STUDENT MANAGEMENT

HALLWAY SUPERVISION

As part of our common focus, teachers are expected to be in the hall by their door to build positive relationships with students and help supervise during passing periods, before school, and after school.

HALL PASSES

Students are required to be in the classroom during scheduled periods. Students should only be in the hall during class time under extraordinary situations and only with an teacher issued RED hall pass.

FIELD TRIPS, EXTRACURRICULAR TRAVEL, & STUDENT TRAVEL

Field Trip Checklist (Word doc)

Bus Request Website

All student transportation must follow the District policy. Staff is responsible and accountable to make sure the policy is adhered to. Staff responsible for a field trip or coaching a sport season(s) need to check out a three-ring Travel Planner in the Student Office. The Travel Planner will be checked back in at the conclusion of the trip or sports season. Procedures for arranging field trips extracurricular travel are outlined in the Travel Planner.

General Policy Statements/Highlights

Travel Areas defined:

In-District travel - travel within the boundaries of Spokane Schools.
Out-of-District - all other travel outside District boundaries.

District Provided Transportation defined:

School bus - preferred method of transportation
Charter bus - must be from a district approved vendor
Rented Vans - must be from a district approved vendor
Coach/advisor personal vehicle - be aware that your personal insurance is liable if there is an accident

Anytime a student/athlete leaves campus for any curricular or extracurricular reason, there ALWAYS needs to be a District form filled out in accordance with Policy and Procedure 8311, whether they are on District Provided Transportation or not. The only exception is an athletic team on a school bus going to a league contest.

Students/athletes are required to ride in District Provided Transportation to all events or instructional field trips that occur within district before 5:00 p.m. or at any time at locations outside of the District.

Staff arranging field trips need to check out a Travel Planner three-ring binder from the Student Office and follow the procedures outlined within it. The Travel Planner will outline the necessary procedures to follow including, but not limited to, filling out the “Parent/Guardian Instructional Field Trip Permission Form”, the “Extracurricular And Instructional Field Trip Request” form requesting a bus, checking of Life Threatening Allergy information, and submitting a roster of students involved to the attendance secretary, and placing one in the field trip binder.

Students that must go off campus as part of their elective course or program (e.g. Pro-Tec, Teaching Academy, PICI, ASB, CO-OP, etc.) need to fill out “Parent/Guardian Elective Course or Program Student Transportation Agreement” and have it signed by their parent/guardian. One form may be used providing it covers and lists all applicable dates or outings.

Parent/Guardian may transport THEIR OWN student/athlete to/from an event if they have filled out a “Parent/Guardian Driver Approval Form” prior to the event, have presented it to the teacher/coach and the teacher/coach has it on file. Parent/Guardian may fill out one form for all the times that the teacher/coach allows them to take their own child home. This form must have all dates listed and only those listed will be honored.

A teacher/coach can require that all students ride the District Provided Transportation and not go with parents EVEN IF THE PARENT/GUARDIAN HAS FILLED OUT THE “PARENT/GUARDIAN DRIVER APPROVAL FORM.” Coaches may require students/athletes to find their own transportation to events within the District that begin after 5:00 p.m. on weekdays or at any time on Saturdays. (This must be approved in advance by the Assistant Principal for Activities).

For athletic team practices held off-campus but within District 81, student/athletes may drive themselves to/from such practices with parent/guardian permission given on “Parent/Guardian High School Extracurricular Athletic Practice Form”. (Practices taking place outside of District 81 must use District Provided Transportation). Practices at Hart Field do not need a form.

Cross-Country & Golf Competitions—District Provided Transportation is required.

District Forms are available on the District Web site.

Pull up the District Web page
Click on Intranet Resources
Go to District Online Forms. Click on.
Under the section on Safety & Transportation go to Field Trip & Extracurricular Permission Forms.
Make sure you understand the policy and procedure. Do not hesitate to ask or email the Assistant Principal for Activities any questions or clarifications.

This policy is to be followed by all district employees. Failure to abide by the requirements listed above will cause an employee to be disciplined by the district.

DISCIPLINE POLICY

1.   Philosophy of Spokane School District No. 81

The function of the schools in our society, in general, and School District No. 81, in particular, is to assure, within a democratic framework, learning experiences that will help children and youth develop skills and attitudes necessary to their success. The process should focus on the worth and dignity of each individual and one's right to freedom of choice as an ethical and responsible citizen. Since change is a constant in our society, education practices must continually be reconciled with the demands of the times through educational leadership and community participation.

Lewis and Clark Approach to Behavior Modification

It is impossible for teaching or learning to take place in a school unless good order is maintained. Students are reminded that they must adhere to a code of good behavior not only for their own benefit but for the benefit of others as well. Students are responsible for their own actions and are held accountable for all rules and regulations concerning student conduct. Students violating this policy will be subject to disciplinary action, which may extend from a verbal reprimand through suspension or expulsion.

Documenting actions with students and with parents is the best way of avoiding needless confrontations. If we are to take effective actions in disciplining students, the kinds of documentation that are most effective are records of parental contact, counselor referrals, attendance referrals, discipline referrals to a building administrator, progress reports, and your grade book. A little care in building documentation will save everyone a lot of trouble in the long run.

Establish shared classroom expectations:

The teacher guides this process but the actual document is created collaboratively with the students. Classroom rules and expectations must fit with District and LC standards.

Educated and understands (this implies that you have explained in the context of LC culture and our standards. Ask the students if they understand and have questions.  Having a required sign-off  (contract) by parents and student is evidence of understanding.

Student’s role and teacher’s role defined (teacher has a responsibility to the students to enforce the shared expectations; students have a responsibility to attend, behave and make progress).  

Model or give example of the appropriate behavior. This is a great opportunity for your students to role-play and work collaboratively.

First violation: Documented need to discuss with the student individually.  *Documentation and communication is required.

Teacher teaches… Explain the unacceptable behavior and model or give example of desired behavior.  Check for understanding. 

Explain what will happen next.  Check for understanding. 

Document and send information to Marcia and case file is started. This requires a couple of minutes. The assumption here is that the expectations are shared and understood. The student understands that if the behavior is repeated, the student will be required to (#3) meet with the teacher individually and a parent will be contacted.

Second violation: Documented need to discuss with a parent. 

*Documentation and communication is required.

Teacher teaches but not during class time-after class or in the hall. Explain the unacceptable behavior and model or give example of desired behavior. Check for understanding.

Parent is contacted w/in 24hrs. (home phone, cell, e-mail, post card). Explain the behavior, your prior interventions and what will happen next. Check for understanding. 

Document and send to the student office (Marcia) and case file is continued.  Be sure to include information in the parent contact. This requires a couple of minutes. 

Third violation: Documented need for counselor intervention.

*Documentation and communication required.

Explain the unacceptable behavior to student. Check for understanding.

Document and send information to the student office (Marcia) immediately and the case file is continued. This requires a couple of minutes.

Send the student to the student office and Marcia makes referral.

At this meeting the counselor will profile the student (attendance, behavior and progress) and consolidate information from all teachers. This may be the time for a meeting to include parent/teacher/student/district/agencies. Behaviors considered, diagnosed and an intervention/behavior plan is created/reviewed/modified, and alternative placement is discussed and considered.  Expectations are reviewed, documented and placed in SASI. 

No disciplinary action is taken at this time but the next step is outlined. Check for understanding and communication sent to administrator. 

Fourth violation: Documented need for administrative intervention.

*Documentation and communication required.

Explain the unacceptable behavior. Check for understanding.

Document and send information to the student office (Marcia) immediately and the case file is continued. This requires a couple of minutes.

Send the student to the appropriate administrator. 

Discipline is issued but may be modified with restitution.

The administrator teams with the counselor, parent and student. Required for student to re-enter. The intervention plan is reviewed and considered for modification.

Next step is outlined. Alternative placement is discussed and considered. Documentation in SASI, cc to teachers, counselor, security and student services. Check for understanding.

Fifth violation:

*Documentation and communication required.

Immediately remove student, document and communicate with Marcia and send student to appropriate administrator.

Suspension is assigned in addition to restitution.

Administrator, counselor, teachers, student and parent(s)/guardian meet after OSS and behavior plan is reviewed/modified, and alternative placement discussed and considered.

The next step is outlined. It is made very clear that discipline and restitution may no longer be an option. Check for understanding. Documentation in SASI, cc to teachers, counselor, security and student services. Check for understanding.

Sixth violation:

*Documentation and communication required.

Immediately remove student, document and communicate with Marcia Oranen and send student to appropriate administrator.

 Student is suspended for up to10 days. Students schedule may be reduced or modified at this time. (Special Ed may be different)

Parent contacted, informed and educated. Documentation in SASI, cc to teachers, counselor, security and student services. Check for understanding. Student re-enters through Student Services.

Seventh violation:

*Documentation and communication required.

Immediate removal, send to administration. Immediately document and communicate.

Student removed from class (no holes) or LCHS due to inappropriate placement.

Parent contacted for student removal and sets appointment with Student Services. Discipline considered ineffective and arrangement for alternative placement is started.

Documentation in SASI, cc to teachers, counselor, security and student services. Check for understanding. Clear expectations are out-lined for possible return now or at a later date.

SERIOUS CLASSROOM DISRUPTION AND "IMMEDIATE REMOVAL" DEFINITION

A serious disruption to the educational process shall include events or behaviors that significantly impede or prevent a staff member from performing assigned responsibilities or a student from attending to the learning process. Such events or behaviors may include, but are not necessarily limited to serious fighting or physical assault, direct disrespect in language or behavior, defiance and threats or confrontations involving dangerous weapons. The key to invoking the "serious disruption" definition and process is the genuine belief on the part of the individual staff member that the individual or incident constitutes a serious disruption to the educational process.

When there is a "serious classroom disruption,” the following process will occur:

Teacher calls office to inform them that the students has been sent and why. Teacher may request School Security Officer to escort student to office.

Administrator and counselor meet with student to discuss behavior and action, call home.

Administrator, counselor, teacher, and parents develop a plan for the student to return to class or to be reassigned.