by efficiently writing, speaking and acting in a self-directed manner. Focusing on these skills and on continuous improvement will ensure success in an ever-changing world. Prairie High School will strive to prepare its graduates to be involved citizens, productive workers, cooperative contributors, creative problem solvers, complex thinkers, effective communicators and responsible family members. We will have achieved our mission when all of our student’s function effectively, contribute positively, and exhibit quality life role performances.

PRAIRIE HIGH SCHOOL PURPOSE AND BELIEFS The fundamental purpose of Prairie High School is to equip all students with the knowledge, skills, and attitudes necessary to successfully pursue activities they choose following their schooling experience. To this end, Prairie High School believes that: 1. All students can learn at high levels. Achieving the intended outcomes of the educational experience is within the grasp

of every student given the time and opportunity. Schools exist to foster learning and ensure the accomplishment of such learning by all students.

2. Earned success breeds success. The success that students earn in real, meaningful, and challenging experiences

affects their self-concept, motivation, and approach to learning. Providing students opportunities to succeed and acknowledging their successes encourage students to seek further learning experiences.

3. Schools provide an environment that enables students to succeed. There are strategies associated with successful teaching and learning. Schools can

and should create the conditions for learning so that all students may reach a high level of success.

4. Schools are a functioning institution of the community. Both school and community should foster the growth and well being of their

citizens, with schools providing a learning and environment for the community. The entire community must bear the responsibility for quality education.

EDUCATIONAL PHILOSOPHY The Board of Directors of the College Community School District believes that each individual is unique. The Board of Directors is committed to the development of a learning environment wherein each student will be able to develop to their full potential and become a productive citizen in our democratic society. In accordance with this belief, the Board of Directors feels that the following needs and concerns of each individual student must be met:

1. We first need to determine what each student knows and doesn't know. Using

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this information as a starting point, teachers should strive to teach the student to master each of their program objectives.

2. All school personnel must recognize that standards and expectations must differ for individual students, but that each student can learn effectively when provided with appropriate learning conditions.

3. We must clearly state learning objectives as well as the degree of mastery required, because students learn more effectively when they know what they are expected to learn.

4. We should actively involve each student in their own learning by providing them with many opportunities to respond and participate so that the learning process may be further reinforced.

5. Each student's progress toward their program objectives should be frequently evaluated, on the basis of their individual potential.

The Board of Directors also believes that behind the face of each student is an individual person with a deeply felt need to be "me". Therefore, all school personnel must do their utmost to provide an educational environment that recognizes this accepted fact. To accomplish this, all members of the school staff should:

1. accept the obligation to improve each student's self-image; 2. recognize each student's need for belonging, security, and recognition; 3. be concerned enough about each individual to give their support and

encouragement in their adventure in learning; and 4. care enough about each individual to help them develop self-direction and self-

discipline. In addition, the Board of Directors believes that the ideal of individual liberty is strengthened when children are treated with dignity and accepted as worthwhile persons. Children thrive when they have learned to live and work within established but flexible limits in the classroom and the school. The Board of Directors also believes that children can learn to accept responsibility by being allowed to make decisions. The Board Of Directors and staff can assist them by pointing out problems, suggesting alternative solutions, and then holding the students accountable for their own decisions. This approach provides freedom, but stresses the responsibility that accompanies it. The Board of Directors believes that its philosophical goals can best be realized when the program of education for the College Community Schools is directed by written Board policies--supported by administrative regulations--that are based upon the Constitution, state statutes, federal and state regulations, and the particular needs of the College Community School District.