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East Jessamine High School

S.B.D.M.

Policies & Bylaws

East Jessamine High School SBDM Policy Index

Policy Number Policy Date

1.01 Longer Terms 2/24/2004

2.01 Attendance Policy 3/24/2008

6.01 9-12 Transition Policy 2/10/2004

6.02 Drop Out Prevention Policy 4/6/2004

6.03 Dress Code Policy 9/13/2010

6.04 Off-Season Practice Policy 12/15/2011

7.01 Consultation and Vacancy Policy 3/9/2004

8.01 Analysis of Student Work 2/10/2004

8.02 Homework 11/4/2008

8.03 Common Final Exams 4/27/2003

8.04 Collaborative Examination of Student Work 4/27/2004

8.05 Incomplete Writing Assignments 8/10/2004

8.06 Harvest Day 8/10/2004

8.07 Reading Program Policy 8/24/2004

8.08 Math Exit Exams 9/29/2004

8.09 HAVPA Performance Credit 3/17/2005

8.10 Senior Math Requirement 5/12/2009

8.11 AP Course Enrollment 11/9/2007

8.12 Writing/Communication Policy 5/2/2011

8.13 Program Reviews 5/2/2011

10.01 Schedule Changes Policy 4/6/2004

10.02 Assignment of Students with Disabilities 4/6/2004

10.03 No Novice Policy 3/17/2005

10.04 Reading and Math Intervention 4/20/2005

11.01 Protection of Instructional Time Policy 3/9/2004

12.01 Facilities Committee Policy 4/22/2008

13.01 Exam Exemption for Seniors 2/10/2004

13.02 Video Policy 2/24/2004

14.01 Discipline and Classroom Management 5/11/2004

15.01 Prom Attendance 5/14/2008

19.01 General Technology Policy 2/10/2004

19.02 Teacher Technology Integration 3/9/2004

19.03 Acceptable Use Policy Violations 6/9/2004

19.04 Technology Proficiency Policy 11/29/2012

Policy

Number Policy Date

20.01 Budget Policy 3/9/2004

21.01 Assessment Policy 2/10/2004

21.02 Novice Reduction Policy 2/24/2004

21.03 Student Academic Progress Report 4/27/2004

21.04 STI Gradebook 4/27/2004

21.05 Appeal of Grades 2/21/2006

23.01 Testing Procedures and Data Analysis 2/10/2004

24.01 Family and Community Involvement 4/27/2004

SBDM POLICY


Staff Contact: First Reading_2/10/04__

Second Reading_2/24/04__

SBDM Policy Number_01.01____

Updated__________

Subject: Longer Terms

Introduction:

Policy: The terms of elected members of the council shall begin on July 1

and end on June 30. Between the date of elections and June 30,

members-elect are expected to attend all council meetings. No term limits

shall be imposed on school council members who are nominated and

elected to consecutive one-year terms.

Principal’s Recommendation: Recommend

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SBDM POLICY


Staff Contact: First Reading_2/10/04__

Second Reading_2/24/04__

SBDM Policy Number_02.01____

Updated__3/24/08__

Subject: Attendance Policy

Introduction: The consistent attendance of students is necessary for their

academic and social success.

Policy: By the end of September of each school year, the council shall

adopt a comprehensive plan for the improvement of the attendance of

students. In the plan, a list of external sources and resources that could

assist in improving student attendance shall be prepared. An attendance

committee will work with the DPP office in checking on truant students

before referral to the court system. The board policy will be used to

determine if absences are excused or unexcused.

The EJHS states that one of the most important factors in academic

success is consistent attendance at school. For all students under the age

of 18, Kentucky law mandates attendance. Students 18 or older are not

mandated to attend school, but still have the same requirements as all

other students to document absences. All students, regardless of age, who

live with their parents require parent permission to leave school. Eighteen

years olds may have their parents sign a card indicating they may leave

without informing parents.

*Students with unexcused absences are subject to disciplinary action

(skipping).

*Students with 9 or more unexcused absences are subject to truant

status and disciplinary action.

*Students 18 or older with 9 or more unexcused absences are subject

to be withdrawn as habitual truants.

*Seniors who are habitually truant may be subject to a graduation

contract related to attendance.

*All excuses must be turned in to school the next day the student

returns to school.


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SBDM POLICY


Staff Contact: First Reading_1/27/04___

Second Reading__2/10/04__

SBDM Policy Number__06.01 ___

Updated__________

Subject: 9-12 Transition Policy

Introduction: Students often face special challenges as they make

transitions from level to level, grade to grade, and school to adult life. To

facilitate this process, an advisory team will be developed to identify crucial

transition points within our school and facilitate successful student

transition. Special emphasis will be placed on the transition of incoming

ninth graders and on the transition from high school graduation to post-

secondary education or entry into the workforce.

Policy: The Advisory Team will develop a plan to enable successful

transition for each student from one level to the next. Transition plans will:

Set objectives that define what the student needs to know and be able to do to succeed in the new setting.

Determine who is responsible for each specific curriculum concept in all content areas.

Anticipate and define any barriers that might create gaps or overlaps in student success.

Design activities to achieve objectives including, but not limited to, curriculum transition meetings, classroom activities, family orientation activities, visits to the new setting, distribution of course syllabi, completion of class schedule, and the ILP.

Develop procedures for family orientation for students who enroll after the school year begins.

Identify methods for measuring success, including steps to take to determine whether students have made successful transitions.

Determine persons responsible, start and end dates, and necessary funding for each step.

Prior to beginning each school year, the Advisory Team will present plans

for SBDM Council review and approval. A year-end report of effectiveness,

implementation, and impact will be presented to SBDM by June. The

report will include information on each measure of success identified in

transition plans and any other information important to successful transition

for all students.


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SBDM POLICY


Staff Contact: First Reading_ 2/24/04__

Second Reading_ 4/6/04__

SBDM Policy Number__ 06.02__

Updated__________

Subject: Drop Out Prevention Policy

Introduction: The SBDM Council of EJHS recognizes the hardships that

some students and their families experience in their attempts to complete

the coursework for a high school education. Unfortunately, these hardships

can occasionally lead students to despair of success and to consider

“dropping out of school” as their only option. While EJHS can deal with

students who attend our school, many students have made this critical

decision long before attending high school.

Policy: Therefore, the council directs the principal to establish a

comprehensive dropout prevention focus for all school activities. This

program should include significant options for the removal of barriers to

student learning and illustrate a widespread commitment to ensuring

success for students who are at risk of leaving school prior to graduation.

Options to consider include, but are not limited to:

1. Freshman teaming or freshmen academies. 2. Alternative school or alternative classes. 3. Use of Kentucky Virtual High School. 4. Courses on PLATO or APEX. 5. Coordination with Career and Technical Education.

6. Referral to the Youth Service Center, Guidance Counseling Program, and Extended School Services.

7. Coordination with district administrators is establishing a comprehensive district program for dropout prevention in all feeder schools.

While all students are to be treated with dignity and compassion, at no time

shall “dropping out” be easy for them, and all students should complete a

survey about why they are dropping out, when they first considered it what

might make them stay in school, and what they hope will be different for

them out of school.

The student’s counselor or principal will meet with each student who drops

out of East Jessamine High School to determine what else might have

been done to prevent this action. The student’s counselor will contact the

parents to determine what might be done at EJHS to expedite the student’s

return to school.


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SBDM POLICY


Staff Contact: First Reading__1/14/08 _

Second Reading_ 3/24/08_

SBDM Policy Number___06.03 __

Updated__9/13/10__

Subject: Dress Code Policy

Introduction: EJHS exists for student learning. Education is taken

seriously and a reasonable attempt is made to create an atmosphere of

learning, free from distracters. Student dress can, at times, be such a

distracter. All students are expected to adhere to common practices of

modesty, cleanliness, and neatness and to dress in such a manner as to

contribute to the academic atmosphere. Any writing on clothing that refers

to alcohol, tobacco, drugs, sexual innuendos, a particular race or gender in

a demeaning manner, or foul language is not permitted.

Policy: In the interest of promoting a safe, united, and orderly learning

environment, students are to adhere to the following as it pertains to their

daily appearance.

Pants: Students may wear jeans, khakis, slacks, and sweatpants of any

color. Pants must conform to the following:

Rips and tears above the knee are not allowed, including those that are intentionally ripped and patched. Frays above the knee are allowed as long as skin is not exposed.

Must cover underwear and backside at all times regardless of movement.

Bicycle, pajama, and flannel pants are prohibited.

Skirts/Shorts/Skorts/Leggings,etc.: Clothing with hemlines above the knee

must:

Be no more than two inches above the kneecap.

Cover underwear and backside during all bodily movements.

Be free of rips and tears including designer apparel that may have been intentionally ripped and patched.

Be composed on non-transparent material at least to knee length.

Shirts:

Shirt necklines must be no lower than two inches below the collarbone.

Cleavage should not be visible at any time.

Sleeves must have a measurable underarm length.

Must be able to be tucked in even during movement (although it does not have to be tucked in).

Midriff should remain covered at all times.

Footwear: Footwear must be worn at all times. House slippers are not

acceptable forms of footwear for school.

Accessories:

Dangerous jewelry such as dog collars, wallet chains, belt chains, spike jewelry, etc. are not permitted.

Piercings that create a distraction that disrupts learning must be removed upon request of the teacher.

Sunglasses are not to be worn or be visible inside the building unless ordered by a physician.

No oversized jackets or trenchcoats are to be worn or carried inside the building during the day. They are to remain in the student’s locker.

Pants that are sagging need to be held at the waistline by a belt.

Enforcement: The school administration shall have the right to evaluate

any clothing to determine the acceptability within the guidelines of the dress

code. Administrators shall also have the right to make an interpretation on

the decency and appropriateness of any garment. Parents are responsible

for sending their child to school dressed appropriately. Administrators,

teachers, and other support personnel are responsible for enforcing the

dress code once the student arrives on campus.

Consequences: Students who fail to comply with the dress code may be

sent home when deemed inappropriate by school administrators and are

subject to disciplinary action. Clarification regarding apparel should be

obtained from the administration PRIOR to wearing the apparel to school.

1. First offense: Correct the infraction; notify parent/guardian and assignment to detention.

2. Second offense: Correct the infraction; notify parent/guardian and assignment to ISS.

3. Third offense: Correct the infraction. Notify parent/guardian and assignment to OCS.

4. Further offense will be treated as open defiance and handled accordingly.


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SBDM POLICY


Staff Contact: Daniel Sandlin First Reading_12/15/11__

Second Reading__________

SBDM Policy Number__6.04____

Updated__________

Subject: Off-Season Practices

Introduction:

Policy: All athletic teams and coaches at East Jessamine High School with the permission of the

principal or the athletic director may conduct off-season open gym and/or conditioning activities as

long as they are conducted under the rules and regulations set forth by the Kentucky High School

Athletic Association.

Any Jessamine County student participating in East Jessamine High School athletic open gym

or in conditioning activities with an East Jessamine athletic team is required to turn in a current and

completed KHSAA Physical Form to the head coach of the sport in which they are participating prior to

be eligible to participate in the open gym or conditioning activities.

Principal’s Recommendation:

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SBDM POLICY



Second Reading_3/9/04 __

SBDM Policy Number__07.01___

Updated__________

Subject: Consultation and Vacancy Policy

Introduction: For purposes of this policy, “vacancy” means a position that

did not previously exist but which now can be funded, a position previously

held by an employee who has now left the school, or a position held by an

employee who has made a written statement that he or she will leave the

school.

Policy: The council may:

Invite one staff member with experience in the vacancy field to serve on the committee.

Review all applications if desired.

Request additional applications if deemed necessary.

Interview applicants.

Approve the principal to convene a committee to conduct the interviews and select the candidate, informing council of the selection.

The council shall go into closed session if it is necessary to:

Allow each member to offer advice to the principal on the contributions different applicants can make.

Allow general discussion among council members about the strengths and weaknesses of an applicant.

Provide any additional input requested by the principal.

Selection by the principal: The principal shall select the person he or she

believes will contribute the most to the success of the school’s students

and notify council of that choice. The name will then be forwarded to the

superintendent who shall complete the hiring process.


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SBDM POLICY



Second Reading_2/10/04 _

SBDM Policy Number_ 08.01_ __

Updated__________

Subject: Analysis of Student Work

Introduction:

Policy: By September, results from state testing should be received from

the state and available to all student achievement teams (SAT). Each team

is charged with the responsibility of analyzing the results to determine both

areas of strength and areas where growth is needed, with special emphasis

on targeted populations (students with disabilities/free or reduced

lunch/minority students. SAT members shall develop a specific plan with

timeline to address the deficit areas.

By December, SAT groups shall have reported to council both the

analysis of student testing and remediation plans designed to address

areas of weakness.

By April, SAT groups shall report to council the impact of the

remediation provided and the projected results for upcoming state testing.

SAT projections will be compared with the results the school receives in

September of the next academic year.


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SBDM POLICY


Staff Contact: First Reading__10/8/03__

Second Reading__10/27/03_

SBDM Policy Number__08.02 __

Updated_11/04/08__

Subject: Homework

Introduction: East Jessamine High School SBDM and Administration

believe that “the amount of time devoted to learning is related to

achievement in a subject.” Homework, therefore, is important in a student’s

overall program. The following policy on homework comes from a

recommendation of the Curriculum Committee.

Policy: The teacher can best determine the nature and length of

homework assignments. Homework assignments should be meaningful to

students, relate to the student’s daily program, have a clearly defined

educational purpose, reinforce or enrich learning experiences and,

whenever possible, be individualized for each student. Homework should

never be busy work or assigned as a punishment.

All teachers should be responsible for assigning homework that is

purposeful and meaningful to the student by communicating their

homework procedures clearly to students and parents at the beginning of

each course, by assisting students in making up work missed due to

excused absences by providing students information on the assignment

missed, by providing due dates for assignments well in advance so that

students can make a plan for completion, and by providing feedback on

homework assignments that are helpful and diagnostic in nature.

Teachers should also be sensitive to assigning projects or lengthy

homework assignments over breaks from school. Although there may be a

need for a brief assignment, teachers should remember that students and

teachers both benefit from occasional time off from school.


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SBDM POLICY



Second Reading__4/27/03 _

SBDM Policy Number_ 08.03___

Updated__________

Subject: Common Final Exams

Introduction: In the fall of 2002, the EJHS Scholastic Review highlighted

the need for staff to “develop and implement KCCT-like assessments in all

cores based upon the core content for assessment.” In support of the

objective to increase academic rigor and evaluate student performance

according to the CSIP, the following policy on end of course assessments

is recommended.

Policy: Under the direction of the CRT (Assistant Principal for Curriculum),

teachers (student achievement teams) will develop common end-of-course

assessments and accompanying rubrics that will be KCCT-like in design.

These assessments will be used by all faculty teaching the same course

(e.g. American History, Algebra I), beginning with the fall semester of 2003

as the semester exam for the course.

Principal’s Recommendation: Recommended

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SBDM POLICY




SBDM Policy Number_ 08.04 __

Updated__________

Subject: Collaborative Examination of Student Work

Introduction: With the implementation of the SBDM policy regarding

common final exams, it is important that departments meet together to

determine the effectiveness of student learning as reflected in those

exams. That effectiveness cannot be judged in isolation; therefore,

teachers need to meet in teams on a regular basis to examine student

work. We expect teachers, as professional educators, to examine and

discuss student work collaboratively and use this information to inform their

practice.

Policy: During the first month of each semester, all teachers in a

department will meet with an administrator to examine student work on the

previous semester’s/year’s final exams. Each teacher will bring a copy of 3

examples of student work on the common final exams given during the

previous semester/year—one representing unsatisfactory achievement,

one average achievement, and one outstanding achievement on the exam.

All members of the department will examine the work and assess it for

related elements of the curriculum map. This information will be used to

consolidate the current semester’s/year’s final exams and inform and

determine curricular changes that may be needed.


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SBDM POLICY





Updated__________

Subject: Incomplete Writing Assignments

Introduction: In order to enable student mastery of content, ensure

student accountability, and aid students with portfolio completion their

senior year, the Language Arts component requests a policy stating that

students not completing one of the writing assignments deemed essential

to student enduring understanding for core content proficiency be awarded

a grade of “incomplete.”

Policy: Students not completing one of the writing assignments deemed

essential to student enduring understanding for core content proficiency be

awarded a grade of “incomplete.” This policy is intended to help students

avoid taking “the easy way out” of a class by simply avoiding a challenging

assignment and make strides toward mastery of core content. The time

limit for completion of essential writing assignments will be no longer than 9

weeks. Additionally, the student must complete structured incremental

work for “I” papers, meaning that specific, standardized criteria must be met

for each writing piece before it can be accepted and the “I” replaced with

the earned grade. If the student does not meet the criteria or fails to

complete the assignment, a failing grade will be awarded. This policy is

intended to enable student mastery of content while encouraging student

accountability.


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SBDM POLICY





Updated__________

Subject: Harvest Day

Introduction: In order to improve portfolio scores, the LA component

request that, at minimum, one portfolio appropriate piece be completed per

content area class.

Policy: The LA component request that, at minimum, one portfolio

appropriate piece be completed per content area class.* Templates,

scoring guides. And PD training will be provided to the school at large by

the LA component. Pieces with completed cover sheets (as well as cover

sheets for students who did not complete the assignment) will be collected

on a designated day at the end of the semester from all of the teachers. To

this end, all faculty will be trained by the LA component as part of the pre-

semester PD in the fall of 2004. Each year following, training in the writing

policy will occur during new teacher days in the fall before school begins. A

text line will be added to the curriculum maps each component completes

as well as to the individual unit maps to ensure teacher accountability.

*This requirement will be delayed for the mathematics component for 1

year to allow further research and professional development regarding

portfolio appropriate pieces for mathematics content area.


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SBDM POLICY


Staff Contact: First Reading__3/9/04 __


SBDM Policy Number__08.07__ _

Updated__________

Subject: Reading Program Policy

Introduction: The SBDM Council of East Jessamine High School believes

that reading is an important part of each student’s experience and directly

tied to student success and life-long learning. Reading is targeted as one

of the main areas of needed emphasis for improvement in the school’s

CSIP.

Policy: Reading for pleasure is to be encouraged among students as

much as possible. Reading lists, either of the teacher’s choosing or from

the Accelerated Reader (AR) (books in the EJHS library that have

accompanying computer quizzes) list can be made available. Incentives

may be awarded to encourage reading.

Reading in the content areas can be improved by content specific reading

strategies. The staff is strongly encouraged to develop a few such

strategies which can assist the students in decoding information in content

textbooks, magazine and journal articles, and internet sites, etc.

Research literature affirms that time spent on reading greatly impacts

reading ability for most students. The staff is encouraged to devote a

reasonable amount of time in each class period over a week’s time to

sustained silent reading, either in the content area concerned, or for

pleasure.


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SBDM POLICY


Staff Contact: First Reading_9/14/04 __

Second Reading_9/29/04___


Updated__________

Subject: Math Exit Exams

Introduction: In order to encourage student accountability and ensure

consistency across all math courses, the math component requests the

following policy regarding credits.

Policy: Students must pass the common final exam with a minimum score

of 65% or higher, regardless of the course grade, in order to receive credit

in the class. The following interventions will be implemented for students

failing the final:

A minimum of one hour spent (via Plato or APEX) on each of the teacher recommended topics.

A required test review to work with the student on skills needing further clarification.

If the student does not pass the final with a 65% or higher the second time,

the student must retake the course. Recommendations for final credit for

students with special needs will be made by the teacher and approved by

the administration.


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SBDM POLICY




SBDM Policy Number__ 08.09__

Updated__________

Subject: HAVPA Performance Credit

Introduction:

Policy: Beginning with the graduating class of 2008, students may earn a

performance-based credit for HAVPA if they have been enrolled in four

consecutive semesters of a performance-based elective (band, chorus,

orchestra, art, drama) and can show proficiency (85%) on the common end

of course assessment. The CRA will administer the test and inform the

counselors if the credit is earned.

If the student does not achieve a proficient score the first time, they will be

given an intensive review and allowed to retake the exam.

Failing a second time will cause the student to have to enroll in a HAVPA

class to receive the credit.


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SBDM POLICY


Staff Contact: First Reading_3/17/05 _



Updated__5/12/09 _

Subject: Senior Math Requirement

Introduction: Colleges and universities consistently report that entering

college freshmen often require remedial math courses. We have

discovered that many East High students enter their senior year having

their four math requirements for graduation completed and thus do not take

a math class their senior year. This skipping of math for their last year of

high school diminishes their math skills.

Policy: Beginning with the senior class of 2010, all graduates must take

and pass a math class their senior year. Students who struggle with math

are encouraged to enroll in a math class for the first semester of their

senior year so if they do not pass, they will have time during the second

semester to enroll in another math class or use Plato or APEX to receive

their math credit.


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SBDM POLICY




SBDM Policy Number_ _08.11 __

Updated__11/9/07__

Subject: AP Course Enrollment

Introduction: The SBDM Council believes that admission to AP classes

through an entry exam should be discontinued. AP classes should be

available to any student wishing to take on the rigorous coursework offered

at the advanced placement level.

Policy: Advanced Placement (AP) courses at East Jessamine High

School shall have an open enrollment policy. Through the course

scheduling process, counselors may advise students as to the level of AP

work as well as the time commitment involved and independent nature of

the work.

Students and parents will be asked to sign a contract acknowledging the

commitment needed to prepare for a passing score on the AP exam at the

end of the course. Students wishing to withdraw prior to the end of the

course may do so at the end of the first semester with permission from the

AP teacher, following a meeting with the teacher, student, parent, and

counselor. An administrator may be invited to the meeting if needed. (See

Schedule Change Policy 10.01)

SBDM recognizes the value of the learning, the thought level, and the skills

acquired through working in AP courses, even if the student elects not to

take the AP exam. Students wishing to withdraw at semester may need to

repeat the course at the general level or in a few cases, work with the

teacher or counselor to develop an alternate plan to acquire the content if

that is deemed a possibility.


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SBDM POLICY


Staff Contact: Michele Beach First Reading_4/13/11___

Natalie Allen Second Reading_ 5/2/11 _ _

SBDM Policy Number___08.12__

Updated__________

Subject: Writing Policy

Introduction: East Jessamine High School recognizes that writing and

communication are integral parts and expressions of learning. Writing is

essential to preparing our students for college or career readiness. To

provide a systematic procedure for documenting and collecting, this policy

outlines the steps that will be taken by the EJHS faculty. The overall policy

covers the core content areas of English, science, and social studies.

Policy provisions will be monitored, reviewed, and revised as needed each

school year.

Policy: To develop and enhance writing and communication skills at East

Jessamine High School, this policy is designed:

to provide multiple opportunities to develop complex communication skills for a variety of purposes and use a variety of language resources.

to ensure every student has an interactive writing collection that includes samples of work that shows interest and growth over time, follows the student from grade to grade, and follows the student to any school he/she attends.

to ensure the writing process includes reflection, assessment, and feedback.

Principal’s Recommendation: Recommend.

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SBDM POLICY


Staff Contact: First Reading_5/2/11____


SBDM Policy Number___8.13___

Updated__________

Subject: Program reviews

Introduction: Program reviews in arts and humanities, practical

living/career studies, and writing are being implemented in every public

school in Kentucky. A program review is a systematic method that schools

use to analyze components of their instructional program. Rather than

testing students to see what they have learned, a school gathers evidence

about how it integrates the subjects across its curricula and whether the

school provides students with high-quality learning opportunities. The

components that schools will look at are curriculum and instruction,

formative and summative assessments, professional development, and

leadership support and monitoring. The school then uses that information

to improve its programs.

Policy: The writing program review will be handled primarily by the English

teachers, with assistance from teachers in the core areas of science and

social studies. Arts and humanities program review artifacts will come from

the areas of art, HAVPA, band, choir, orchestra, and drama. Practical

living/career studies documentation will come from JCTC courses/teachers

and our practical living courses. It is EJHS council expectation that

teachers contribute to the artifacts and participate in uploading the

documentation. The CRA will facilitate the development of a Program

Review Committee that will monitor our progress in meeting the deadline

for scoring.


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SBDM POLICY


Staff Contact: First Reading_5/2/11____


SBDM Policy Number___8.13___

Updated__________

Subject: Program reviews

Introduction: Program reviews in arts and humanities, practical

living/career studies, and writing are being implemented in every public

school in Kentucky. A program review is a systematic method that schools

use to analyze components of their instructional program. Rather than

testing students to see what they have learned, a school gathers evidence

about how it integrates the subjects across its curricula and whether the

school provides students with high-quality learning opportunities. The

components that schools will look at are curriculum and instruction,

formative and summative assessments, professional development, and

leadership support and monitoring. The school then uses that information

to improve its programs.

Policy: The writing program review will be handled primarily by the English

teachers, with assistance from teachers in the core areas of science and

social studies. Arts and humanities program review artifacts will come from

the areas of art, HAVPA, band, choir, orchestra, and drama. Practical

living/career studies documentation will come from JCTC courses/teachers

and our practical living courses. It is EJHS council expectation that

teachers contribute to the artifacts and participate in uploading the

documentation. The CRA will facilitate the development of a Program

Review Committee that will monitor our progress in meeting the deadline

for scoring.


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SBDM POLICY





Updated__________

Subject: Schedule Changes Policy

Introduction: Every effort is made to provide every student equal access

to the school’s curriculum. In order to provide structure, guidance, and

continuity to each student’s education, the following process for schedule

changes is recommended.

Policy: A student must have a valid reason (class level, overcrowded

classrooms, computer errors) before a schedule change will be considered.

Schedule changes will not be made for teacher preference. (An exception

may be that students may choose to repeat a course with a different

teacher when possible.) Schedule changes may be made during the first

week (5 school days) of a semester. Parent permission is required if

changing from a credit course to a non-credit course. Credits dropped

before the deadline for schedule changes will not be figured as part of the

grade point average. Administratively generated schedule changes may be

made after consultation with the teacher, counselor, parent, and student.

Schedules changed at the first nine weeks for semester length classes or

at the first semester for yearlong courses require the following criteria be

met:

Students have a reasonable (80%) attendance in the course.

Students have successfully completed at least 80% of the class assignments.

A conference between the parent, teacher, and counselor.

Students dropping a semester class after the first nine weeks will not receive credit.

Students dropping an AP class after a semester will not receive credit for the first semester. If the class was taken in place of a core content class, such as AP U.S. History, the student must repeat the entire yearlong general core class (U.S. History).

Students dropping a class that is included in the IGP or ILP will require a parent conference in person or by phone. Parents will be asked to sign a paper indicating that they understand the implications of dropping the class.

All criteria will be reviewed by a counselor prior to any changes being made.


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SBDM POLICY



Second Reading_ 4/6/04 _

SBDM Policy Number___10.02 _

Updated__________

Subject: Assignment of Students with Disabilities to Classes

Introduction: All students will have equal access to the school’s

curriculum.

Policy: The principal, in cooperation with the counseling department, shall

develop a master class schedule that ensures all students have equal

access to the school’s curriculum. The high school principal, high school

counseling department, and the special education staff will assign students

to classes in line with their IEP.

Students shall be assigned to classes and programs in a manner that will:

1. Take each student’s developmental needs into account. Special education student’s placement will reflect the ARC decision based upon the student’s developmental needs.

2. Create collaborative groups of teachers with common planning time so that they can share planning and thoughts on individual student’s needs.

3. Make it easy for those teachers to make flexible adjustments to their schedules and student grouping when they believe that will support higher learning for students.

4. Implement our comprehensive improvement plan. 5. Not exceed the state class cap size*.

*Temporary exceptions to the class size cap rule may be made after

meeting with all the teachers for the appropriate student level and topics to

discuss student needs and possible solutions and after determining that no

reasonable alternative will meet the student’s needs.


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SBDM POLICY




SBDM Policy Number_ 10.03___

Updated__________

Subject: No Novice Policy

Introduction: In order to encourage genuine student effort and make

gains toward all students reaching proficiency, the curriculum resource

administrator and the student achievement coaches recommend the

following policy:

Policy: Students who receive a novice in any of the following areas on the

KCCT Assessment: reading, math, science, and/or social studies will be

required to enroll in an enrichment course in that area in order to ensure

that the student is making tangible gains toward proficiency in all content

areas. The student will need to enroll in the course in the spring semester

following the release of the scores. The goal of this policy is to facilitate

student success in any and all future endeavors. Students taking the

intervention courses mentioned in policy 10.04 are exempt from the no

novice enrichment course as seniors.

An appeals committee consisting of the curriculum resource administrator,

a counselor, and the content area teacher will be convened to hear

individual student appeals.


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SBDM POLICY



Second Reading_ 4/20/05


Updated__________

Subject: Math and Reading Intervention

Introduction: In order to ensure success in future endeavors, be it college

or career, the Math SAT and Language Arts SAT will offer elective courses

in math and reading for students who have been identified based on

individual data collected.

Policy: Students who have been identified as struggling in math or reading

will be required to enroll in an elective course in that area in order to ensure

that the student is making tangible gains toward proficiency in that area.

The student will be enrolled in the course following the release of scores

and other data collection such as prior grades, GRADE or GMADE

assessments, PAS, Basic Math Inventory Skills, etc. The goal of this policy

is to facilitate student success in any and all future endeavors.

An appeals committee consisting of the curriculum resource administrator,

a counselor, and the content area teacher will be convened to hear

individual student appeals.


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SBDM POLICY




SBDM Policy Number__ 11.01 __

Updated__________

Subject: Protection of Instructional Time Policy

Introduction: Our schedule will provide the required hours of instructional

time or more, and students will be actively involved in learning throughout

those instructional hours.

Policy: To ensure this:

1. Broadcast interruptions from the school office will be limited to early morning, late afternoon, and emergencies.

2. Students arriving in each classroom will immediately have work to begin their class without having to wait for other students to assemble.

3. When a scheduled activity is unexpectedly delayed or canceled, students will be given alternative substantive learning activities to undertake.

4. Activities that reward or punish student behavior will not be conducted during instructional time unless those activities are strongly supported by the core content and instructional practice policies established by the SBDM.

5. Videos and television broadcasts will be used only when they efficiently convey knowledge and skills called for in the curriculum and are integrated into other activities that require the students to process and apply the information the program provides.

6. Our school safety plan and discipline/classroom management policy will ensure that behavioral problems do not negatively impact learning time.

The principal or designee shall:

1. Ensure that each new staff member learns about these requirements. 2. Check for success in implementing policy as a part of regular

classroom observations and evaluations of each teacher. 3. Include areas needing additional support under this policy in

recommendations for individual professional growth plans.

The SBDM council shall review the implementation and impact of this

policy through the comprehensive planning process.


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SBDM POLICY





Updated__4/22/08__

Subject: Facilities Committee Policy

Introduction: The principal, or principal’s designee, shall assign space for

use in the following manner:

Policy:

1. In May, invite all returning members to indicate their preference for continuing or changing classroom space assignments for the next year.

2. At the end of the spring semester, meet with any staff members whose requests may be difficult to grant to discuss reasons for the staff member’s interest, factors making it difficult to grant the requests and possible solutions.

3. In July, recommend the assignment of classroom space based on the school’s academic program and notify each staff member of his or hers assignment.

4. In September, notify the SBDM of the recommended classroom space assignment, including revisions.

5. The principal has the ultimate authority in selecting room assignments and assigning them.

After assigning classroom space, the principal may alter those

assignments:

1. When necessary to respond to unanticipated enrollment or staffing changes.

2. When the principal and affected staff agrees that a change is needed. 3. When SBDM Council changes other policies or the CSIP and then

recognizes in the minutes that those changes may require staff time room assignment changes that cannot be delayed until the next school year.

For non-classroom space, the principal shall make the decisions based on

the criteria listed above after consulting with staff members who work or will

work in any space affected by a change from existing assignment,


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SBDM POLICY



Second Reading_2/10/04 __


Updated__________

Subject: Exam Exemption for Seniors

Introduction:

Policy: Junior students who score “distinguished” or ”proficient” in a

certain subject on their Kentucky Core Content Test will be excused from

their semester exams in that subject their senior year. Students enrolled in

Advanced Placement courses will not be exempt if the test is summative

and used as a review and/or practice for the AP exam. Students will be

responsible for showing these scores to their teachers so they may be

excused from the final exam. All teachers of seniors will administer final

exams to all senior students who did not score at the “distinguished” or

“proficient” level.


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SBDM POLICY





Updated__________

Subject: Video Policy

Introduction: Careful consideration must be given to movie videos used

for classroom purposes, whether they are owned by the school media

center or brought in for use by the individual teachers. Videos used in

class must have valid course content connections.

Policy: All videos used in class must have direct connections to course

content and must be identified in teacher’s lesson plans. Videos rated G,

PG, or PG-13 may be used in classes if course content and lesson plan

connections are made. Teachers who would like to supplement their

instruction with movie videos that are rated R must follow these

procedures:

1. Request and receive administrative approval to show the specific video.

2. Send and receive advanced permission from home for all students in the class to view the movie.

3. All students, regardless of age, must have a signed permission slip to view the specific R rated video.


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SBDM POLICY




SBDM Policy Number_ 14.01 ___

Updated__________

Subject: Discipline and Classroom Management

Introduction:

Policy: Our school follows the Jessamine County Schools Code of

Conduct.

In August, the school shall:

1. Provide each student with a copy of the Jessamine County Schools Code of Conduct and information on how to access the East Jessamine Student Handbook from the school’s webpage.

2. Require each student to return a signed acceptance from his or her parent/guardian showing that the have seen and reviewed the code.

3. Office staff will follow up as needed with any family where the student has not returned the signed acceptance.

As students transfer to our school during the school year, the counselor will

provide the student with a copy of the Code and the returned acceptance

form will be tracked by the office.

The student handbook will reflect a needs assessment set by our school

safety plan and will define appropriate district and school-wide rules.

Each teacher will establish classroom rules:

1. Establish specific standards of conduct for his or her classroom. 2. Post those standards where students can see them throughout the

year and/or give each student a copy. 3. Explain those standards to students who join the class after the

beginning of the term. 4. Include a copy of the rules in the syllabus for the class.


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SBDM POLICY


Staff Contact: First Reading_ 4/14/08 _


SBDM Policy Number_ 15.01_ _

Updated__________

Subject: Prom Attendance

Introduction: Attendance at school has a direct correlation with student

achievement.

In an effort to encourage/reward attendance, East High has tried a variety

of measures. Attendance at senior prom at the end of the year could be

considered a reward for attendance at school during the year.

Students who have accumulated 9 unexcused absences for the year are

habitual truants and have risen to the level of referral to the court system by

the DPP office. Students are allowed parent notes to cover four days per

semester, so a student could miss up to 16 days (8 with parent note and 8

unexcused) without a doctor’s note before being declared habitually truant

at this level.

Policy: In order to attend prom, East Jessamine High School students

(housed at East or at TPS) must have attendance below the definition of

habitual truant, specifically less than nine school days of unexcused

attendance prior to the date of prom.


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SBDM POLICY



Second Reading_ 2/10/04_

SBDM Policy Number_ 19.01 ___

Updated__________

Subject: General Technology Policies

Introduction:

Policy: East Jessamine High School follows the technology policy as set

by the district. Some general reminders:

1. All students must have a signed district AUP (Acceptable Use Policy) on file in order to use the internet and school e-mail.

2. All teachers and staff must have a signed district AUP on file with the school and DTO (District Technology Office).

3. All teachers must have a signed district Copyright Policy on file with the school and DTO.

4. Students must have signed district Permission to Publish on file for work to be published on the school website.

5. Students must have a district Permission to Photograph form signed to be photographed.

6. Cows, computer labs, presenter, TV/computer carts cannot be signed out for more than 5 consecutive days at a time unless approved by the technical specialist or STC.

7. Students are not allowed to use computers without teacher supervision.

8. All computer equipment/video equipment/software must be signed out if taken from the technology production lab. A teacher must sign

out equipment for their students to use; the teacher is responsible for the equipment. Teacher responsibilities in computer labs are:

a. to check all computers for mice and keyboards—report all problems to the technology specialist or school technology coordinator.

b. to assign each student a computer station so that if there are problems the technology department will know which student was responsible. A spreadsheet with a seating chart for student names is available for teachers to use.

c. to make sure there is no food or drinks in the lab. d. to make sure the lab is cleaned up after use, computers turned

off, and all equipment is present before leaving the room.


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SBDM POLICY





Updated__________

Subject: Teacher Technology Integration

Introduction: Three of the Standard IX National Teacher Technology

Standard are listed below:

Standard Statement IX: The teacher uses technology to support

instruction; access and manipulate data; enhance professional growth and

productivity; communicate and collaborate with parents, colleagues, and

the community; and conduct research.

9.9 Designs lessons that use technology to address diverse student

needs and learning styles.

9.14 Uses computers and other technology for individual, small

group, and large group learning activities.

9.15 Uses technology to support multiple assessments of student

learning.

Policy: East Jessamine High School teachers will use technology

integration that supports at least one of the three above standards in a

minimum of one class per semester.


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SBDM POLICY




SBDM Policy Number__ 19.03_ _

Updated__________

Subject: Acceptable Use Policy Violations

Introduction: EJHS follows the district wide code of conduct policy

regarding use of the internet. Students may lose their internet rights during

the school year because of Acceptable Use Policy violations. They are

unable to complete classroom assignments that involve using the internet.

Policy:

1. In a regular classroom, the teacher will give an alternate assignment.

2. In a technology education class, the violation and resolution will be considered on an individual basis. A committee consisting of an administrator, counselor, STC, and the technology education teacher will determine if there will be alternate assignments or placement in a different class.


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SBDM POLICY


Staff Contact: Tracy Devney First Reading__11-29-12_



Updated__________

Subject: East Jessamine High Technology Proficiency Policy

Introduction: Related Board Policy: 08113: Technology Competency: In

order to graduate, students must demonstrate performance competency in

technology as measured by a district approved competency

assessment. Students not meeting competency standards upon entering

ninth grade must follow an SBDM Council approved plan to meet this

requirement.

Policy: Students entering East Jessamine High School who have not met

the Board requirements for technology competency must take and show

proficiency in the course “Computer & Tech Applications/ Literacy” or a

similar course. Students not showing proficiency will be provided other

options that will allow them to demonstrate proficiency with the required

technology standards.


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SBDM POLICY



Second Reading__3/9/04___


Updated__________

Subject: Budget Policy

Introduction: The SBDM Council has a responsibility to all stake- holders

of East Jessamine High School. Part of that responsibility is to ensure the

lawful and equitable distribution of funds for East Jessamine High School.

Policy:

All accounts (MUNIS and Activity) must keep a positive balance in them at all times.

Funds may be shifted along line items during the fiscal year, but the budget must be in balance at all times.

The redbook (financial guidelines) should be adhered to.

The bookkeeper shall submit to the principal a monthly accounting of Activity funds.

The SEEK money (MUNIS) apportioned to the school will be used for running the school and instructional purposes:

o Copy related expenses (paper, copier rental, printing) o Telephone o Office expenses o Postage o SBDM secretary ($50/meeting) o Substitute calling fee (Gloria Weigle)

o Administrative memberships (NASSP, KLA, ASCD) o Instructional supplies for teachers/departments o Funding for library o Funding for computer lab

Departments will present a prioritized statement of need to the principal in April.

The Budget Committee will reconcile needs with funding and then consider wanted items.

A draft budget will be presented to SBDM in May and then forwarded to Central Office.

All purchases, whether SEEK funds or Activity funds, require a purchase order (PO) prior to placing an order.

All accounts will be encumbered on the last school day in March.

After the encumbrance, purchase orders will be issued on an essential basis.


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SBDM POLICY



Second Reading_ 2/10/04 __

SBDM Policy Number_ _21.01 __

Updated__________

Subject: Assessment Policy

Introduction:

Policy: East Jessamine High School will participate in all mandated

assessment programs of the state of Kentucky. All staff shall receive

training and comply with the Administrative Code for Kentucky’s

educational assessment program.

In each class in each nine weeks, students shall complete two or more

ongoing assessment activities to demonstrate their learning process.

Those activities shall:

1. Be aligned with the school’s curriculum documents and Kentucky’s standards for student performance, bearing in mind that standards are set for assessment years but students need to make progress in all content areas in all years.

2. Be valid and appropriate demonstrations of what students know and should be able to do.

3. Use clearly defined scoring guides that are either shared with students or students have helped to develop prior to the assessment.

4. Reflect appropriate levels of difficulty for the ages and developmental stages of learners.

5. Whenever possible, be part of the regular learning process, with separate activities used only when embedded ones are not feasible.

6. These specific types of authentic assessments shall be used: a. Open response questions. Teachers in every class shall

embed open response questions throughout their instructional units. Teachers should make every effort to include all five types of open response questioning formats:

i. Scaffolding ii. Single dimension/component iii. Two or more relatively independent components iv. Student choice v. Response to provided information

b. On demand writing prompts. Teachers in all classes, other than mathematics, shall use two on demand writing prompts as means of assessment during the semester. Refer to the Writing Policy for specific details. Math teachers are encouraged to use on demand writing prompts when they can be naturally embedded into the standards being assessed.

c. Writing portfolio pieces. Teachers in all classes, other than mathematics, shall use one portfolio assignment per semester as a means of assessing student progress. Math teachers are encouraged to us portfolio pieces when they cab naturally be embedded into the standards being assessed.

d. Multiple choice questions. Teachers in all classes shall use multiple choice questions as a means of assessing progress.

7. Each teacher shall submit a written description of his or her demonstration activities to the achievement coach for their area who will copy, keep a working file, and submit them to the building curriculum resource teacher. Teachers are strongly encouraged to collaborate on these activities and to exchange specific designs.


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SBDM POLICY





Updated__________

Subject: Novice Reduction (Best Practice Policy)

Introduction: The SBDM Council of EJHS believes that all students can

achieve at high levels and should be expected to reach those levels by all

staff members. Following the expectations of KDE to reduce novice scores

to 5% or less by 2014, the SBDM directs the administration and staff to

continue to develop a comprehensive improvement plan providing students

with instruction, assessment, curriculum, and support to perform above the

novice level in all categories of assessment.

Policy: The principal shall designate the appropriate committee to develop

such a plan and shall report on its implementation and impact within the

periodic review of the comprehensive school improvement plan.

The principal shall continue the same expectations of no novices in the

board policy on writing portfolios and shall communicate this expectation to

the staff and report on its effectiveness to the SBDM council.


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SBDM POLICY


Staff Contact: First Reading__3/9/04 __



Updated__________

Subject: Student Academic Progress Report

Introduction: Through the SBDM council, the community of East

Jessamine High School commits itself to providing timely and accurate

information to individuals (as deemed appropriate by law) regarding:

Individual student grades

Individual student credits

Individual student progress toward graduation

Policy: We will achieve each of the above goals through the following

methods:

1. Grade reports will be made available quarterly during each semester—once each at midterm and once at the end of each term. Information will be on Infinite Campus; parents without internet access may request a copy to be mailed to them.

2. Individualized reporting of academic struggles will be made by the teacher of record to parents using telephone contact, letters, notes sent home with students, e-mail, conferencing, and/or any other available means of communication. Teachers may also confer with the student’s counselor or suggest that a TIP (Targeted Intervention Plan) meeting be convened.

3. Counselors will hold junior conferences during a student’s junior year to look at credits earned and those needed for graduation. Prior to getting their senior schedule, students are required to meet with a counselor before the start of their senior year. Again, counselors will look at graduation requirements and continue conversations about post-secondary options.


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SBDM POLICY



Second Reading_ _4/27/04_

SBDM Policy Number_ 21.04__

Updated__________

Subject: STI Gradebook

Introduction: With the implementation of a new homework policy and the

focus on student achievement, it is important that students fulfill the

responsibility for doing assigned work. It is also important to communicate

with parents as openly as possible all information relating to student

academic progress.

Policy: Beginning with the fall semester of the 2003-2004 academic year,

all teachers will use STI for their gradebook program. As a component of

the homework policy and to help communicate with parents, teachers will

also include homework assignments in STI. Assignments should be posted

weekly by the following Mondays.


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SBDM POLICY



Second Reading_ _2/21/06_

SBDM Policy Number_ 21.05__

Updated__________

Subject: Appeal of Grades

Introduction: Students who have a concern regarding a grade for a

course may seek a grade change from the council. At the time of the

appeal, they may present their reasons as a basis for the change.

Policy: Any student seeking a grade change for an assessment shall

appeal to the principal for a change in the specific grade. After consultation

with the teacher and the student, a decision regarding the change shall be

rendered by the building principal within ten school days.

Any student seeking a grade change for a final class grade shall appeal to

the SBDM council for a change in the course grade. The student shall

appear before council and may present evidence to substantiate the claim.

The teacher of the course shall also have the opportunity to defend the

course grade before the council in person or in writing. SBDM council will

deliberate and render a written decision within ten school days.


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SBDM POLICY





Updated__________

Subject: Testing Procedures and Data Analysis

Introduction:

Policy: The following timeline will be used concerning analysis of data and

testing procedures:

August o All teachers look for gaps in curriculum. o Data shared with SBDM. o Remind staff of SBDM policies regarding curriculum, analysis of

student work, and writing.

September o Analyze state test scores in Student Achievement Teams. o Identify targeted groups in need of intervention.

October o Disaggregated data shared to SBDM by SAT groups. o Individual results returned and explained to students.

November o Recognition of proficient and distinguished scores. o Red Flag analysis of scores with leadership team. o Red Flag analysis of scores with SAT groups. o Review CSIP to see if revisions are needed based on data

analysis.

December o Student Achievement Teams report to SBDM the results of their

analysis throughout the school

January/February o Each teacher reviews with their students the testing

expectations for appropriate content area and grade levels.

March/April/May o Building assessment coordinator develops and provides testing

schedule. o State testing


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SBDM POLICY



Second Reading_ _4/27/04 _

SBDM Policy Number___24.01__

Updated__________

Subject: Family and Community Involvement

Introduction:

Policy:


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SBDM POLICY


Staff Contact: First Reading__________


SBDM Policy Number__________

Updated__________

Subject:

Introduction:

Policy:


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