i

` 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

SCOTT SCHIPPER, PRINCIPAL 39 ________________________________________________________________________ 40

41 COLLEGE COMMUNITY SCHOOLS 42

401 76TH AVE SW 43

CEDAR RAPIDS, IOWA 52404 44 45

46

PRAIRIE HEIGHTS ELEMENTARY

Grades Preschool-4th STAFF HANDBOOK

2011-2012

ii

Four District Priorities 47 48

• Increase student academic achievement and improve student performance on the district’s outcomes 49 of significance. 50

51 • Increase student understanding of careers and lifelong learning responsibilities. 52 53 • Increase parent and public involvement in student learning. 54 55 • Increase student and staff use of integrated technologies as productive learning tools. 56 57

58 Prairie Heights 2011-2012 Building Goals 59

60 61

1. Effective Instruction - Identify and Implement a common set of research based 62 instructional practices in the PK – 12 system to increase student achievement 63

2. Narrow Achievement Dips and Gaps - Narrow achievement gaps of district identified 64 subgroups and maximize the success of all students through the implementation of 65 research-based instructional strategies 66

3. Digital Literacy and 21st Century Skills - Enhance critical thinking and relevant learning 67 through effective integration and accessibility of technology 68

4. Parental and Community Partnership - Develop and sustain partnerships among students, 69 parents, staff and community to prepare successful citizens for the future 70

71 72

Beliefs 73 74 75

• All students can and want to learn. 76 77 • Student learning must be driven by outcomes of significance and be assessed in authentic ways. 78 79

♥♥ Learning must be purposeful, challenging, stimulating, and rewarding for both students and staff. 80 81 82

Mission 83 84

To Ensure Quality Learning Today for Tomorrow 85 86

Vision 87 88

Success for All 89 90

iii

Prairie Heights Elementary 91 Scott Schipper, Principal 92

Academic Staff 93 Kindergarten First Grade Second Grade 94 Cathy Harrelson Betsy Bushlack Chad Grandon 95 Barb Hilgenkamp Michelle Faulkner Denise Little 96 Molly Hoeger Kimberly Fleming Wendy McClain 97 Tasha Kauten Krista Oehlerich Rita Nierling 98 Sandi Zahradnik 99 100 Third Grade Fourth Grade Preschool 101 Sheryl Collett Marci Geary Niki Meade 102 Allyssa Cusimano Mary Holubar Katie Sadewasser 103 Mary Palmer Kelly Rudd 104 Tricia Ward Maria Steenblock 105 106 Special Services Special Education 107 Art Kevin Jordan Lisa Gammon 108 Counselor Jodi Schamberger Katie Hruby 109 ELL Mike Beecher Amanda Short 110 ELP/Differentiation Specialist Julie Zastrow 111 Media Specialist Donna Gwinnup 112 Music Sarah Covington Technology 113 Nurse Julie Mueller Judy Janssen 114 Physical Education Abby Lahr 115 Reading Specialist Nichole Bennett Paraprofessionals 116 Strategist Kendra Hanzlik Jamie Achey 117 World Language Dianne Peckosh Hillary Baustian 118 Tracy Chase 119 Office Amanda Drysdale 120 Jan Zamastil, Secretary Laurie Harrison 121 Barb Landon, Guidance Secretary, Health Aide Lisa Huber 122 Christine Oshel, Accu-Scan, Office Clerk Melanie Knies 123 Cheryl Krob 124 Julie LeCaptain 125 Custodians Food Service Angie Rivera 126 Sherry Haferbecker Marcia Middleton, Head Cook Penny Scott 127 Doug Exline Cathy Leitheiser Brigitte Steimel 128 Ben Baker Micky Ockenfels Kelly Tlusty 129 Lori Sedlacek Nancy Willfong 130 Kathy Zobeck 131 PTO Officers: 132 President Tanya Matthews 573-3394 tanya.matthews@verizonbusiness.com 133 Vice President Kelly Leusch 331-4990 kleusch@crma.org 134 Treasurer Amee Wilkins 845-6019 ameewilkins1@me.com 135 Secretary Heidi Hess 929-5458 hawkeyehess@msn.com 136 PTO e-mail addresses: heightspto@hotmail.com heightsvolunteer@hotmail.com 137

iv

Prairie Heights 138

139

Core Principles 140

141

Ensure that students learn 142

Cultivate a culture of collaboration 143

Focus on student and teacher growth 144 145 146 147

Cadre Purpose 148

149 Develop a culture of learning through: 150

151 Meaningful, applicable experiences 152

Engaging, authentic learning 153

Opportunities for purposeful sharing 154

A focus on implementation, reflection, and alignment 155

…in order to improve student growth 156 157 158

159 160

Quote of the Year 161 162

“You have to wonder at times what you’re doing out there. Over the 163 years, I’ve given myself a thousand reasons to keep running, but it 164

always comes back to where it started. It comes down to self- 165 satisfaction and a sense of achievement.” 166

167 - Steve Prefontaine 168

169 170 171 172

v

TABLE OF CONTENTS 173

SCHOOL OPERATIONS ....................................................... 1 174

ADMINISTRATIVE DESIGNEES.........................................................................................1 175 CHARACTER COUNTS / OFFICE VISIT.............................................................................1 176 CLASSROOM MANAGEMENT ...........................................................................................1 177 CRISIS MANAGEMENT PLAN............................................................................................2 178 DRILLS - FIRE, INTRUDER, TORNADO ....................................................................................7 179 FIELD TRIPS .........................................................................................................................8 180 FIRST DAY OF SCHOOL......................................................................................................8 181 HALL PASS ...........................................................................................................................9 182 HEALTH PROCEDURES ......................................................................................................9 183 HEIGHTS TEAMS ...............................................................................................................10 184 PARKING ............................................................................................................................10 185 PRINTING............................................................................................................................10 186 SUPERVISION ....................................................................................................................11 187 SUPPLIES AND EQUIPMENT, PURCHASING .................................................................12 188 SUPPLIES, SCHOOL STOREROOM ..................................................................................12 189

190 191 APPENDIX 192

193

194

195

196 197 198 199 200 201 202 203 204

205 206 207 208 209 210 211 212 213 214 215

1

SCHOOL OPERATIONS ADMINISTRATIVE DESIGNEES

On days when there is no principal or administrator in the building, teachers from the staff have been appointed as administrative designees. Kendra Hanzlik is the first Administrative Designee. Jodi Schamberger is the second Administrative Designee and Chad Grandon the third. In matters of discipline that require an immediate administrative decision, Ms. Hanzlik and Mrs. Schamberger will assist. When a suspension is in order, the student is to be put in time out awaiting the decision of the principal. Additional duties of the Administrative Designee will include: 1. Instruct the secretary 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 in cases of personal illness or injury.

CHARACTER COUNTS OFFICE VISIT

The principal will host a special time for children who you feel deserve special recognition or need positive reinforcement. The Character Counts Office Visit is designed to reinforce exceptional efforts in reaching a personal goal or to recognize a consistently positive behavior over time. It is not for the day-to-day “catching you being good” type of recognitions. Please notify Jan of students you will be sending down and parents will be notified via a postcard sent to them in the mail of the special recognition for their son or daughter.

CLASSROOM MANAGEMENT

“One ounce of prevention is worth a pound of cure”. A well managed classroom takes thoughtful planning, direct and effective instruction as well as ongoing maintenance. Research shows that an effective management system must be established in the first two or three weeks of school and if it isn’t, attempts to establish a system for the year will be difficult. Establish your system and have students practice and consistently review it. Principles for effective classroom management: • Be proactive: Effective instruction eliminates most of the behavior problems. Carefully plan all

lessons to strive for the greatest student engagement. Plan ahead for all transitions and independent activities to minimize possible confusion.

• Create ownership: Believe that all children want to be at their best. Apply quality tools and group strategies such as class meetings and community circles to gain student cooperation.

• Clear expectations: Classroom belief statements, guidelines and rules should be defined, instructed, posted and reviewed. Frequent practice is necessary in the beginning or when the desired behavior is not performed at the satisfactory level.

• Focus on proactive positive interventions: Corrective actions must be instructional rather than punitive in nature. Not all students are emotionally stable or socially mature enough to know the right way or to choose the right things to do. Effective teaching methods include explicit direct instruction, modeling, use of rationale, role play, rehearsal or practice.

2

• Partner with parents: Even the least involved parents have the same interest as you do- the success of their child. Create an understanding, accepting and empathetic atmosphere when communicating with parents regarding management support. Believe that “ALL parents care”, but don’t be too critical on self or lose your faith when support level is low. Homeroom teachers should send their classroom management plan to all families prior to the first conference. A copy should be sent to the principal by the end of the first week of school. (See Appendix 13)

• Maintain student dignity at all times: Human brains cannot focus on learning when under stress. When a child loses dignity, his/her negative emotions such as anger, frustration, fear or anxiety will take over, and therefore shut down his/her energy for learning. A public “bawling out” has no place in school.

CRISIS MANAGEMENT PLAN

CRISIS MANAGEMENT PLAN FOR PRAIRIE ELEMENTARY SCHOOLS (For Staff Viewing Only - Revised June 2011)

CODE A Assault - An adult or student has become a threat of physical violence or Assault in some part of the building. The Principal or Designee will announce a Code A over the intercom.

Team members should report to the area of the building where the incident is occurring. Code A team members will consist of the principal, a counselor, selected paraprofessionals and several teachers.

Class monitoring process will be as follows - so that staff members who are on the Code A team can be available for helping with any crisis.

Team Members Person to cover class or assigned area Scott Schipper NA Jodi Schamberger NA Kendra Hanzlik NA Amanda Short Christine Oshel/Barb Landon Nancy Willfong NA *Code A will be called by the principal or their designee if he/she feels the situation merits. The necessity of calling the police will also be assessed and a decision made at the time of the Code A call. Contacting Outside Help--Office personnel as directed by the principal or his/her designee. Staff Procedure--All staff members who are not on Team A and who are with students should lock their classroom doors and not allow students to leave the

classroom.

Student Procedure--All students will remain in locked classrooms until the situation is resolved and the all clear is given over the intercom with the announcement, “Code A has been resolved”.

CODE B Bomb Threat and 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.

3

How to Conduct a Silent Evacuation

When notifying classes to evacuate the building teachers should say, “This is a silent evacuation. Please evacuate the building”. All classes should follow the normal fire evacuation procedures and route. Teachers who are not involved in notifying other classrooms should accompany their class out of the building and bring with them their crisis plan binder. All personnel should stay at least 500 yards away from the building. No one should re-enter the building until instructed to do so. Please hold up your OK sign to signal that all members of your class are with you in that location. Step 1 Principal is notified Step 2 Principal notifies the counselor, secretaries, strategist and custodian Step 3 Counselor notifies Kindergarten & 1st grade teachers Strategist notifies 2nd & 3rd grade teachers Guidance Secretary notifies 4th grade teachers & paraprofessionals Secretary notifies the central office, support teachers, cooks and office staff Re-entry: Follow the building protocol for re-entry after a fire drill. 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”.

Team Members Class Coverage Building Principal N/A School Nurse and/or Health Aid N/A School Counselor 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 Email 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

4

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. Red Bandana Recess Drill These drills are used to keep the students safe outside. The Principal or Designee will notify the recess supervisors of the immediate danger. The recess supervisor then blows the whistle and waves the red bandana. All students should drop everything and run to the nearest adult and wait quietly for a message from that person. Actions – After students are with the adult supervisor directions will be given as to what actions will take place. Actions can include but are not limited to taking the students away from the building or bringing students into the building. There is a red bandana in every fanny pack. OUTSIDE ASSISTANCE

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 learning in a safe and successful manner. At Prairie Heights, 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. Three levels of outside assistance are outlined below:

Assistance In this instance, a teacher may need someone to briefly cover his/her classroom while s/he problem solves with a student. It may mean that the Administrative Team member simply serves as another presence in the classroom, providing a switch that encourages the child to get back on track. The team member may briefly talk with the student out in the hallway or another designated area and support the child upon his/her return to class. Administrative Team In this case, a student is not highly unsafe or disruptive, but his/her behavior is escalating and past experience has shown that the situation could turn into a crisis. One member of the Administrative Team will respond, and attempt to de-escalate the situation. If the situation escalates to a crisis level, a second team member will be called and crisis response protocols employed. Mandt Response Team Mandt Team members are called in a very small number of extreme situations. When an emotionally upset student is displaying highly unsafe or disruptive behaviors, the office will contact at least two members of this team to respond to the situation. Further details regarding the Mandt Response Team are outlined in the next section. Options for notifying the office when in need of assistance include: using the intercom, sending a student, or having a colleague call for assistance.

5

Administrative Response Team

(in order of who should be contacted first)

1. Scott Schipper – Principal 2. Jodi Schamberger – Counselor 3. Kendra Hanzlik – Instructional Strategist 4. Nichole Bennett – Title I 5. Amanda Short – Level II Special Ed 6. Nancy Willfong - Paraprofessional

*In the case of IEP students, the special education teacher should be called first.*

**When a teacher calls for outside assistance, it is with the understanding that, in most cases, the decision making is now in the hands of the responding assistance team member(s)**

Mandt Response Team

The following staff members comprise the Prairie Heights Mandt Response Team: Scott Schipper - No coverage needed Jodi Schamberger - No coverage needed Kendra Hanzlik – No coverage needed Amanda Short – Christine Oshel covers room Nancy Willfong – No coverage needed Lisa Gammon – Melanie Knies/Kelly Tlusty/Amanda Drysdale cover room

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 the Mandt Response Team to assist the student and teacher. Highly unsafe is defined as behavior that is potentially dangerous to self or others. A highly disruptive behavior 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…). When the situation requires immediate attention, the teacher should contact the office. Office staff will contact two members of the Mandt Response Team. Team members will be contacted in the order outlined above, 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, “Mandt 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 only provide support during a crisis under the direction of a Mandt certified member.

6

The Administrative Team will first attempt de-escalating strategies at the crisis site. They may even 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 following rooms have been designated as de-escalation sites:

K/1 Wing: Office/Level II Sensory Room 2/3 Wing: Katie Hruby’s Room/Application Sensory Room 4 Wing: Office/Sensory Room/Application Room/Level II Sensory Room

The goal of the team is to de-escalate the child to the point that s/he can walk to a time out room with or without assistance from Administrative Team members. Once the student has been moved to a time out room, the team should designate a lead person that will remain with the student until s/he 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. The office staff should not be delegated this responsibility. 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, teacher and office file. Members of the Administrative Team will collectively determine when there is a need to contact outside assistance. 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, Kendra Hanzlik and Jodi Schamberger will be the administrative designees. If Kendra or Jodi are not on site, Nichole Bennett and Barb Hilgenkamp will serve as designees. An administrative designee 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 passage before removing the child. Avoid a large group, or audience, of students. Maintain the dignity of the child.

Mandt Team – these staff members are fully Mandt trained. Hillary Baustian Amanda Drysdale Lisa Gammon Kendra Hanzlik Laurie Harrison Molly Hoeger Katie Hruby Lisa Huber Melanie Knies Niki Meade Christine Oshel Angie Rivera Katie Sadewasser Jodi Schamberger Scott Schipper Penny Scott Amanda Short Brigitte Steimel Kelly Tlusty Nancy Willfong

7

DRILLS – FIRE, INTRUDER, TORNADO Fire Drill

Four fire drills are required each year (two each semester). Please memorize and post an evacuation map with your route marked. Please identify which sounds are for which emergency: Emergency tone (continuous Do-do, Do-do, Do-do) -- Tornado Constant buzzing-- Fire Intercom announcement -- “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. We must evacuate the entire building within two minutes. Please bring your Prairie Heights Crisis binder with you which should contain your OK sign.

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 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 their group. Homeroom teachers should take their crisis

binder and OK sign with them to show all their students are present. If there are any missing students, other assigned support staff will look for those students for you.

4. Students should remain silent during the entire drill, including the time waiting outside.

Classroom teachers should teach and expect this important rule.

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

6. When the returning intercom announcement is made, the teacher should signal the class for

returning. 7. During a fire drill, if a student is not in the regularly assigned classroom, he/she should go out

with any class and go to the assigned lineup area for that 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. If a fire drill happens during a recess time the playground supervisor should blow the whistle, wave the red bandanna, and ask the children to go to their designated areas.

8. Know where the nearest extinguisher is located.

9. EVERYONE will leave the building during a fire drill. THERE WILL BE NO

EXCEPTIONS - a fire drill holds priority over all other excuses.

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

8

Intruder Drill A special code will be announced over the intercom during an intruder drill. When the drill is over, another code will be announced. Staff members should review district “emergency plans” and be responsible for their assigned duties. Classroom teachers should have a set of back up activities to engage children during the intruder drill. Tornado Drill 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 intermittent tones. In case you do not have time to get to shelter, have children drop to the floor, bending forward, with heads under their desks, arms raised over the back of heads 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 their designated area. Teachers should practice procedures with the class during the first week of school. 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 two weeks 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. This procedure will ensure that the food service, special teachers and other staff members are properly notified about the schedule change. Traditionally, PTO sponsors our field trips. If a teacher chooses to take additional field trips, the teacher will need to secure a funding resource. **All field trip volunteers who will supervise children other than their own must be registered in our volunteer data base 24 hours prior to the field trip. FIRST DAY OF SCHOOL

On the first day of school classroom teachers (especially in the younger grades) should go to the cafeteria or gym when the first bus arrives about (8:35 a.m.). Once you have one half of the students present from your class list, you should take those students to your homeroom. Then, the classroom teachers should remain in the classroom to receive the rest of the class. Other staff members, including paraprofessionals, support teachers and special teachers should assist the students during the first week or two following the chart. They should continue to check the hallways until all students are clear, approximately 9:00 a.m.

9

Where Who will support Bus unloading area Regular supervisors

Counselor Title I paraprofessionals All four special’s teachers

School hallways near gym, cafeteria, and entrances

Strategist Media teacher Title I teacher Other paraprofessionals

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 procedures/behavior expectations 2. Morning announcement/attendance expectations 3. Hallway behavior expectations 4. Recess procedures/behavior expectations 5. Lunch procedures/behavior expectations 6. Lunch recess/behavior expectations 7. Bus loading procedures/behavior expectations on bus loading and riding 8. Fire/Tornado/Silent Evacuation/Intruder Drill procedures and behavior expectations. During the first week of school, the P.E. teacher is responsible for orienting all students in how to use the playground equipment. A record will be filed in the office upon completion of the orientation. We will also make a video to show staff. 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. Feel free to use any durable teacher made passes. The size of the passes should be at least 4 inches by 4 inches, smaller sized passes may be dropped or thrown into the toilets which can cause maintenance problems. Each teacher should develop a check in/check out procedure and monitor the time that a student is out of class. When a student habitually abuses the privilege, the teachers should counsel the student(s) or take other appropriate actions. The restroom pass should be given to one student at a time, except for emergencies. HEALTH PROCEDURES

Julie Mueller will be at Prairie Heights on Wednesday’s from 7:50 a.m. until 3:50 p.m. The guidance secretary will help with children needing medical attention on other days. Students should bring a note or pass from their supervising teacher except in the case of an injury that needs immediate attention.

First Aid fanny packs are available to all teachers and playground supervisors. Please make sure you have adequate supplies in the fanny packs. When the supply is low, please have the guidance secretary refill the pack for you.

10

HEIGHTS TEAMS To carry out our school mission, ALL staff members will be on one of the four Heights teams.

♥♥ Culture Team ♥♥ Olweus Team ♥♥ Kid Team

Heights teams will meet monthly from 7:55 – 8:35. The Heights team leaders will call additional team meetings from time to time to reflect on exiting practices and to plan for improvement strategies. Smaller task forces may be formed in each team on a short-term basis.

PARKING

All staff members are required to park in the back parking lot during the school day unless given prior consent by the building principal. PRINTING 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. When deciding what to copy, please ask yourself these questions:

1. Is it instructionally viable?

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.

11

SUPERVISION Before School Supervision

The first bus usually arrives at 8:35 a.m. All students that ride the bus will enter through the north door by the second grade wing and will walk to the gym bringing their belongings with them. Second graders can put their things in their lockers. Breakfast will start at approximately 8:35 a.m. Children who choose to eat breakfast should be allowed to do so. They should eat breakfast first before socializing with other children in the gym. Dismissal Supervision

Dismissal will occur at 3:30 p.m. for all students. Supervising teachers should report to the designated location a couple of minutes before their dismissal time.

The first few days of school, teachers should walk with their students to the bus loading area at Heights and then assist in the district bus loading zone at the High School. Kindergarten students should have a kinder pal walk with them to the buses. The kindergarten teachers should walk with the class for a week or two, or until all children feel safe and comfortable about bus loading. Lunch Supervisor

Teachers should 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 and new students should wear a nametag to help the accu-scan person identify the children. Students who choose the main lunch should line up first in line.

It is extremely important that all teachers and supervisors follow the lunchroom and recess schedule. Coming down to the cafeteria too late or too early will congest the traffic flow. Please refer to the lunch schedule and be sure students do not go out for recess before their scheduled recess time. Although there may be supervision outside at an earlier time than their scheduled recess time, the supervisors are there for students who have recess at that time. If staff members send students out early there is not enough supervision for the number of students that would be outside at that time. Lunchroom Expectations

• follow line basics while waiting in line • use 6 inch voices • use good table manners • remain seated until supervisors give signal to leave • pick up after yourself Students should have the opportunity to go to the restroom and should wash their hands before lunch. Staff members must include duty/supervision information in the sub folder so that all duties are properly covered at all times. Those staff members who do not have a sub when they are gone, must create a back-up duty plan. This plan should be included in their sub folder. Please give the office a copy of the plan by the first day of school.

12

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, purchases with grant money or any other items/services that require payment. Purchase requisitions are available through the district’s intranet system.

If you obtain items with an authorized purchase order, you must check them in through the school office so that receiving records will indicate receipt of the items. Requisition forms should not be confused with purchase orders. The requisition form requests local purchases to be picked up by our district purchaser. 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. Purchased items will be delivered to teacher’s mailbox or room as soon as possible.

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. • We have gone to an on-line ordering system that certified staff has been trained to use. MOST

orders will be placed using this method. Please forward your confirmation email to the building secretary so items can be checked in and recorded. The building secretary will place those orders for you.

SUPPLIES, SCHOOL STOREROOM

Our supply cupboard is stocked with materials teachers will need throughout the school year. Please take only what you need, and do not stockpile supplies in your classroom. Please notify the office when an item is running low.

1

APPENDIX............................................................................... 1

STAFF BIRTHDAYS.............................................................................................................2 PRAIRIE HEIGHTS INTRUDER PLAN................................................................................3 INNER OFFICE TORNADO DRILL PROCEDURE..............................................................5 INNEROFFICE FIRE DRILL PROCEDURE .........................................................................7 FIELD TRIP REQUEST FOR APPROVAL & CHECKLIST .................................................8 GUIDED READING IMPLEMENTATION NORMS...........................................................10 GUIDED READING INDEPENDENT WORK RUBRIC (TEACHER RUBRIC) ................11 GUIDED READING INDEPENDENT WORK RUBRIC (STUDENT RUBRIC).................12 CLASSROOM MANAGEMENT PLAN – EXAMPLE ........................................................13 SPECIALS SCHEDULE.......................................................................................................15 ENRICHMENT SCHEDULE ...............................................................................................16 LUNCH/RECESS SCHEDULE............................................................................................17 DUTY SCHEDULE..............................................................................................................18 LOUNGE DUTY..................................................................................................................19

2

STAFF BIRTHDAYS

January May September 2 7 9 27 28 30

Maria Steenblock Allyssa Cusimano Kimberly Fleming Lisa Huber Kelly Tlusty Scott Schipper

4 30

Mary Palmer Brigitte Steimel

7 8 17 21 25 26 26 27

Nichole Bennett Jan Zamastil Michelle Faulkner Penny Scott Hillary Baustian Wendy McClain Barb Landon Cheryl Krob

February June October 6 10 15 17 17 18 22

Amanda Drysdale Katie Hruby Sandi Zahradnik Marci Geary Julie Zastrow Mike Beecher Mary Holubar

2 4 7 7

Angie Rivera Julie LeCaptain Sheryl Collett Sherry Haferbecker

4 13 14 15 17 22 22 23 26 30

Tricia Ward Nancy Willfong Jamie Achey Kelly Rudd Krista Oehlerich Lisa Gammon Abby Lahr Niki Meade Kathy Zobeck Chad Grandon

March July November 18 31

Kendra Hanzlik Rita Nierling

3 3 9 9 12 26 29

Doug Exline Molly Hoeger Judy Janssen Kevin Jordan Denise Little Betsy Bushlack Donna Gwinnup

April August December 7 14 16 21

Melanie Knies Micky Ockenfels Tasha Kauten Marcia Middleton

8 10 11 22 26 28 30

Dianne Peckosh Katie Sadewasser Sarah Covington Ben Baker Julie Mueller Cathy Leitheiser Amanda Short

13 18 21 26 28 30 31

Laurie Harrison Tracy Chase Jodi Schamberger Christine Oshel Barb Hilgenkamp Cathy Harrelson Lori Sedlacek

3

Prairie Heights Intruder Plan Our primary goal is to ensure that all students and staff are in a secure location.

Secure Location: Behind locked doors with a computer (take the cord) or intercom access.

• The first person to observe the intruder (person with a weapon, person who is upset, or person acting out of control) shall notify the principal or designee.

• The principal/designee will announce CODE I, determine need to notify law enforcement, call ESC.

• Office staff will turn off the bells.

• Teachers will swiftly scan the hallway and usher in any nearby students, staff, and volunteers.

• Teachers will lock classroom doors.

• Teachers close blinds or cover windows facing the hallway to obscure outsiders’ view. Close exterior blinds as well. When the room is secure, teachers should place a green OK sign under the door to the hall and in the exterior window.

• All students and staff quickly and quietly get seated on the floor next to an interior wall away from windows and doors.

• Teachers will take attendance.

• Teachers check their email for CODE E messages. If you don’t receive a CODE E message, immediately proceed to the next step.

• Email the office with attendance information. Use one of the following codes:

SUBJECT LINE EMAIL TEXT INFORMATION

OK = Teacher and all students are in the room together

OK+ = Teacher and all students are in the room together Additional students, staff, or volunteers are also in the room List first and last names of additional persons in your email message Support/special ed. teachers should use this code if you are in your room

Missing = List first and last names of students or adults that are missing from the classroom. Also include their possible locations. This includes students that are in the IMC, with support teachers, using the restroom, etc.

Missing+ = List first and last names of students or adults that are missing from the classroom. Also include their possible locations. Additional students and staff are also in the room. List first and last names of additional persons in your email message

*Include first and last names of absent students in the text of your message.*

Email this information to the PH Crisis group. If your secure location does not have computer access, the office will contact you via the intercom. Teachers should not use the intercom to contact the office. The office may contact rooms using this method if email in not available. The office cell phone number is: 533-5470. Use this only in the event that all other communication options have failed.

4

• Remain quiet, prohibit anyone from leaving the room, wait for the all clear announcement • Once the threat has ended, the office will make an all-clear announcement.

Communication Designees The order of the Principal Designee for intruder announcements is as follows: 1. Principal 2. Main Secretary 3. Guidance Secretary 4. Counselor 5. Accu-Scan Clerk/Office Clerk 6. Strategist-Hanzlik The designee is responsible for making the CODE I announcement, determining the need to contact law enforcement, and making the all-clear announcement. Common Areas Office: All adults and students in the office should move to the nurse’s office. Members of the office staff will take a laptop and the office cell phone. They will secure themselves in the nurse’s restroom and send CODE E messages to staff. They will read attendance messages from staff members and contact the classrooms with information regarding the location of missing students.

Restrooms: Any staff member that happens to be near a restroom, should sweep through the restroom, scan the hallway and move all students to the nearest secure location…if it is safe. Otherwise remain in the restroom.

IMC: Donna Gwinnup and other present staff members should get a laptop computer and take children into the designated safe area. Lock Both Doors.

Computer Lab: Technology para and other present staff members should lead the class to the designated safe area. Have the children stay under the computer tables if necessary. Lock Both Doors.

Cafeteria: All kitchen staff and Sherry, if present, will move students to the kitchen and kitchen storage area. Doors to the cafeteria will be locked.

Gym: PE teacher should move class to the stage area or storage room and take laptop.

Music: Take the students and a laptop to the designated safe area.

Art: Take the students and a laptop to the designated safe area. World Language: Take the students and a laptop to the designated safe area.

Workroom: Move to the nearest locked location.

Playground: Playground supervisors will blow their whistles multiple times and wave a red bandanna to get the students’ attention. They then will escort students to the neighborhood next to Prairie Heights. Transportation will then be notified and buses will pick up all students and employees and take them to a secure location on the Prairie Campus.

Guest Teachers Please indicate to your guest teacher where your extra room key is located. This will allow the guest teacher to secure the room in the event of a CODE I. All crisis plan information should be in your sub folder. The office will contact guest teachers via intercom if email is not accessible.

5

INNER OFFICE TORNADO DRILL PROCEDURE (revised 6/7/08)

What to do after the bell goes off. 1.) The Main Custodian will provide support to the office and assist in evaluating the

procedure. 2.) The Building Secretary will stay in the office and wait to hear from the Media

Paraprofessional, Guidance Counselor and the Guidance Secretary. In the event of an actual tornado the Building Secretary will take the laptop and cell phone to the nurse’s office after she has heard that all students and staff are in their designated areas. Any students, parents, staff, visitors in the office at the time of the warning will go to the nurse’s office.

3.) The Media Para will be in charge of the 2/3 wing (north), the Guidance Secretary

will be in charge of the K/1 wing and the Guidance Counselor will check the 4th wing. Double check that all classroom doors have been closed (the Media Para will close the library main doors). After checking classrooms, close the fire doors. Our main purpose is to make sure that all students and staff are in their designated shelter areas.

4.) Once this has been accomplished they will go to the nearest telephone to call the

office (848-5230) and let the Building Secretary know it is OK. After the Building Secretary hears from all of them he/she will wait a couple of minutes and then make an intercom announcement. The Media Para, Guidance Counselor and the Guidance Secretary will stay in the wings to prop open the (fire) doors. Once you hear the intercom announcement then it is safe to return to the classrooms.

5.) The Building Secretary in the office will cancel the tornado drill and answer the

intercom. She will then fill out a drill record sheet and put it in the Drill Record file for future additions.

6

TORNADO DRILL (revised 6/28/08) LOCATION GUIDELINES 1. AWAY FROM GLASS WINDOW/DOORS 2. AWAY FROM OBJECTS THAT MAY FALL 3. INNER PART OF A BUILDING 4. CLOSE/LOCK ALL DOORS TO CLOSE UP WIND TUNNELS 5. SEEK THE CLOSEST SHELTER POSITION 1. In hallway or a room – children should sit with legs crossed, head down, and back against the walls. In the restrooms – children may stand with back against the wall with arms covering their head. 2. Move as far away from glass as possible. 3. If double row is necessary, have children sit back to back. 4. A heavy book to cover head is a good idea. 5. Stay as close as possible (psychological reason) EDUCATION 1. Review procedures periodically throughout the year (in addition to all-school drills). 2. Including lessons in Science/Health unit 3. Literature, video tape available 4. Address school and home safety. Children should learn and apply the knowledge. OFFICE PROCEDURE 1. The office secretary will start the Emergency Tone (short intermittent tones) to start the drill and will discontinue when given consent by the principal or his/her designee.

7

INNER OFFICE FIRE DRILL PROCEDURE

(revised 7/2/10) Prior to the drill, building secretary will call Duane Carver and will contact the security company. What to do after the bell goes off. 1. The Main Custodian will go and check the area where it went off. The Building

Secretary will stay in the office and wait to hear from the Media Paraprofessional, Guidance Counselor and the Guidance Secretary.

2. The Media Para will be in charge of the 2/3 wing, the Guidance Secretary will be

in charge of the K/1 wing and the Guidance Counselor will check the 4th grade wing. We will do our best to double check that all classroom lights have been turned off and classroom doors have been closed (the Media Para will close the library main doors). However, this is not our main purpose. We are to make sure that all students and staff are out of the building and the main entrance doors are closed.

3. Once this has been accomplished they will buzz the office from the nearest room

and let the Building Secretary know it is OK. After the Building Secretary hears from them he/she will wait a couple of minutes and then make an intercom announcement. The Media Para, Guidance Counselor and the Guidance Secretary will stay in the wings to prop open the (gray) doors. Once you hear the intercom announcement (it will also be communicated via mega phone to those away from the intercom) then it is safe to return to the building.

4. The Building Secretary in the office will cancel the fire drill and answer the

intercom. She will then fill out a drill record sheet and put it in the Drill Record file for future additions.

5. The Strategist and Media Teacher will document the visual confirmation of the

OK signs by homerooms and will check with teachers to respond to teacher needs such as locating students.

8

Field Trip Request for Approval 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 by October 3, 2011 so that field trips can be planned for the year. School Grade/Class

Teacher/Advisor Destination Date/Time/Place of departure

Date/Time of return to school Mode of Transportation

Number of students Number of Adults Cost to each student Admission Transportation Please use the bottom of the back of this sheet to figure out your transportation costs. 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):

AFTER THE FIELD TRIP IS APPROVED, PLEASE CONTINUE THE CHECKLIST ON THE BACK OF THIS PAGE

Endorsements Signature Date Approved Disapproved Principal Reason for disapproval:

9

Field Trip Check List

Whenever a class or other group of students leaves the building for a field trip, it is required that the coordinating teacher completes the following: Initial each item signifying that you have communicated with that person. If your field trip does not affect the person listed, mark N/A (not applicable). ______ Principal – Scott Schipper approval of field trip Parent permission slip. There should be one filled out by parents at the beginning of the school year. Make sure all new students have one filled out too. ______Office - awareness in office of field trip for information or messages. Medication (If you will be gone over the lunch period and you will need medication, give the Guidance Secretary at least 3 working days prior to the trip.) ______ Arranged for Transportation (if needed) at least 10 days in advance of field trip.

______ Kitchen (if you will be gone over lunch, please let the kitchen know as soon as the trip is

scheduled, so they can adjust their order. ______ Early Childhood Center - (848-5295) - if it affects before/after school child care or other child care areas (cafeteria/gym) ______ Custodian – Sherry Volunteers/Mentors notified

Specials ______ Art - Kevin Jordan ______ Music – Sarah Covington ______ P.E. – Abby Lahr World Language – Dianne Peckosh Please return this form to the office. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Teacher(s) Grade(s) Field trip to: Date: ______ # of buses X miles X 70¢ per mile = (van 50¢ per mile) ______ driver X hours X $12.15 = Total Transportation Cost $

10

Guided Reading Implementation Norms

GUIDED READING

Small group instruction of students with similar reading levels/strategies. Teachers explicitly teach effective strategies for comprehending texts. Teaching points are selected based on standards and student needs. Word work and vocabulary are also a part of instruction.

Assessment

Instruction is based on assessment • Ongoing assessments guide instruction • Focus students • Guided practice and independent practice impact instruction • Independent work should be (randomly) reviewed as a check for

understanding Explicit Instruction

Children need to see a model to know and understand the strategies great readers use to improve their comprehension. Research and practice show that metacognition is an essential and effective way to deliver instruction. • Teacher models skills using a think-aloud (metacognition strategy) • Instruction is linked to student needs and standards • Instruction includes word analysis and vocabulary

Guided Practice

Guided practice is a continuum of gradual release of support at the table with continuous feedback and practice. Guided practice is the transition between explicit and independent practice. • Students practice strategies and prepare for using them

independently • Students are coached by the teacher as they read aloud • Students read aloud with teacher at side as coach, more frequently

in primary grades • Opportunities for practice with support from the teacher are given • Feedback is immediate and specific • Teachers use prompts, probes and questions to guide students

understanding and use of strategies Independent Practice

Through independent practice students will apply, refine and master their use of reading strategies to gain comprehension. • There is an application activity connected to group instruction of a

selected skill Seatwork

Student work outside their group relates directly to literacy instruction. • Students are reading and responding to literature that is at their

independent level and/or interests them • Other content area practice is not a part of independent practice • Students are engaged in meaningful literacy activities (Spelling

practice, especially worksheets, is used sparingly and only when preceded by instruction)

11

Guided Reading Independent Work Rubric

Teacher Rubric 5 3 1 Respect

♦ Student’s voices never exceed a level that will interrupt the group or other students working independently.

♦ Conversations that do occur are focused on student’s independent work.

♦ Students occasionally need reminders to keep their voice level down.

♦ Conversations tend to get off task. Students need a reminder to keep focused.

♦ Student voices are at a level that interrupts others and contacts reminders are needs.

♦ Conversations are about topics that are not helping students complete their work.

Responsibility

♦ Students have work assigned to them that they can complete independently with success.

♦ Students are focused on completing the assigned tasks always aware of what to do when finished.

♦ Student’s ability to finish independent work requires questions to be answered or directions restated.

♦ Students always know what assignment to do next but don’t know what to do when finished with everything.

♦ Students have work assigned to them that is too easy or too difficult.

♦ Students are often off task and unaware of what to do when finished with independent work.

Relevance

♦ Students are engaged in meaningful reading and writing activities.

♦ There is some application activity connected to group instruction of a selected skill.

♦ Students are reading and responding to literature that is at their independent level and/or interests them.

♦ Students are working on reading and writing assignments unrelated to instruction.

♦ Application activities are minimal without some connection to group instruction.

♦ Students are reading texts that may or may not be at their independent level and/or interest them.

♦ Students are kept busy with mundane tasks unrelated to literacy.

♦ There is no application connected to group instruction.

♦ Students are not reading or responding to literature or reading texts that are too difficult.

12

Guided Reading Independent Work Rubric

Student Rubric

Objectives On our way readers Almost there readers Star Readers Earned Points

Respect 1 point Student voices are at a level that interrupts others and constant reminders are needed. Conversations are about topics that are not helping students complete their work. Student work space is not respected.

3 points Students occasionally need reminders to keep their voice levels down. Conversations tend to get off task. Students need a reminder to keep focused. Student work space is not respected.

5 points Student voices never exceed a level that will interrupt the group or other students working. Conversations that do occur are focused on student work. Student work space is respected.

Responsibility 1 point Students are often off task and unaware of what to do when finished with independent work.

3 points Students always know what assignment to do next but don’t know what to do when finished with everything. Some students are off task some of the time.

5 points Students are working on reading and writing assignments at all times. Students are able to follow the instructions on the board and complete work with success.

Thoughtfulness 1 point Students do not respond to literature and writing tasks with connections/evidence. Work is incomplete at the end of the guided reading block. Pride has not been demonstrated in student work.

3 points Students respond to literature and writing tasks with connections/evidence most of the time. Work is mostly complete at the end of the guided reading block. Pride has not been demonstrated in student work.

5 points Students respond to literature and writing tasks with connections/evidence. Work is complete at the end of the guided reading block. Pride has been demonstrated in student work.

SCORE:

13

CLASSROOM MANAGEMENT PLAN - Example

COMMON AREA EXPETATIONS: (A.K.A rules, responsibilities ) In your sub folder, I have included a little salmon colored booklet that outlines our school wide responsibilities. Students are aware of these expectations and are expected to abide by them. If students fail to fulfill their responsibilities, I would appreciate being informed so that I can re-teach the appropriate behavior when I return. CLASSROOM EXPECTATIONS: Classroom expectations are listed on the chart paper, south wall. REWARDS: I have a point system on the board that I use to target certain behaviors. The six areas are Give Me 5, Directions/Right Away, Helpful/Caring, WAY TO GO, Hallway, and Reading Groups. The students work together as a team to either earn or lose points. (They are earning points as a class towards a privilege.) When you want the classes’ attention, say “Give Me 5.” They are supposed to do what it says on the poster on the north wall: Look at you , not speak, hands on desk, sit up, and feet on floor. If they do it right away as a team, my point person puts a point by that category. If you see a student do something that is helpful/caring, you can announce what it was and reinforce this behavior with the class by adding a point. If the class gets a compliment from a teacher or does something remarkable, I add a WAY TO GO point! In the hallway, they are to move from place to place on the right side of the hallway, quietly, without touching the walls. If they do this, they earn a point. While you are teaching guided reading groups, students are to be working at their desks on the assigned tasks. When the group does this, I intermittently add a point. Please keep in mind that students earn points as a team. The class, as a whole, must follow through or there isn’t a reward. CONSEQUENCES: On the flip side, students can lose points. I don’t usually announce who lost the team a point. I simply state, “I saw somebody talking in the hallway. That is minus one point for hallway behavior.” This usually takes care of unwanted behavior(s). If a student is purposefully misbehaving for you, keep him/her in at recess and re-teach appropriate behavior. Re-teaching, role playing, reflecting, etc., are all good choices for modifying the behavior. If the behavior escalates, see below for more information. Also, please leave me a note about the behavior and how you intervened. Thanks!

14

In-Class Discipline Dear Parent: In order to guarantee your child, and all the students in my classroom, the excellent learning climate they deserve, I am utilizing the following Discipline Plan starting today. My philosophy: I believe all my students can behave appropriately in my classroom. I will tolerate no student stopping me from teaching and / or any student from learning. My Class Rules 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ If a Student Chooses to Break a Rule 1st consequence _____________________________________________ 2nd consequence ____________________________________________ 3rd consequence _____________________________________________ 4th consequence _____________________________________________ 5th consequence _____________________________________________ Severe disruption ____________________________________________ Students Who Behave Will Earn ___________________________________________________________ ___________________________________________________________ It is in your child’s best interest that we work together in relationship to his / her schooling. I will thus be in close contact with you regarding your child’s progress in my classroom. Please sign the tear-off and have your child bring it with him / her to school tomorrow. If you have any questions or comments, please feel free to call me or write them on the tear-off. Sincerely yours, - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - -- - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Dear I read and understood the Discipline Plan for your classroom. ____________________________ Parent/Guardian Signature Adapted from Rethinking Student Discipline

15

Prairie Heights Specials Schedule

2011-12 Day 1 Day 2 Day 3 Day 4 9:40 – 10:25 Art – Geary Music - Geary P.E. – Geary W.L. - Geary 4th Grade Music – Holubar P.E. – Holubar W.L. – Holubar Art - Holubar P.E. – Rudd W.L. – Rudd Art – Rudd Music – Rudd W.L. – Steenblock Art – Steenblock Music – Steenblock P.E. – Steenblock 10:30 – 11:15 Art – Collett Music – Collett P.E. – Collett W.L. - Collett 3rd Grade Music – Cusimano P.E. – Cusimano W.L. - Cusimano Art – Cusimano P.E. – Palmer W.L. – Palmer Art – Palmer Music – Palmer W.L. – Ward Art – Ward Music – Ward P.E. –Ward 12:45 – 1:30 Art – Bushlack P.E. – Bushlack Music – Bushlack W.L. – Bushlack First Grade P.E. – Faulkner Music – Faulkner W.L. – Faulkner Art – Faulkner Music – Fleming W.L. – Fleming Art – Fleming P.E. – Fleming W.L. – Oehlerich Art – Oehlerich P.E. – Oehlerich Music –Oehlerich 1:35 – 2:20 Art – Grandon P.E. – Grandon Music – Grandon W.L. – Grandon 2nd Grade P.E. – Little Music – Little W.L. – Little Art – Little Music – McClain W.L. – McClain Art – McClain P.E. – McClain W.L. – Nierling Art – Nierling P.E. – Nierling Music – Nierling 2:40 – 3:25 Art – Harrelson P.E. – Harrelson Music – Harrelson W.L. – Harrelson Kindergarten P.E. – Hilgenkamp Music – Hilgenkamp W.L. – Hilgenkamp Art – Hilgenkamp Music – Hoeger W.L. – Hoeger Art – Hoeger P.E. – Hoeger W.L. – Kauten Art – Kauten P.E. – Kauten Music – Kauten Zahradnik – Split Zahradnik – Split Zahradnik – Split Zahradnik - Split Parties Late Start Schedule No 2nd recess

scheduled. 4 9:05 – 9:45 1 1:05 – 1:30 Teachers responsible

for schedule. K 9:50 – 10:30 2 1:35 – 2:00 3 10:35 – 11:15 4 2:05 – 2:30 1 12:35 – 1:15 3 2:35 – 3:00 2 1:20 – 2:00 K 3:05 – 3:30

16

Prairie Heights Enrichment Schedule 2011-12

Monday Tuesday Wednesday Thursday Friday 11:00 – 11:30 Guid - Kauten Guid – Harrelson Free – Harrelson Comp – Harrelson Lib – Harrelson Kindergarten Lib- Hilgenkamp Lib – Kauten Guid – Hilgenkamp Free – Hilgenkamp Comp–Hilgenkamp Free - Hoeger Comp – Hoeger Lib – Hoeger Guid – Hoeger Free – Kauten Comp-Zahradnik Free – Zahradnik Comp – Kauten Lib – Zahradnik Guid – Zahradnik 12:35 – 1:05 Guid – Grandon Free – Grandon Comp – Grandon Lib – Grandon 2nd Grade Lib – Little Guid – Little Free – Little Comp – Little Comp – McClain Lib – McClain Guid – McClain Free – McClain Free – Nierling Comp – Nierling Lib – Nierling Guid – Nierling 1:10 – 1:45 Guid – Collett Free – Collett Comp – Collett Lib - Collett 3rd Grade Lib – Cusimano Guid – Cusimano Free - Cusimano Comp – Cusimano Comp – Palmer Lib – Palmer Guid – Palmer Free – Palmer Free – Ward Comp –Ward Lib – Ward Guid – Ward 2:05 - 2:45 Guid – Geary Free - Geary Comp – Geary Lib - Geary 4th Grade Lib – Holubar Guid – Holubar Free – Holubar Comp - Holubar Comp – Rudd Lib – Rudd Guid – Rudd Free – Rudd Free – Steenblock Comp – Steenblock Lib – Steenblock Guid – Steenblock 2:55 – 3:25 Guid – Bushlack Free – Bushlack Comp – Bushlack Lib - Bushlack 1st Grade Lib – Faulkner Guid – Faulkner Free - Faulkner Comp – Faulkner Comp – Fleming Lib – Fleming Guid – Fleming Free – Fleming Free – Oehlerich Comp – Oehlerich Lib – Oehlerich Guid – Oehlerich

17

Prairie Heights Lunch/Recess Schedule 2011-12

Days 1 – 4 Lunch Recess Kindergarten 12:05 – 12:25 12:25 – 12:45 Harrelson, Hoeger, Zahradnik

12:15 – 12:35 12:35 – 12:55 Hilgenkamp, Kauten

First Grade 11:05 – 11:25 11:25 – 11:45 Second Grade 11:50 – 12:10 12:10 – 12:30 Third Grade 11:20 – 11:40 11:40 – 12:00 Fourth Grade 11:35 – 11:55 11:55 – 12:15 Kindergarten 2:20 – 2:35 1st Grade 2:00 – 2:15 2nd Grade 2:25 – 2:40 3 / 4 Recess 1:45 – 2:00 Specials Kindergarten 2:40 – 3:25 Zahradnik Class

Split for Specials First Grade 12:45 – 1:30 Second Grade 1:35 – 2:20 Third Grade 10:30 – 11:15 Fourth Grade 9:40 – 10:25

18

Prairie Heights Elementary Duty Schedule 2011-12 Area Zone Time Day 1 Day 2 Day 3 Day 4 Front Door 8:15 – 8:35 Drysdale Drysdale Drysdale Drysdale Gym (K-4) 8:35 – 8:50 Drysdale Drysdale Drysdale Drysdale Gym (K-4) 8:35 – 8:50 Willfong Willfong Willfong Willfong Gym (K-4) 8:35 – 8:50 Chase Chase Chase Chase Gym (K-4) 8:30 – 8:50 Zobeck Zobeck Zobeck Zobeck Bus – North Door 8:30 – 9:00 LeCaptain LeCaptain LeCaptain LeCaptain Breakfast 8:15 – 9:00 Oshel Oshel Oshel Oshel Multipurpose Room 8:30 – 9:00 Achey Achey Achey Achey K/1 Hallway 8:50 – 9:00 Chase Chase Chase Chase 2/3 Hallway 8:50 – 9:00 Zobeck Zobeck Zobeck Zobeck 4 Hallway 8:50 – 9:00 Drysdale Drysdale Drysdale Drysdale Lunch Accu-Scan 11:05 – 12:25 Oshel Oshel Oshel Oshel Lunchroom Duty 11:05 – 11:30 Steimel Steimel Steimel Steimel 11:15 – 11:50 Chase Chase Chase Chase 11:30 – 11:55 Willfong Willfong Willfong Willfong 11:50 – 12:10 Zobeck Zobeck Zobeck Zobeck 11:55 – 12:20 Schamberger Schamberger Schamberger Schamberger 12:00 – 12:25 Janssen Janssen Janssen Janssen 12:10 – 12:35 Bennett Bennett Bennett Bennett Kdgn Hallway 12:30 – 12:45 Chase Chase Chase Chase Kdgn Hallway 12:40 – 12:45 Zobeck Zobeck Zobeck Zobeck Noon Recess A 11:25 – 11:50 Krob Krob Krob Krob BC 11:25 – 11:50 Peckosh Peckosh Peckosh Peckosh C 11:45 – 12:10 Covington Covington Covington Covington AB 11:50 – 12:15 Lahr Lahr Lahr Lahr C 11:50 – 12:15 Achey Achey Achey Achey AB 12:05 – 12:30 Gwinnup Gwinnup Gwinnup Gwinnup C 12:10 – 12:35 Jordan Jordan Jordan Jordan A 12:25 – 12:50 Drysdale Drysdale Drysdale Drysdale BC 12:25 – 12:50 LeCaptain LeCaptain LeCaptain LeCaptain 12:35 – 12:55 Beecher Beecher Beecher Beecher 3/4 Recess A 1:45 – 2:00 3rd Teacher 3rd Teacher 3rd Teacher 3rd Teacher B 1:45 – 2:00 3rd Teacher 3rd Teacher 3rd Teacher 3rd Teacher C 1:45 – 2:00 4th Teacher 4th Teacher 4th Teacher 4th Teacher 1:45 – 2:00 4th Teacher 4th Teacher 4th Teacher 4th Teacher 1 Recess A 2:00 – 2:15 1st Teacher 1st Teacher 1st Teacher 1st Teacher B/C 2:00 – 2:15 1st Teacher 1st Teacher 1st Teacher 1st Teacher K Recess A 2:20 – 2:35 Kdgn Teacher Kdgn Teacher Kdgn Teacher Kdgn Teacher B 2:20 – 2:35 Kdgn Teacher Kdgn Teacher Kdgn Teacher Kdgn Teacher C 2:20 – 2:35 Zobeck Zobeck Zobeck Zobeck 2 Recess A 2:25 – 2:40 2nd Teacher 2nd Teacher 2nd Teacher 2nd Teacher B 2:25 – 2:40 2nd Teacher 2nd Teacher 2nd Teacher 2nd Teacher C 2:25 – 2:40 Achey Achey Achey Achey Hallway 1st 3:30 – 3:45 Zobeck Zobeck Zobeck Zobeck K 3:30 – 3:45 Chase Chase Chase Chase 2nd/3rd 3:30 – 3:45 LeCaptain LeCaptain LeCaptain LeCaptain Front of Gym 3:30 – 3:45 Krob/Janssen Krob/Janssen Krob/Janssen Krob/Janssen Bus Hall Duty 3:30 – 3:45 Willfong/Drysdale Willfong/Drysdale Willfong/Drysdale Willfong/Drysdale

19

Lounge Duty 2011-12

Team 1 – Kindergarten Teachers Team 2 – First Grade Teachers Team 3 – Second Grade Teachers Team 4 – Third Grade Teachers Team 5 – Fourth Grade Teachers Team 6 – Sarah Covington, Angie Rivera, Nancy Willfong, Kendra Hanzlik Team 7 - Jodi Schamberger, Kevin Jordan, Dianne Peckosh, Abby Lahr Team 8 – Nichole Bennett, Jamie Achey, Kathy Zobeck, Tracy Chase Team 9 – Amanda Short, Lisa Gammon, Melanie Knies, Kelly Tlusty Team 10 – Amanda Drysdale, Julie LeCaptain, Katie Hruby, Hillary Baustian Team 11 – Donna Gwinnup, Judy Janssen, Cheryl Krob, Penny Scott, Mike Beecher Team 12 – Jan Zamastil, Christine Oshel, Brigitte Steimel, Barb Landon Team 13 – Niki Meade, Katie Sadewasser, Laurie Harrison, Lisa Huber

Team 1 Team 2 Team 3 Team 4 Aug. 22 Aug. 29 Sept. 6 Sept. 12 Nov. 21 Nov. 28 Dec. 5 Dec. 12 Feb. 27 March 5 March 19 March 26 Team 5 Team 6 Team 7 Team 8 Sept. 19 Sept. 26 Oct. 3 Oct. 10 Dec. 19 Jan. 3 Jan. 9 Jan. 16 April 2 April 9 April 16 April 23 Team 9 Team 10 Team 11 Team 12 Oct. 17 Oct. 24 Oct. 31 Nov. 7 Jan. 23 Jan. 30 Feb. 6 Feb. 13 April 30 May 7 May 14 May 21 Team 13 Nov. 14 Feb. 20 May 29