web view4184 graceland drive, memphis, tennessee 38116 viking faculty handbookunified shelby county...

Lawrence M. Walker, Assistant Principal

Hillcrest High School

Table of Contents

I. Viking Mission, Vision, and Instructional Beliefs…………………………………………………….1

II. 2013-2014 Bell Schedules……………………………………………………………………………….2

III. Teacher Attendance Policy……………………………………………………………………………..3

IV. Reporting Absences and Substitute Procurement……………………………………………………4

V. Student Attendance and Grading Reporting.………………………………………………………...5

VI. Classroom Management and Disciplinary Referrals to Administration……………………………6

VII. Proactive Behavioral Instruction and Intervention Strategy………………………………………7-8

VIII. Club Sponsorships, Coaching, and Fundraising Protocol…………………………………………9-10

IX. School Purchase Orders and Bidding Procedures…………………………………………………...11

X. Textbook Distribution and Collection Procedures…………………………………………………...12

XI. Rules Under Which Textbooks Are Issued to Student of SCS………………………………………13

XII. Coordinating and Implementing Field Trips………………………………………………………....14

XIII. School Safety and Security..……………………………………………………………………...…15-16

XIV. Fire and Take Cover Drills…………………………………………………………………………17-18

XV. Student Dress Code Policy………………………………………………………………………….19-21

XVI. Cafeteria Monitoring Procedures………..…………………………………………………………22

XVII. Faculty and Staff Assignments and Duties…………………………………………………………23

Hillcrest’s Mission, Vision, and Core Learning ValuesHillcrest High School is undergoing a tremendous transformation in its educational mission, vision, and instructional belief as aligned with 21st century learning and preparation for the Conceptual Economy. Below you will find our core values, mission, vision, and instructional beliefs:

Our Core Values for Learning Communication Connection Collaboration Conceptualization Create

Hillcrest’s Mission

The mission of Hillcrest High School is to develop global leaders and entrepreneurs within an urban context who are expected to be innovators in the Conceptual Economy of the 21st century.

Hillcrest’s Vision

Hillcrest High School envisions a community of learners who hold students and all other stakeholders to high expectations in the least restrictive environment. Developing life-long learners who are ready to meet the demands of post-secondary education and work in the 21st century, is accomplished by a staff of innovative learning architects. On the whole, students who emerge from our organization will achieve at high levels within post-secondary institutions of learning and the world of work through demonstrated leadership and entrepreneurial capacities; hence, contributing to economic and social advancements within the urban context worldwide.

Our Beliefs and Educational Philosophy

The faculty and staff of Hillcrest believe that: Parents and caregivers must hold students to high expectations and be involved in order to impact the

learning process. School is a community, where collaboration is fostered among all stakeholders, in which students

support one another to realize their academic and personal potential both inside and outside of the classroom.

All students must be provided a clear purpose and direction in order to generate a positive change in society by using what they have learned in school.

Students deserve a safe and high quality learning environment. Education is a partnership among students, parents, school and community. Parents, students, community members, faculty and staff at Hillcrest High School will utilize

researched-based information and data to share in the decision-making process that will impact our academic growth and development in order for us to create a stronger networking relationship.

Students must be able to use technology in order to compete in a global economy. Students will sustain high achievement by adhering to school rules, guidelines, and policies. School should offer curricula that are diverse, challenging, and unbiased in order to encourage all

students to succeed with ongoing formal and informal assessments. Ongoing communication must be provided through selected techniques, methods, and procedures to all

stakeholders.

Moore, 2013-2014 1 Viking Faculty Handbook

Viking Bell Schedules 2013 – 2014 Students will be admitted into the building starting at 6:30 a.m. so that they are able to eat breakfast and ready themselves for the instructional day. Here are our bell schedules as follows:

Regular Schedule w/o Attendance Advisory50 Minutes, 3 Minutes Transition Daily

Period Start End

0 6:30 6:55

1 7:00 7:50

2 7:53 8:43

3 8:46 9:36

4 9:40 10:25

5 10:29 12:10

Lunch A (30 Minutes) 10:30 11:00

Lunch B (30 Minutes) 11:04 11:34

Lunch C (30 Minutes) 11:37 12:07

6 12:10 1:00

7 1:03 2:00

Dismissal 2:00

Advisory Schedule42 Minutes, 3 Minutes Transition Wednesdays

(Option A)

Period Start End

0 6:30 6:55

Advisory 7:00 7:25

1 7:30 8:12

2 8:16 8:58

3 9:02 9:44

4 9:48 10:30

5 10:30 12:10




6 12:13 12:55

7 12:59 2:00

Dismissal 2:00

Activity/Assembly/Pep Rally ScheduleWednesday's or Friday's (8 Periods)

35 Minutes, 3 Minutes Transition

Period Start End

0 6:30 6:55

1 7:00 7:35

2 7:39 8:13

3 8:17 8:51

4 8:55 9:30

5 9:34 11:15




6 11:42 12:17

7 (20 Minutes) 12:20 12:40

8 Activity Period 12:43 2:00

Dismissal 2:00

Testing Schedules

90 Minute Block Schedule Monday's and Wednesday's Odd Periods with 5 Minute Transition

Period Start End0 6:30 6:551 7:00 8:303 8:35 10:055 10:10 12:05

Lunch A (35 Minutes) 10:10 10:45Lunch B (35 Minutes) 10:50 11:25Lunch C (35 Minutes) 11:30 12:05

7 12:10 2:00Dismissal 2:00

90 Minute Block Schedule Tuesday's and Thursday's Even Periods Except for Lunch with 5 Minute

Transition

Period Start End0 6:30 6:552 7:00 8:304 8:35 10:055 10:10 12:05

Lunch A (35 Minutes) 10:10 10:45Lunch B (35 Minutes) 10:50 11:25Lunch C (35 Minutes) 11:30 12:05

6 12:10 2:00Dismissal 2:00


Teacher Attendance PolicyIn accordance with the Shelby County School Staff Ethics policy 4002, teacher professional responsibility, and to ensure the seamless operation of a school’s learning environment, teachers are expected, as with our students, to arrive at work in a timely manner. Given the mandated daily school start times, teachers are expected to arrive at least fifteen (15) minutes prior to them receiving students or beginning their instructional planning for the day. Teachers contracted by the Shelby County Schools are expected to work at least 7 hours and 15 minutes per day, and at such other times deemed necessary by school administration.

Teacher Daily Attendance

Daily teacher attendance is compulsory to ensure improved instructional practices and student achievement. Viking teachers are expected to arrive by 6:45 a.m. so that they are able to prepare for and receive students promptly at 7:00 a.m. to begin instruction promptly at 7:00 a.m. Teachers who have instructional planning during Period 1, are also expected to arrive by 6:45 a.m. to prepare for PLC meetings, individual data talk meetings with administrative team, and utilize this time to plan and prepare learning activities for the day or week. Lastly, it is the teacher’s professional responsibility to exhibit behavior that is ethical and professional at all times, which includes arrival to work at the expected time. All personnel are strongly encouraged to call ahead if they are running late, and call ahead the night before if there is a sudden personal/immediate family sickness.

Teacher Absences and Tardies

Teacher absences and tardies are cumulative and absences that exceed more than five (5) continuous consecutive days will require a statement from a physician (not an emergency room attendant or clerk). Teacher tardies that exceed more than three (3) continuous consecutive days within the same week and without a statement from a physician will be addressed the following way:

Progressive Discipline Step 1: Verbal warning and administrator-teacher conference (documented).

Progressive Discipline Step 2: Written reprimand (if absences and tardies continue to exceed the established limits).

Progressive Discipline Step 3: Documented school-based administrative remediation hearing with the development of 30 day corrective action plan (if absences and tardies continue to exceed the established limits).

Progressive Discipline Step 4: Referral to Labor Relations for corrective action as deemed appropriate given the persistence and severity of the problem.

If a teacher absence exceeds the aforementioned time limit and s/he does not submit a physician’s statement explaining their extended absence, the above progressive disciplinary procedures will ensue. If a teacher is absent and plans to return to work the following day, it is the responsibility of that teacher to notify the Teacher Attendance Manager (Mary Mangrum) before 12:45 p.m. the day prior to the teacher returning to the building so that a substitute teacher is not procured for the following day.

When teachers and other school personnel are absent from school for any reason(s), a Report of Absentee Form will be completed and placed in the Teacher Attendance Manager’s mailbox. Please note this is an audit item.

Teacher Sign-In Procedures

Upon arrival, teachers are expected to electronically sign-in using the new computer-based sign-in system by the aforementioned arrival time. Teachers leaving the campus during the instructional day (preferably during their assigned lunch times) must sign-out in the Main Office with the Teacher Attendance Manager (Mary Mangrum), and upon returning to the building, must sign back in with the Teacher Attendance Manager.


Reporting Teacher Absences and Substitute ProcurementThe timely reporting of teacher absences is vital to the seamless operations of our school culture. Therefore, the following procedures outline the school administration’s expectations for reporting teacher absences and procuring substitute coverage for the continuation of the instructional program in one’s absence.

Request for Teacher/Staff Absence

All teachers and staff must complete a Request for Absence Form and submit it to the Teacher Attendance Manager for principal’s approval, if the absence is planned. If the absence is sudden and unplanned, the teacher or staff member are then required to complete and submit a Reason for Absence Form to the Teacher Attendance Manager for auditing purposes.

Substitute Procurement

Teachers who have planned and in some instances, sudden/unplanned absences are entirely responsible for procuring substitute coverage for their assigned classes. All teachers are expected to call the Substitute Procurement System – SMART FIND prior to or the day of the absence to obtain sub coverage for your assigned classes. Contact the Teacher Attendance Manager (Mary Mangrum) only if you have difficulty procuring sub coverage for your class due to technical difficulties. Otherwise, you must obtain your own sub coverage.

Instructional Plans and Student Work for Substitute Folder

As part of teachers’ professional responsibility, at least one week of instructional plans accompanied by student work must be submitted to and maintained by the Teacher Attendance Manger. These instructional plans are geared toward reinforcing concepts already taught in previous lessons. Student work must include enough tasks that will allow them to work bell-to-bell. If instructional plans with student work are not submitted to the Teacher Attendance Manager by the date determined by school administration, appropriate progressive disciplinary procedures will ensue in the following way:

Progressive Discipline Step 1: Verbal warning and administrator-teacher conference (documented).

Progressive Discipline Step 2: Written reprimand. Progressive Discipline Step 3: Documented school-based administrative remediation hearing

with the development of 30 day corrective action plan. Progressive Discipline Step 4: Referral to Labor Relations for corrective action as deemed

appropriate given the persistence and severity of the problem.

The assigned substitute teacher must distribute, review, and compile/maintain the work of all students under their charge. This includes making sure students complete all assigned work, etc. In addition, substitute teachers are responsible for entering and tracking students’ daily attendance and report any student who does not show for class to the Attendance Office or Guidance Office.

The overarching purpose for the stringency of the above substitute folder submission policy is to maintain a seamless continuity of instruction to ensure students’ academic achievement.


Student Attendance and Grade ReportingAll students’ attendance and grades must be entered into the designated databases, i.e., PowerSchool SMS (attendance) and PowerTeacher (grades). Teachers are also asked to maintain a hardcopy record of student attendance and grades in a standard roll book preferably in case of a technical glitch with any of the databases mentioned above.

Student Attendance

Teachers are expected to enter/record student attendance in the appropriate database daily. To ensure accurate maintenance of entry/reporting and loss prevention of vital student attendance tracking, school administration strongly suggests that attendance is also entered and maintained in a standard roll book.

It is the teacher’s responsibilities to report any chronic student absences to the Attendance Office, especially class cutting so that the matter is addressed in a timely manner to ensure student’s safety and on-track behavior with regards to completing their classwork and receiving instruction. Students who are absent are expected to provide their teachers with a handwritten or typed note from a parent or guardian explaining their absence. Students are expected to present the letter explaining their absence to each of their teachers and have them sign that they have read the letter. After collecting all of their teachers’ signatures, students are expected to turn in the letter to the Attendance Office at the end of the day.

Grading and Evaluation of Student Work and Performance

Teachers are expected to enter at least three (3) meaningful assessment-based grades in PowerTeacher and the standard roll book weekly: one grade for homework, one grade for classwork, and one grade for weekly assessment. Teachers are expected to follow the District’s grading guidelines in terms of grade ranges and scales (see Board policy to obtain the grade ranges and scales).

Furthermore, given that a school’s effectiveness is measured by how well student perform on the End-Of-Course assessments, all student grades must truly reflect their actual performance.

The Grading Scale is as follows:

100 – 93 = A 92 – 85 = B 84 – 74 = C 73 – 70 = D Below 70 = F

As you will notice, the Grading Scale is closely aligned with the EOC Cut Scores.

Proficiency Bands for 2013 Testing94-100 Advanced A85-93 Proficient B84-70 Basic C69-0 Below Basic D/F


Classroom Management and Disciplinary ReferralsEffective teaching and learning can only occur in a well-structured and managed classroom. The teacher is responsible for creating a learning environment where students are not afraid to take risks to enhance their learning experiences without threat of intimidation from other students. It is imperative for teachers, in conjunction with their students, develop a set of well-understood and agreed upon learning norms to by which everyone benefits instructionally.

Classroom Management Strategy Expectations

Teachers are expected to establish evidence-based expectations, procedures, routines, and rules for the seamless delivery of the instructional program. Employ the following tips to effectively establish classroom expectations, procedures, and routines for effective and engaging learning:

Guide students in discussing the attributes and characteristics of a well-run classroom by asking the following: In order for great learning and teaching to take place, what are some things we must do to make that happen? What must you do to make sure your work and the work of your classmate is completed without any disruptions, etc.?

Limit you expectations to at least five (5) rules with accompanying consequences jointly developed with the students.

Explain what the daily flow of instruction would look like. Tell them if agendas will be used to help guide instruction. Explain the first thing they are to do upon entering the classroom, such as completing a Do Now, etc.

Tell students where materials and supplies are located, etc. Make sure to post your expectations and consequences in a prominent place in the room and

refer to them often, while narrating the behavior. Establish a sound incentive program within your class.

Student Referrals

Our PLC/Title I Coach (Tara L. Grace-Wilson) will handle all Level 1 and Level 2 infractions. However, before students are sent away from the classroom for chronic Level 1 and Level 2 infractions make sure you have done everything progressively to correct the problem in the classroom. In other words, most Level 1 and Level 2 infractions can be handled appropriately in the classroom before it reaches a point where students are referred to Mrs. Wilson. Teachers are expected to document/log student positive and negative student behavior daily, weekly, monthly to substantiate the conduct grade. Furthermore, detailed documentation will help the school’s administration in making the proper alternative determination for the student should it ever comes to that point. Again, make sure you have done all you possible could to work with the student and getting him or her on the right track of behavior before referring them to the administration. However, all insubordination, Level 3, Level 4, and Level 5 infractions must be referred to school administration, namely Mr. Walker and Mr. Turner.

Classroom Managed Infractions Administrator/Office Managed InfractionsCategory E Infractions

Habitual and/or excessive tardiness Class cutting Intentional disturbance of class Dress Code violations Defiant attitude and willful

disobedience

Category A – D Infractions Category D Infractions depending on

the severity and frequency will be addressed in the classroom initially and progressively moved up to the counselor and/or the Proactive Behavior Instruction and Intervention Team (PBIIT)


Proactive Behavioral Instruction and Intervention StrategyWe must model the behavior we expect. We can no longer assume the students we serve come to us with an established set of values that coincide with our own beliefs, norms, and values. Below is the Positive School Climate Matrix for school-wide and classroom implementation:

Behavioral Expectations Affirmations Constructive Feedback

Consequences Interventions

Every student attends daily and is on time for all of their classes.

Remind students of the impact and importance of them attending school daily. Create an exciting, welcoming learning environment in your classroom. When students know they are wanted in your class, they will attend and perform appropriately.

Identify and address attendance issues as soon as they occur. Conduct individual or small group conferences with students who exhibit attendance problems from the onset. Show the linkage between student attendance and students’ academic achievement. Also contact parent or guardian and log conversation.

Should attendance issues persists do the following: Consult with

counselor and/or members of the PBIIT team to undercover issues related to chronic attendance problems.

PBIIT team meeting with student and parent to discuss and resolve attendance issues.

Principal or his designee implements progressive disciplinary measures.

Should attendance issues become chronic in spite of constructive feedback consequences the following will occur: Truancy letter is

issued to parent from the DA’s office.

Truancy officer and representative from PBIIT team will conduct SART meeting.

Student and parent are place on an attendance contract.

Referral to Alternative School Program.

Every student respects all faculty/staff and their fellow students.

Greeting each student and mentioning them by name. Students like when you know their names as it helps the teacher establish positive rapport with the student(s). Talk to students about their day or evening. Ask students about how their feelings about the class and what can improve the overall instruction of the class.

Model what respect looks like for the students through your speech and actions when students neglect to demonstrate respectful behavior and speech. Define the disrespectful behavior, explain why it is wrong, and model what you expect. Do not allow students to provide any excuse for their behavior. Address the behavior in a professionally firm and calming tone to prevent or de-escalate defiance and insolence.

Make sure consequences fit the infraction. Students should not be subjected to double jeopardy. Additionally, consequences should not be given maliciously. Consequences, if implemented appropriately, should be used as a means of leading the student(s) towards the intended behavior. See Student Code

of Conduct Matrix for appropriate consequence.

Should student present oppositional and defiant behavior towards students and teacher on a continuous basis, the following interventions will occur: PBIIT team

meeting with parent and students to discuss and resolve behavior issue(s)

Under the auspices of the PBIIT team, students will be place on a Behavior Intervention Plan and Contract.

Principal will make final determination of alternative placement.

Proactive Behavioral Instruction and Intervention Strategy

Behavioral Expectations Affirmations Constructive Feedback

Consequences Interventions

Every student use decent and respectable language and exhibits positive behavior towards faculty/staff and their fellow students.

Always engage students in positive language and professional behavior. Never berate or demean a student in spite of his or her wrong-doing. Keep your speech and tone positive when the context and situation allows.

Address the infraction with a firm and professional tone explaining to the student(s) the inappropriateness of the behavior and what your expectations are to correct the behavior.

See Student Code of Conduct under Category C infractions and consequences.

Should student present oppositional and defiant behavior towards students and teacher on a continuous basis, the following interventions will occur: PBIIT team

meeting with parent and students to discuss and resolve behavior issue(s)

Under the auspices of the PBIIT team, students will be place on a Behavior Intervention Plan and Contract.

Principal will make final determination of alternative placement.

Every student is attentive and proactively engages in their learning

Create engaging and interesting lessons tied to students’ prior experience and knowledge. Lessons should help students make connections and meaning with their own experiences. Lessons are appropriately rigorous and match the student’s current ability level. Students are able to move from level to level given appropriate instruction.

Make sure student work and performance is evaluated using rubric. Students achievement is positively by teachers who conference with their students about their individual progress. Evaluation and feedback of student work should be specific and tailored to the individual student. Also make sure that you use positive affirmations when providing students feedback.

Should students begin to fall behind, teachers are asked to do the following as a proactive means of correcting the undesirable behavior: Conference with

student about their missing work or lack of participation.

Contact parent(s) about missing student work and/or lack of participation.

Employ the use of afterschool detention and Saturday School.

When students lack or work and class participation becomes a chronic problem teachers should: Have documented

in detail all instructional intervention to get the student to perform better.

Logged all conversations with parents.

Consulted with School Counselor.

In collaboration with PBIIT team, draw-up a Learning Contract

Principal may recommend alternative school.


Club Sponsorships, Coaching, and Fundraising ProtocolSo that we are in compliance auditing and budgetary procedures and policy, please adhere closely to the following financial procedures when sponsoring clubs and fundraising.

1. All monies collected from students must be receipted in the teacher’s receipt book and turned in daily to the financial secretary, by 11:00 a.m. The teacher’s receipt books are audited and each teacher is responsible for the accuracy and security of the book. When it is necessary to void a receipt, staple the original to the duplicate and write “void” on both. Do Not alter receipts after they have been written. If any error occurs, simply “void” the receipt using the above procedures. Under no circumstances will the duplicate copy be removed or torn out of the receipt book. There will always be a duplicate copy left in the receipt book.

2. Any fundraising project cannot begin until the teacher/sponsor has personally completed a Proposal for Fundraising Project Form. The Proposal for Fundraising Project Form can be obtain from the financial secretary. Once you have completed the aforementioned form and have receive the principal’s approval, the Proposal for Fundraising Project Form will be maintained by the financial secretary for auditing purposes. All fundraiser merchandise and funds should be accounted for during and at the end of the fundraiser. Fundraisers must generate a profit.

3. An income statement will be prepared at the end of the fundraising activity. Any outstanding monies and/or merchandise, at the end of the ten-day sales period, will be accounted for. A list of any students owing money will be turned in with the income form, which will be kept on file for audit. The school’s general fund will receive 20% of the profit, based on the sales profit.

4. Board policy requires a teacher, principal, and company representative signature for contracts of sale. No contract will be signed until approval is given for the project by the principal.

5. Fundraising drives will not exceed 10 days.

6. Any money collected will be turned in daily to the financial secretary before 11:00 a.m., in order to have the deposit ready for pick-up. No money will be accepted after this time except by prior arrangement.

7. Envelopes for money from club sales, picture sales, ticket sales, etc. are available from the financial secretary. All money collected is to be turned in daily in the proper envelope and with the receipt book. No loose money will be accepted. The information sheet attached to the money envelope is to be used for the entire year. Please list only information requested on it. Club sheets will list the source/dues, candy, uniforms, etc. You will not need to list the students’ names on this form.

8. All school activity revenue generated by students, teachers, or school-related activities will be deposited in a Board of Education approved/authorized checking or savings account. Clubs or classes are not authorized to have their own checking or savings accounts.

9. Purchase orders are required for all purchases made through the school’s accounting system. The principal will approve all school purchases. If any purchases are made without the principal’s approval and a purchase order, the responsibility for payment rests with the purchaser (teacher/staff member). The school will accept no responsibility for payment if approval for purchase hasn’t been given and if a purchase order is not signed by the principal.

Club Sponsorships, Coaching, and Fundraising Protocol10. All invoices pertaining to fundraising items or purchases will be channeled through the school’s

accounting system for payment and all bills will be paid promptly. Tennessee state law mandates that sales tax be paid on items bought for resale. Make sure that you abide by this law when purchasing items for resale. If the company is out of state, and will not charge sales taxes in the state of Tennessee, do not use the company. Merchandise for resale must be taxed.

11. Withdrawal of funds from a club account will be initiated by a Withdrawal Form that has been complete by the club sponsor and co-signed by a student officer. This form will be given to the financial secretary at least one day before the check is needed. All expenditures will be supported by receipts. Any requests for an advance draw of funds will have written approval by the principal before a check is written.

12. No personal checks will be accepted by the school for payment of items or expenses.

13. Items bought for resale must be taxed as mandated by state laws.

14. Stamps are purchased and used for school business only.

15. All classroom teachers will receive supply funds from the district, which are allocated through the school’s site-based budget. All supply orders are placed through the school’s financial secretary. Teachers will provide a list of supplies needed on a Requisition Order Form, and the order will be keyed in on SCS e-procurement and APECS systems, or ordered with a School Purchase Order. Teachers and department chairs will decide if half of the stipend will be pooled together so that the school office will be responsible for supplying paper, pencils, etc. throughout the school year. If funds are not pooled, each teacher will be responsible for their own supply needs.

Note: All school financial procedures are governed by state law and Board policy. These laws and policies are for your protection as well as the protection of public funds. The principal is held accountable for supervising and monitoring these funds. Therefore, at the discretion of the principal, all accounts are subject to audit at any time.


School Purchase Order and Bidding ProceduresEach school will use the Purchase Order Method when making school purchases and ensure that, whenever feasible, three competitive bids are obtained. This is a generally accepted accounting procedure and is required by state law.

All employees will obtain prior approval and a purchase order number before a purchase is authorized. A purchase order will be issued when an order is placed and you have not paid for the goods or services. At that time school funds have been committed. The employee making the purchase order will sign and date the invoice as proof that the goods or services were received.

No purchase order will be issued until the principal approves a requisition.

General Rules on Issuing Purchase Orders

1. Purchase Order After the principal approves the purchase, a requisition will be submitted to the financial

secretary, then a purchase order will be completed on the SFO system by the financial secretary.

2. Issuance of a Purchase Order After the purchase order is issued and approved by the principal, a copy will be forwarded to the

vendor, the original copy will be filed in the Purchase Order folder until the invoice arrives for payment.

3. Receipt of Goods When goods/merchandise are received at the school, the requisitioner/receiver will verify that all

the goods order were received, at which time the invoice will be paid by the financial secretary.


Textbook Procedures

All classroom teachers in the handling of textbooks will follow the procedures and guidelines below:

1. Students will be given a copy of the textbook rules when they register.

2. Students are required to complete a book card before they are issued textbooks. Subject area teachers are not to issue any student a textbook without having a completed book card for that student. Any textbook damaged during the course of the year will be noted on the back of the book card.

3. Book cards are to be kept and maintained by the subject area teacher until the textbook is returned, either at the end of the year, end of the semester, or when the student withdraws. When textbook are returned, the word “RETURNED” will be written on the book card. Book card are to be turned in to the principal at the end of the school year for those students not returning textbooks or paying for them.

4. Textbooks issued to pupils will be stamped “Property of Shelby County Schools” or they will have the “Property of Shelby County Schools” gummed labeled in the inside of the front cover. Teachers will sign their name in each textbook that is issued. The student’s name will also be written in the place provided.

5. All textbooks issued to students will be covered with book covers.

6. Students owing for lost books will be issued a new textbook when he presents a paid receipt. Students who wish to pay for a lost textbook will see the financial secretary in the main office during advisory or homeroom.

7. All teachers will be responsible for obtaining textbooks via Textbook Requisition so that the textbook coordinator may obtain requested order from the bookroom. All textbooks must be returned to the textbook coordinator at the end of the school year.


Rules Under Which Textbooks Are Issued to Students of Shelby County Schools

I. All Textbooks are Property of the Board of Education, Memphis City Schools.

II. Textbooks will not be damaged.Some Damages to Textbooks are as follows:

a. One or more pages of content missing.b. Water soaked, causing backs and pages to be swollen or molded.c. Physically marked with any pencil, pen, crayon, etc., on outside, inside, or on any page.d. Defaced or marred, such as broken, cut or smeared backs of pages, etc.

III. Penalty for Lost Textbooks The student will pay as follows:

a. Full replacement price, if new when issued.b. Three-fourths (3/4) of the replacement price, if used when issued.

IV. Penalty for Textbooks Damaged Beyond UseThe student will pay as follows:

a. Full replacement price, if new when issued.b. Three-fourths (3/4) of the replacement price, if used when issued.c. Books so damaged will become the property of the student after payment.

V. Penalty for Damaged Textbooks Which is Still UsablePrincipals may collect for damages at their discretion.

VI. Sanctionsa. Additional textbooks shall not be issued until restitution is made.b. All report cards; certificates of progress or diplomas will be withheld until restitution is made.c. A suspension (In-School, Home or Board) may be used in extreme circumstances.


Field Trip Coordination and Implementation

1. Complete a Field Trip Request Form and submit it to Mrs. Wilson ten (10) days prior to any trip. Request are submitted to the principal for approval and returned to Mrs. Wilson in Room 106.

2. Secure a form 14685, Parent or Guardian Approval for School Trip, and, if necessary, a Volunteer Transportation Statement form. These forms will be properly signed and placed on file in the Title I office at least five (5) days in advance of the trip. A copy of these forms will be given to Mrs. Dawson and the sponsoring teacher will take a copy on the field trip in case of an emergency.

3. Prepare a list in alphabetical order by grade level of the students who have received parental permission to make the trip. A roster and an agenda/itinerary will be placed in the box of the PDSCC (Mrs. Wilson) or Mrs. Dawson, all teachers, cafeteria manager, counselors, library media specialist, assistant principals, and secretaries before 7:15 a.m. on the day of the trip.

4. For early morning trips where students do not report to homeroom/2nd period, the sponsoring teacher will report absences to the Attendance Secretary before departure time.

5. For trips that will include the lunch hours, the Cafeteria Manager will be notified of the number and grade level of the students participating. This notification will be handled at least two days in advance of the trip.

Out of Town Field Trips

The Out of Town Field Trip form will be completed and submitted at least ten (10) days prior to the intended departure date and upon approval will be filed (faxed) to the Secondary School’s office on or before the 5th school day preceding the trip. The minimum ratio for approval is one (1) teacher for every twenty (20) students.

Specifically, on out of town trips, three bids must be taken on transportation (see approved MCS bus list); a list of chaperones with contact information and an itinerary (to include hotel accommodations and contact numbers) must be on file with the Title I Office. Field trips will relate to the instructional program of a given class or group of students.

If you need additional information or clarity on these guidelines, please contact the Title I Office for assistance.


School Safety and SecurityPlans have been made for security in the following areas:

1. Crimes against students to and from school.A. Students who walk to school will try to walk with others. Do not accept rides from strangers. All

personnel will report any unusual occurrences or suspicious persons or cars to the main office.B. Students at bus stops will follow instructions in “A” above.

2. Protection of teachers in the school during and after class.A. Teachers are instructed to be at their doors between class changes and remain there until the bell

rings. One teacher at each end of the hall is to see that all people have cleared the hall. If non-students are in the hall, then notify the office before leaving.

B. Teachers are instructed to leave the building at 3:00 p.m. or notify the office if they are staying after 3:00 p.m. They are then to notify the office before leaving.

3. Control of trespassers or visitorsA. Signs are posted on outside doors instructing visitors to report to the office.B. All teachers and students are instructed to report any visitors in the halls during school and lunch

periods.C. One person, administrator or teacher will be on hall duty period 1-7.

4. Supervision of students prior to the opening, during, and after the dismissal of SchoolA. The Building Engineer will open the building at 6:00 a.m. All students are instructed to remain

outside until 6:30 a.m. for metal detection scanning.B. Upon entering the building students can only go to the cafeteria for breakfast and remain there

until 6:55 a.m.C. Teachers with duty assignments are on duty in all halls, cafeteria, gym area, parking lots and all

individual buildings from 6:45 a.m. until 7:00 a.m. each morning until all students are situated in their first period classes.

D. The non-advisory teachers and assigned teachers will clear their areas every day.E. All students transitioning in the hallways after the tardy bell has rung must have a dated and

time-stamped pass that includes a verifiable administrator or teacher signature.F. All students are instructed to clear the building by 2:15 p.m. daily.G. All teachers in each hall are instructed to make sure that no students are in the halls before they

depart at 2:00 p.m.H. The Building Engineer will lock all doors immediately after 2:15 p.m. except the front doors by

the office and one back door through the boiler room.I. The Building Engineer and Principals will tour the building after 2:15 p.m. to make sure that all

students have departed.J. Teachers sponsoring clubs or athletic programs must make sure their students meet at the

assigned classroom where the club meeting or athletic program will be held. Teacher must be present to receive students.

5. Money Handling ProceduresA. All money will be turned in to the financial secretary by 11:00 a.m. Cafeteria funds and all

school funds are deposited daily and picked up by courier after the second lunch period.

6. Equipment Inventory ControlA. Inventory control and security of Audio-Visual equipment is handled in the library. This

equipment is checked in and out and locked in an equipment room each night.


School Safety and Security cont’d.7. Key ControlA. The Assistant Principal has charge of issuing all keys in the building. Teachers have keys to their

individual rooms only.B. Building Engineers and limited personnel have keys to areas that contain items that have to be

protected, i.e. books, AV equipment, cafeteria, concessions, book store supplies, equipment rooms, etc.

C. Extra keys are secured and locked in the office.

8. Parking Area SupervisionA. ROTC personnel will supervise the parking areas during dismissal until all students have cleared

the premises.B. During lunch periods ROTC personnel, our in-school police officer, and administrative

personnel will check the parking areas.

9. Teacher MailboxesA. Do not send students to the office to get messages or items from boxes.

10. Phone MessagesA. Teachers will be notified immediately of emergency phone calls.B. All other phone messages will be placed in teacher boxes. Please check your boxes daily for

messages.

11. After-School HoursA. All students remaining at school will have to be supervised by a sponsor (Athletic teams, band,

clubs, etc.).B. Coaches or sponsors of groups will see that all students are on the activity bus or that walking

students have cleared the campus before they leave the campus themselves. The groups will be supervised at all times.

The Security Committee will meet each month during the school year.

Fire & Take Cover Drill and Evacuations ProceduresDiagrams showing the exits to be used by your particular class for fire drills will be placed on the bulletin board in each room. Each teacher will familiarize their students with the proper procedures for evacuating the building during a fire drill or chemical hazmat, or actual fire or chemical hazmat emergency. Please use the designated exit unless directed otherwise.

The following procedures will be followed when possible and/or practical:

1. The teacher will be the last to leave the classroom. This will assure that all students have exited the room. No students should be left behind in the classroom during a drill or actual emergency. The teacher must accompany all of their students to the designated exit.

2. Students are to move at a rapid pace.

3. Students are to walk next to the wall until reaching the stairs or exit.

4. When possible, students with teacher will stand at least 100 yards from the building, but remain on school property.

5. Teacher will have an up-to-date roll book and roster of students, and take roll after clearing the building.

6. After drill has been completed, a long ring of the bell will indicate that students are to return to class. Students are to re-enter the building using the same exits as when they exited.

The “Take Cover Plan” for use in the event of severe storm warnings and the possibility of atomic or nuclear warfare for Hillcrest High School is as follows:

1. Areas with long spans, such as cafeteria, library, and the gymnasium, are to be cleared of all students immediately.

2. All students and staff members are to take shelter on the ground floor of the main school building as follows:

a. Students in the first floor classrooms will vacate their classrooms and form a single line next to the wall immediately outside of the classroom, staying clear of all exits.

b. Students in second floor classrooms will vacate classrooms, and using the nearest stairwell exit, move to the area on the first floor directly below their second floor classrooms. Form a single line in front of those students next to be wall.

c. Students vacating the large gym will move into the 12th grade hall, first floor.d. Students vacating the new gym will move to the south wing (reserved for DuBois

Consortium) on the first floor.

3. Signal for “Take Cover Plan” will be given over the intercom if possible. If the intercom cannot be used, then short rings on the school bell system will be used.

4. Responsibility for telephone communications will be the Main Office secretary.

5. Traffic control (hallways) will be the responsibility of all teachers.

6. Administration of first aid will be the responsibility of physical education teacher, any other staff who has undergone CPR/First Aid training.


Fire and Take Cover Drills and Procedures cont.7. Those personnel not assigned specific duties or teachers that do not have classes at the time of

the “Take Cover Drill” is put into operation will report to the Main Office upon request, or immediately.


Unified Shelby County Schools Dress Code Policy 6021I. PURPOSETo outline the requirements for student dress for Shelby County Schools.

II. SCOPEThis policy applies to all schools and students in Shelby County Schools.

III. DEFINITIONSStandardized Dress/Uniforms – Clothing of the same specified colors and styles.

IV. POLICY STATEMENTThe standards for Shelby County Schools dress reflect “common sense” and a concern for each child's comfort, safety, cleanliness, and sense of modesty. There is a strong relationship between neat, appropriate attire and a positive learning environment. Apparel or appearance which tends to draw attention to an individual rather than to a learning situation must be avoided. To that end, Shelby County Schools establishes a basic dress code to ensure appropriate and modest dress.

2013-2014 School YearTo minimize disruption during the merger transition period, to effectuate fairness and consistency, and to maintain safety, discipline and academic focus, all schools in Shelby County shall remain in their existing method of dress for the 2013-2014 school year. Schools requiring standardized dress/uniforms shall continue to do so and schools only requiring compliance with the district-wide dress code shall continue to do so through the end of the 2013-2014 school year.

MIDDLE AND HIGH SCHOOL DRESS CODE Pants must be worn at the waist, be appropriately sized, and of a safe length. Shirts, blouses, and dresses must have sleeves and must completely cover the abdomen, back,

shoulders. Shirts or tops must cover the waistband of pants, shorts, or skirts with no midriff visible. Low-cut blouses, shirts, or tops or extremely tight tops, tube tops, or any top that exposes cleavage are prohibited.

Shirts, blouses, and tops must be no longer than wrist-length. Head apparel (such as hoods, hats, etc.) must not be worn inside the school building, except for

religious or medical reasons (see Individual Exemptions from Standardized Dress/Uniforms). Footwear is required and must be safe and appropriate for indoor and outdoor physical activity. Clothing and accessories such as backpacks, patches, jewelry, and notebooks may not display (1)

racial or ethnic slurs/symbols; (2) gang affiliations; (3) vulgar, subversive, or sexually suggestive language or images; nor promote inappropriate and/or illegal products such as alcohol, tobacco, and illegal drugs.

Skirts, dresses, and shorts must be no shorter than four (4) inches above the knee. Waist-length and appropriately sized sweaters, sweatshirts, and lightweight jackets can be worn

inside school for warmth. Prohibited items include: (1) large, long and/or heavy chains; (2) studded or chained accessories;

(3) sunglasses, except for health purposes; (4) sleepwear, pajamas, and/or blankets; (5) skin-tight outer materials such as spandex; (6) facial jewelry (including tongue piercing).

The school administration reserves the right to determine whether the student’s attire is within the limits of decency, modesty, and safety.

The principal may allow exceptions in special circumstances, or for occasions such as holidays and special performances. The principal may further prescribe dress in certain classes such as physical education, vocational education, and science labs.

Any student not attired in accordance with the policy shall be directed to correct the violation or spend the remainder of the day in in-school suspension (ISS). Repeat offenders shall be subject to additional measures which include parent conferences, in-school suspension, and out-of-school suspensions as described in the district-wide discipline policy.


SCHOOL STANDARDIZED DRESS/UNIFORMSFor school year 2013-2014, the following Basic Standardized Dress/Uniform is applicable to former Memphis City Schools.

Basic Standardized Dress/Uniform The basic standardized dress/uniform shall be tan, navy blue or black pants, skirtor jumper and a

white long sleeve or short sleeve shirt with a collar (polo style, dress style, or turtleneck). A student can wear any combination of the official colors.

Pants must be straight-legged or boot cut. Full-length pants, cropped pants, cargo pants and straight-legged capri pants are permitted. Denim jeans, pedal pushers, and bell bottoms are not permitted.

Walking shorts are permitted for elementary, middle/junior high and high school students. (Walking shorts are straight-legged shorts that are at the knee.)

Pants must fit at the waist and not be oversized or undersized (e.g., baggy pants, sagging pants, tights, or pants made of spandex are prohibited.). If belts are worn they must be fitted and put through belt loops.

Skirts or jumpers must be at or below the knee. Shirts must be tucked on the inside unless they are made to be worn over pants or skirts. T-shirts may be worn as undergarments. They must be solid white or one of the additional colors

approved by the school leadership council. Light jackets, vests, shirts, sweaters, sweat shirts, and cardigans are permitted as items that may

be worn over the uniform top. They must be white, tan, navy blue, black or one of the additional colors approved by the school leadership council.

No denim material may be worn as standardized dress/uniform clothing. All standardized dress/uniform clothing must be plain, without any visible manufacturer's logos,

brand names, pictures, or insignias. Shoes may not have heels higher than one and one-half (1.5) inches. Shoes with rollers/wheels

are prohibited. Athletic shoes, sandals with straps on the heel, and boots are permitted. Heavy coats, heavy jackets, and raincoats are not covered by these regulations and are not to be

worn during the school day unless permitted by the principal for special circumstances.

INDIVIDUAL EXEMPTIONS FROM STANDARDIZED DRESS/UNIFORMSTo obtain an exemption from standardized dress/uniforms on religious or medical grounds, a parent must obtain a copy of this policy, a Request for Exemption form and an Exemption Questionnaire from the school, complete the form and questionnaire, and return them to the school. A religious exemption from standardized dress/uniforms can be based on the religion of the parent or the religion of the child, but the parent must apply for the exemption in either case.

The principal shall review the form and questionnaire and grant or deny the request for exemption. If the principal is considering denying the request, he or she must first send a letter to the parent requesting a meeting to discuss and clarify the reason for the exemption request. The parent must meet with the principal within three (3) school days of receiving the letter. The principal must grant or deny the request within two (2) school days of meeting with the parent. If the principal denies the request, he or she must give the parent a written basis for the decision.

The parent can appeal a principal's denial of the exemption to the Superintendent (or designee) within two (2) days of receiving the principal's denial. The Superintendent (or designee) must meet with the parents within five (5) school days of receipt of the request for appeal, and must render a decision within five (5) school days of meeting with the parents. If the Superintendent (or designee) also denies the appeal, he or she must provide a written basis for the decision.

The parent may make a final appeal to the Board of Education and ask the Board to review the written record of the request for exemption and the denials. This appeal must be made within five (5) school days of the Superintendent’s (or designee’s) denial of the appeal. The Board may hold a hearing on the exemption request at its discretion. The decision of the Board of Education is final. A student will remain in school in the dress style recommended by the parent until the appeal is final.


Cafeteria Monitoring ProceduresEnsuring the safety and security students and staff during lunch periods is paramount. Furthermore, monitoring students’ transitions to and from the cafeteria is paramount. Therefore, the following teachers have assigned lunch duty:

Staff Cafeteria Monitor Cafeteria LocationSheriff Deputy West Center Wall of Cafeteria and as NeededWillie Turner South Center Wall and Lines Near Serving

AreasDorian Williams Student Transition (Start Station at Café Door)

North or Rear Cafeteria (mobile)Thurston Rubin Student Transition (Start Station at Café Door)

East Wall of Cafeteria (mobile)Major James Nelson West Lunch Line and mobileSgt. Don Sykes East Lunch Line and mobileJulius Jackson West Center Wall of Cafeteria (mobile)Lawrence Walker, Assistant Principal South Center Wall and Lines Near Serving

Areas (mobile)Eric Moore, Principal South Center Wall and Lines Near Serving

Areas (mobile)Tara Grace-Wilson South Center Wall and Lines Near Serving

Areas (mobile)

As students transition to their respective lunch, teacher must stand at their doors and ensure orderly student transition to the cafeteria.


Faculty and Staff Assignments and Duties


Eric MoorePrincipal

Tara Grace-WilsonTitle I PLC Coach

Willie TurnerDean of Students

LaShonda NormanProfessional Counselor

Dorian WilliamsAthletic Director

Cynthia JohnsonMaster Teacher

Portia HardmanSPED Chair

Lawrence WalkerAssistant Principal

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