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LAURA MEDBERRY, PRINCIPAL

COLLEGE COMMUNITY SCHOOLS 401 - 76TH AVE SW

Cedar Rapids, IA 52404 (319) 848-5280

Prairie Crest Telephone Numbers

Prairie Crest Elementary Preschool – 4th Grade

Staff Handbook 2010 – 2011

Handbook is available electronically on the Prairie Crest Wiki and on the district website. Hard copies are available for your reference in our IMC, Office, and Classrooms 7 and 18.

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Principal – Laura Medberry 848-5281 Building Secretary– Tammy McDermott 848-5280 Counselor – Janis Bailey 848-5285 Guidance Secretary – Shelley Werner 848-5284 Fax number 848-5283

District Telephone Numbers Prairie Crest 848-5280 Prairie Heights 848-5230 Prairie Ridge 848-5100 Prairie View 848-5260 Prairie Creek Intermediate School 848-5310 Prairie Point/9th Grade Academy 848-5500 Prairie High School 848-5340 Prairie Edge 364-0259 Superintendent - Richard Whitehead 848-5200 Transportation - Scott Grabe 848-5204 School Nurse – Ellen Gavin 848-5225 Food Service - Julie Hauser 848-5215 Early Childhood Center – Sandy Mackain 848-5295

College Community Board Members Randy Bauer – President Lauri Hughes Ying Ying Chen Greg Kelsey –Vice President John Titler Jim Rotter Dawn Tucker Dot Pospichil Richard Whitehead Norm Zahradnik

PTO Officers

President — Tracy Rains tracyr@mchsi.com Vice President — Niki Frese nfnj23@southslope.net Treasurer — Amber Matson ambermatson@yahoo.com Secretary — Kristi Nove novefarm@southslope.net Volunteer Coordinator — Brienne Wilson briennealice@hotmail.com Volunteer Coordinator - Heather Flannagan shoot4_2@yahoo.com

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Table of Contents 4 Administrative Designees ........................................................................................................................... 4 Candlelight Lunch....................................................................................................................................... 4 Crisis Management Plan ............................................................................................................................. 5 Crisis Response Team ................................................................................................................................ 6 Field Trips.................................................................................................................................................. 8 Fire Drill Procedures and Evacuation ........................................................................................................ 12 First Day of School .................................................................................................................................. 13 Hall Pass .................................................................................................................................................. 16 Supervision............................................................................................................................................... 17 Supplies and Equipment, Purchasing ........................................................................................................ 20 Tornado Drills .......................................................................................................................................... 21

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ADDENDUM ADMINISTRATIVE DESIGNEES On days when there is no principal or administrator in the building, teachers from the staff have been appointed as administrative designees. The building Strategist is the first Administrative Designee and the Counselor is second Administrative Designee. In matters of discipline that require an immediate administrative decision, the Strategist and the Counselor will assist. When suspension is in order, the student is to be put in a supervised location apart from other students awaiting the decision of the principal. Additional duties of the Administrative Designee will include:

1) Instruct the secretaries to do any typing or clerical tasks that are of an immediate nature. 2) Instruct the custodian to carry out any duties that require his/her immediate attention. 3) Act as a representative for the building and spokesman for the staff in case of emergency (fire, tornado,

etc.) 4) Direct all communications and actions of personal illness of injury.

CANDLELIGHT LUNCH Once a month the principal and a guest from the local community will host Candlelight Lunch. This special lunch is for children who receive a Success Story for the month. Success Stories are designed to reinforce exceptional efforts in reaching a personal goal or to recognize a consistently positive behavior over time. It is a not a day-to-day “catching you being good” type of recognition. Each homeroom teacher and specials teacher will refer only one student. A schedule will be created by the office clerk. Success Story forms are due the Friday before Candlelight Lunch. Teachers who have not turned in a form will receive a reminder email. Teachers may find Success Story forms in the gray shelving in the work room. Monthly schedule for 2010-2011: - September 15th - October 20th - November 17th - December 15th - January 19th - February 16th - March 23rd - April 20th - May 18th

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CARE OF FACILITIES AND MATERIALS We must help students realize the importance of respecting our facilities and materials. Incorporate cleaning procedures into instructional activities at appropriate times and take time at the end of the day to pick up debris from the floor and clear desktops. Throughout the school day, classroom teachers should monitor student lockers to be sure that doors are kept closed when not in use. Students should clean their lockers periodically and dispose of unneeded items. The area around a student’s locker should be free from debris. Please encourage students to pick up scraps they see in our hallways and dispose of them properly. CRISIS MANAGEMENT PLAN Elopement “Elopement” is defined as a student leaving the classroom or building in an escalated state. For students with a history of eloping from the classroom or building, school staff should be very vigilant when near exit doors and during outdoor activities. Be proactive and prepared by carrying a school two-way radio if needed. The person who has knowledge of the student’s elopement should:

• Maintain visual contact with student at all times. (Do not leave the building to keep visual contact unless you have already notified someone of the elopement and/or have a way to communicate once outside the building.)

• Alert any adult that can help contact the office and/or watch the eloping student • Delegate person to contact office (via cell phone (848-5280), intercom, etc.) Be ready to say where you

believe the child to be. • Contact police (286-5491 or 911 if grave danger) if child leaves school grounds or is in danger of being

hurt (e.g., near roadways, heading into corn field, etc.) •

Office will: • Contact Principal • Contact General and/or Special Education teacher • Contact Guidance Counselor • Make an announcement on the intercom if a student’s location is uncertain (“Prairie Crest, please pardon

the interruption. (Student name) would you please report to the office in the next two minutes.”) • If an announcement was made above, this means that all staff are looking for this student. A follow up

announcement should be made once the student is found. (Prairie Crest, please pardon the interruption. Thank you to all staff for your help this morning/afternoon. Have a great day!)

ALL AVAILABLE STAFF will: • Look for the student if the announcement is made (“Prairie Crest, please pardon the interruption.

(Student name) would you please report to the office in the next two minutes.”)

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Responders will: • Contact police (286-5491 or 911 if grave danger) if child leaves school grounds or is in danger of being

hurt (e.g., near roadways, heading into corn field, etc.). • Assess situation and take further action as needed such as returning to school, summoning additional

assistance, etc. CODE B - Silent Evacuation Silent evacuation of the building because a Bomb threat has been received either by an elementary building or the district. We will follow the district procedure for responding to a bomb threat. Code B means that the administration has made the decision to silently (the intercom will not be used) vacate the building. Additional directions will be communicated as per the district crisis plan as necessary and prudent. Contacting Outside Help--as per district plan Student Procedure--as per district plan Staff Procedure--as per district plan CODE C - CPR or Health Related Emergency An adult or student has had a health related attack/seizure or has become injured in the school, or on the school grounds requiring CPR. Team members should report to the area of the building as directed on the intercom call for Team C, “Code C on the playground”. The staff in the building that are currently CPR certified are: Ellen Gavin, Tom Hauck, Penni Jordan, Tasha Kauten, Wendy Kleinschmidt, Laurie Krumm, Amy Maine and Shelly Pinter. Team Members Class Coverage Building Principal N/A School Nurse and/or Health Aid N/A School Counselor N/A IMC Para N/A Contacting Outside Help -- Office personnel or a designee as directed by a member of Team C Student Procedure-- Depending on the situation, students may be held in current classroom until the Code C situation is over. Staff Procedure -- Staff may be asked to contain students in their classroom or other area until the Code C situation is over. CODE E - Check Email All staff should immediately check their E mail for communication from the office. CODE I – Intruder Intruder in building, explosion on site or terrorist activity taking place in the building or on campus will result in a Code I being announced over the building intercom. Teachers and students should follow the district procedure for this situation.

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Contacting Outside Help—Office personnel or designee as directed by building administrator Staff Procedure--As per district plan Student Procedure--As per district plan **District Spokesperson--for all events described above will be the Superintendent and/or his/her designee.

Revised July 2010 CRISIS RESPONSE TEAM When students are having emotional and/or behavioral challenges, our number one goal is to support the child in a manner that enables him/her to remain in the classroom and continue in a safe and successful manner. At Prairie Crest, we believe in taking a proactive approach to classroom management. We also believe that when teachers have developed classroom communities and positive relationships based in unconditional caring that students are much more likely to respond cooperatively when problems arise. Occasionally, there are times when a student’s behavior may warrant the need for a break or for outside assistance. Successful breaks can often be arranged with team members or other colleagues in an effort to avoid office intervention. Crisis Response Team members are called in a very small number of extreme situations. When an emotionally upset student is displaying unsafe or disruptive behaviors, a member of the Crisis Response Team will be contacted. Each teacher will have an envelope in their classroom which will serve as a signal to call the office for assistance. A student designated by the teacher will take the envelope to a neighboring classroom and the neighboring teacher will notify the office via intercom. The following staff members comprise the Prairie Crest Crisis Response Team:

• Principal • Learning Strategist • School Counselor • Level II Classroom Teacher (teacher will send students to general education setting or make arrangements

with Para) • Level I Classroom Teacher (teacher will sent students to general education setting or make arrangements

with para) • Level II Classroom Para (para will send students to general education setting or make arrangements with

teacher) • World Language Teacher (classroom teacher or learning strategist will cover)

These staff members have received MANDT certification and are trained in de-escalation strategies and therapeutic restraint techniques. When an emotionally disturbed student displays highly unsafe or disruptive behaviors, we will call a Crisis Response Team member(s) to assist the student and teacher. Highly unsafe is defined as behavior that is potentially dangerous to self or others. A highly disruptive behaviors is one that impedes the learning environment to the point that instruction is unable to continue for the rest of the class. This does not include a child that has shut down, is refusing to complete his/her work or is sitting/laying quietly in an undesirable location in the room (under desk or table, etc.).

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Office staff will contact a member(s) of the Crisis Response Team. An available team member will be contacted unless there is another order specified in a child’s Intensive or Behavior Intervention Plan (BIP). For IEP students, the special education teacher will be called first in most cases. The office should have a copy of the special education roster available as a reference. In the event that multiple team members are needed, the office may announce, “Response Team, please report to _____________’s room.” This is a signal to all staff members who provide coverage to report to those classrooms immediately. Other staff members may provide support during a crisis under the direction of a MANDT certified member. The Crisis Response Team will first attempt de-escalating strategies at the crisis site. They may request for the classroom teacher to remove the other students to another location. If all de-escalating strategies have failed, and the child continues to display highly unsafe or disruptive behaviors, they will remove the child to the nearest room that will isolate the child from the rest of the school.

The goal of the team is to calm the child to the point that he/she can walk to another area for de-escalation with or without assistance from Crisis Team members. Once the student has been moved to one of these sites, the team should designate a lead person that will remain with the student until he/she is no longer in an escalated state. Team members should coordinate which person will process with the child and assist him/her upon return to class. Ideally, the classroom teacher will problem solve with the student once he/she is able and the Crisis Response Team member will be available for coverage. If MANDT Therapeutic Restraint Techniques are used during the course of a crisis response, the team will designate one member to complete the MANDT Restraint Form and give to the office. The office will provide copies for the parent, Director of Student Services and office file. Members of the Crisis Response Team will collectively determine when there is a need to contact support outside the school setting. The principal or designee will make the final decision. Parents should be contacted first. If they are not available, the police department will be contacted. When on site, the principal will make the final decision regarding police involvement. When the principal is not on site, the Special Education Level II teacher will be the administrative designees for special education students. The building administrative designee will serve as the designee for general education students.

A member of the Crisis Response Team should be designated to talk with the police and provide guidance on how to deal with the student. The designee should use the following guidelines when communicating with the police:

Do’s Don’t Answer police questions away from the scene Demand the student show respect when s/he is in an

escalated state Advise the police that the student may not be able to comply. Intervene if police behaviors are actually escalating the student’s behavior

Demand that the student answer questions when s/he is in an escalated state

If physical removal is necessary, arrange for the police to use the nearest exit. Instruct the police to drive to the nearest exit.

Ask questions that could escalate the situation or cause more anxiety (i.e.: Are you on meds? What is happening with your family?)

Check the hallway before removing the child. Avoid a large group, or audience, of students. Maintain the dignity of the child.

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FIELD TRIPS

Having students see and experience visitations to points of interest, which are logically related to subject matter, are encouraged as a part of the total learning program. The major factor to be considered when planning field trips is the educational value. Pre and post activities should be planned so that the field trips are integrated in the instructional units. Field trips must be approved by the building principal one month in advance of the trip. Written consent of the pupil’s parent/guardian is required in advance of any trip involving the use of public or private transportation services. The Field Trip Request Form and notification list is available in the work room. This procedure will ensure that the food service, special teachers and other staff members are properly notified about the schedule change. The teacher will receive the Field Trip Request for Approval Form back after it has been approved by the principal at which time he/she should complete the notification list. A copy will be kept in the office. The teacher will then complete the Bus Request form and submit to the principal for approval. Office staff will send the approved form to transportation. Transportation will send the teacher confirmation of the bus arrangements. Traditionally PTO sponsors some field trips. If a teacher chooses to take field trips more frequently than what PTO proposed for, the teacher will need to secure a funding resource. The school can’t require students to bring money from home. Often parents who volunteer to chaperone want to bring along siblings. This is not permitted due to liability reasons. Adequate supervision can’t be provided to our students if there are additional children to watch. Adult chaperones are required to be registered as volunteers with the district office prior to any field trip. Adults on the Registered Sex Offender List: When a person is requesting to volunteer to attend a field with their child and is on the Registered Sex Offender list, the following procedures will be followed as outlined in district policy. - The person needs to register as a volunteer on the computer. - Contact the principal immediately. - The superintendent will talk with the adult to lay out explicit parameters. - The superintendent will contact the principal, who will in turn contact the teacher to report

the parameters that need to be followed.

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FIELD TRIP REQUEST FORM

This form is to be filled out by the faculty member in direct charge of a field trip and filed with the building principal at least one month in advance of the scheduled departure date.

Approved Disapproved Approval pending Please see comments and resubmit Principal signature _______________________________ Date ______________ Comments: Now that your field trip has been approved, please complete the back of this sheet as you you’re your trip and resubmit the form. This form will be kept on file in the office. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Teacher completing form _______________________________ Today’s Date _____________________ Teachers and classes involved _____________________________________________________________ Destination ____________________________________________________________________________ Date, time, and place of departure __________________________________________________________ Date, time, and location upon return ________________________________________________________ Mode(s) of transportation _________________________________________________________________ Names of chaperones ____________________________________________________________________ Number of students _______ Number of adults ________(1 adult to 8 students is a minimum) Cost to each student ______________ Funding source for cost __________________________________________________ (No fees can be collected from students for participation per Iowa Law) 1. Educational value (purpose) of the trip as compared to remaining in school (Indicate the relationship of the proposed trip to specific objectives of the sponsoring organization. ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________

2. Proposed itinerary and activities associated with the trip (attach program if available). ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________

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Please make appropriate arrangements with the staff that will be affected by your leaving on this field trip and check off (some may be marked N/A). Please return this form to the office when completed. Thank you! ____ Building secretary – communicate your field trip information and it will be recorded on the

master calendar and Friday agenda ____ Building secretary - Transportation arrangements ____ Building secretary – Inform which students should be charged for lunch should there be a

request for sack lunch ____ Parent permission slip – There should be one filled out for each student. ____ Food Service Personnel – If you will be gone during lunch or if you we need sack lunches

you must notify the kitchen staff as soon as possible. ____ Custodian ____ Duty substitutes – You are responsible for scheduling someone to cover your assigned duty. ____ School nurse/guidance secretary – Discuss plan for students in the class who receive regular

MEDICATION at specified times ____ Volunteers – Make arrangements with volunteers if you will be gone during his/her regular

support time ____ Specialists, school counselor, and other support staff – If you will miss support/service times, inform

all teachers and support providers that will be impacted ____ Chaperones as registered volunteers with the district – Make certain that your chaperones are

registered as volunteers with the district. Have a plan in place for how they will support the success of the trip.

Additional Notes: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________________________________________________

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FIRE DRILL PROCEDURES AND EVACUATION

Four fire drills are required each year (two each semester). Drill instructions and maps should be posted inside all classrooms by the door by the 5th day of school. Staff and students should be aware of which sounds are for which emergency:

Many short bells --- Tornado One long buzzer --- Fire Three long and loud bells ----- “All Clear” class may return

1. Whenever the Fire Alarm sounds, immediately stop whatever you are doing and form a single line to pass out of the room as quickly as possible. Maintain a straight single line at all times -- both inside and outside of the building. Take a current class list along with your red and green cards with you when you leave the building.

2. The first person reaching the door should hold it open, and then fall in line after the last person leaves the room. Our primary responsibility is the safety of children. In case of fire this means immediate vacating of the building. Our secondary concern is to the facility. The classroom doors and windows should be closed upon leaving the room whenever possible.

3. The teacher should remain with your group. Once outside, teachers must count and account for every student. If all students are present hold up the green card. If you have a missing student hold up the red card. Support staff should assist teachers holding a red card in locating the student. All classes will line up on the black top. (See map handed out at the beginning of the year).

4. There should be no talking while evacuating the building.

5. Students should remain silent while waiting outside. Classroom teachers MUST teach and expect this important rule.

6. In the event your scheduled exit is obstructed, use the one most convenient. Remain calm and orderly. If necessary, children may exit through the windows.

7. The last group out of the section of the building will be the first to reenter, one class at a time. DO NOT do so until the “all clear” (3 long bells) signal bell is given. The teacher should signal the class for returning. (see map given out at the beginning of the year)

8. If during a fire drill, a student is not in the regularly assigned classroom, he/she should go out with any class, and then go to the assigned letter (his/her class). If the whole class is together with another teacher (Library, computer, P.E., Art, Music) stay together as a whole class. Follow the teacher’s direction. The specials teacher should exit the building with the class and walk them to their assigned letter to meet the classroom teacher. If a fire drill happens during a recess time the playground supervisor should blow the whistle, and ask the children to go to their designated areas.

9. Know where the nearest extinguisher is located.

10. EVERYONE will leave the building during a fire drill. THERE WILL BE NO EXCEPTIONS - a fire drill holds priority over all other excuses.

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11. Upon returning from the drill, each class should reflect on the practice to identify areas for

improvement.

FIRST DAY OF SCHOOL

On the first day of school all classroom teachers grades AK, K and 1st should go to the cafeteria and 2nd, 3rd and 4th go to the gym at 8:30 a.m. At 8:50 teachers should take students to classrooms. The classroom teachers should remain in the classroom to receive the rest of the class. Other staff members, including strategists, paraprofessionals and special teachers should stay in the front entrance, cafeteria area and gym to shuttle students to their classes. They should continue to check the hallways until all students are clear, approximately 9:00 a.m. Please see following pages for other important procedures and routines to address throughout the year.

All teachers need to teach the following school routines so that the school operation will be on track as soon as possible:

1. Morning cafeteria/gym procedures/behavior expectations 2. Morning attendance and lunch choice expectations 3. Hallway behavior expectations 4. Recess procedures/behavior expectations 5. Lunch procedures/behavior expectations 6. Lunch/recess procedures/behavior expectations 7. Bus loading procedures/behavior expectations on bus loading and riding. 8. Fire/Tornado procedures and behavior expectations

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Procedures and Routines

“One of the greatest gifts a caring teacher can contribute to children is to help them learn to sit when they feel like running, to raise their hand when they feel like talking, to be polite to their neighbor, to stand in line without pushing, and to do their homework when they feel like playing. By introducing procedures in the classroom, you

are also introducing procedures as a way of living a happy and successful life.” --Harry K. Wong, author of The First Days of School

The Three Steps to Teaching Procedures

1. Explain. State, explain, and model the procedure. Introduce procedures slowly throughout the first

several weeks of school. Identify the most important procedures before the start of school and think of how you will go about explaining, modeling, and rehearsing them. Sometimes procedures can be posted for a visual reminder. Most often, they will simply be practiced and reinforced until they are a part of the regular classroom routine. As you plan lessons during the first several weeks, always consider what procedures instruction and practice you could incorporate into the lesson. Alternatively, what kids of activities can you plan in order to introduce and reinforce certain procedures and routines?

2. Rehearse. Rehearse the procedure in a variety of ways multiple times. Model, model, model

and practice, practice, practice. Practice until the students look exasperated and then practice one more time. Practice is KEY! In any conceivable way, build the practicing of procedures into regular instruction. Students may feel silly when you are asking them to line up repeatedly or ask them to practice getting a book off of the shelf only to put it away again, so the purpose should be carefully explained.

3. Reinforce. Reteach, rehearse, practice, and reinforce the classroom procedure until it

becomes a student habit or routine. The moment that students do not demonstrate the procedure correctly is the moment when you must stop and explain and rehearse the procedure again. As is the case with center rotation during small-group instruction, classrooms where students meet their teacher’s expectations are classrooms where students are learning and doing more. Set your expectations high and go through these three steps to ensure that students meet them.

If you’ve every said a statement like one of these to a colleague, chances are you can develop a procedure or routine to be explained, rehearsed, and reinforced and the problem will be solved… “They were doing really well with centers at the beginning of the year but now they just don’t seem to ‘get it’.” “The kids just don’t take care of the classroom library like they should.” “I’ve told them several times how to line up for recess so I don’t know why it’s so difficult.” “Sara spent ten minutes in the bathroom and missed half of the math lesson!” “Tom’s desk is a pit!” “I had to step out of the room to answer a parent question and when I went back in the class was totally out of control!” “I was right in the middle of a math lesson when Jamie came up to ask if she could get a drink. Two seconds later, Tim came up. Then Kayla came up to ask the same thing. Auuughhhhh!” “I think I spend about twenty minutes at the end of the day just straightening our indoor recess toys. When will the temperature be above 0?” In the morning • Entering the room in the morning • Morning materials preparation routine • Signing up for milk/lunch, etc.

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For recess • Preparing for recess • Coming in from recess, lining up immediately upon signal • Entering the room after recess

At lunchtime • Lining up for lunch in the classroom • Waiting in the lunch line downstairs • Getting your tray/silverware/napkin/milk • Saying “THANK YOU!” to the people who help you get the things you need (i.e., lunch, ketchup, the fork you

forgot, etc.) • Lunchroom body basics • Good table manners • Appropriate volume • Raising your hand and waiting to be excused • Discarding your food, milk, etc. • Lining after lunch

During restroom breaks • Hush, Rush, Flush, Wash

In the classroom • Sitting in your seat/on the carpet • Moving from one setting to another for instruction (from the carpet to your seats, from whole group to

small groups, etc.) • What to do when you don’t have something you need (a sharp pencil, paper, glue, math book, etc.) • Taking care of materials in all settings (classroom library books, personal school supplies, coats/bags need to be hung up,

etc.) • Turning in or passing out materials • What to do when a visitor enters the room • Returning to a task after an interruption

As a learner • How to ask a question, contribute to a group discussion • Making eye contact with the person who is talking/who you are talking to • Indoor recess routines (please post your rules and practice with your kids…how to get games/toys out and put away) • How to ask to use the restroom, get a drink, see the nurse • How to act when the teacher must deal with something immediately (i.e., a student who is struggling, an

emergency phone call, an ill student) • Getting to task without delay (getting needed materials, beginning written work, etc.)

In the building • Hallway movement • Acknowledge the people you meet in the hallway (a smile and nod, “good morning”, “hello”, etc.)

At an assembly • How to know when to quiet down without being told (speaker stands before you, quiet)

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• Body basics (for sitting on bleachers or on the floor) and voices off • How to participate enthusiastically without “overdoing it”

Some optional extras to think about • Shaking hands • Introducing yourself • Speak in complete sentences • Support your ideas with “beeeee-cause”

The P.E. teacher is responsible to orient all students about how to use the playground equipment during the first week of school. During the second & third week of school, the P.E. teacher will teach game options and rules to students during P.E. The P.E. teacher will furnish rules to the classroom teachers, paras and office staff. A record will be filed in the office upon completion of the orientation. Classroom teachers and supervisors will review playground safety and playground procedures as needed throughout the school year. HALL PASS

A hall pass will be required for any student leaving the classroom during instructional time. Each teacher should develop a check in/out procedure and monitor the time that a student is out of class. When a student is habitually absent from the classroom, the teachers should counsel the student(s) or take other appropriate actions. The bathroom pass should be given to one student at a time, except for emergencies. PARKING All staff members are asked to park in the parking lot south or far west of the school. The parking lot immediately west of the school is not available for staff parking with the exception of the “reserved”, stall and “nurse” stall and the one immediately north of those stalls for the ECC director. Please report any improperly parked cars to the office. Any staff member wishing to leave his/her vehicle in the school parking lot during non-school hours is advised to inform the Prairie Crest office and Maintenance Department in advance. Staff should not park on playgrounds or perimeter sidewalks with the exception of large item drop-offs or special circumstances only. This includes during summer months as our facilities are still in use by ECC. SUPERVISION A Safe and Positive Culture Depends on YOU

1. Adults should be role models for our children. A supervisor's attitude and actions can make or break a child's day.

2. Research shows that "working the crowd" is the best proactive strategy to improve school-wide discipline (children love to see adults positively interact with them).

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3. Moving around among children and positively interacting with children will prevent most of the infractions in school.

4. "Working the crowd" means the supervisors will smile and greet children, make small conversations with them, encourage children to make better choices, redirect in a friendly manner, and use the menu of consequences.

Adult supervisors should avoid staying together or chatting with each other. Before School Supervision The first bus is scheduled to arrive at 8:35 a.m. All students will be dropped off at the cafeteria doors. Any student wanting to eat breakfast should do so immediately upon entering the school. Students in AK, K and 1st grades will go into the cafeteria until 8:50. The 2nd, 3rd and 4th graders will go to the gym until 8:50 a.m. Dismissal Supervision Assign a student from your class as an office runner that can report to the office at 3:15 to gather notes from your mailbox. Office staff will provide a hard copy of messages, but will not use the intercom system prior to this time as this causes significant disruptions to the regular classroom routine. Any phone calls from parents after 3:15 will be communicated to you by intercom. We may not be able to accommodate parents who call to request a change in their child’s regular dismissal plan after 3:30 and this will be determined on a case-by-case basis, depending on the request. Dismissal bells will ring at 3:42 and 3:45. At the 3:42 bell, teachers should dismiss students who are picked up by their parents and those who attend ECC. Students who are picked up will go to the cafeteria. Students in ECC will report to the hallway outside the music room. At the 3:45 bell, teachers should dismiss student who ride the bus. Hallway supervisors will be posted throughout the building to monitor student behavior and wish them a good evening. Teachers will be stationed in their classrooms throughout dismissal time so that any last-minute messages can be communicated to them from the office. Exceptions to this are during the first few weeks when classroom teachers are supporting students throughout the building and in the bus loading area. Once students are independent in this routine, teachers will remain in classrooms throughout dismissal time. Hallway supervisors’ duty is complete when all students are gone or are under the supervision of ECC staff. Behavior expectations

At the beginning of the school year all classroom teachers and the morning supervisors should teach the students about the procedures and expectations: 1. All children should find a seat as soon as they enter the cafeteria. Students who wait in the gym should sit on the floor along the walls.

2. Running and walking around without permission are prohibited.

3. Sporting goods such as balls should not be used in the cafeteria or gym. Toys and trading cards are not allowed in school.

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4. Use quiet voices and body basics.

5. Follow supervisor’s hand signal and verbal directions for movement. Students are released one table/section at a time. Therefore, they should not respond to the 8:50 bell until a signal is given for dismissal.

6. If a student chooses to eat breakfast, he/she should do so as soon as he/she gets off the bus.

7. No pass will be issued unless the tardiness is caused by a “delayed bus”. If students are late due to the bus or weather problems, the supervisor should notify the office for an announcement. Lunch Supervisors The lunchroom supervisors will accompany children inside the lunchroom. Teachers will teach proper lunchroom behavior during the first few days of school and maintain the same expectations throughout the year. In the beginning of the school year, K students should wear a name tag to help the accu-scan person identify the children.

Students who choose the alternative lunch should line up first in line. A supervisor must carry the alternate record sheet to the lunch line in order to verify the alternative lunch orders.

It is extremely important that all teachers and supervisors follow the lunch room/recess schedule. Coming down to the cafeteria too late or too early will congest the traffic flow. Students should arrive at their scheduled lunch time with hands washed and lined up in categorized by lunch choice. Lunch-Transition-Recess supervisors will escort students up the stairs and outside to recess.

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Cafeteria Expectations:

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SUPPLIES AND EQUIPMENT, PURCHASING

No one is authorized to purchase or charge items to the school account without a purchase order. This includes any store purchase, on-line purchase, GW services, room reservations, workshops, or any other items/services that require payment. A budget code list will be put in your mailbox once budget amounts are set for the school year. Requisition forms (ex. GW services) are available from the building secretary in the office. The majority of purchases should be made through the on-line Purchase Order System. Please forward your confirmation email to the building secretary so items can be checked in and recorded. If you have any problems placing an on-line order, please contact the building secretary. If you have to make a purchase from a local vendor, you may get a purchase order from the building secretary. Be sure to have your budget code when you request the purchase order. The yellow copy of this purchase order MUST be returned to the secretary along with a receipt of purchases within two days of your purchase.

Requisition forms should not be confused with purchase orders. The requisition form requests the purchase order. The purchase order is the valid purchase contract with the vendor. When items are delivered, the school secretary must compare the shipping list with the purchase order to ensure accuracy. Once items are checked in the secretary will notify that teacher that their order is in and ready for them to pick up. Some items will be bar coded prior to teacher notice so an inventory of classroom supplies can be kept.

Products obtained on a trial basis must be ordered in the same way as items purchased. Indicate on the requisition that the items are for trial use. These items are charged to the appropriate account. When you return them, send them to the Business Office with notation for return - include the order number, company name, and address. The Business Office will return the items and credit the account, however your account will be charged if there are any shipping charges.

Unauthorized purchases made by any employee will be the employee’s personal responsibility and the school is under no obligation to reimburse the employee or to pay the vendor. SUPPLIES, SCHOOL STORE ROOM

The supply cabinets in the work room are located in the cabinets above the microwaves and are stocked with materials teachers will need throughout the school year. Please take only what you need and do not stockpile supplies in your classroom. Paper is located in the work room above the copy machines. Construction paper can be found in the cabinets below the microwaves. Cardstock will only be available upon request. If needed, see the office staff. Please notify a secretary when an item is running low. Teacher supplies are for teachers to use. If you need an item that is not included on the list (ex. transparencies, file folders) you will need to purchase those items out of your grade level budget. If an item is heavily used by your students, then that item should be added to the student supply list, or requested from parents at Open House. Whenever possible, please use central services for your copying projects. Submit print shop orders to the building secretary so that they may be approved and the cost can be recorded. If you need to use the copy machines in the building, use the Canon machine to make less than 50 copies of one master. If 50 or more copies are needed, use the Risograph machine. Our goal for the upcoming school year is to reduce our printing costs by 25%. This is a steep, but attainable, goal. When deciding what to copy, please ask yourself these questions:

1. Is it instructionally viable?

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2. Does it align with the characteristics of effective instruction defined by the Iowa Core Curriculum? S – Student centered T – Teaching for understanding A – Assessment for Learning R – Rigorous and relevant T – Teaching for learner differences

3. What is MORE instructionally dense? “Task predicts performance”! Low-level, fill-in-the blank, repetitive tasks will produce students capable of low-level, fill-in-the-blank, repetitive tasks.

TORNADO DRILLS

We are required to have four tornado drills throughout the school year (two per semester).

Procedure

The tornado drill is signaled with a series of short bells and an all school announcement on the intercom. In case you do not have time to get to shelter, have children drop to the floor, bending forward, with heads under their desk, arms raised over the back of head for protection. Teachers are to stay with their students at all times during the drills and supervise them. Teachers should make sure all students are present in the designated area.

Every drill is a serious affair, and each student and teacher must be made to realize this and act accordingly. Everyone should be calm and move quickly but in an orderly manner. All school employees are to take part in the drills. The food service staff, the custodian and the office staff should take shelter in the kitchen or office storage area. Teachers should practice procedures with the class during the first week of school. Drill instructions and maps should be posted inside all classrooms by the door.

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Principal – Laura Medberry Guidance Counselor – Janis Bailey Strategist – Stephanie Cooper Alternative Kindergarten - Shelley Schulte Kindergarten – Alicia Hayes Becky Kunde Beth Mehmen Brenda Powell First Grade – Amanda Carson Carrie Davis Elana Liu Alison West Second Grade – Missy Bishop Cindy Ternes Hallie Younger Third Grade - Amy Deiters Jessie Ketchum Sheryl Sanders Fourth Grade - Amber Kupka Cindy Rossman Stacy Thompson Preschool & ECSE – Karen Gronemeyer – ECSE Strategist 3 year old Preschool Tasha Kauten – 4 year old Preschool Amy Maine – 4 year old Preschool Shelly Pinter – ECSE / 4 year old Preschool Special Education - Ben Lustig – Level II Kaye Siders – Level I Art – Kristine Sorensen Music – Hannah Hagert PE – Tom Hauck World Language - Renee Boehler

Title I / Reading – Doreen Jones Media Special ist - Susan Boatwright Office Staff Tammy McDermott – Building Secretary Shelley Werner – Guidance Secretary Amber Suthers – Accu Scan / Office Clerk Nurse - Ellen Gavin Custodial Staff Jimmy Baker – Head Custodian Dan Kucera – Night Janitor Dan Weaver – Night Custodian Kitchen Staff Alice Silver- Kitchen Manager Julie Knight – Cook Tracy Martin - Cook Janice Studt – Cook Para-professionals Brooke Albright – Preschool (Maine) Elaine Brejcha – Computer Tech. Nicole Erlandson – Level II Student Specific Kelli Harrison – Preschool (Pinter) Lisa Hinton – Building Penni Jordan – Level II Student Specific (Hayes) Kristen Keller – Level I Wendy Kleinschmidt – Preschool ESCE (Pinter) Laurie Krumm – IMC Candace Linn- AK and Building Julie Praegitzer – Level II Tracy Rodman – Preschool (Gronemeyer) Penny Scott – Preschool (Kauten) Patty Winter – Reading / Title I Grantwood Area Education Agency Todd Frank – Vision Teacher Lori Hilmer – Social Worker/Early Access Jim Judd – Mobilities Specialist Megan Neiber – Consultant Becca Wright – Speech/Lang. Pathologist Glenn Schmitz – Physical Therapist Denise Toomey – Social Worker

Prairie Crest Staff 2010 - 2011