Western Albemarle High SchoolFaculty Handbook 2013-2014

Appendix

Schedules: Monday Schedule/Tuesday-Friday Schedule Delayed Opening Schedules Large Print Schedules for DisplayCalendar of Interim and Report Card Dates/Parent ConferencesAdministrative Duty AssignmentsSupport Staff Responsibilities/DutiesIntercom AssignmentsVoice Mail Box NumbersCounselor/Student AssignmentsField Trip Field Trip Planning Guide Field Trip Permission Form Field Trip Request Form (file cabinet – workroom downstairs and below)High School Eligibility and Code of Conduct: Athletics and Other Extracurricular ActivitiesWAHS Student Athlete Code of EthicsHomebound Instructional ManualHonor Council Information for TeachersLibrary Copyright for Educators Film/Video Opt-In Permission Form Learning Resources Selection and Adoption Library Media Center Equipment Available for Checkout Magazines in the WAHS LibraryRecertification Individualized Recertification Report Professional Development Reimbursement Program Funding Application Recertification Activity Enrollment Form (Albemarle County Sponsored Activities) Virginia Licensure Renewal OptionsSafety at a GlanceSubstitute Teacher HandbookEmergency Interventions

Earthquake Procedures Tornado Drill Classroom Evaluation List Fire Drill Evacuation Plan

SCHEDULES

Regular Schedule

MONDAY1st Period 8:55 – 9:452nd Period 9:50 – 10:30TAB 10:30 – 10:403rd Period 10:45 – 11:254th Period 11:30 – 12:10Lunch/CARE 12:10 – 12:505th Period 12:55 – 1:356TH Period 1:40 – 2:207th Period 2:25 – 3:058TH Period 3:10 – 3:50

TUESDAY AND THURSDAY (1ST, 3RD, 5TH, 7TH PERIOD)1st 8:55 to 10:20 TAB        10:20 to 10:30 3rd 10:35 to 12:05 *Lunch/CARE 12:05 to 12:50 **5th 12:55 to 2:207th 2:25 to 3:50* Video Announcements or Homeroom** One day per week, teachers will be involved in PLC or departmental meetings

WEDNESDAY AND FRIDAY (2ND, 4TH, 6TH, 8TH PERIOD)2nd 8:55 to 10:20 TAB        10:20 to 10:30 4th 10:35 to 12:05 *Lunch/CARE  12:05 to 12:50 **6th 12:55 to 2:208th 2:25 to 3:50* Video Announcements or Homeroom** One day per week, teachers will be involved in PLC or departmental meetings

CATEC Schedule:Morning ClassThe morning CATEC bus will leave WAHS at 9:00 a.m. and arrive at CATEC at 9:30 a.m. Afternoon Class The afternoon CATEC bus will leave WAHS at 12:40 p.m. and arrive at CATEC at 1:10 p.m.

Delayed Opening(Early Bird classes will not meet if there is a delayed opening.)

One Hour Delayed Opening Two Hour Delayed Opening(No TAB)

MONDAY 1st 9:55 – 10:35 2nd 10:40 – 11:15 TAB 11:15 – 11:20 3rd 11:25 – 12:00 4th 12:05 – 12:40 Lunch 12:40 – 1:10 5th 1:15 – 1:50 6th 1:55 – 2:30 7th 2:35 – 3:10 8th 3:15 – 3:50

CATEC (Monday)AM CATEC bus leaves at 10:15PM CATEC bus leaves at 1:05

TUESDAY – FRIDAY1st/2nd 9:55 – 11:05 TAB 11:05 – 11:153rd/4th 11:20 – 12:35Lunch 12:35 – 1:205th/6th 1:25 – 2:35 7th/8th2:40 – 3:50

CATEC (Tuesday - Friday)AM CATEC bus leaves at 10:00PM CATEC bus leaves at 1:05

MONDAY 1st      10:55 – 11:282nd      11:33 – 12:013rd 12:06 – 12:344th 12:39 – 1:07Lunch   1:07 – 1:385th 1:43 – 2:11 6th 2:16 – 2:44 7th 2:49 – 3:17 8th 3:22 – 3:50

CATEC (Monday)AM CATEC students will NOT attend CATECPM CATEC bus leaves at 1:35

TUESDAY – FRIDAY1st/2nd 10:55 – 11:503rd/4th 12:00 – 1:05LUNCH 1:05 -1:405th/6th 1:45 – 2:457th/8th 2:50 – 3:50

CATEC (Tuesday – Friday)AM CATEC students will NOT attend CATECPM CATEC bus leaves at 1:25

Early Dismissal Due to Inclement Weather1. Students who drive will be dismissed with bus riders, not before.2. When the buses arrive and are lined up in order, an announcement will be made to dismiss

students. Prior to this, no students should be released from class.

Monday Bell Schedule2013-2014

1st Period 8:55 – 9:45

2nd Period 9:50 – 10:30

TAB 10:30 – 10:40

3rd Period 10:45 – 11:25

4th Period 11:30 – 12:10

Lunch/CARE 12:10 – 12:50

5th Period 12:55 – 1:35

6TH Period 1:40 – 2:20

7th Period 2:25 – 3:05

8TH Period 3:10 – 3:50

CATEC ScheduleMorning Class: The morning CATEC bus will leave WAHS at 9:00 a.m. and arrive at CATEC at 9:30

a.m. Afternoon Class: The afternoon CATEC bus will leave WAHS at 12:40 p.m. and arrive at CATEC at

1:10 p.m.

Tuesday - Friday Bell Schedule

2013-2014Tuesday/Thursday 1ST, 3RD, 5TH, 7TH PeriodWednesday/Friday 2nd, 4th, 6th, 8th Period

1st 8:55 to 10:20

TAB 10:20 to 10:30

3rd 10:35 to 12:05 *

Lunch/CARE 12:05 to 12:50 **

5th 12:55 to 2:20

7th 2:25 to 3:50* Video Announcements (Tuesday/Friday and Homeroom Wednesday/Thursday)** One day per week, teachers will be involved in PLC or departmental meetings.

CATEC ScheduleMorning Class: The morning CATEC bus will leave WAHS at 9:00 a.m. and arrive at CATEC at 9:30

a.m. Afternoon Class: The afternoon CATEC bus will leave WAHS at 12:40 p.m. and arrive at CATEC at

1:10 p.m.

2013-2014 CALENDAR OF INTERIM AND REPORT CARDS DATES/PARENT CONFERENCES

1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

Interims Period Ends

Friday, September 21

Friday, November 30

Friday, February 22 Friday, May 3

Interims to BetsyDue by NOON

Wednesday, September 26

Wednesday, December 5

Wednesday, February 27

Wednesday, May 8

Interims Issued Friday, September 28

Friday, December 7 Friday, March 1 Friday, May 10

Parent Conferences

Thursday, September 27 and Thursday, October 4 4:30 – 7:30

Thursday, February 214:30 – 7:30

End of 9 Week Period

Thursday, October 25

Thursday, January 17Exams TBA

Thursday, March 28

Friday, June 7Exams June 4-7(underclassmen)*

Grades to Betsy byNOON

Wednesday, October 31Wednesday, January 23

Wednesday, April 10

Report Cards Issued

Friday, November 2 Friday, January 25 Friday, April 12

*Graduation is scheduled for May 31.

ADMINISTRATIVE DUTIES

John Werner, PrincipalClerical support – Leslie Brown

Academic AwardsAthleticsBudget – bookkeepingCrisis Team (with Heather Lindsay)LeadershipNew TeachersNewsletterPTO SACS ReviewSchool Improvement TeamDepartmental Supervision: Math, Foreign Language, Guidance, Leadership

Greg Domecq, Associate PrincipalDiscipline – 10th Grade/11th GradeClerical Support – Lorita Yancey

BusesCafeteriaCollaborative TeamsCrisis Team (with Heather Lindsay)FundraisingGraduation/ValedictionHomebound InstructionHonor CouncilIn School SuspensionSchool Resource OfficerSubstitutesSupport for Athletic DirectorDepartmental Supervision: English, Special Services, Special Services Teaching Assistants, and ISS

Tim Driver, Assistant PrincipalDiscipline – 12th GradeClerical Support – Leslie Brown

Academic Study HallAfter School DetentionCrisis Team (with Heather Lindsay)Faculty HandbookParkingSchool Improvement Team

Senior Lunch ReleaseSocial CommitteeStudent HandbookSupport for Athletic DirectorTeacher Lunch Duty/DetentionTextbooksDepartmental Supervision: Clinic, Fine Arts, Practical Arts, Science

Bobbi Hughes, Assistant PrincipalDiscipline – 9th GradeClerical support – Robin Sloan

Attendance Policy (Letters)AVIDCustodial/MaintenanceCATECCrisis Team (with Heather Lindsay)Field TripsFire DrillsGraduation/ValedictionLAUNCHMaster Schedule SupportRegion Ten/SAP InterventionSOL/SOA Compliance and Testing (with Judy Gardner)TOPSDepartmental Supervision: Health and PE, Media Center, Social Studies Technology - Computer Support/Repair/Instruction

SUPPORT STAFF RESPONSIBILITIES/DUTIES

Attendance Jane RobertsAnnouncements Robin SloanBuilding Use Schedule Leslie BrownBookkeeping Tammie HamiltonBus Passes Lorita Yancey, Robin SloanCalendar (school activities) Leslie BrownComputer Maintenance Sara DahlConference Room Scheduling (Adm Conf Rms) Leslie BrownConference Room Scheduling (Counseling Dept) Debi DavisDaily Bulletin Lorita YanceyEarly Dismissals Jane RobertsEvents/Room Scheduling Leslie BrownFax Main OfficeForms (Leave, Beneplus Reimbursement) - available in downstairs workroom and County website.PowerSchoolInformation (labels, lists, etc.) Betsy Nissley (Request should be logged in notebook and generally requires 24-48 hours notice)Keys Leslie BrownLeave Requests - submit forms to Lorita YanceyLunch time use of choir room/auditorium Leslie BrownMaintenance/Repair of Building/Equipment and Furniture - submit form to Michael JacksonParking Robin SloanParent Newsletter Leslie BrownPhotocopy Machines Service Calls Tammie Hamilton Supplies Tammie Hamilton Paper Michael Jackson Jams Tammie Hamilton/Leslie BrownRecertification Forms - available in downstairs workroom on wall above the tables and county website.Scantron Service Tammie HamiltonScantron Supplies Department Chairs/Tammie HamiltonSubstitutes Lorita YanceyOffice Supplies Department Chairs/Tammie HamiltonTardies Jane RobertsTelephones/Voice Mail Leslie BrownWeb Page Calendar (County-site) Leslie BrownWeb Page (School-site) Sara Dahl

2013-14 INTERCOM ASSIGNMENTS

Main Office/Athletics63012Brown, Leslie63021Domecq, Greg63020Driver, Tim 63412Fletcher, Gina63010Werner, John63017Hamilton, Tammy63411Heon, Steve63011Hughes, Bobbi63013Sloan, Robin63014Stutsman, Chris63015Yancey, Lorita

Counseling Office63608Bennitt, Louisa 63600Davis, Debi63604Jahrsdoerfer, Bob63602Lindsay, Heather63610Lombardi, Chris63603Love, Chris (Office)63615Nissley, Betsy63605Poole, Shelby63606Rittenhouse, Erin63601Roberts, Jane63607Wright, Amy

Other63401ALC/Gloria Green63609Mulcahy, Adam-Academy Office63206Carroll, Clover63460Driver’s Ed. Tower63016Gardner, Judy63320Proffitt, Laura63211Instructional Coaches’ Office63282Lejeune, Ginger63041McLernan, Richard – Café Office63280 Wilkins, Allie

Offices/Rooms63248Art Office63212Bertrand63309Choir Office63403D10363404D10463261English Office 63431Football Office63262Foreign Language Office63251Gifted Office/Ledford63283Library – Cart Room 63009Main Office – Student Phone63400Marketing Office63263Math Office63247 Resource Room B22763264Science Office63300SGA Office63265Social Studies Office63106Special Ed Office/Payne63109Video Production Office63430Weight Room

Maintenance63310Craig, Mike63312Jackson, Michael

Conference/Lounges/Mailroom63217Admin. Conference Room63620Counseling Conference Room63018Mail Room63019Main Office Workroom63200Lounge - Downstairs63220Lounge - Upstairs

WAHS 2013-2014 Voice Mail Extensions

Note: Please do not give out these extension numbers, people outside the building came call directly into rooms if they know the extension numbers.

Counselor Assignments 2013-2014

Mr. JahrsdoerferMs. LindsayMs. RittenhouseMs. PooleMs. Wright

WAHS Field Trip Planning Guide

CONSIDERATIONS Check the school calendar to make sure the date you are planning your trip does not conflict with already

scheduled activities. Please see Leslie Brown. Must submit 3 bids with field trip form if using a private bus line. Need a copy of certificate of insurance from the bus

company. Submit an application to the front office for your field trip 3-4 weeks in advance of proposed field trip date and before

student permission slips are sent home and money (if applicable) is collected. These forms can be found in the file cabinet in the teacher workroom.

If using a Charter Bus you must have all monies in 1 week to 10 days prior to your trip. Otherwise, the trip will need to be canceled due to lack of funds. The school does not have funds to pay for Charter Busses. Please check with Bus Company to see their cutoff date.

All field trips are self-sustaining. Any school funds used must be approved by a school administrator.

Once the field trip is approved….. You will be given paperwork that will be due back to the front office at least 3 days prior to your trip which will

include:1.) A complete manifest of students.2.) Trip information (if this is out of county)3.) Information sheet dealing with coverage you and any additional teachers may need on the day of the field trip.

If you have any parents/non-county employee going on your trip, they must fill out a volunteer form and bring it to the main office with their driver’s license to be approved.

Request a substitute (for you and any additional teachers that may be going with you), if necessary, from Lorita Yancey for the date(s) of the trip.

Inform other teachers of the plan for the trip via the daily bulletin (DB). Let them know additional information will follow.

Plan alternative assignments for those who cannot attend and lessons for other classes. Send home permission slips and set a deadline for them to be returned to you. Permission slips should be done at least

two weeks in advance of the trip. The permission slip should include the following:*The nature of the trip and its relevance to class instruction.*The date of the trip, time of departure and return time.*Costs involved and provisions that can be made if a student cannot afford the trip.*Parents should fill in emergency telephone numbers, illnesses and/or medications for their child and also sign a consent for emergency treatment in case of an accident. An example can be found in the Appendix of the Teacher Handbook.

ALL students should be encouraged to attend field trips.

TESTING WINDOWS 2011-12 (Dates to avoid planning field trips)

PSAT (administered to all 9th and 10th graders) - October 12 th SOL End of the Course Exams (administered to transfer students, any retakes, and those completing the second semester of

credit in an SOL course) - December12-16 Make-ups TBD SOL English Writing (administered to students completing their credit for 11th grade English in the Spring) - March 5 th -8 th SOL Spring Test Window – May 17-25 AP Testing - First 2 weeks of May

Testing dates may change due to inclement weather. Other dates will be added, as they become available.Please note:

Field trips cannot leave before 9:30am and must return by 1:45pm as per School Board Policy. They will try to accommodate earlier/later times if possible.

The Field Trip application MUST be filled out completely both front and back. WHAT TO DO…….In case of a bus accident, you should do the following:

Have someone contact the appropriate emergency officials. Check all students on the bus to determine if someone is experiencing particular difficulties. Do not attempt to move injured students unless there is fear of the bus being hit by another vehicle or gas leaks that my lead

to a fire.

Make contact with the other chaperones. If appropriate, assist emergency personnel in leading students to a safe place. Contact the school as soon as possible. If you do not get an answer at the school please check the card that was given to

you. It will contain the emergency numbers.

Please talk with your department about field trips you believe should be available to all students over a four-year period. Indicate which trips you believe are most relevant for each grade level. Department chairs should bring suggestions to the department chair meeting.

The Day of the Trip

It is critical that accurate attendance be recorded on the day of the trip. One way to ensure that all students are accounted for is to check attendance as students are boarding the bus. Once on the bus and attendance is checked, students should not be allowed to leave the bus.

An accurate attendance report that clearly indicates who is present on the bus must be turned in to the attendance secretary (Jane Roberts) and to the main office secretary who publishes the daily bulletin (Lorita Yancey). For consistency in reporting, place a check () by those students’ names who are present and strike through those who are absent.

A cellular telephone is available for teachers on the day of the field trip. You should keep the telephone with you and on at all times in case we should need to contact you.

Planning Checklist

_____ CHECK CALENDAR FOR CONFLICTS_____ 3 BIDS NEEDED FROM PRIVATE BUS LINES_____ CERTIFICATE OF INSURANCE FROM PRIVATE BUS LINES TURNED IN_____ SUBMIT APPLICATION TO FRONT OFFICE 3-4 WEEKS IN ADVANCE OF THE TRIP_____ REQUEST A SUBSTITUTE FROM LORITA YANCEY AND NOTIFY COLLEAGUES ON THE DB OF UPCOMING

TRIP_____ COLLECT STUDENT PERMISSION SLIPS 2 WEEKS IN ADVANCE_____ POST LIST OF STUDENTS ON DAILY BULLETIN 1 WEEK IN ADVANCE._____ COMPLETE ADDITIONAL PAPERWORK AND TURN IN 3 DAYS PRIOR TO TRIP_____ TAKE ACCURATE ATTENDANCE. REMEMBER TO CHECK THOSE PRESENT AND MARK THROUGH THOSE

WHO ARE ABSENT_____ LEAVE A COPY OF ATTENDANCE WITH ATTENDANCE AND MAIN OFFICE SECRETAR_____ TAKE THE CELLULAR PHONE WITH YOU AND LEAVE IT ON AT ALL TIME_____ NOTIFY THE SCHOOL NURSE AND HAVE RECEIVED THE FIRST AID KIT FROM HER_____ MAKE SURE YOU HAVE THE EMERGENCY PHONE NUMBER CARD_____ HAVE LEFT TELEPHONE NUMBERS FROM STUDENTS IN CASE OF AN EMERGENCY_____ ALL MONIES TURNED IN TO TAMMIE HAMILTON

Western Albemarle High SchoolParent/Guardian Permission Form for Field Trip

My child, __________________________________ has permission to participate in the field trip to ____________________________ on ___________________. The bus will depart from school at __________ and return at ____________. The cost of the field trip will be _________________.*In the event that emergency medical aid is required and I cannot be contacted, the teacher, using available medical advice, has my permission to take appropriate action.

If on the contrary, I desire different emergency medical aid procedures than the above, I state these to be: ________________________________________________________________________Any medical problems, allergies**/physical conditions that the teacher should be aware are: _________________________________________________________________________

Medication Needs*** ________________________________________________________Parent/Guardian Contact Information on day of field trip:Home Phone: ________________________________________Work Phone: ________________________________________Cell Phone: _________________________________________Person to contact in an emergency if the parent/guardian can not be reached: Name:_________________________ Relationship:_____________ Phone Number:____________Parents are expected to be at the school upon the arrival of the bus back to school._________________________________ _________________________________Parent/Guardian Signature Date* If financial assistance is necessary to support student participation, please contact the teacher or school. ** In any outdoor program, students risk getting insect bites or coming into contact with poison ivy. If your child is extremely allergic, you should inform the school nurse and teacher in writing of this condition and state specific prescribed treatment. In cases where medication is prescribed, the student is to bring their medication and completed medication form to the nurse. Arrangements for dispensing the medication should be discussed among the parent, nurse and teacher.*** If your student needs to take medication during the field trip, the student is to bring their medication and completed medication form to the nurse. Arrangements for dispensing the medication should be discussed among the parent, nurse and teacher.

*** Please note: If financial assistance is necessary to support student participation, the student is encouraged to inform his/her teacher.***PLEASE NOTE: ALL AREAS MUST BE COMPLETED-BOTH FRONT AND BACK OF THIS FORM

FIELD TRIP TRANSPORTATION REQUEST

Trip Name: ____________________________________________________

Reason for trip: __________________________________________________

Departure Date: ____________________________ Group Going: ________________________________

Return Date: ________________________________

Departure Time from WAHS: _____________________________

Return Time to WAHS: _______________________________

Trip Destination: ________________________________________________________________

Arrival at Destination Time: __________________

Departure from Destination Time: ________________

Number of Adults: ________

Number of Students: ________

Number of Handicapped: ______ Any need of the Lift bus for Wheelchairs? _________

Contact Person: _____________________________________ Contact Person’s phone number/cell number: ______________________How do you plan on paying for this trip? (If you plan on having the school pay, you must first talk to an administrator for approval.) ______________________________________________________________

Special Notes: (i.e. place to drop off/ special requests/etc.)

PLEASE NOTE THAT AS PER SCHOOL BOARD POLICY THE HOURS FOR FIELD TRIPS SHOULD BE SCHEDULED FROM 9:30AM-1:45PM DUE TO ELEMENTARY BUS RUNS. THEY WILL TRY THEIR BEST TO ACCOMADATE ANY TRIPS OUTSIDE THESE TIMES.Office Use only: Trip Number: _______________ Bus Number(s): ______________________________Driver(s):_____________________________________________________________________________

ALBEMARLE COUNTY SCHOOLS

Application for Educational Trip

Educational Objective (s):

Pre-Activity(ies):

Follow-Up:

Inclusive date(s) of Trip: ---- (Date of Week) (Date) (Date of Week) (Date)

Time of Departure: Time of Return:

Type of Carrier:

Cost to School Division:

Application Date: Teacher’s Signature

Principal’s Signature

Type C Trips OnlyAssistant Superintendent’s Signature

Superintendent’s Signature

FIRE EXITS

A WING

Rooms ExitA-103A-104A-105A-106 (ISD Room)*A-111,112,113-Out the back door of the hallway to the back lot*A-107A and B-Out the shop back door to the back lot*Kitchen-Out the kitchen back door to the back lot

Out the Hallway Door to the Parking Area (Door 17)

A-101A-102

Out the Cafeteria Front to the Senior Parking Lot (Door 19)

B WING (Downstairs)Rooms Exit

B-101B-102

Out to the cafeteria out the Doors to the left, past the drink machines (Door 91)

B-103B-104B-106Science Office

Out the Back Door to the lower part of the Back Parking Lot (Door 15)

B-105B-107B-108

Out the Back Door to the lower part of the Back Parking Lot (Door 14)

B-109B-110B-111 (Instructional Coaches)B-112Career Office

Out the Patio Doors to the Bus Lot (Door 8)

GuidanceMain OfficeClinicBookkeeperMath OfficeTest Coordinator’s Office

Out the Front Door to the Front Parking Lot (Door 1)

B-113B-114B-115B-116

Out the Front Door to the Front Parking Lot (Door 18)

B WING (Upstairs)

Rooms ExitB-201B-202B-203B-204B-205

Down the Front Steps to the Front Door to Front of building to Parking Lot (Door 1)

B-206B-207B-208B-209B-210World Language Office

Down the Side Steps to Cafeteria Door to Front of building to Parking Lot (Door 19)

B-211B-212B-213B-214B-215B-216English OfficeGifted Office

Down the Back Steps to the Back Door to the back Parking Lot (Door 9)

B-217B-218B-219B-220

Down the Back Steps, turn left to go out the door to the lower part of the back Parking Lot (Door 14)

B-221B-222B-223B-224Media Center

Down the Side Steps through the Patio Doors to the Bus Parking Lot (Door 8)

B-225B-226B-227B-228B-229Social Studies Office

Down the Front Steps to the Front Door, out to the Front Parking Lot (Door 18)

C WING

Rooms ExitC-103/104C-105SGA OfficeSchool Resource Office

Out the door beside the stairway to the Front Parking Lot (Door 6)

C-106C-107Choir

Out the Breezeway Doors to the Front Parking Lot (Door 5)

BandC108 (Custodial Office)

Out the Side Door to the Bus Lot (Door 16)

Auditorium Out the Nearest Exit to the Nearest Door to the Front Parking Lot

D WING

Rooms ExitD-101D-102Marketing OfficeMain GymWomen’s’ PE OfficeAthletic Secretary’s Office

Out the Main Gym Lobby Door to the Parking Lot (Door 20)

D-103D-104Auxiliary GymMen’s’ PE OfficeAthletic Director’s Office

Out the door off of the Auxiliary Gym to the Parking Lot (Door 11)

Girl’s Locker Room - Down the hall, out the door to the Back LotBoy’s Locker Room - Down the hall, out the door to the Back LotWeight Room - Out door to Parking LotWrestling Room - Out door to Parking Lot

TRAILERS

Trailers 1/2/3/4/5/6 - Out to Teacher Parking Lot

ALBEMARLE COUNTY PUBLIC SCHOOL’SHIGH SCHOOL ELIGIBILITY AND CODE OF CONDUCT:

ATHLETICS AND OTHER EXTRACURRICULAR ACTIVITIESParticipation in athletics and other extracurricular activities is regarded as an important privilege for students. Participation in such activities supports students’ personal growth and achievement and also gives students the opportunity to be representatives of and ambassadors for their school. Albemarle County Public Schools is committed to developing and maintaining a high level of confidence by the student body and the school community. Therefore, students who desire to participate in extracurricular activities are expected to meet standards in three major areas: academics, attendance, and conduct. Failure to meet appropriate standards in any one, or more, of these areas will result in a student losing the privilege of participating in extracurricular activities.I. Policies related to this regulation

• School Board Policy JFC – Student Conduct• School Board Policy JGD/JGE – Discipline • School Board Policy JFCI - Substance Abuse • School Board Policy JFCH - Possession and/or Use of Tobacco on School Premises

II. Definition of Extracurricular Activities Extracurricular activities include, but are not limited to: participating in athletics and other competitive activities, event or activity practices, and other student activities; performing in public beyond the class culminating performances. Activities that are a part of a credit bearing class do not constitute extracurricular activities.

III. IntroductionA. This regulation is in effect from the first day a student begins participation in a high school sport

or other extracurricular activity throughout the remainder of the season or other extracurricular activity period.

B. This regulation establishes a minimum code of conduct for student-athletes and other students who desire to participate in extracurricular activities offered by the Albemarle County Public Schools. This regulation shall be administered by each school through its principal/designee in conjunction with the athletic director, coach(es) or other sponsors. This regulation does not supersede the School Board’s student discipline policies.

C. Prior to participating in a school sport or other extracurricular activity, the student and his/her parents or guardian will be required to sign a statement acknowledging that the student shall comply with and abide by the terms and conditions of this regulation.

D. This regulation applies to all high school students in grades 9-12 as well as 8th grade students who are permitted to participate in high school sports or other extracurricular programs.

IV. Academic and Behavioral ExpectationsA. General Standards, Guidelines and Information

• A student shall be enrolled as a full-time student in good standing under School Division policy and Virginia High School League rules and regulations in order to be eligible to participate in extracurricular activities.

• Students who fail to meet appropriate academic, attendance or behavioral standards may be withheld or dismissed from participation in athletics or other extracurricular activities.

• Any student who is ineligible but participates in a contest/activity while ineligible may cause the team/group to forfeit that contest/performance in accordance with this regulation.

• A specific team membership, athletic position, performance role, leadership position, etc. may or may not be available for the student to resume, upon regaining eligibility.

• Each elementary and middle school may have specific guidelines and requirements for one or more extracurricular activities offered at that school.

B. Students participating in athletics and other extracurricular activities are expected to pass and successfully meet the academic and attendance goals and objectives established by the School Division in order to be eligible. Students are also expected to meet the behavioral standards of their school and School Division. This requirement is in addition to the Virginia High School League rules and regulations.

C. Students are ineligible to participate in practice or in a contest, competition or other activity if they have been placed on suspension. Students must be in school all day in order to participate. Exceptions are prearranged absences, doctor appointments, school-related absences or in other cases as authorized by school administration.

D. If a student tries out for a sport or other activity and quits or is dismissed because of disciplinary reasons, s/he is ineligible to try out for another sport or activity without approval from the athletic director and/or principal/designee.

V. MisbehaviorA. The admission of facts involving student misconduct, whether on-campus or off-campus, which

constitute a criminal offense or conviction of a criminal offense, either felony or misdemeanor (excluding minor traffic violations) may result in suspension from athletic or other extracurricular activities for a period of time to be determined by the principal/designee after investigation and consultation with the Division Superintendent/designee.

B. Disciplinary action may result in denial of participation in athletic competition or other extracurricular events.

C. Students who have received out-of-school suspension shall be prohibited from participation in all athletic or other extracurricular or interscholastic practices, events, activities or competitions for the duration of such out-of-school suspension.

VI. Alcohol, Drugs and TobaccoA. No student involved in a sport or other extracurricular program shall knowingly possess, use,

distribute, transmit or be under the influence of alcohol, performance enhancing drugs, inhalants or controlled substances of any kind (except as prescribed by a medical professional or as otherwise authorized by this regulation) during the athletic season or other extracurricular program.

B. The unauthorized possession, use, distribution, transmittal or being under the influence of alcohol, performance enhancing drugs, inhalants or controlled substances of any kind (except as prescribed by a medical professional) by a student during the athletic season or other extracurricular program will subject the student to the following consequences (in addition to any school disciplinary and/or other applicable sanctions):1. First offense in student’s high school-level participation:

a. A minimum of two (2) weeks suspension from participation in athletics or other extracurricular program, including practice and competition, from the date the knowledge of the possession, use, transmittal, distribution or being under the influence became known to a school official;

b. A student who agrees (with parental consent) to participate in a drug/alcohol counseling and/or assessment program offered at school or at a school-approved community agency may be reinstated to the athletic team or other extracurricular program at the end of the two (2) week period. Any student who does not agree to participate in such counseling and/or assessment program shall be suspended from all athletic teams or other extracurricular programs for thirty (30) days of participation or for the remainder of the season or program, whichever is longer.

c. Reinstatement of the student to the athletic or other extracurricular program is contingent upon the student complying in all material respects with the recommendations made by an alcohol or other substance abuse counselor or other appropriate person as well as the approval of the principal/designee for reinstatement to the team or program; and

d. Successful completion of any recommendations by an alcohol or other substance abuse counselor or other appropriate person will be evaluated by the principal/designee.

2. Second offense in student’s high school-level participation:a. A minimum of four (4) weeks suspension from participation in athletics or other

extracurricular program, including practice and competition, from the date the knowledge of the possession, use, transmittal, distribution or being under the influence became known to a school official;

b. A student who agrees (with parental consent) to participate in a drug/alcohol counseling and/or assessment program offered at school or at a school-approved community agency may be reinstated to the athletic team or other extracurricular program at the end of the four (4) week period. Any student who does not agree to participate in such counseling and/or assessment program shall be suspended from all athletic teams or other extracurricular programs for thirty (30) days of participation or for the remainder of the season or program, whichever is longer.

c. Reinstatement of the student to the athletic or other extracurricular program is contingent upon the student complying in all material respects with the recommendations made by an alcohol or other substance abuse counselor or other

appropriate person as well as the approval of the principal/designee for reinstatement to the team or program; and

d. Successful completion of any recommendations by an alcohol or other substance abuse counselor or other appropriate person will be evaluated by the principal/designee.

3. Third or subsequent offense in student’s high school level participation:a. Full suspension from all athletic activities and competitions and other extracurricular

program for a 365-day period;b. The student may be required to undergo a current drug/alcohol assessment at school or

at a community agency offering such assessments. Prior to reinstatement at a future date, the student will follow and comply with all recommendations from the assessment report, including participation in an approved school-based or community alcohol or other drug education program; and

c. The student may petition for reinstatement after the end of the 365-day period. The decision whether to reinstate the student shall be at the sole discretion of the principal/designee after consultation with the Division Superintendent/designee.

4. In cases involving a first or second offense only, students who voluntarily request assistance from school officials in connection with an alcohol, drug or tobacco incident may receive reduced disciplinary consequences under this regulation at the discretion of the principal, provided that the request must come from the student or his/her parents/guardian no later than the first school day after the incident involving the unauthorized use of alcohol, performance enhancing drugs, inhalants or controlled substances of any kind or tobacco.

C. This regulation shall not be construed to prohibit students from participating in a bona fide religious ritual, ceremony or other religious activity in which alcohol is served under the supervision of their parents or guardians. In such cases, the use or consumption of small amounts of alcohol as part of a bona fide religious ritual, ceremony or activity, such as a Passover Seder, Communion or other religious service or observance, shall not constitute a violation of this regulation.

D. This regulation shall not be construed to prohibit parents from providing alcohol to their children in a supervised setting as authorized by Va. Code § 4.1-200(7), as amended, or other applicable law. However, it is the hope and desire of the Albemarle County Public Schools that, notwithstanding the permissive authority given to parents to provide alcohol to their children in such limited, supervised settings, parents will agree not to do so in order that their children may remain free of alcohol use during the school year.

E. In accordance with Va. Code § 22.1-276.3, as amended, or other applicable law and Virginia High School League rules and regulations, any student who is a member of a school athletic team shall be deemed ineligible for two school years to compete in interscholastic athletic competition, if it has been determined by the Division Superintendent and principal that the student used anabolic steroids during the training period immediately preceding or during the sport season of the athletic team, unless such steroid was prescribed by a licensed physician for a medical condition.

WESTERN ALBEMARLE HIGH SCHOOL ATHLETICCODE OF ETHICS

IntroductionThe student athletes of Western Albemarle present this code of ethics to outline our

expectations for our community’s participation in athletics. We envision an athletic community in which there is mutual respect among parents, athletes, coaches, fans and administrators. In this community, all involved in athletics model behaviors for the community to watch and learn positive examples from. Coaches have a rare and valuable influence on athletes in the community; likewise, athletes are valued as community leaders and role models. The special trust required for coaching must have its own checks and balances due to coaches’ power and influence. To be an athlete representing Western Albemarle High School is a privilege and a role that is taken seriously. Athletes must display the highest ethical standards; therefore, this ethics code was written by student athletes for the benefit of all players on our team: parents, coaches, fans, administrators, and student- athletes alike. This code does not circumvent policies of the VHSL or the Albemarle County School Board.

Code of Ethics for Coaches Coaches will in no way jeopardize the well being of any athlete.

Coaches will not allow relationships of special interest to influence their professional judgments (i.e. playing time). Relationships that are nepotistic or associate a team with a club team will be avoided.

Coaches will honor and emphasize the importance of the student athlete training rules (i.e. regulations on drugs and alcohol) and not turn them into “don’t ask, don’t tell” policies.

Coaches will initiate honesty, encourage open communications, and be good role models. Coaches will uphold confidentiality when necessary. Ethical standards for all athletes will be consistent, as well as the punishments for not meeting

those standards. Coaches will commit to improve all athletes on a team, not just the starters. Coaches will communicate to all team members about opportunities for skill development (e.g.

clinics) and opportunities to represent the school and community (e.g. in the Commonwealth Games and other similar events).

Coaches will be aware of their authority and demand respect from their athletes. Coaches will treat officials and opposing teams honorably and respectfully. Coaches will be aware of disputes between players and work to solve them when team dynamics

are affected. Coaches will represent their players in a fair fashion to the media. Coaches will display good sportsmanship on and off the field at all times, and teach student

athletes to display good sportsmanship. Coaches will be respectful to athletes, officials, parents and administrators. Coaches will hold student athletes on their team accountable for abiding by the Western Albemarle

code of ethics.Coaches will abide by and respect the rules set by the VHSL

Code of Ethics for Parents and Fans Parents will respect and understand the boundaries in their relationships with the coaching staff

and not perform special favors that benefit their child. While attending an official athletic contest on school grounds, parents and fans will maintain

appropriate behavior regardless of the outcome of the athletic contest. Parents and fans will refrain from demeaning language at an athletic event. Parents and fans will not coach from the stands. Parents and fans will honor that Western Albemarle High School is a drug, alcohol, and tobacco free

zone. Parents and fans will not make offensive posters or gestures about either team at an athletic

contest. Parents and fans will respect the decisions of the officials. Parents and fans will understand that attending a WAHS athletic event is a privilege.Administrators will support these behaviors and exemplify these standards and the rules of the VHSL

Code of Ethics for Athletes Athletes will understand that participation in a sport is contingent upon following the code of

conduct for athletics (i.e. the training rule). Athletes will respect officials, players, and coaches on their team and other teams. Athletes will maintain good character and sportsmanship, remembering they are representing

Western Albemarle High School on and off the playing field, and will take their position as role models in the school and community seriously at all times.

Athletes will respect the authority of their coaches Athletes, as teammates, will be aware of player to player relationships, helping to solve problems

when they affect team dynamics and being good leaders. Athletes will be aware of their ability to hold their teammates accountable for abiding by the

training rules and the Western Albemarle Code of Ethics.This code of ethics also applies to the behavior of all team managers. All athletes are accountable for following the rules of the VHSL.

Western Albemarle

Homebound InstructionManual

Western Albemarle Homebound Instruction Manual

The primary reference for this manual is the Virginia Department of Education Homebound Instruction Services Guidelines (Revised 2007). The remaining pages were written by Greg Domecq, EdD., and refer to how Western Albemarle High School implements the state guidelines.

Introduction The Board of Education through the regulations establishing Standards for Accrediting Public Schools in Virginia requires in 8 VAC 20-131-180 that:

Homebound instruction shall be made available to students who are confined at home or in a health care facility for periods that would prevent normal school attendance based upon certification of need by a licensed physician or licensed clinical psychologist. For students eligible for special education or related services, the Individualized Education Program committee must revise the IEP, as appropriate, to direct off-site instruction. Credit for the work shall be awarded when it is done under the supervision of a teacher licensed by the Board of Education and meets the requirements of 8 VAC 20-131-110.

Schools are encouraged to pursue alternative means to deliver instruction to accommodate student needs through emerging technologies and other similar means. Standard units of credit shall be awarded for successful completion of such courses when the course is equivalent to that offered in the regular school program and the work is done under the supervision of a licensed teacher. Verified units of credit may be earned when the student has successfully completed the requirements and passed the SOL test associated with the course. The local school board shall develop policies governing this method of delivery of instruction that shall include the provisions of 8 VAC 20-131-110 and the administration of required SOL tests prescribed by 8 VAC 20-131-30.

Overview of ServicesHomebound instruction is designed to provide continuity of educational services between the classroom and home or health care facility, for students whose medical needs, both physical and psychiatric, do not allow school attendance for a limited period of time. Homebound instruction may be used to supplement the classroom program for students with health impairments whose conditions may interfere with regular school attendance (e.g., students receiving dialysis or radiation/chemotherapy; or students with other serious health conditions). Students must be enrolled in a public school in Virginia in order to receive homebound instruction. Homebound instruction is not intended to supplant school services and is by design temporary. While no specific number of days can be set due to the many complex situations that arise for students, instruction should take place in the school setting to the fullest extent possible. The student’s inability to attend school for medical reasons, both physical and psychiatric, must be certified by a licensed physician or licensed clinical psychologist. Continuity between school-based instruction and homebound services for each student is essential. Regular communication with appropriate school personnel, particularly the student’s classroom teacher, should be maintained by the homebound teacher. The homebound teacher must use assignments and materials provided by the classroom teacher or supervisor of instruction. Should an online provider be used to deliver instruction, the school pacing guidelines must be followed. For schools to be reimbursed for providing homebound services, teachers licensed by the Virginia Department of Education must provide direct instruction or oversee the use of an online program. The goals of homebound services are to sustain

continuity of instruction and to facilitate the student returning to school. For students expected to be out of school in excess of nine calendar weeks, a homebound transition plan should be prepared by the physician or licensed clinical psychologist in collaboration with the parent/guardian and school personnel and recorded by the school division. The plan must include the student’s need for extending homebound services, the anticipated duration of the absence, and proposals for the student’s return to the classroom setting. The duration and extent of homebound services is a school division decision based upon the physician’s or licensed clinical psychologist’s certification of need.

GENERAL PROCEDURESCertification for the Need for Homebound Services

There are two distinct “routes” to take when requesting homebound services. Medical necessity (physical or psychiatric condition that makes attendance impossible) or an IEP placement. Regardless of the reason, requests for homebound instruction must be documented using the appropriate form (100.07) and submitted to a school administrator or designee.

Medical Necessity In the event a student exhibits physical or psychiatric symptoms that make school attendance impossible, 100.07MED must be completed and signed by a physician or licensed clinical psychologist. The documentation is then submitted to the school administrator or designee and forwarded to the Superintendent / Superintendent’s Designee for consideration. The determination of the duration and extent of homebound services will occur within 5 days of receipt of a completed referral by the Superintendent / Superintendent’s Designee. The determination will be documented on Form 100.07 and forwarded to school administration. IEP PlacementIn the event homebound services that are required as a result of an administrative referral due to disciplinary issues or is chosen as an IEP placement location, and IEP must document this decision in an IEP using proper special education procedures. The school administrator must complete and sign form 100.07IEP, and forward it and the IEP documentation to the Superintendent / Superintendent’s Designee (fax: 972-4157). Confirmation for homebound services will be documented on Form 100.07 and forwarded to school administration.

Implementation of Homebound ServicesSchool CoordinationOnce school administration receives confirmation for the initiation of homebound services, the base school homebound coordinator assigns the students case to a certified homebound instructor. The homebound instructor exchanges information and provide the homebound instructor with all the necessary paperwork to support this process (i.e. homebound documentation, timesheets, student contact information, teacher names, etc.)For a list of qualified instructors, please contact Albemarle County Human Resources.

Teacher NotificationTeachers will be notified by a counselor, case manager, or the homebound instructor that a student has been placed on Homebound. At this time the Homebound School Coordinator (Lorita Yancey) will be requesting assignments, notifying you of the homebound instructor’s name and information as well as the expected duration of homebound. Once the homebound teacher has been assigned, he/she will be in direct contact with you through e-mail.

AssignmentsAssignments are to be submitted to Ms. Yancey who will verify that assignments have been received from all teachers. As a teacher progresses through a unit. Assignments may continually be given to Ms. Yancey or they may be organized as a unit of materials and then submitted. Completed units will be returned by the homebound instructor to Ms. Yancey who will get the work to the classroom teacher, thus notifying that teacher of the need for new assignments.

It is expected that requests for work will be answered within a 48 hour time period.

NOTE: A student who is placed on homebound for more than nine weeks may opt to be assessed by an on-line service approved by the county or the homebound instructor. In those situations, the classroom teacher should provide the course syllabus and other instructional aides to support the homebound instruction. In homebound situations longer than nine weeks, the homebound instructor should contact Judy Stoneburner, our registrar, to ascertain the deadlines for grades to be submitted.

The School Homebound Coordinator

A student receiving homebound instruction is maintained on the class roll. The school homebound coordinator will:

1. Forward any / all documentation for requests for homebound instruction to the Superintendent or Superintendent’s Designee.

2. Forward any/all payroll documentation to the appropriate parties. 3. Provide the homebound teacher with appropriate instructional materials and information;

Classroom Teacher

1. Provide assignments within two working days of being notified a student is on homebound and, thereafter, continuing to do so at regular intervals.

2. Maintain close contact with the homebound teacher or the program coordinator supervising on-line instruction to monitor the instructional progress of the student;

3. Collaborate with the homebound teacher about the curriculum and appropriate instructional strategies Provide assignments within two working days of being notified a student is on homebound and, thereafter, continuing to do so at regular intervals.

4. Be available to homebound students, parents, and instructors via voice mail and e-mail to answer any questions that may arise.

5. Be responsible for grading procedures in collaboration with the homebound teacher; 6. Grade all completed assignments. The only exception to this is the rare instance when a student will

be on homebound for more than nine weeks. When that occurs, grading may be the responsibility of the homebound instructor.

7. If the student has not completed all the work before the end of the grading period, please enter an “I” or incomplete as a grade. Please follow up with an e-mail to Judy Stoneburner alerting her that this student is on homebound.

8. If summer break commences before the classroom teacher receives the completed work, the classroom teacher is to grade the work and submit the grade to Judy Stoneburner the first week the classroom teacher returns to school the following year.

9. If any concerns arise, i.e. the classroom teacher provides work but it is never returned, please convey your concerns to Ms. Yancey.

10. Please be mindful that homebound students, depending on the reason for homebound, may not be able to complete work at the same pace as students in your classroom. Reasonable flexibility with respect to deadlines may be necessary.

The Parent/GuardianThe student and parent/guardian are expected to work cooperatively with the assigned homebound teacher and school personnel:

1. Obtain certification from the physician or licensed clinical psychologist requesting homebound services, and complete parental signature forms in order to begin homebound instruction

2. If your child requires homebound instruction beyond the amount of time originally authorized, please ensure that your child’s physician completes a second homebound authorization form in a timely fashion. If this is not done, the homebound service may be interrupted

3. Have a responsible adult in the home during the entire period of instruction. A parent may be asked to be present during homebound instruction time.

4. Provide adequate facilities for teaching (quiet room without interruptions, with a table, chairs and appropriate supplies)

5. Have the student ready for instruction at the time designated by the homebound teacher 6. Supervise daily homework Encourage your child to work diligently outside of the actual homebound

instruction hours.7. Notify the teacher, prior to the scheduled visit, if there is a contagious illness in the home or if there

is an emergency 8. Keep all appointments with the homebound teacher (excessively missed appointments may result in

suspension of services) 9. Provide the homebound instructor with advance notification if a scheduled meeting needs to be

cancelled.10. Advise the homebound teacher of any change in the student’s status that would necessitate

modification or termination of homebound services 11. Notify the school division coordinator of excessively missed appointments or tardiness by the

homebound teacher Communicate in a timely fashion any concerns regarding the homebound process to Lorita Yancey (823-8700).

12. When your child is ready to return to school, please notify Lorita Yancey (823-8700).

Physician or Licensed Clinical Psychologist

Homebound instruction is designed to provide continuity of educational services between the classroom and home or health care facility, for students whose medical needs, both physical and psychiatric, do not allow school attendance for a limited period of time. At the time of the initial request, the physician or clinical psychologist providing certification for homebound instruction must provide in writing the completed and signed first page of the Certification of Need for Homebound Instruction (Form 100.07MED).

Since homebound instruction is not intended to supplant school services and is by design temporary, if homebound instruction is longer than or extended beyond nine calendar weeks, a transition plan is required outlining Specific steps planned to return the student to classroom instruction and any changes in the amount and kind of activity for the student during extended homebound instruction that would promote the student’s return to school.

The Homebound Teacher

Professional Qualifications As stated in § 22.1-299 of the Code of Virginia, no teacher shall be regularly employed by a school board or paid from public funds unless such teacher holds a license issued by the Board of Education. An individual employed as a homebound teacher must hold a Virginia teacher’s license. Homebound teachers must be employed and supervised by designated officials of the school division. A homebound teacher should have a broad background of professional training and experience to adapt instruction to each student’s needs. Teachers engaging in academic instruction in the home should also be able to adjust to a variety of home situations and be knowledgeable of cultural uniqueness.

The person supervising on-line instruction must hold a Virginia teacher’s license. Responsibilities of the Homebound Teacher Persons serving as homebound teachers must:

1. Meet regularly with the homebound student in order to provide instruction. In some instances this may require 10 hours of homebound instruction per week.

2. Maintain close contact with the student’s teachers, counselor, or the program coordinator to receive and implement appropriate educational programs

3. Maintain an accurate record of the hours of instruction provided for each assigned student and file such information with the designated school division representative

4. The homebound instructor should keep a log of all appointments that take place as well as those that are cancelled. When an appointment is cancelled, the reason should be documented. (Please see form in the appendix of this manual)

5. Mileage forms and payroll requests should be submitted on a monthly basis or at the conclusion of the homebound instruction.

6. If the homebound instructor is having difficulty reaching the parent or student, if the student is not keeping appointments, or if the homebound instructor has any other problems or concerns, the homebound instructor is to notify Lorita Yancey (823-8700) in a timely fashion.

7. As the classroom teachers provide assignments, the homebound teacher is to give them immediately to the student. The homebound instructor must not withhold work until the student completes the previously given assignment.

8. If classroom teachers do not provide assignments in a timely fashion, the homebound instructor is to follow up with the teacher and advise Lorita Yancey (823-8700) of the concern.

9. Once the student has completed an assignment, the homebound instructor is to return the work to the classroom teacher.

10. Submit the student’s completed work to the designated school representative prior to the end of the grading period and maintain written documentation of work completed with the homebound records, or in cases where on-line instruction is used, a written record must be provided.

11. When administering quizzes, tests, and exams, the homebound teacher must be present to proctor unless the instructions explicitly state that it is a “take home” or “open book” assessment.

12. In the rare instance that homebound instruction is assigned to a student for more than nine-weeks, the homebound instructor may need to grade the course work.

13. If a homebound instructor is assigned a student who is placed before the beginning of the school year. The homebound instructor may need to assist in getting textbooks to the student.

The homebound teacher is responsible for assigning grades only for the work covered during the period of homebound instruction if requested by the local division. In divisions where the homebound teacher returns

work for the classroom teacher to grade, the work should be returned in a timely manner and so noted in the homebound teacher’s records. These grades are to be averaged with the other grades earned by the student in the general education program during regular attendance. The homebound teacher is an essential part of the team of persons who provide materials and instruction to enable the homebound student to maintain academic progress while not attending the regular school program. Homebound instruction is a modification of the general education program.

Student Responsibilities

1. Be present for all scheduled appointments with the homebound instructor.2. If the students cannot make a scheduled appointment, he or she must contact the homebound teacher

in advance to cancel the appointment and to reschedule.3. In addition to working diligently when the homebound instructor is present, the student should

expect to work independently when the homebound instructor is not there in order to complete assignments in a timely fashion.

4. If the student is not receiving work from a particular class, it is the student’s responsibility to convey this to the homebound instructor, to the teacher in the particular class, and to the homebound coordinator, Lorita Yancey (823-8700). While the homebound instructor will assist in getting assignments, students are expected to take responsibility for their own learning.

5. When the student is ready to return to school, he or she must inform Ms. Yancey (823-8700).6. Upon returning to school, the student should check with each teacher to find out what work he or she

still may need to make-up.7. If at any point during the homebound instruction problems arise, the student should express concerns

to Ms. Yancey (823-8700).8. All homebound students who are taking driver education, physical education, and selected other

courses should be aware that these classes cannot be done through homebound instruction. Depending on the length of time the student requires homebound instruction, it may not be possible for the student to receive credit for these classes.

9. Students still receiving homebound when the semester or school year ends are responsible for returning their books and any other property that belongs to WAHS (i.e. library books & graphing calculators).

WESTERN’S HONOR COUNCILInformation for Teachers

Types of violations Forgery Plagiarism Cheating Academic Dishonesty

What to do if you wish to bring a case before the Council Fill out a DR, checking the place marked Honor Council Violation. Attach to the DR any evidence that would be helpful in the hearing. At this point the student may plead guilty to the administrator or opt to appear before the honor council.

What happens next One of the administrators will investigate the case, interviewing you, the student, and any witnesses of the

incident. The parent of the accused student will be informed that the student has the choice to have the offense reviewed

by the Honor Council or by a school administrator. If the student pleads guilty to an administrator, the Honor Council will not be involved in the case unless the student requests Council involvement. If the student chooses a hearing, a hearing date will be set for Wednesday or Thursday at lunch. You and all other involved parties will be notified.

The Honor Council will then hear the case. The Council is made up of ten students and two teachers. In order to find a student guilty, eight members of the council must vote for guilt.

If the student is found guilty, the Council will also determine the consequences. One consequence, the loss of exam exemptions, is automatic for all students found guilty. In addition, consequences may include lunch detention, after school detention, community service, and, in cheating offenses, a zero on the work in question. Students are also generally asked to write an essay reflecting on their actions.

You will be informed of the results by the administrator who investigated your case. All honor council procedures are kept strictly confidential. Student members of the council are required to sign a

confidentiality form which is co-signed by their parents.

Some recent stats:2010-11 17 cases 15 guilty, 2 innocent2009-10 24 cases 22 guilty, 2 innocent2008-9 18 cases 18 guilty2007-8 9 cases 7 guilty, 2 innocent2006-7 24 cases 20 guilty, 3 innocent

WAHS Library Media CenterEquipment for Checkout 2012-2013

 6 wireless laptop carts (sign up online; others are housed elsewhere in the building)“Clickers” = Turning Point classroom performance systems Audio cassette tape recordersCD/tape players (boom boxes)Digital cameras Document cameras (Elmos)DVD playersExternal hard drive (for saving large video or audio files) Flip video cameras w/ mini-tripods Game buzzers (for in-class Jeopardy, etc.) (2 sets)Headphones & junction boxesiPods & Tune TalksLaserdisc playersLCD projectors Overhead projectors Projection screensSlide projectorsSmartboards  (small size for checkout)TripodsTVs on large cartsVCRsWireless mice (for temporary checkout only) Equipment Available for Use in Library22 PCs2 eMacs2 color scanners2 networked laser printers (black and white)1 color printer 1 copier (for small jobs only) 

MAGAZINES IN THE WAHS LIBRARY MEDIA CENTER2012-2013

 The current issue must stay in the library, but back issues (5 years) are available for checkout. We encourage teachers to make assignments to read articles in these magazines. Archives of many of these titles, and many more, are available online through InfoTrac via the Online Databases page of the Library website. AlbemarleArt NewsConsumer Reports Current Health IIDiscoverEconomistEdible Blue RidgeFitnessGuitar PlayerNational GeographicNewsweekNew YorkerO! (Oprah)Outdoor LifeOutsidePeoplePopular MechanicsRowing News SeventeenSmithsonian SpinSports IllustratedTeen VogueTimeVirginia WildlifeWired

WESTERN ALBEMARLE HIGH SCHOOLSAFETY AT A GLANCE

2012-2013

2011-2012 Crisis Management Team Members NameExtension Home TelephoneDave Francis 63010 434-361-2585Greg Domecq 63021 434-591-0040Rob Heide 63320 434-825-4690Steve Heon 63411 434-978-1639Bobbi Hughes 63011 434-974-7670Tim Driver 63020 434-946-7943

NameExtension Home TelephoneMichael Jackson 63312434-985-6435Chris Love 63604434-361-1502Chris Stutsman 63014434-981-6793Amy Wright 63607540-967-1936Heather Lindsay 63602434-978-1025**Crisis Team Coordinator

Do’s and Don’ts -Related to Suicidal Threats

DO LISTEN to what the student is saying and take his/her suicidal threat seriously. Many people in a suicidal crisis feel that no one cares about or understands their feelings. Demonstrate that you care.

DO OBSERVE the student’s nonverbal behavior. In children and adolescents, facial expressions, body language, and other concrete signs often are more telling than what the student says.

DO ASK directly whether the student is really thinking about suicide. Ask for example: “Are you thinking of suicide?” “Do you ever want to hurt yourself?” “Do you ever feel there is no hope in life?” If the answer is “yes,” find out if the student has a plan of suicide, a timetable or method, and the availability of the means to complete a suicide. This will convince the student of your attention and let you know how serious the threat is.

DO GET HELP by contacting an appropriate crisis response team member. Never attempt to handle a potential suicide by yourself.

DO STAY with the student. Take the student to a crisis response team member and stay with that student for awhile. The student has placed trust in you, so you must help transfer that trust to the other person.

DON’T leave the student alone for even a minute. DON’T act shocked or allow yourself to be sworn to secrecy. DON’T underestimate or brush aside a threat (“You won’t really do it; you’re not the

type”), or try to shock or challenge the student (“Go ahead. Do it.”). The student may already feel rejected and unnoticed, and you should not add to that burden.

DON’T let the student convince you that the crisis is over. The most dangerous time is precisely when the person seems to be feeling better. Sometimes, after a suicide method has been selected, the student may appear happy and relaxed. You should, therefore, stay involved until you get help.

DON’T take too much upon yourself. Your responsibility to the student in a crisis is limited to listening, being supportive, and getting him/her to a trained professional. Under no circumstances should you attempt to counsel the student without assistance.

The key to safety is that students follow the directions of adults. Therefore, adults need to know what to do and give clear directions.

Emergency CodesLockdown Procedures: Listen for Direct Instructions Window blinds shall be closed (unless intruder is in room)

Doors shall be locked (unless intruder is in room) Windows on doors shall be covered (unless intruder is in room) Doors shall not be opened without directive from office to do so Students and staff shall not be near door Students not in class shall report to the nearest classroom If an intruder is in your room, leave doors open/unlocked and windows uncovered. Students should not be released until a second administrator gives an all clear.Note: Students may not leave school grounds until the situation is stable and safe and approved by police and school administration. Emergency procedures will be announced when a crisis occurs. Follow all instructions carefully.

Quick Guide to Crisis Management

NOTIFY THE PRINCIPAL OR OFFICE (Ext. 63012/63013/63014) immediately in the event of any crisis. Use the following as a guide to assist in crisis management.

Angry Individuals (Parent, Student, Employee, Patron) Be courteous and confident. Remain calm. Do not touch and keep at a reasonable distance. Listen and allow the opportunity to vent. Meet in a neutral, protected location. Keep door open or have another staff member or

administrator join you.

Bomb Threats If threat by phone, write down caller’s exact words. Listen carefully for details that may

give a clue to who, what, when, where, why.

Fire Sound alarm. Follow building evacuation procedures. Leave the building quickly and as quietly as possible. Close classroom door and take grade book. Meet the students in a designated location a safe distance from the building. Remain with students until given further directions.

Homicidal/Suicidal Student or Adult Remain calm. At the scene Call the person by name and remain focused on the emergency situation at all times. Engage in conversation using diversion and/or distraction techniques. Discuss logical consequences if appropriate; DO NOT THREATEN. Continue this strategy until help arrives.

Intruders/Stranger in Building Politely offer assistance to stranger and remind him/her to report to office. Determine the whereabouts of the intruder and if the intruder is armed and/or

dangerous. If necessary, carry out the evacuation or lock down procedure.

Medical Emergency/Minor Accident Remain calm. Your attitude helps others. Secure the situation. Protect both the injured and uninjured from further danger.

Call office.

Violence Between Two or More Students – Physical Fighting Intervening and managing physical altercations and/or fighting requires a judgment call.

There may be several goals at one time and individual circumstances will determine the priority of your interventions.

Disperse the crowd and ensure the safety of the students. Call for help and assistance in managing the incident. Focus on diffusing the fight. Attend to medical needs.

Western Albemarle High School

Substitute Teacher Handbook

Western Albemarle High School5941 Rockfish Gap Turnpike

Crozet, Virginia 22932 (434) 823 - 8700

Welcome to Western Albemarle High School…

Our administrative team would like to thank you for agreeing to substitute today at Western Albemarle High School. Substitute teaching is a demanding yet in many ways rewarding experience. You will have the opportunity today to relate to students who may benefit from your direction, support, and guidance. Over the years we have had several teachers who have served as substitutes move on to become full-time teachers not only in our building, but also throughout the county. We look forward to helping you to achieve your goals as you help us to efficiently manage our school day.

The purpose of this booklet is to acquaint you with our school and the "Western Albemarle Way of Doing Things." If there are any questions that come to mind not covered in this presentation, please do not hesitate to ask one of our teachers or any one of us on the administrative team.

Sincerely,

Dave FrancisPrincipal

Greg DomecqAssociate Principal

Francine W. HughesAssistant Principal

Tim DriverAssistant Principal

FREQUENTLY ASKED QUESTIONS

1. When should a substitute teacher expect to receive a telephone call about substituting and from whom?The Automated Educational Substitute Operator or Mrs. Yancey will be calling. You can visit the AESOP website at www.aesoponline.com or call Mrs. Yancey on her line at the school if you have questions. (434)823-8700 extension 63015.

2. When and where should substitute teachers report to work, what are the general procedures, and when may they leave?Substitutes are expected to report for duty by 8:40 a.m. or before. They should report to Mrs. Lorita Yancey, secretary, in the Main Office, which is located directly through the main doors. Mrs. Yancey will give you keys and a substitute folder that contains the teacher’s schedule, substitute handbook, fire drill information/lockdown procedure, classroom discipline plan or syllabus, substitute teacher report, name tag, and notes of additional responsibilities or duties.

Teachers have left lesson plans. If this is an emergency, Mrs. Yancey will have emergency lesson plans. If it is a planned absence, the teacher will often leave the class rolls, lesson plans, and other pertinent information on the desk in the room. Mrs. Yancey will let you know where plans are located.

Upon your arrival to the classroom, seek out who your neighborhood teachers are. They will be valuable assets throughout the school day.

At the end of the day, the substitute should write a short review of each period for the regular teacher. There is a form provided in the substitute folder. Please return that information to Mrs. Yancey.

The substitute should check with Mrs. Yancey before leaving to return keys, other materials, and to find out if any upcoming substitute dates are available. Substitutes may leave at 4 p.m.

Upon the first assignment at WAHS, the substitute should list pertinent car information (color, make, model, and license number) in the Main Office. This will protect the substitute from parking tickets or possible towing.

3. How should a substitute teacher handle discipline problems in the school?Each teacher has a "discipline plan" or a syllabus in the substitute folder. These will provide the substitute with valuable information. If a substitute needs assistance from the office, the sub should dial "0" to reach a secretary in the Main Office who will then alert an available administrator.

Teachers will have some class rules that vary; however, the substitute must be aware of the following major items:

a. Teachers should not put their hands on students unless, in their professional opinion, the student is a danger to himself or another person in the school.

b. Students may eat, drink, chew gum, or wear hats in the classroom at the teacher’s discretion.

c. Students should only be allowed out of the class with a signed student pass.d. Walkmen and IPods are allowed in individual classrooms at the teacher’s

discretion.

e. Cell phones, beepers, and pagers are not allowed to be turned on during class time.

4. Who should a substitute teacher contact in case of medical emergency?The substitute should dial 63015 or 64013 or 63012 to reach a secretary in the Main Office who will then alert the school clinician.

5. How should a substitute teacher report absences and/or tardy students?Attendance sheets will usually be included in the lesson plan packet. If the class roster is not included, please alert Mrs. Yancey and she will provide you with a copy.

6. What is expected of a substitute teacher during a fire drill?Evacuation routes are posted in the classroom. The substitute should take the roll with him/her to the designated area, take roll, and report any missing student/s to the administrator on duty in the area.

7. Where is the teachers’ lounge and/or employee restrooms?A teachers' lounge is located downstairs adjacent to the cafeteria on the right hand side. The lounge upstairs is located directly across from the library. Employee restrooms are located within both lounges and in the Main Office.

8. What is expected of a substitute teacher during the teacher’s planning period?Substitutes should report to Mrs. Yancey in the main office to see if coverage is needed elsewhere.

9. What duties are expected of a substitute during a teacher's lunch period?The substitute should perform any lunch duty or lunch detention that is noted on the teacher’s schedule. If you have not been assigned a lunch duty, please check with the office after eating to find out if you are needed. This information should be provided in the substitute folder. Please lock the classroom if you leave for lunch.

10. If lesson plans call for audio-visual equipment, to whom does the substitute go to obtain the equipment? Are students allowed to operate electrical equipment? The department head or designee will assist. The librarians in the Media Center are also available by phone at extension 63280. Teachers will designate the names of students who are familiar with various technologies to help in the classroom.

11. Where may I eat lunch? Substitutes may eat in the cafeteria, the teachers’ lounge, or a classroom.

12. Can students use the phone in the classroom?Please do not allow students to use the classroom phone. They should be sent to the main office with a pass to use the student phone or to the clinic if they are sick.

13. When can I restrain a student?No adult should place hands on a student unless in your best judgement the student is a danger to himself or another. Call the Main Office for assistance or send a reliable student to a nearby classroom for teacher assistance.

14. What do I do if an announcement regarding a lockdown is made?See separate sheet on lockdown procedures.

15. What are the procedures for allowing students bathroom privileges?If a teacher leaves a bathroom policy, please follow it. If not, please use your best judgment. It is a good idea to not allow more than one student out of the class at any time.

16. What is acceptable use of technology?When planning activities for substitutes, teachers should keep in mind the following policies regarding use of school equipment and facilities. Substitutes should not:

Bring the whole class to the library without prior arrangement by the teacher with library staff.

Bring the whole class to the computer lab. Check out equipment for which training is required, such as laptop carts or LCD projectors. Send students to the library on a pass. Borrow newspapers or magazines and remove them from the library.

17. May students use classroom computers?Students should not be allowed to use classroom computers unless designated on the lesson plan.

18. May I send students to the library?Unless these students have been pre-approved by the teacher and/or library staff, substitutes are not allowed to send students to the library.

Please take the time to fill-in the substitute teacher report in the front pocket of this folder.

Emergency Interventions

What to Do During an EarthquakeStay as safe as possible during an earthquake. Be aware that some earthquakes are actually foreshocks and a larger earthquake might occur. Minimize your movements to a few steps to a nearby safe place and if you are indoors, stay there until the shaking has stopped and you are sure exiting is safe.If indoors DROP to the ground; take COVER by getting under a sturdy table or other piece of furniture; and

HOLD ON until the shaking stops. If there isn’t a table or desk near you, cover your face and head with your arms and crouch in an inside corner of the building.

Stay away from glass, windows, outside doors and walls, and anything that could fall, such as lighting fixtures or furniture.

Use a doorway for shelter only if it is in close proximity to you and if you know it is a strongly supported, loadbearing doorway.

Stay inside until the shaking stops and it is safe to go outside. Research has shown that most injuries occur when people inside buildings attempt to move to a different location inside the building or try to leave.

Be aware that the electricity may go out or the sprinkler systems or fire alarms may turn on. DO NOT use the elevators.If outdoors Stay there. Move away from buildings, streetlights, and utility wires. Once in the open, stay there until the shaking stops. The greatest danger exists directly outside

buildings, at exits and alongside exterior walls. Ground movement during an earthquake is seldom the direct cause of death or injury. Most earthquake-related casualties result from collapsing walls, flying glass, and falling objects.

If trapped under debris Do not light a match. Do not move about or kick up dust. Cover your mouth with a handkerchief or clothing. Tap on a pipe or wall so rescuers can locate you. Use a whistle if one is available. Shout only as a

last resort. Shouting can cause you to inhale dangerous amounts of dust.

What to Do After an Earthquake Expect aftershocks. These secondary shockwaves are usually less violent than the main quake but

can be strong enough to do additional damage to weakened structures and can occur in the first hours, days, weeks, or even months after the quake.

Use the telephone only for emergency calls. Open cabinets cautiously. Beware of objects that can fall off shelves. Stay away from damaged areas. Stay away unless your assistance has been specifically requested

by police, fire, or relief organizations. Help injured or trapped persons. Remember to help your neighbors who may require special

assistance such as infants, the elderly, and people with disabilities. Give first aid where appropriate. Do not move seriously injured persons unless they are in immediate danger of further injury. Call for help.

Leave the area if you smell gas or fumes from other chemicals.

Tornado Drill

Guidance Office Guidance Conference roomMain Office Principals officesAdministrative Conference Room Remain in roomBookkeeper Remain in office Clinic Remain in Clinic Teachers’ Lounge (Downstairs) Move to restroom off the loungeTeachers’ Workroom (Downstairs) Remain in room Hallways Move to nearest room away from the windows TrailersTrailer 1 Move to cafeteria to the front wall Trailer 2 Move to cafeteria to the front wall Trailer 3 Move to cafeteria to the wall in front of B112 Trailer 4 Move to cafeteria to the wall in front of B112Trailer 5 Move to cafeteria to the front wallTrailer 6 Move to cafeteria to the wall in front of B112A-WingA113 Move to Broadcast Studio A112 Move to Broadcast StudioA111 Remain in Broadcast Studio A107 Move to inner office/storage roomA106 (ISD Room) Move to bathroom across hallway A105 (SPED Office) Remain in officeKitchen Move to inner storage area A104 Move to hallwayA103 Move to hallwayA102 Move to hallway A101 Move to hallway; close fire doorB-Wing DownstairsB101 Remain in room B102 Remain in room B103 Move to Science hallway; close fire door B104 Remain in room B105 Remain in room B106 Remain in roomScience Office Remain in officeB107 Move to Science hallway; close fire door B108 Move to Science hallway B109 Remain in roomB110 Remain in roomCareer Awareness Office Remain in office B111 (Coach’s Office) Remain in office B112 Remain in room B113 Remain in room B114 Remain in room B115 Remain in room B116 Remain in room Math Office Remain in office Test Coordinator Office Remain in office

B-Wing UpstairsTeacher Workroom Move to Media Center stairwellB201 Move to front stairwellB202 Move to front stairwellB203 Move to front stairwell B204 Move to Cafeteria stairwell B205 Move to A wing hall B206 Move to A wing hall B207 Move to A wing hall World Language Office Move to Cafeteria stairwell B208 Move to Cafeteria stairwell B209 Move to Cafeteria stairwell B210 Move to back stairwell B211 Move to back stairwellEnglish Office Move to back stairwellB212 Move to back stairwell B213 Move to Science hall downstairsB214 Move to Science hall downstairsGifted Office Move to Science hall downstairsB215 Move to Science hall downstairs B216 Move to back stairwellB217 Move to back stairwell B218 Move to the Science hall downstairsB219 Move to the Science hall downstairsB220 Move to the Science hall downstairsB221 Move to back stairwell B222 Move to the Media Center stairwell B223 Move to the Science hall downstairsB224 Move to the Science hall downstairsMedia Center Move to the Media Center stairwell B225 Move to the Media Center stairwell B226 Move to the Media Center stairwellB227 Move to the front stairwell B228 Move to the front stairwell B229 Move to the front stairwell Social Studies Office Move to the front stairwellC-WingSGA Office Move to hallwaySRO Office Remain in officeC103 Move to hallway C105 Move to hallway C106 Move to hallway C107 Move to hallwayChoir Room Remain in room Band Room Move to hallway C108 (Custodial Office) Remain in room C109 Remain in roomAuditorium Move to nearest hallway

D-WingD101 Move to girl’s bathroom by the gymMarketing Office Remain in office D102 Move to boys bathroom by the gym Athletic Secretary’s Office Move to workroom next door D103 Move to boy’s locker room D104 Move to boy’s locker room PE Offices Remain in officeGirls Locker Room Remain in roomBoys Locker Room Remain in room Main Gym Move to girls’ locker room Auxiliary Gym Move to wrestling room Weight Training Room Move to wrestling room Wrestling Room Remain in room Athletic Directors Office Move to restroom within the office

If you are to remain in the room during a tornado drill, move students to the stationary wall away from the window. Students should assume one of the sitting positions described below with their back away from the natural light.

Sitting Positions: sit on your knees, lean forward, cover as much of your body as possible by crossing your arms and

burying your face in your arms sit, cross your legs, cover your face with folded arms sit, cross your legs, cross your arms, bury your face in your arms, lean forward

FIRE EXITS

A WING

Rooms ExitA-103A-104A-105A-106 (ISD Room)*A-111,112,113-Out the back door of the hallway to the back lot*A-107A and B-Out the shop back door to the back lot*Kitchen-Out the kitchen back door to the back lot

Out the Hallway Door to the Parking Area (Door 17)

A-101A-102

Out the Cafeteria Front to the Senior Parking Lot (Door 19)

B WING (Downstairs)Rooms Exit

B-101B-102

Out to the cafeteria out the Doors to the left, past the drink machines (Door 91)

B-103B-104B-106Science Office

Out the Back Door to the lower part of the Back Parking Lot (Door 15)

B-105B-107B-108

Out the Back Door to the lower part of the Back Parking Lot (Door 14)

B-109B-110B-111 (Instructional Coaches)B-112Career Office

Out the Patio Doors to the Bus Lot (Door 8)

GuidanceMain OfficeClinicBookkeeperMath OfficeTest Coordinator’s Office

Out the Front Door to the Front Parking Lot (Door 1)

B-113B-114B-115B-116

Out the Front Door to the Front Parking Lot (Door 18)

B WING (Upstairs)

Rooms ExitB-201B-202B-203B-204B-205

Down the Front Steps to the Front Door to Front of building to Parking Lot (Door 1)

B-206B-207B-208B-209B-210World Language Office

Down the Side Steps to Cafeteria Door to Front of building to Parking Lot (Door 19)

B-211B-212B-213B-214B-215B-216English OfficeGifted Office

Down the Back Steps to the Back Door to the back Parking Lot (Door 9)

B-217B-218B-219B-220

Down the Back Steps, turn left to go out the door to the lower part of the back Parking Lot (Door 14)

B-221B-222B-223B-224Media Center

Down the Side Steps through the Patio Doors to the Bus Parking Lot (Door 8)

B-225B-226B-227B-228B-229Social Studies Office

Down the Front Steps to the Front Door, out to the Front Parking Lot (Door 18)

C WING

Rooms ExitC-103/104C-105SGA OfficeSchool Resource Office

Out the door beside the stairway to the Front Parking Lot (Door 6)

C-106C-107Choir

Out the Breezeway Doors to the Front Parking Lot (Door 5)

BandC108 (Custodial Office)

Out the Side Door to the Bus Lot (Door 16)

Auditorium Out the Nearest Exit to the Nearest Door to the Front Parking Lot

D WING

Rooms ExitD-101D-102Marketing OfficeMain GymWomen’s’ PE OfficeAthletic Secretary’s Office

Out the Main Gym Lobby Door to the Parking Lot (Door 20)

D-103D-104Auxiliary GymMen’s’ PE OfficeAthletic Director’s Office

Out the door off of the Auxiliary Gym to the Parking Lot (Door 11)

Girl’s Locker Room - Down the hall, out the door to the Back LotBoy’s Locker Room - Down the hall, out the door to the Back LotWeight Room - Out door to Parking LotWrestling Room - Out door to Parking Lot

TRAILERS

Trailers 1/2/3/4/5/6 - Out to Teacher Parking Lot