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F. T. BURNS MIDDLE SCHOOL SBDM COUNCIL FUNCTIONAL POLICIES

POLICIES PAGE NO.

Table of Contents ---------------------------------------------------------------------------- 1

SELECTION OF PRINCIPAL POLICY ------------------------------------------ 2

CONSULTATION/SELECTION OF SCHOOL PERSONNEL -------------- 3-5

DEVELOPING A SCHEDULE FOR USE OF SCHOOL TIME ------------- 6

DISCIPLINE, ATTENDANCE & CLASSROOM MANAGEMENT ------- 7

ASSIGNMENT OF STUDENTS TO CLASSES --------------------------------- 8

ASSIGNMENT OF SCHOOL STAFF --------------------------------------------- 9-10

USE OF SCHOOL SPACE ----------------------------------------------------------- 11

PROMOTION AND RETENTION POLICY ------------------------------------ 12

INTERSCHOLASTIC EXTRACURRICULAR ACTIVITIES -------------- 13-15

WRITING PORTFOLIOS ----------------------------------------------------------- 16

USE OF TOBACCO PRODUCTS ------------------------------------------------- 16

SUMMER SCHOOL ------------------------------------------------------------------ 16

TECHNOLOGY UTILIZATION --------------------------------------------------- 16

CURRICULUM DEVELOPMENT AND ALIGNMENT----------------------- 17-18

CLASSROOM INSTRUCTION ----------------------------------------------------- 18-19

BUDGET & FISCAL MANAGEMENT ------------------------------------------- 19-21

STUDENT EQUITY ------------------------------------------------------------------- 21

HOMEWORK -------------------------------------------------------------------------- 21-23

PARENT INVOLVEMENT POLICY --------------------------------------------- 23-24

PARENT/SCHOOL LEARNING COMPACT ----------------------------------- 25

SCHOOL EMERGENCY RESPONSE PLAN ----------------------------------- 26

FOOD ALLERGIES & FOOD DURING THE SCHOOL DAY ------------- 26

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1. SELECTION OF PRINCIPAL POLICY Policy #1 – Functional Policy (required) Criteria: Once the vacancy has been verified by the Superintendent, the Council shall develop a set of criteria for selection of a principal. The Council shall communicate the criteria in writing to the Superintendent. The Council shall include input from teachers, staff, and parents into the development of the criteria. Interview: The Council shall be responsible for reviewing all written information on each candidate, submitted by the superintendent, and for interviewing selected candidates. Plan: The Council shall develop a plan for selecting a principal. The plan shall include training, selection criteria, and a time line. Selection: The Council shall select a principal from the list of candidates provided by the superintendent. The Council reserves the right to request additional candidates from the superintendent. Reporting: The Council shall report its choice of principal to the superintendent after completion of the selection process.

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2. CONSULTATION/SELECTION OF SCHOOL PERSONNEL Policy #2 – Functional Policy (required) For the purpose of this policy, “vacancy” means: a) a position that did not previously exist but which can now be funded b) a position previously held by an employee who has left the school c) a position held by an employee who has made a written statement that he or she will leave

the school Exceptions to the following process will occur when the vacancy is for the positions of counselor, assistant principal, and staff developer. The Council reserves the rights and responsibilities when filling these positions – staff developer, counselor, and assistant principal. Candidates for these positions shall have their applications reviewed by a quorum of the Council and identified applicants shall be interviewed by a quorum of the Council, instead of by a designated committee. Prior to reviewing applications and interviewing applicants the Council will seek input from all staff members regarding the necessary qualities needed to fill the vacant position. The Council will develop questions based on the qualities needed for the position as identified by the staff members. The Council will make recommendations to the principal after completing all interviews and discussing qualifications of applicants interviewed in relation to qualities identified by staff members. The principal shall have the authority to make the final decision on these positions. The principal will report his/her recommendation to the Council before notifying the Superintendent, or his designee. The Superintendent, or his designee, will complete the hiring process at the earliest possible date. Interview Committee: 1. The principal shall appoint an Interview Committee which may include the principal, team

leader, team members, department coordinator, grade level content teacher on other team, assistant principal, staff developer, and any Council members who wish to be included in one or more steps in the process.

a. All individuals identified above will be invited to participate as a member of the Interview Committee. Participation will be at their discretion.

2. The Interview Committee will look for specific qualifications the team, department, and council members have identified as necessary for the position to be filled.

3. The Council agrees to delegate their consultation role to the Interview Committee members. Participation in the consultation role may be through one or all of the following ways:

a. Meet before the scheduled interviews to identify qualities/skills needed for position b. Develop a list of questions to be asked of each applicant and a set of criteria for a

strong candidate c. Review applications and references received from Superintendent or his/her designee. d. Interview candidates/applicants e. Make recommendations regarding which applicant possesses the qualifications the

Council has identified and meets the criteria set by the committee for a strong candidate

The Principal will:

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1. Appoint an Interview Committee as directed by the Council guidelines 2. Provide a list of qualified candidates provided by the Superintendent, or his designee –

Personnel Director, to the Interview Committee for review and evaluation 3. Ensure the hiring process and hiring criteria shall not in any way discriminate based on

gender, ethnicity, religion, political affiliation, or any other illegal grounds 4. Schedule and organize all interviews – including organizing & preparing materials for all

interviews a. Reserving room/area for interviews b. Copy of interview questions for all participating Interview Committee members c. Other materials as needed

i. water for candidates and interview committee members ii. extra writing utensils

iii. greeter to meet and direct candidates iv. performance activity designed and prepared

5. Ensure all interviews are conducted in closed session (not open to the public) 6. Listen to the Interview Committee members discussion of:

a. each applicants qualifications and abilities b. how well each applicant meets the criteria determined as necessary for that specific

position c. what each applicant could contribute to current team, department, and school overall

7. Ask clarifying questions as needed regarding their discussion/comments 8. Ask committee to identify their first choice, second choice, & third choice 9. Consider the committee input, which was delegated by the Council to assume the

consultation role 10. Make the final decision by selecting the person he/she believes will contribute most to the

success of the school’s students after consulting with the members of the interviewing committee.

11. Notify all Interview Committee members of the applicant he/she is selecting for the position 12. Report to the Superintendent, or his designee – the personnel director, the candidate he/she

has chosen for that position a. The report should include his/her second and third choice in case the candidate has

already accepted another position or chooses not to accept the current vacant position b. The principal should wait to notify the chosen applicant until approved by the

Superintendent, or his/her designee 13. Report to the Council the name of the applicant filling the vacant position at the next regular

meeting. The Council will: 1. hear the committee’s report and the principal’s recommendation 2. have the opportunity to provide general discussion/questions regarding the process and the

applicants a. Ask for rationale behind decision if the principal’s recommendation is different from

the Interview Committees recommendation Definition of a quorum when filling a vacancy:

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The definition of a quorum for the purposes of recommending a candidate for a classified/certified vacancy will be all council members who wish to be included in the interview process. Extra Service Positions: Extra-service is defined as employment outside of the regular duties assigned as a requirement of initial employment by the Board of Education, and for which extra compensation is involved beyond the employee’s original contract. The principal shall be responsible for recommending all extra-service employment to the Superintendent when a vacancy exists. All extra-service positions are for one-year terms and may be opened for applications at the principal’s discretion. Anyone employed in an extra-service position must be told by April 1st if their position is going to be opened for applications due to legal requirements regarding notification of reduction in pay. Reasons for opening an extra-service position for applications may include:

1. the position is detracting from quality of teaching or compliance of regular teaching duties/responsibilities

2. the program is not meeting expectations (student participation, competitiveness, teaching of basic skills & fundamentals)

3. inappropriate conduct/language in practice, at games, or at other public events/activities Individuals accepting extra-service positions are expected to be good role models in public and at public events.

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3. DEVELOPING A SCHEDULE FOR USE OF SCHOOL TIME Policy #3 – Functional Policy (best practice) For the purpose of this policy, “scheduling” means: 1. The development of a master plan for using time within the school day set by the State Board

of Education 2. The use of time over a span of one week, one grading period, and/or one semester Scheduling Committee: The scheduling committee will be responsible for creating a plan for the use of school time. The committee’s plan will include a daily class schedule and a list of class offerings. The scheduling committee shall submit a recommendation in writing to the Council for approval. The scheduling committee shall be responsible for reviewing and revising the school schedule annually. The scheduling committee annual report to the Council will be in January.

1. recommendations for upcoming school year, including changes & rationale for changes Criteria for developing a master schedule plan: 1. Meeting the needs of all students 2. Promoting teacher effectiveness to the fullest 3. Reflecting appropriate use of the instructional day 4. Providing time for instructional planning 5. Complying with individual contracts and job descriptions 6. Complying with all federal and state board regulations 7. Supporting the school’s instructional goals, programs, and service concept Monitoring of schedule: The Council will monitor the school’s schedule with assistance from the scheduling committee and make changes whenever necessary to improve the schedule.

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4. DISCIPLINE, ATTENDANCE & CLASSROOM MANAGEMENT Policy #4 – Functional Policy (required) For the purpose of this policy, “discipline” means: Discipline is a system of managing student behavior to promote an environment conducive to learning and one free from fear and disorder. The discipline system shall foster responsibility involving students, parents/guardians, and school personnel. Discipline Committee: The Discipline & Attendance Committee shall assist with the management of a discipline system. The discipline & attendance committee shall be responsible for:

1. Assessing present policies & procedures a. Review & update to be in compliance with district policies and procedures

2. Evaluating current discipline strategies to handle inappropriate student behaviors 3. Research alternative discipline techniques 4. Updating current procedures and discipline techniques 5. Implementing and communicating any new discipline policies and procedures 6. Implementing and communicating policies and procedures for student attendance 7. Annual review and revision of the Student Handbook 8. Presenting all updates and revisions in writing to the Council for approval 9. Report to SBDM Council annually in February for final approval of updates and

revisions for upcoming school year. Report may be presented at March meeting. Classroom Management The committee shall develop a set of standards and appropriate teaching strategies for classroom management. The standards and strategies shall be communicated to teachers and included in the assessment of teacher needs and professional development activities. Reporting & Use of Data The Discipline & Attendance Committee shall gather data on discipline and attendance problems annually and report the results to the Council with recommendations for improvement in discipline procedures, classroom management strategies and student attendance. The Discipline Committee may use data from:

1. Infinite Campus reports 2. Parent surveys 3. Student surveys 4. Teacher surveys 5. Student council reports 6. Other reports (including parent reports & complaints) as needed

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5. ASSIGNMENT OF STUDENTS TO CLASSES Policy #5 – Functional Policy (required) For the purpose of this policy, “student assignment” means: Student assignment shall be defined as the appropriate placement of individual students based on specific needs. Scheduling Committee: The scheduling committee will assist the principal with the management of assigning students to the appropriate class. The scheduling committee will be responsible for: 1. Reviewing students’ needs and interests 2. Developing a schedule to help meet the needs of every student in the most effective &

efficient way 3. Assigning students to classes and programs that best meet their needs, while maintaining

appropriate ratios and class sizes Ad Hoc Committee: The scheduling committee or the principal may form ad hoc committees to complete specific tasks as needed. 1. Special education committee 2. Intervention committee 3. Enrichment committee 4. Gifted/Talented committee Data to be used by scheduling committee should include (but not be limited to):

a. Student data from the Measures of Academic Performance assessment b. Academic performance of the student c. Learning style of the student d. Student behavior e. Instructional needs of the student f. Class size g. School schedule

Information about individual students under the RIGHTS TO PRIVACY ACT shall be held in confidence by the committee and the Council. As new students enroll during the school year, the principal or his/her designee shall be responsible for student assignment.

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6. ASSIGNMENT OF SCHOOL STAFF POLICY Policy #6 - Functional Policy (required) Council Authority in Staff Assignment: The authority of the school council is clarified on staff assignment by OAG 93-55, which states: “… school councils have authority to set policy regarding the assignment of all instructional and non-instructional staff time and the principal is authorized to administer the policy and to make assignments as to individual staff members.” and: "Policy matters involve managing the affairs of a business and making decisions that determine the direction that the business or operation shall pursue. Thus, the school council is vested with the broader managerial role of determining policy in the area of staff assignments. The school council’s duties do not require that the council determine the specific assignments for all staff members. Rather, the statute mandates that the principal must implement the staff assignment policy adopted by the council." and: "Decisions to assign specific teachers to particular students and classes are based on several factors including the performance and effectiveness of the staff. This information may be contained in the evaluations of the teacher and available to the school principal." Assignment: The principal with input from the assistant principal, staff developer, counselors and team leaders shall:

1. Review teacher assignments, qualifications and certifications 2. Develop a plan to match individuals with program and instructional needs during the

school day – match teacher strengths according to content area & student academic needs a. Determination of academic needs of students will be based on analysis of

common assessments, state assessment data, national assessment data, and standardized assessment data

b. Teacher strengths will be determined based on prior student academic achievement, special recognition (district, state, or national level), and teacher request for change

3. Develop a plan for assignment of staff during non-instructional time to include extra-curricular activities, supervision duties, parent conferences, and any other activity where staff involvement is needed.

a. Non-instructional time will take into account data from disciplinary infractions, student surveys, parent surveys, and teacher surveys.

b. Areas of concern for safety for all students and staff members will be addressed first (morning supervision areas – gym, commons area, hallways, bathrooms, & other identified areas)

c. Coverage for assigned areas will be designed to ensure safety of students and staff.

Planning: The plan should be developed and submitted to the Council for approval. When possible, the plan should be communicated to the teachers by the end of the current school year, however, it

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should be recognized that the plan for assigning staff may be delayed due to staffing vacancies or other variables that may impact the planning. Evaluation: The principal (or principal’s designee) shall annually evaluate the assignment plan and make revisions as needed based on student achievement data, discipline data, and school surveys (students, parents, and staff) will be analyzed regularly based on the Standards and Indicators for School Improvement to ensure F. T. Burns Middle School consistently improves toward meeting all state (Proficiency – 100 on CATS) and national goals (closing the achievement gap – Annual Yearly Progress report).

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7. USE OF SCHOOL SPACE Policy #7 – Functional Policy (best practice) For the purpose of this policy, “school space” means: School space shall include all buildings and grounds which are part of F. T. Burns Middle School and shall include use of buildings, classroom space, and school grounds before, during and after the school day. Process: The principal with input from the athletic director, head custodian and the administrative team (assistant principal, guidance counselors, and staff developer) shall be responsible for:

1. Developing an annual plan for the use of school space 2. Recommending school policies that will govern the use of school space 3. Monitoring the use of school space 4. Inspecting school buildings/grounds annually & making improvement recommendations 5. Reviewing and evaluating the use of school space annually

Annual Plan: The principal shall submit to the Council, for its approval, an annual plan for the use of school space and recommendations for improving buildings and grounds. Time Line: All reports shall be submitted to the Council using the following time line:

1. Annually planning for the use of school space by the end of the previous school year or as soon after as possible

2. Recommending improvements for buildings and grounds as needed

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8. PROMOTION AND RETENTION Policy #8 – Functional Policy (best practice) For the purpose of this policy, “promotion” means: Promotion means progressing from a student’s current grade level to the next grade level. For the purpose of this policy, “retention” means: Retention means not progressing from a student’s current grade level to the next grade level, but instead remaining in the same grade level for a second consecutive year. Rationale: A student who fails two or more classes for the year, one of which must be a required academic subject for the school year (reading, English, science, social studies and/or math) will be retained in the same grade level. Teachers will follow the Academic Intervention Pyramid/Plan for students at risk of failing. Interventions will follow a step-by-step process for students who are failing or in danger of failing. Step One: Teacher controlled interventions (must include a parent contact) Step Two: Team controlled interventions Step Three: Computer input interventions & information Step Four: Administration controlled interventions Under special circumstances such as advanced age, school history, or other unique circumstances, a committee may be convened to review factors unique to individual students. The committee may be convened by the principal, current grade level teachers, or by the parents. Parent Requests for Voluntary Retention: Parent requests for voluntary retention will be considered on an individual basis by the principal. The principal may make final decision on his/her own or may consult with other members of the administrative team or with the entire administrative team. Extra Curricular Participation: Any student being retained for any reason will not be eligible to participate in extra-curricular activities (i.e. all sports, academic team, after school clubs, and etc).

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9. EXTRA-CURRICULAR ACTIVITIES & STUDENT PARTICIPATION Policy #9 – Functional Policy (best practice) Opportunities: Interscholastic extra-curricular activities shall be implemented as an integral part of the curriculum and instructional program. Interscholastic extra-curricular activities may include but are not limited to the following:

• 7th & 8th Grade Football • 7th & 8th Grade Basketball – Boys & Girls • 6th, 7th, & 8th Grade Track – Boys & Girls • 6th, 7th, & 8th Grade Cross-Country – Boys & Girls • 6th, 7th, & 8th Grade Academic Team • 6th, 7th, & 8th Grade Future Problem Solving • 7th & 8th Grade Cheerleading • 6th, 7th, & 8th Grade Band • 7th, & 8th Grade Chorus • 6th, 7th, & 8th Grade Orchestra • 7th & 8th Grade Dance Team

Programs: All Burns Middle School personnel involved in interscholastic activity programs shall plan and conduct all activities based upon sound educational principles. The welfare of the participants and the student body shall be placed before other aspects of the program. All interscholastic activities shall be conducted in accordance with the following: Person Responsible: The principal or his/her designee shall coordinate and manage all aspects of the interscholastic activities at Burns Middle School. Supervision: The principal or his/her designated representative(s) shall attend all events held at home to observe and give general supervision as the circumstances may require. The principal’s designated representative(s) shall be someone other than sponsors or coaches involved in the ongoing activity. Codes of Conduct: The principal and members of the professional staff shall develop acceptable codes of conduct designed to influence and guide behavior of students, professional staff members, and spectators of the event. Financial Accountability: The principal and coaches shall be responsible for operating a financially sound program. Participation:

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The principal or his/her designee shall be responsible for qualifying students for participation in extra-curricular activities.

• Any coach, sponsor, or director allowing students not meeting the requirements for eligibility to play may be suspended for one or more games (including for the remainder of the season)

• Any coach, sponsor, or director allowing students not meeting the requirements for eligibility to play a second time will be suspended from coaching for the remainder of the season and will be terminated as coach, sponsor, or director at the end of the season.

Schedules: The principal or his/her designee shall approve all schedules for contests prior to finalizing contractual agreements between schools if needed. Permission Forms: Coaches/sponsors shall require a signed parental permission form and medical release form before a student will be allowed to participate in interscholastic academic and athletic programs offered by Burns Middle School. This information must be kept by the sponsor or coach and a copy must be provided to the athletic director. Physical Exam: All students must submit a physical examination report prior to engaging in try-outs, practice, or participation in any athletic program sponsored by the school. This information must be kept by the sponsor or coach and a copy must be provided to the athletic director. 6th graders will not be allowed to use their 6th grade physicals as their physical examination report due to KHSAA regulations & guidelines. Transportation: Private vehicles shall not be used to transport students to and/or from interscholastic activities, except when said vehicle is owned and operated by the parent of the child being transported, and then only with the permission of the coach and approval of the principal. One exception to this rule is when transportation is not provided by the school and parents make arrangements themselves to get participants to the location of their activity. Security: The principal/designee shall ensure that adequate security precautions are observed at all home events. High School Participation: Athletic participation at the high school level will be governed by policies and regulations established by the Kentucky High School Athletic Association (KHSAA). Grievances:

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Grievances will be addressed on a case by case basis. Grievances should first be communicated to the appropriate coach or sponsor and if an agreeable solution is not reached, the principal shall be responsible for the final decision after hearing both sides of the disagreement. Academic Eligibility: Any student-athlete with an F in an academic class will be ineligible to play for the upcoming week (eligibility will be determined on Friday for the upcoming week - Monday-Saturday). Student-athletes with a D in an academic class will be placed on probation for a two week period of time to allow the coach/sponsor and the administration/athletic director to monitor their academic progress. The student-athlete must show satisfactory improvement during two week probationary period. Satisfactory improvement will be determined by the principal. If after two weeks the student-athlete does not show satisfactory improvement, he/she could be declared ineligible for a one week period. Behavioral Eligibility:

A. Any student who has fewer than two or more discipline tickets is subject to probation at the discretion of the coach.

B. Any student who has accumulated three discipline tickets during a grading period may not longer participate during that grading period.

C. Any student assigned to in-school-suspension (in-house) is ineligible to play or participate in practice during their assigned time to ISS (in-house). They will be considered eligible once they are dismissed from ISS (in-house) for completing their assigned time.

Attendance at School: Any student who is not present for at least ½ of the regular school day (must be in attendance in a minimum of four classes) the day of a performance, activity, or athletic event cannot participate in the performance, activity, or athletic event that evening. Student-athletes absent from school the day before a week-end or an extended break will be deemed eligible beginning the next morning. This is aligned with the Apollo High School eligibility rule and it is also aligned with KHSAA guidelines. Grade Level Participation: Track and Cross-Country shall have one (1) interscholastic team representing the entire school. Boys and girls from all three grade levels shall be eligible to participate 6th graders will be allowed to participate on the 7th grade football team if they are ineligible for Pop Warner Football for any reason (weight restriction, age restriction, or any other reason) or due to low census (low participation numbers of current 7th grade BMS football team). 6th graders will be allowed to try-out for the 7th grade basketball teams.

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10. Writing Portfolios Policy #10 – Functional Policy All students will be responsible for developing a writing portfolio as required by DCPS policy. All students will be responsible for completing all required writing portfolio assignments. 11. Use of Tobacco Products Policy #11 – Functional Policy All Daviess County Public Schools property is tobacco free. 12. Summer School Policy #12 - Functional Policy Summer school is no longer an option due to lack of funding. If funding for summer school is provided it will be considered as an option for students needing to pass one core content subject to be successfully promoted to the next grade level.

13. Technology Utilization Policy #13 - Functional Policy The Technology Committee shall continually assess the needs of students and instructional staff in the area of technology. The technology committee shall be responsible for developing and updating the school technology plan, identifying technology needs, and determining the best use of funds designated for technology.

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14. CURRICULUM DEVELOPMENT AND ALIGNMENT POLICY Policy #14 - Required Policy Curriculum Policy Statutory Authority - KRS 160.345 (2)(i) 1 The school council shall adopt the curriculum of the Daviess County Board of Education as the curriculum that shall be implemented at the school. It is our opinion that this curriculum is aligned with state standards, the Program of Studies, and the Core Content for assessment; and, is appropriate for our instructional needs. The Core Content, Program of Studies and National Standards were used to create a curriculum map for each grade level and subject, to ensure that no gaps exist. The curriculum map will be reviewed annually and revisions will be made when one or more of the following events occur:

1. State officials modify the Goals, Expectations, Core Content or Program of Studies. 2. District leaders or working groups modify district curriculum documents. 3. Our Planning process identifies a need for adjustments. 4. Other schools in our district identify a need for changes in their curriculum or in ours that could alter our

vertical articulation, create curriculum gaps or allow unintended overlaps and redundancy. 5. One or more teachers at our school identify a weakness or opportunity for improvement that needs to be

addressed to ensure success for all students. 6. Other stakeholder input or data demonstrate a need to do so.

Teachers will:

• During the first month of each school year, send home to parents a syllabus or a copy of the curriculum standards and expectations that apply to their students’ classes for the year.

• Post the relevant curriculum standards and expectations in their classrooms where students and other observers will be able to review them.

• Keep a copy of the relevant portion of the curriculum with his/her lesson plan available upon request. • After teaching each topic, reflect on the lesson and record notes in the curriculum map with anything that

seemed difficult, worked well ( including what resources were used) • Share those notes with the appropriate staff to discuss possible curriculum reviews.

The testing format throughout the school will reflect the quality of questions that the students will encounter on the state assessment. The principal or principal’s designee will:

o Meet with each new teacher to review the sections that apply to that teacher’s assignment. o As needed, assign a teacher experienced in those parts of the curriculum to provide additional assistance to

a new teacher. o Review lesson plans and teachers’ curriculum copies for indications that the curriculum and this policy are

being implemented. o Correspond with leaders at other schools in our district to continue to coordinate what we teach with what

is taught, ensuring that students do not end up with learning gaps or waste time repeating content they have already mastered.

o Convene an appropriate meeting each year to review teachers’ notes on possible curriculum revisions as needed, and report to the Council on the results of those meetings.

Alignment With State Standards, Technology Utilization, and Program Appraisal: The school shall organize all instructional and other activities to be aligned with national and state standards established in state laws and regulations, and in a manner that is consistent with local school board policy. Each content area/department (as components/members of the Academic Performance Committee) shall provide a report to the school council that shall include, but not be limited to:

• Alignment of the school curriculum with state standards

• Alignment of the school’s instructional practices with state recommendations

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• Status of student performance as measured by the state assessment process

• Implementation and impact of the current Comprehensive School Improvement Plan

• State of technology utilization

• Appraisal of selected school programs upon the direction of the council

Each content area/department (which will serve as the Academic Performance Committee) shall make recommendations relative to the items listed above at the time the report is presented to the council, subject to council action. 15. CLASSROOM INSTRUCTION POLICY Policy #15 - Required Policy The Academic Performance Committee (Department Coordinators or PLC groups) will work through the school administrative staff (i.e. Staff Developer, Principal, Assistant Principal, and Department Coordinators) to ensure Burns Middle School is providing an instructional program that actively engages all students by using effective, varied, and research based practices to improve student academic performance.

Burns Middle School instructional practices will be defined as strategies, techniques, and activities used by the classroom teacher to engage all students in the learning process. The instructional process shall include a variety of effective practices aligned with school curriculum and assessment guidelines.

On a regular basis each teacher will: 1. Use varied student-centered instructional strategies. 2. Address various learning styles and modes of learning. 3. Address all levels of Bloom’s Taxonomy. 4. Make active use of interdisciplinary connections. 5. Utilize both vertical and horizontal collaboration in the design of interdisciplinary units study 6. Use activities where all students use higher-order thinking and problem-solving skills 7. Assign task similar to those used for state assessments. Extended Response questions will be done regularly

and used as a part of normal assessments. Rubrics or examples of distinguished work will be presented to students so that they will know what is expected.

8. Keep a record on how students perform for each extended response question. 9. Use technology for appropriate and varied learning activities. 10. Use technology to expand the classroom into the community. 11. Assign homework that is authentic and extends student learning on class-time subjects. 12. Analyze homework in the instructional process 13. Provide multiple assessment opportunities for students to connect their learning to real-life experiences. 14. Use instructional resources that are developmentally appropriate and reflect diversity in the classroom. 15. Consistently implement the adopted Literacy Plan at all grade levels utilizing the LDC modules. 16. Discuss and share success and challenges with colleagues. Document discussions through content committee

and team meeting minutes. 17. Discuss possible solutions to challenges with colleagues. Document discussions through Professional Learning

Community committee and team meeting minutes. 18. Analyze student work to evaluate and inform instructional practices. 19. Utilize models of distinguished and proficient work as an instructional tool. 20. Work with content committees to develop a vertical and horizontally articulated instructional plan for

implementation of the Comprehensive School Improvement Plan.

The principal/principal’s designee will: 1. Review classroom instruction on a regular basis to identify best practices and areas of concern. 2. Meet with teachers individually to review instructional practices (a minimum of once per semester). 3. Conduct regular meetings with teams or grade levels to discuss instructional practices (PLC meetings).

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4. Check for success in implementing this policy as part of regular classroom observation and evaluation of each teacher.

5. Include areas that need improvement under this policy in recommendations for individual teachers’ professional growth.

6. Review meeting minutes for indications of trends and school-wide needs. 7. Report to council on trends and needs emerging from the teachers’ reflections and meeting minutes. 8. If needed, make recommendations to provide for additional professional development or other changes to

address trends and needs.

16. Budget and Fiscal Management Policy #16 - Functional Policy (best practice) Purpose: This policy explains how the Council will set an annual budget for:

• Personnel • Textbooks • Professional Development • Instructional supplies, materials, travel, and equipment

The budget shall be implemented through the Council’s policies on vacancies and on purchasing. Needs Assessment Research: The budget committee shall take the following steps to assess the school’s needs for the next school year:

• Review last year’s spending and this year’s budget • Monitor this year’s spending as it occurs • Review the current school improvement plan (transformation plan) • Provide the school’s staff an opportunity to make written suggestions on needs for next

year • Provide the school’s parents, volunteers, and other members of the public an opportunity

to make suggestions on needs for next year • Monitor each step of the school’s improvement plan process for next year, identifying

possible needs for funding to implement the plan • Consider the recommendations of the professional development committee on needs in

that area • Take any other steps that the committee believes would help it understand the school’s

financial needs Receipt of Allocation: By March 1, the school council allocation formula regulation requires the district to notify the Council of its allocation for personnel, instructional supplies, materials, travel, equipment, and professional development. The principal shall make notice generally available within one school day after receiving it.

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The superintendent will notify the Council of its share of state textbook funds and state professional development funds shortly after he/she learns of the district’s total allocations for those items. In the event that the budget committee has not received those notices by March 15, it shall prepare the First Draft Budget using either this year’s amount or an estimate of next year’s amounts that it believes is reasonably accurate. First Draft Format: The budget committee shall prepare a First Draft Budget. Under Revenue, the budget shall list all revenue expected for the school’s Activity Funds. It shall then subtract the amounts that belong to specific groups that raised money for their own activities, because each such group decides the use of its own revenue. (Money raised by the parent-teacher organization shall be controlled by that organization and not listed in the Council’s Budget at all) The chairperson of the budget committee shall make the First Draft Budget generally available after its approval by the committee. Input Opportunities: The budget committee shall give the staff, parents, volunteers, and other members of the public an opportunity to ask questions and make verbal suggestions about the First Draft Budget. That opportunity shall be at least five school days after the First Draft Budget for consideration by the Council. Persons wishing to make written suggestions may give them to the chairperson of the budget committee. Second Draft Budget: After the input opportunity, the budget committee shall consider suggestions received and review the latest available draft of the school’s School Improvement Plan for next year. After considering that information, the budget committee shall prepare a Second Draft for consideration by the Council. The budget committee chairperson shall make the Second Draft Budget generally available within two (2) school days after it is approved by the committee. Council Action: The council is free to direct the budget committee to prepare a new recommendation reflecting revisions the Council thinks necessary. However, meetings to consider those revisions shall be scheduled to allow the Council to adopt a budget no later than the regular April meeting of the Council. Individual teachers, team members, activity sponsors, coaches, and other staff members who are allocated school funds may select items/materials to be purchased from specified school accounts. All purchases made requires an authorized school or board purchase order. The

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principal and/or his/her designee will sign all purchase orders and checks. Instructional accounts should be spent or obligated to within 10% or less of their annual allocations by April 30th of each school year.

17. Student Equity Policy #17 - Functional Policy (required) Purpose: The purpose of the Student Equity Policy is to assure that all students have equitable opportunities to learn. Equity Goals: Burns Middle School staff will strive to assure that each of the following are achieved:

• All students will have a safe, equitable, and supportive environment in which they can reach their highest potential.

• All students will be taught diverse, inclusive, challenging, non-biased curricula in a cooperative and engaging manner.

• All students will be equipped with the skills and knowledge to select a career on the basis of their individual abilities, interests and needs.

• Educational staff will reflect diversity and equity, both in background and in role. • Educational staff will have equal access to resources as well as equal opportunities to

advance their education, enhance skills, conduct and display research and attend/participate in conferences and/or workshops.

• Educational staff will seek a variety of avenues to expand their knowledge and understanding of issues involving equity and diversity in the classroom as well as in their daily lives.

18. HOMEWORK POLICY Policy #18 – Best Practices Policy The Academic Performance Committee (Department Coordinators or Professional Learning Communnities) will ensure Burns Middle School is providing added opportunities for students to practice new skills, engage new information, and explore topics using a variety of instructional techniques to address varied learning styles and student interests. Burns Middle School Commitment: Homework Philosophy: 1. Homework enables the learning environment to extend from school to home and from home to school.

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2. A successful homework policy will provide continuity for good study habits, foster independence, responsibility, and self-direction; as well as improve academic skills and knowledge.

3. Homework reinforces, extends, and enriches school instruction and expands application of knowledge and skills taught, through independent work. Homework fosters the students’ sense of responsibility, development of self-discipline, and furthers the students’ independence as a lifelong learner.

4. Homework is most successful when the child takes pride in his/her work and the parent provides a favorable environment, assistance as needed, and supervision.

Types of homework to be assigned: 1. Practice Assignments reinforce newly acquired skills. These assignments are most effective when:

a. carefully evaluated by the teacher b. matched to the ability and background of the individual student c. students are asked to apply recent learning directly and personally

2. Preparation Assignments help students get ready for learning activities that will occur in the classroom. These assignments are to refresh previous learning experiences.

a. Readings in the textbook b. Library research c. Collecting materials for a class demonstration d. Gathering or organizing of information before a class discussion or demonstration

3. Extension Assignments encourage individualized and creative learning by emphasizing student initiative and research.

a. Long term or continuing projects that parallel class work b. Requires students to apply previous learning to complete assignments.

i. Science fair projects ii. KYA/KUNA presentations

iii. Research papers Purpose of Homework: 1. To build progress and confidence in academic subjects 2. To build personal success in coursework 3. To develop self-discipline for study and work in the future 4. To motivate students to achieve academic self-esteem Homework should be productive, purposeful, and thought provoking in an environment that is comfortable and as free as possible from distraction. Homework should be well planned, age appropriate and provide meaningful opportunity for learning enhancement or skill practice. Homework expectations should be clearly shared with students and parents through communications such as letters, rubrics, and assignment guidelines. Teachers will: 1. Give homework regularly and appropriate amount according to latest research data

a. Approximately 3 hours of homework per week for 6th graders (40 minutes per day total). b. Approximately 4 hours of homework per week for 7th graders (50 minutes per day total). c. Approximately 5 hours of homework per week for 8th graders (60 minutes per day total).

▬ This does not include 20 minutes per day for reading for all students. The students may be reading a book of interest, textbook, or article assigned for review.

▬ Students will usually be given time in their content classes to do some of the homework assignments. 2. Give homework that extends student learning on classroom topics (core content standards). 3. Ensure that students have demonstrated they understand homework activities in an earlier in class assignment. 4. Plan appropriate assignments with deadlines. 5. Allow student choice within homework assignments as often as possible. 6. Give student feedback on all homework assignments (verbal or written).

a. Providing written feedback is more important than assigning grades to homework. 7. Analyze homework to gauge progress or mastery in the learning process to prompt further instruction or

enrichment in the subject matter. 8. Enforce consequences or rewards for homework performance.

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Students will: 1. Record assignments in their student planner/agenda as directed by teacher. 2. Complete all assignments in a timely manner and accept responsibility in a mature manner when the assigned

lesson is not completed on time. a. Team Detention or assigned to morning or afternoon Extended School Services

3. Notify the teacher and discuss any issues hindering their academic progress. Parents may help by: 1. Sharing concerns regarding the amount or type of homework assigned with your child’s teacher or principal. 2. Encouraging your child to take notes concerning homework assignments in their student planner/agenda in case

they have questions later at home. 3. Limiting after-school activities to allow time for both homework and family activities. 4. Monitoring television viewing 5. Establishing a specific time for homework each day including time for reading. 6. Consistently praising your child’s efforts and helping them work through problems without simply providing

answers. 7. Routinely or regularly going over homework assignments with your child. 8. Asking your child’s teachers about their homework policy and specific assignments. 9. Providing a productive learning/study environment (quiet, no distractions, and necessary resources). 10. Ensuring your child devotes the time specified by you to complete homework. 11. Routinely or regularly check your child’s student agenda for homework assignments and grades. 12. Talking to your child’s teachers or principal if he/she never has homework in a specific content area. The principal (or principal’s designee) will: 1. Monitor the homework assignments and provide feedback to teachers when appropriate. 2. Make periodic checks on the feedback and instructional follow-up students receive based on their homework

(teacher comments may be seen on posted student work and student work that is examined during weekly team meetings, or student work that is requested to be turned in to the principal or the staff developer).

The grade level team’s will: 1. Ensure that each teacher on their grade level is following the BMS Homework Policy. 2. Present documentation of assigned homework to the SBDM council on request from the council. Evaluation: Student achievement data and school surveys (student, parent, and staff) will be analyzed regularly to ensure Burns Middle School is consistently improving to meet the state and national goals established for each year.

19. PARENT INVOLVEMENT POLICY Policy #19 – Best Practice Policy It is the intent of Burns Middle School that parents of all students shall be provided with frequent and convenient opportunities for full and on-going participation in accomplishing the school’s mission. Our commitment to the process of parent involvement shall be evident through, but not limited to, the provisions as defined in the areas of environment, participation, communication and parental outreach. ENVIRONMENT 1. Friendly and helpful office staff to greet parents on the phone and when they visit the building. 2. The administrative staff will welcome and encourage parent volunteers in the school’s programs and events.

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3. Parents will be invited to an annual 6th grade orientation. 4. Parent/Teacher conferences will be scheduled upon request. 5. A student handbook will be provided to all students/parents of Burns Middle School. PARTICIPATION 1. Parents will be represented on the SBDM Council. 2. Parents will be represented on all SBDM Council Committees.

▬ Academic Performance – represented by the content area departments ▬ Input will be solicited from the Parent Advisory Council, Student Advisory Council, and from

the Student Council. ▬ Learning Environment – represented by the Discipline Committee and the Lighthouse Team ▬ Efficiency – represented by the Time Management Committee and the Team Leaders

▬ Input will be solicited from the Parent Advisory Council, Student Advisory Council and from the Student Council.

3. Coaches will encourage parents of student athletes to be involved in helping and supporting the teams. 4. The Principal/Council will schedule and advertise two to three formal parent/teacher conference sessions during

each school year (this includes the beginning of the year activities). 5. The Parent/Teacher Organization will facilitate a parent volunteer organization and recommend to the principal

a qualified parent as the coordinator. 6. The administrative staff will encourage and support parental involvement through the school’s parent/teacher

organization. 7. The Youth Services Center will assist in finding ways to involve parents in school activities. COMMUNICATION 1. All Burns Middle School staff members will return phone calls and e-mails within 24 hours of receiving notice

of the communication. 2. The Principal’s designee will publish a monthly or weekly newsletter to parents. 3. The attendance designees will make daily attempts to telephone parents of students who are absent.

▬ We currently use One Call Now to notify parents of student absences. 4. The Principal’s designee (guidance counselor or registrar) will provide a letter of welcome and information to

accompany materials given to students on their first day of enrollment. 5. Administrators will ensure that notification is provided to parents of students suspended from school and/or

transportation services. 6. The administrative staff will expect teachers to make frequent parental contacts concerning students’ behavior

and academic performance and monitor the contact through a communication log. 7. The technology assistant, technology coordinator, and media specialist will maintain and update information on

the school’s website. 8. The Principal’s designee (Public Relations contacts) will provide the local media with announcements related to

school and S.B.D.M. Council events. 9. Teachers will send mid-term progress reports home with students. 10. Guidance counselors, school health nurse, and/or Youth Service Center coordinator will contact parents of

students needing immunizations.

PARENTAL OUTREACH PROGRAM 1. The BMS Student Support Services (guidance office and Youth Service Center) will offer parents

training/information referrals in the areas of substance abuse, health needs, social services, and other related services.

2. Staff members of the guidance office and/or Youth Service Center will provide mini workshops on topics of importance to parents along with the PTO.

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20. PARENT-SCHOOL LEARNING COMPACT Policy #20 Burns Middle School Learning Compact STUDENT RESPONSIBILITIES FOR SUCCESS AT BURNS MIDDLE SCHOOL

1. Come to class prepared; have all necessary materials and supplies with you. 2. Use your time in class to listen, study, and complete assignments. 3. Maintain positive attitude, attention, and focus in class. 4. Keep track of daily, weekly, and long-term assignments/projects. 5. Use your student agenda – every day and every period. 6. Be responsible by showing your parents and teachers any communication written in student agenda. 7. Keep backpack in locker. 8. Keep locker and backpack organized. 9. Read, use, and follow syllabus/class agendas as provided by teachers. 10. Complete all assignments. 11. Ask for assistance from your teachers if you need help. 12. Read twenty minutes every day outside of school.

PARENT/GUARDIAN RESPONSIBILITIES FOR SUCCESS AT BURNS MIDDLE SCHOOL

1. Have your child to school on time, well rested, nourished, and encouraged. 2. Provide quiet time for homework/reading in the evening. 3. Encourage your child to work independently and responsibly, but provide assistance as needed. 4. Ask to see your child’s student agenda daily to review assignments and work. 5. Encourage your child to participate in their classroom activities and in extra curricular activities/programs. 6. Call or communicate with any of your child’s teachers if you have questions or concerns.

TEACHERS RESPONSIBILITIES FOR SUCCESS AT BURNS MIDDLE SCHOOL

1. Provide quality work to assist student in meeting BMS’s high expectations for learning. 2. Provide a safe and caring classroom environment. 3. Provide an academically challenging learning environment where all students will experience success. 4. Develop integrated/thematic lessons to meet the needs of each student. 5. Incorporate a variety of instructional strategies to reach all learning styles. 6. Monitor the academic growth and development of each student according to state and national standards. 7. Encourage students to work responsibly and productively in and out of class. 8. Encourage students to use their agendas responsibly. 9. Assist students when needed or requested. 10. Communicate with students and parents in a professional, responsible, and timely manner.

I understand and agree to follow these responsibilities for success:

Student ____________________________________

Parent __________________________________

HR teacher _________________________________

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21. School Emergency Response Plan Policy #21 – Best Practices Policy Burns Middle School Commitment: Burns Middle School shall develop, implement, and conduct a yearly review of a School Emergency Response Plan in accordance with state legislation and district policy. Yearly reviews will be conducted in the fall. 22. Food During the school day/Food Allergies Guidelines Policy #22 – Best Practices Policy Burns Middle School Commitment: As per DCPS board policy 09.2, foods as rewards are discouraged at Burns Middle School. However, on rare occasions in which teachers wish to use food as an instructional tool of the curriculum, food may be brought into the classroom if it meets the guidelines established by the school health staff. The health staff will consider the food allergies or other dietary concerns existing in the classroom. The teacher will send home a letter informing parents of the use of food in advance of the lesson. In cases where students would potentially be prohibited from participating because of a food allergy or other dietary concerns, an appropriate substitution will be provided. All items served to students must be safe and sanitary, therefore all items provided by personnel or parents/others at school must be purchased and pre-packaged, rather than homemade, and include an ingredient label to address food allergies, diabetic concerns and other related health concerns. All items must meet the approved guidelines provided by the school health staff. Any food served at a school celebration must meet the approved guidelines established by school health staff before being served. It is encouraged that the amount of food be limited and proper portion amounts followed in order to encourage healthy lifestyles for our students. Alternatives to food for celebrations will continue to be researched and implemented when possible. All staff and students of Burns Middle School shall adhere to the Food Allergy Guidelines set forth by DCPS. This includes training for anaphylactic reaction, allergies, development of 504 plans, etc. The classroom food guidelines of this policy will NOT be in effect during events scheduled before or after school when parents are and can be present. During the events, parents will monitor their child concerning food allergy needs and healthy food choices. During statewide mandatory testing, students may be given snacks during break periods of the testing. Any snacks to be served must meet the guidelines established by the school health staff to ensure students with any food allergies to any product served would be given an appropriate substitution.