TuHS Staff Handbook 2018-19

2018-19

TUALATIN HIGH SCHOOL

HOME OF THE TIMBERWOLVES

STAFF HANDBOOK

Tualatin High School
2018-19

“Working Together for the Greater pack”

Our school will . . .
• provide a culture of support and collaboration that makes it possible for EVERY student to succeed.
• convey high standards and expectations for responsible behavior and learning;
• provide quality programs and services for each student to have equal access to education opportunities;
• provide leading edge technology tools and instruction as a foundation for the future of the world;
• provide a coordinate and articulated curriculum aligned with state and national standards and student

assessments;
• provide secure and positive learning environments;
• provide safe and well maintained facilities in all the four A’s: academics, arts, athletics, and activities;
• provide flexibility and alternative options so that the diverse needs of all students can be met within the

regular school setting;
• Recruit and retain the very best teachers, classified staff, and administrators;
• expect principals to be instructional leaders;
• implement a meaningful staff development program based on an analysis of student achievement data

and district goals;
• productively engage parents and the community in playing greater roles in our students’ education; and
• strengthen the collaborative partnerships with volunteers and the community.

Table of Contents

I. Personnel IV. Policies for Staff--General

Page Assemblies
1 School Board Confidentiality/Respect For Other
1 Administration Child Abuse
1 Site Council Food/Drink in the Classroom
Teachers Teacher Job Description
2 Nurse Teacher Expectations
2 Speech Therapist Performance Standards
2 Psychologist Staff Meetings
2 Content Area Leader Personal Appearance
2 Security Staff Tobacco-Free Campus/District
3 Classified Staff Work Hours
3 Counselors Building Hours
4 Athletic Staff Closed Campus
Student Errands
II. Logistical Support Services Unauthorized Early Dismissal
Pets at School
5-6 Bell Schedules Deliveries to Students
Calendar, School Outside Solicitations
Courier Service Display of Sexual or Racial
Custodial Service Material
Daily/Weekly Bulletin Hall Passes
Intercom Messages (Staff & Students)
Phones in Classrooms Parking
Key Policy Volunteers
Mailboxes Visitors
Printing Passes to Athletic Events
Purchasing of Supplies/Materials Borrowing School Equipment
Textbooks Varsity Letter
Funding of National Competitions
III. Instructional Support Service Gifts from Students
Communication Devices
10 Individual Studies General Communication to Parents
10 Computers of Students
11 Counseling
12 Media Center/Library
13 AV
14 EBIS

Table of Contents - continued

V. Policies for Staff--Instructional VII. Attendance

23 Academic Integrity 33 Student Absence
23 Alternative Reading Policy 33 Student Attendance
23 Academic/Extra-Curricular Conflicts
23 Dead Week Responsibilities
23 Field Trips 34 Field Trips and Prearranged
24 Grading System
24 Grade Books Absences
25 Grades and Attendance 34 Teacher Absences
25 Homework/Make-up Policy
26 Lesson Plans VIII. School-wide Discipline
26 Parent/Teacher Communication
26 Class Add/Drop 35 Supervision of Student Conduct
27 Repeating Courses 36 Profanity/Obscene Language
27 Student Request To Change Teachers 36 Classroom Management
27 Teachers Request To Remove Student 36 Communication Devices
37 Sexual Harassment
From Class 37 Bullying and Cyber Bullying
27 Outside Credit For Graduation 38 Public Display of Affection
27 Student Promotion
28 Graduation Policy (PDA)
28 Guest Speakers 38 Skateboards
28 Student Assistants 38 Dress Code
28 Films/Videos 39 Teacher Mangaed Behaviors
28 Class Parties 40 Office (SAO) Managed Behaviors

VI. Safety, Security, Illness, Injury IX Forms
X. TSPC Ethical Educator &
Teacher Emergency Checklist
Campus Security Professional Practices
General Safety Guidelines
Injuries
Student Medication School
Resource Officer

I.
Personnel

School Board
Administration

Site Council
Teachers

Instructional Coordinators
Nurse

Speech Therapist
Psychologist
Security Staff

Classified Staff Counseling
Staff

Athletic Staff

Michael Dellerba School Board
Jackie Brody
Kim Holden Jill Zurschmeide, Chair
Marji Ruzicka Maureen Wolf, Vice Chair

Terri Burnett
Karen Emerson

Sharon Fox

Administration

Principal
Associate Principal
Associate Principal
Associate Principal

Teachers ELL
Arts
Armstrong, Katie Social Studies Science
Austin, Jake PE / Health Science/IB
Babcock, Briana Math Child Development
Bailey, Robin Foreign Language CE2
Baker, Dielle Science S.S., Co.Chair./ In. Co.
Bautisa, Julio 9th Grd. OnTrack Coord Spanish
Beeler, Becky LA, Co. Chair / Instr. Co Learn Learning Specialist
Blackledge, Caroline Math Photo / Yearbook
Bonica, Andrew Social Studies / Psych PE / Health
Burch, Justin Science Technology
Childers, Sara Croty, Science Arts Math
Michael Drumhiller, Social Studies Theater
Tm Duggan, Tom Math Social Studies Social
Duke, Christopher Science Studies
DuPuis, Lori Dutton- Social Studies Language Alt. Ed.
Breen, Sarah Arts Language Arts Choir
Dwight, Kale CE2 / Lang. Arts Lang. Arts / IB
Egan, Andrew Math Learning Specialist
Evans, Krystal Learning Specialist

1

Teachers (cont.)

Language Arts Foreign Language
French Science
PE / Health Athletic Coordinator
CE2 / AVID / InterCambio Science
Foreign Language Foreign Language
Language Arts, IB Co. Business
CTE Health
Language Arts Social Studies
Math Social Studies
CTE, Social Studies Math
Social Studies Literacy Teacher
Learning Specialist Instrumental Music
Arts Social Studies, Co. Chair
Upward Bound Social Studies / ASB PE,
PE Enrich, ASB Learning
Language Arts Spec./ Dept. Co Health,
Math PE, Acad. Enrich. Arts
Science Science
Freshman OnTrack Special Math
Services Language Arts Math
Language Arts Science
Foreign Language
Science Student Services
Business
Credit Recovery Language
Arts
Learning Specialist
Language Arts

Content Area Leaders Nancy Haning Nurse
CTE Jim McCaffrey Angela Fishback Speech Therapist
Fine Arts Jeannine Miller Kayla Worley Psychologist
Foreign Lang. Robin Bailey Tiffany Walton Hoft Youth and Family Therapist
Counseling TBD Jose Garcia D & A Assessment Specialist
Jon Biles Community / PO/ LIFT
Damian Flores Reengagment Specialist /LIFT

Health/PE Erik Moen SecurityStaff
IB Lisa Lacy / Shem
Lang. Arts Malone Becky Beeler
Lang. Arts Shem Malone (SRO) Tualatin Police Dept.
Math Esther Shepsman Chris (SRO Tualatin Police Dept.
Science Murray Campus Security
Soc. Studies Tryon Thompson Campus Security/ D & A
Soc. Studies Craig Hausman Campus Security
Spec. Ed. Justin Waltrip Campus Security
Alternative Ed. Chris Lieuallen
Instructional Coordinators/TAG

Becky Beeler / Craig Hausman

2

Classified Staff

ELL Receptionist
Maintenance Supervisor Custodial
Technology Library
Kitchen IA-2, Spec. Ed.
IA-2 YTP Kitchen
Student Affairs Secretary Principal’s Secretary
IA-2, Sped. Ed. School to Career Coor.
Registrar Theater
Bookkeeper Teens/Tots Asst. Tech.
Security IA-2, Spec. Ed.
Kitchen Campus Security
IA-2, Spec. Ed. IA-2, Spec. Ed.
IA-2, Spec. Ed. IA-2, Spec. Ed.
Campus Security / ISS CE-2 IA-2, Spec. Ed.
Secretary
Custodial
Attendance Secretary
Food Service Manager Athletic
Trainer
Lead Campus Security
IA-2, Spec. Ed.
IA-2, Spec. Ed.
Food Service
Lead Assessment Coordinator
Technology
IA-2, Spec. Ed.
Curriculum Secretary
Athletic Secretary
I

Lauren Biles Counselors
Kat Toms
Jessica Stohr Carter (A - Coo)
Christie Langer (Cop-Hal)
Holly Poulivaati (Ham-Ll)
Jen Woebke (Lo - On)
José Alverez (Op - Sha)
(She - Z)
(Multicultural Coordinator)

3

Athletic Staff Athletic Secretary: Mindi McDonald

Fall (Var) - Dan Lever (Asst and JV) - Erik Moen, Woody Toms
(Boys) - Andrew Bonica, Bill Gearin (Girls) - Chris McIsaac, Bill Gearin
(Var) - Sean McMahon, Chris Duke
(JV) - Trevor Owens
(JV2) - Andrew Egan (JV2) Duccio Tagliferri
Soccer (G) (Head) Kale Dwight, (Asst.) Joy Boswell
(JV Asst.)- Dustin O’Donnell
Volleyball (JV2) -Bo Williams
(Var) -Bridget Hinrichs
Water Polo (B & G) (JV) - Brent Reeves, Stefanie Muir
Cheerleading (JV2)- Kristie Reeves
Dance Team Ryan Deahn, Abbie Howard
(V)- Krista Reynolds, Patricia Mack, McKenzie Kent, Andy Knapp
Winter (JV)-Madelyn Williams, Brooke Wert, Chayla Sullivan
Kelsey Buck
Basketball (B)
Basketball (G) (Head) - Rick Osborn, (Asst.)- Todd Jukkala
(JV) - Tom Duggan, (Fr) - Dan Rott
Wrestling (Head) - Jay Ego, V. Assist: Stephanie Etherly
(JV) - Ben Amacher
Spring (JV2)- Justin Kau
(Head) - Matt Hamilton, (Asst.) - Servando Osorio, Scott Hamilton,
Baseball Chris Folsom
Golf (B)
Golf (G) Tennis (B) (Head) - Jake Austin, (Asst.) - Brian Carey, Connor George
Tennis (G) (JV) - Taylor Johnson, Robert Oakman; (FR) Michael Pamaran
Softball Trevor Owens
Track & Field Eric Wadsworth
Mitchell Miyashiro
Bo Williams
(V)-Jenna Willson
(B & G)(Head) - Hashmin Hall
(Assts.) -Andrew Bonica, Bruce Borgelt,
Chris McIsaac, Erik Moen, Jim Martin, Tom Sunseri

4

II.
Logistical Support Services

Bell Schedules
Calendar

Courier Service
Custodial Service
Daily/Weekly Bulletin

Intercom
Phones in Classrooms

Key Policy
Mailboxes
Printing
Purchasing of Supplies/Materials
Textbooks

2018-19 BELL SCHEDULES
TUALATIN HIGH SCHOOL

Regular Bell Schedule
Period A/B Time
1/5 8:05 – 9:35 (90)
Break 9:35 – 9:45 (10)
2/6 9:50 – 11:20 (90)
3/7 Class 11:25 – 12:55 (90) 2nd Lunch 1:00 – 1:30 (30)
1st Lunch 11:25 – 11:55 (30) Class 12:00 – 1:30 (90)
4/8 1:35 – 3:05 (90)

20-Minutes Assembly Schedule
Period A/B Time
1/5 8:05 – 9:30 (85)

Assembly 9:35 – 9:55 (20)
Break 9:55 – 10:00 (5)
2/6 10:05 – 11:30 (85)
3/7 Class 11:35 – 1:00 (85) 2nd Lunch 1:05 – 1:35 (30)
4/8 1st Lunch 11:35 – 12:05 (30) Class 12:10 – 1:35 (85)
1:40 – 3:05 (85)

30-Minute Assembly Schedule
Period A/B Time
1/5 8:05 – 9:26 (81)

Assembly 9:31 – 10:01 (30)
Break 10:01 – 10:12 (11)
2/6 10:17 – 11:38 (81)
3/7 Class 11:43 – 1:04 (81) 2nd Lunch 1:09 – 1:39 (30)
4/8 1st Lunch 11:43 – 12:13 (30) Class 12:18 – 1:39 (81)
1:44 – 3:05 (81)

Two-Hour Delay Schedule
Period A/B Time
1/5 10:05 – 11:05 (60)
Break 11:05 – 11:15 (10)
2/6 11:20 – 12:20 (60)
3/7 Class 12:25 – 1:25 (60) 2nd Lunch 1:30 – 2:00 (30)
1st Lunch 12:25 – 12:55 (30) Class 1:00 – 2:00 (60)
4/8 2:05 – 3:05 (60)

5

Newspaper Assembly Schedule
Period A/B Time
1/5 8:05 – 9:32 (87)
Break 9:32 – 9:42 (10)
2/6 9:47 – 11:26 (99)
3/7 Class 11:31 – 12:58 (87) 2nd Lunch 1:03 – 1:33 (30)
1st Lunch 11:31 – 12:01 (30) Class 12:06 – 1:33 (87)
4/8 1:38 – 3:05 (87)

Triple Assembly Schedule
Period A/B Time
1/5 8:05 – 9:28 (83)
Break 9:28 – 9:36 (8)
2/6 9:41 – 11:39 (118)
Assembly 1 9:46 – 10:06 (20) Class 10:11 – 11:34 (83)
Class 9:41 – 10:22 (41) Assembly 2 10:27 – 10:47 (20)
Class 10:52 – 11:34 (42)
Class 9:41 – 11:04 (83) Assembly 3 11:14 – 11:34 (20)
3/7 Class 11:39 – 1:02 (83) 2nd Lunch 1:07 – 1:37 (30)
1st Lunch 11:39 – 12:09 (30) Class 12:14 – 1:37 (83)
4/8 1:42 – 3:05 (83)

6

July 2018 Tigard Tualatin School Disrict 23J January 2019
2018-2019 School Calendar
M Tu W Th F M Tu W Th F
Approved 11/13/2017
2 3H5 6 Winter Break
9 10 11 12 13 W - Every Wednesday one-hour late start for Middle School 7 8 9 10 11
16 17 18 19 20 students to allow for teacher training. 14 15 16 17 18
23 24 25 26 27 X 22 23 24 25
30 31 H or X - Non-Instructional Day / - End of Quarter 28 29 30 3 1*

August 2018 F August 21-23 - Three training days for teachers new to the profession February 2019
M Tu W Th 3 two training days for teachaers new to Tigard-Tualatin M Tu W Th F
12 10
6789 17 August 27-30 - Pre-Service Training Days K-12 Workday*
13 14 15 16 24 Sept. 3 - Labor Day
20 New Teacher Orientation X K-12 Training 5 163 14 157* *K-12 Workday**
Sept. 4 - First day for grades 1-6, 9 12
Pre-Service Teacher Training Sept. 5 - First day for grades 7-8 & 10-12 11 19 20 21 22
H 26
Sept. 4-7 -Kindergarten Connect 25 27 28
Sept. 10 - First day for Kindergarten
September 2018 March 2019 Tu W Th F
M Tu W Th F Sept. 24 - Teacher Training - K-12 No School M 1
H4 5 6 7 Oct. 12 - Statewide Inservice (Classified Inservice) No School 567
10 11 12 13 14 4 12 13 14 K-8 Conference & 9-12
17 18 19 20 21 Oct. 25 - K-12 - No School 11 19 20 21 School Day
K-8 Conference & 9-12 Teacher Training 18
25 26 27 28K-12 Training Oct. 26 - Conference Day - K-12 No School Spring Break 15
Nov. 5 - Teacher Workday - K-12 No School 22

October 2018 W Th F Nov. 12 - Veteran's Day Holiday April 2019
M Tu 3 4 5 Nov. 22-23 - Thanksgiving Holiday M Tu W Th F
12 10 11 Dec. 24 - Jan. 4 - Winter Break - K-12 No School
89 17 18 Classified Inservice / Jan. 21 - Martin Luther King Jr. Birthday - K-12 No School 2 3 4 5K-12 Training
15 16 24 State Inservice *Feb. 1 - Teacher Workday - if 4 or fewer closure days 8 9 10 11 K-12 Workday
22 23 31 15 16 17 18 19
29 30 19 Feb. 4 - Teacher Training - K-12 No School 22 23 24 25 26
**Feb. 8 - Teacher Workday - if 5 or more closure days 29 30
K-8 Conferences K-12 Conferences
9-12 Training Feb. 18 - President's Day
March 8 - K-8 No School/Conference Day & 9-12 School Day

March 25-29 - Spring Break
April 1 - Teacher Training - K-12 No School
April 12 - Teacher Workday - K-12 No School

May 27 - Memorial Day Holiday
June 12 - Last day of school*

November 2018 T Snow Day / Emergency Closure Make-Up Dates May 2019
M Tu W Th
1 F T 1- Snow Day: No make up day M Tu W Th F
92
6 7 8K-12 Workday 16 2 - Snow Days: Last day of school moves to Thursday, June 13th 123
H 13 14 15 X
19 20 21 H 30 3 - Snow Days: Last day of school moves to Friday, June 14th 6 7 8 9 10
26 27 28 29
F 4 - Snow Days: Last day of school moves to Monday, June 17th 13 14 15 16 17
December 2018 7
M Tu W Th 14 5 - Snow Days: Last day of school moves to Tuesday, June 18th 20 21 22 23 24
3456 21
10 11 12 13 6 - Snow Days: Last day of school moves to Wednesday, June 19th H 28 29 30 31
17 18 19 20
Winter Break Days in the Grading Period June 2019
9-12 K-8

1st Quarter 40 40 M Tu W Th F

2nd Quarter 49 49 34567

3rd Quarter 41 40 10 11 12 14K-12 Workday

4th Quarter 42 42 17 18 19 20 21

24 25 26 27 28

Total 172 171

Courier Service

An intra-district courier service is provided each school day. The red basket for out-going mail is located on the
counter in the staff mail room. Approximate pickup/delivery time is available from Debra.

Custodial Service

Our custodians often work in isolation from other staff members and may feel anonymous and unappreciated.
Please make an effort to know the custodian who cleans your room by name. Let him/her know you notice their
efforts to make TuHS great.
Custodian requests should be made through the district website on the employee portal under SSO (School
Service Order). Comments regarding custodial services should be shared with Marie Shockloss or an administrator.

Daily/Weekly Bulletin

A copy of the daily bulletin will be available by email. The bulletin will be read over the intercom each morning
as 2nd block begins. Please see that students are attentive. The reader will be as brief as possible.
A staff bulletin will be emailed daily. It will not be read over the intercom. Please read and be familiar with each
day’s happenings in and around our school.
Announcements for the bulletin should be emailed to the main office receptionist by 2:00 PM the previous day.
Please try not to run an announcement more than two days in the same week.
On Thursdays, a weekly bulletin for the upcoming week will be available on email. Bell schedules, assemblies,
and other highlights will be included to help you plan ahead.

Intercom

Intercom use is limited to staff only. Students answering classroom intercoms should be instructed to identify
themselves as students. All-building announcements over the intercom during the school day are by
administrative approval only.

Phones in Classrooms

Classroom phones are for staff use. Phones should be on “FORWARD” during class time. That will allow calls to go
directly into Voicemail without the disruption of the phone ringing. Voicemail should be checked several times a day
and return calls to parents should be a priority. Student use of classroom phones should be for emergencies only.

8

Key Policy
1. Keys may be checked out from the Curriculum Secretary on an as needed basis.
2. Keys are the property of the school district and must be returned at the end of
each school year or upon employee termination.
3. Staff members are expected to keep school-issued keys on his/her person while on campus.
4. Do not loan keys to non-staff persons or students. No exceptions.
5. Do not attach identification to keys.
6. Upon first indication of missing school keys, notify an administrator and the Curriculum
Secretary.

Mailboxes

Teachers are to check their mailboxes when arriving in the morning, once during the day and before leaving the
building in the afternoon. Please check with the administration before distributing any materials that are not
Association or authorized school business. Trained student office assistants may distribute mail to staff boxes.
Generally, students are not to have access to teacher mailboxes. Student deliveries to staff mailboxes must go
through the main office receptionist.

Printing

Copying is available in the media center AV room for staff ONLY. Please plan ahead and send the majority of your
copying to the print shop through the online program. Planning ahead will insure copies when you need them.
Print shop requests through the print shop are free to TuHS.
Copy machines belonging to the athletic, counseling, and Student Affairs departments are off-limits to
non-department members.

Purchasing Supplies and Materials

Your department coordinator orders supplies and materials for your department. Purchases to be charged
to the department/school district must be pre-approved by your department coordinator and an
administrator. Requisitions may be obtained from the bookkeeper in the main office. Purchases without
written pre-approval may result in non-reimbursement.

Textbooks

Teachers are responsible for all classroom sets of textbooks. Do not offer to keep books for students if you
cannot lock them up. This responsibility includes inventorying, issuing, monitoring the care of, and
collecting texts as needed. Missing texts should be reported to department chairs or the Associate Principal for
Curriculum. Teachers who require students to keep their own copies of texts during a unit of study must
accompany their students to the library for both checkout and check in procedures. Teachers should impress
upon students the need for care and prompt return of issued texts.

9

III.
Instructional Support Services

Individual Studies
Computers
Counseling

Media Center
AV

Building Screening Committee

Individual Studies

Support services are provided to all students with disabilities. Referrals may be made for such services by school
personnel, parents or guardians, community agencies, and other professionals having knowledge of students’
needs. Support services personnel available to assist all parents, students, teachers, and administrators
include learning specialists, school psychologists, speech and language pathologists, school nurses, and
guidance counselors. Our support staff meets regularly to discuss student referrals as well as to plan and
implement intervention plans for those receiving services.
The 1997 Amendments to the Individuals with Disabilities Education Act are very specific as to the requirement
for ALL educators to share in the responsibility to provide services to all students, including those with
disabilities. General education teachers are explicitly identified as members of the IEP team and shall participate
in the development of the IEP. These amendments reflect an expectation of upgraded, substantive involvement
by general education teachers.
Further information is available from any administrator or special services staff regarding special education
programs and other special services, as well as information regarding the rights of students with disabilities.

Computers

All teachers have computer/email access. If you have a problem with a computer and need help, complete a
Tech Request online through the employee portal. Your request will be completed as soon as possible.
NOTE: The school district is not responsible for personal electronic equipment. Teachers who elect to use
their own laptops, etc. may do so at their own risk. In addition, damage to district issued computers may be
the responsibility of the employee. Exercise caution with liquids and cover your laptops for additional safety
purposes. Do not lend your work-issued computer to students or family members.

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Counseling

We have five full-time student counselors,one 3/4 time counselor, one Multicultural Coordinator, and three
classi-fied personnel in our Counseling Center. Students are assigned alphabetically to specific counselors.
Counseling priorities

1. Student problems or crisis situations.
2. Enrollment/scheduling/orientation for all new students.
3. Responding to parent and teacher concerns and requests; facilitate conferences.
4. Facilitating personal growth and development through individual conferences, small groups and
classroom presentations.
5. Individual conferences to include academic/career for parent/ student goals.
6. Orientation sessions and classroom presentations.
7. Student scheduling.
Overview of services
Resource speakers are scheduled throughout the year including representatives of colleges, vocational-technical
schools, military academies and all branches of the armed forces. An up-to-date collection of career, college (two &
four year), and vocational training materials are kept on file or computerized for student use. Students may request
individual help in selecting classes. Counselor assistance is always available for crisis situations and student/family
problems. Special student assessment is available under special circumstances.
Counselors maintain a working relationship with helping agencies such as Family Services, Juvenile Dept., Mental
Health, drug/alcohol treatment programs and other counseling services. Counselors organize and facilitate, by
parent request, conferences involving students, teachers and parents. Counselors assist students and parents in
identifying opprtunities for credit make-up outside the school/district.

Library/ Media Center/ Career Center

Library Hours

7:30 A.M. - 3:30 P.M. Monday-Friday

Contact Information

FAX: 431-5610
Alice Pedersen, Library Coordinator, 431-5650, [email protected]
Web Page http://www.ttsd.k12.or.us/schools/tuhs/tuhs_library.html

Career Center

Phone : 5652
Kathy Stallkamp, School to Career Coordinator
[email protected]

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Library Services
Students learn more effectively when they are introduced to the use of specific research materials or
techniques at the very beginning of a research assignment, rather than at an “all-purpose” orientation.
With a week’s notice, the librarian is available to orient students to the library and to assist the
classroom teacher in teaching students how to use research materials and equipment.
Consultation for Finding Materials
Need materials/information to teach a unit effectively? The MC staff is happy to help
teachers find materials in our library, the Washington County libraries, on the Internet, or wherever we
can find it -- two weeks to a month advance notice, please.
Reserve Carts
Reserve carts are usually created for teachers when (a) more than one class at a time will be using the
materials, (b) when there is a lack of time for students to find all of the appropriate materials themselves.
The books are pulled from the shelves, numbered with book tape, and put on a cart. None of the books
on the cart can be checked out of the library until the class is finished. Please make sure the books get
back on the cart in the correct order. This way you can make sure that none of the books “walk” out of the
library. It also makes it easier for your next class -- at least one week’s notice, please.
Taking a Class to the Library
Sign up to use the section where you would like to seat your class. The sign-up sheet is located on
Alice’s workstation. Please ask for help if you need assistance. Be aware of the capacity of each section, as
some have limited seating capacity. If you need any materials pulled or other special assistance, notify
the librarian when you are signing up. We are a very heavily used library. Even though we have the
capacity for more than 100 students, we are often full. Therefore, when your students are in the library,
please supervise them.

Sending Students to the Library

Students must have a signed planner to come to the library. It is very important that you write a pass
for any student that you send to the library. The pass should include the date, time, name of student,
reason for coming to the library, and your signature. They should enter and exit the library though the
designated set of doors only.
If you intend to send down more than three students at a time, please first clear it with the librarian. If
you are sending down more than five students, you probably need to accompany the whole class down
to supervise your students.

Computer Use

Prior sign-up is a must to bring your class to the computer writing lab. Please sign up using the online
Lab / Resource Scheduler, on the TuHS Web Page. When signing up, keep in mind that this lab is a
resource for all teachers. Please reserve with your colleagues in mind (e.g.: do not block out every 3rd
period for a semester). The computers are networked to a printer. Please let the librarian / IT support
specialist know if you or your students experience trouble when using the computers.
Please supervise your class while they are in the computer lab. Carelessness or acts of vandalism can
deprive many of educational opportunities. Food or drink are strictly NOT allowed in the Computer
Writing Lab.

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Check out of materials

Teacher checkout:
•Regular collection books - 6 weeks
•Reference collection books - overnight or longer as needed-see librarian
•Video Tapes-return as soon as finished
•Magazines-these circulate only under special circumstances. See librarian

Student checkout:
•Regular collection books-3 weeks
•Books for book reports-tell us how long your students will need them
•Reference collection books-overnight
•Magazines-can not be taken from library

Photocopy Machines
The three photocopy machines in the AV room are for official school/classroom use only.
DO NOT SEND YOUR TA TO MAKE COPIES FOR YOU! Students do not have access to copy machines, but
may print up to 10 pages from the library printer.
If a machine goes down, please do not try to fix it yourself. Call Marie Shockloss (5609) or Christi
McCauley (5604) immediately. Place a note on the machine so that your colleagues do not attempt to
use it as well.
Borrowing Equipment:
To borrow equipment, fill out a form with your name, the date you are borrowing it, the date you will
return it, and the room number where it is being taken. Please keep borrowed equipment in a secure place
where it is not likely to be damaged or stolen. Please return equipment in a timely manner.
Student Use of AV Room
Please write a pass for any student you are sending to the AV Room. Unless you will be in the library to
help supervise, please do not send more than 2 students at a time. Student Assistants are allowed to work
on projects for teachers, using the cutters, rulers, butcher paper, tag board and other supplies. They are
NOT allowed to work on their personal projects in the AV room or use copiers.

13

Effective Behavior and Instructional Support (EBIS) Teams.

Description
The Effective Behavior and Instructional Support (EBIS) Team at Tualatin High School exists as a clearing-
house for at-risk students. The EBIS team is made up of an administrator, counselors,the Dean of
Students, a representative from the special education department, the Multi-Cultural Coordinator, a
content area representative, and the school’s psychologist. All interested staff are welcome.
The EBIS team has three purposes:
1. To review school-wide behavior and academic data in order to evaluate the effectiveness of core programs.
2. To screen and identify students needing additional academic and/or behavior support.
3. To plan, implement and modify interventions for these students. Depending on each student’s “response
to intervention,” a formal referral for special education evaluation may result.
EBIS is intended to be a structured, systematic process involving the following features and activities: team
membership, school-wide planning, planning for the 20%, monthly meetings, and individualizing-intensifying
interventions.

14

IV.
Policies for Staff--General

Assemblies
Confidentiality/Respect For Others

Child Abuse
Food/Drink
Teacher Job Description
Teacher Expectations
Performance Standards
Staff Meetings
Personal Appearance
Tobacco-Free Campus/District
Work Hours
Building Hours
Closed Campus
Student Errands
Unauthorized Early Dismissal
Pets at School
Deliveries to Students
Outside Solicitations
Display of Sexual or Racial Material
Hall Passes
Messages (Staff & Students)

Parking
Volunteers

Visitors
Passes to Athletic Events
Borrowing School Equipment

Varsity Letter
Funding of National Competitions

Gifts From Students
Communication Devices
General Communication to Parents of Students

Assemblies

Assemblies are planned as an important phase of the total educational program. Students are
expected to attend assemblies. Teachers are expected to attend all assemblies, going to their
assigned position in the stands with the students to enhance active supervision. All staff members
are expected to address inappropriate student behavior.

Confidentiality/Respect for Others

If you genuinely want information that will assist you with a student, talk privately and confidentially
with the appropriate teacher, counselor,or administrator. There will always be those interesting cases
that one will just want to share with colleagues; however, this can be a precarious situation. There is
also the risk of others sharing the information. A good rule to use when deciding whether to share
student information is to ask yourself, “Why am I sharing this information?" and "How will it benefit
the student?” Sometimes one can run into situations where a colleague asks about a student.
However, just because they work at TuHS does not mean they are entitled to all student
information. Always keep FERPA in mind as much of the information we use on a daily basis stems
from or becomes an educational record. FERPA regulations state that school officials must have a
“legitimate educational interest” when sharing information. In other words, does the individual
need the information as a function of their job?

Child Abuse

Oregon law dictates that teachers (Any public or private official...” ) must report (or cause to report)
any “reasonable suspicion” of child abuse. The law recognizes these types of abuse:
1. physical injury - bruises, welts, burns, cuts, broken bones sprains, bites, etc., which are deliberately

inflicted.
2. neglect - failure to provide food, shelter, medicine, etc. to such a degree that a child’s health and

safety are endangered.
3. sexual abuse/exploitation - any sexual contact in which a child is used to sexually stimulate another

person is illegal. This may involve anything from rape to fondling.
4. threat of harm - any action, statement, written, or nonverbal message which is serious enough to

make a child believe she/he is in danger of being abused.
5. mental injury - a continuing pattern of rejecting, terrorizing, ignoring, isolating, or corrupting a

child, resulting in serious damage to the child.
If you think a child is being abused, you must report it to the State Office of Department of Health
Services (DHS) or a law enforcement agency. Fill out a /Suspected Abuse Reporting Form and inform
an administrator.

Food/Drink in the Classroom

Please do not allow students to eat or drink (water is OK with teacher’s permission) in
classrooms. Exceptions may be made for special needs, such as for students with
diabetes. We ask this is keep our school free from fruit flies and other pests that like the
sticky messes that remain after the food and drink lingers.

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Teacher Job Description

Definition
Under the general direction and supervision of the building administration, the teacher’s primary duty is
to stimulate, manage, and guide the learning of students within the specified curriculum of the District.
Distinguishing Characteristics
Display the ability to select appropriate materials, write long and short range plans, use interpersonal
relations skills, manage students and curriculum, apply knowledge of human growth and development, and
select and apply teaching skills which result in effective instruction.
Examples of Duties
A. Responsibilities to the student:

1. Develop and maintain a stimulating classroom environment that facilitates learning.
2. Plan goals and learning objectives supported by instructional skills appropriate to individual

needs.
3. Select and use appropriate materials to implement instructional plans.
4. Identify the needs of individual students by continuous assessment of their abilities.
5. Document student progress by using appropriate criteria of evaluation.
6. Respond to guidance needs of individual students through communication and/or

appropriate referral.
7. Develop and teach to systematic lesson plans.
8. Provide adequate written instruction for substitutes.
B. Responsibilities to the parents and the community:
1. Inform parents of student progress.
2. Communicate effectively to the school and District.
C. Responsibilities to the school and District:
1. Know and follow the District and school policies, procedures, rules, regulations, and guidelines.
2. Follow District policy and procedures regarding student records.
3. Honor contractual commitments, follow State and Federal guidelines, use materials and

supplies appropriately, follow approved regulations when taking leave, and maintain
required District and school records.
4. Participate in the development of instructional programs and the selection of textbooks,
supplies, and equipment.
5. Attend faculty and other required staff meetings and follow the rules of the individual
buildings to which you are assigned.
6. Follow the District policy regarding lists of students’ and teachers’ names solicitations, or
donations of funds.
7. Supervise students both in and out of the classroom.
8. Initiate and maintain communication with colleagues.
9. Honor staff commitments to attend school activities.
10. Follow guidelines related to disciplinary action and emergency situations.
D. Responsibilities to self as a professional:
1. Evaluate and reappraise professional performance in terms of the District’s Evaluation
Process and Improvement of Instruction Guide for Classroom Teachers, Counselors, Media
Specialists, and School Nurses.
2. Instruction process.
3. Participate in professional growth activities.

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Qualifications
A. Knowledge of:

1. Current concepts, methods, and procedures for curriculum development and
implementation

2. Laws, rules, policies, and trends regarding instruction
3. Competency-based instruction
4. Human development and learning
5. Management skills
6. Communication skills
7. Basic instructional skills
8. Program planning
B. Ability to:
1. Communicate effectively
2. Maintain records
3. Use appropriate instructional skills
4. Maintain acceptable student behavior
5. Develop appropriate curriculum
6. Interpret and comply with laws, rules, and policies
7. Select appropriate materials
8. Apply appropriate learning theory
Experience
Demonstrate competency
Education
Valid Oregon Teaching Certificate, including proper endorsements

Teacher Expectations

Student attendance
1. Be thoroughly familiar with the building attendance philosophy, procedures, and standards as
they apply to both teachers and students. Refer to Planner.
2. Take careful attendance each teaching period, reporting the names of students absent as
building procedures specify.
3. Keep accurate attendance records.
4. Refer students as appropriate if class absences are a concern.
5. Notify parents of students regarding excessive absence and tardies.
6. Do not keep a student out of another teacher’s class period without making prior arrangements.

Classroom management and supervision
1. Classroom behavior standards and expectations should be shared in writing with students at the
beginning of each grading period and be on file in the principal’s office.
2. Supervise student use of school equipment and facilities particularly in those instructional areas
assigned for your use. Check desk tops regularly. Teacher should not leave students unsupervised
at any time.
3. Know and enforce school/departmental standards in the classroom, halls and in dealing with
problem situations. Assist with hall supervision between classes.
4. Assume your supervision responsibility regularly and promptly, and carry out the responsibility
according to the provisions of the job description.
5. Be in your classroom prior to the tardy bell.
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Instruction
1. Course goals should be secured from your coordinator and thoroughly reviewed prior to planning
for instruction. These should be referred to often throughout your instruction.
2. Every effort should be made to assist each student in accomplishing the course goals established
for the class. Instructional strategies should be selected accordingly. Reports of student progress
should be shared according to building procedures.
3. Instruction should be organized around short and long range planning. Planning should be
correlated with written course goals. Lesson plans must always be available for substitutes.
4. Assignments involving both oral and written expression skills should be a part of every curricular
offering. Written assignments should conform to department writing standards.
5. A weekly or daily agenda for instruction is be shared with students both orally and in writing
(i.e., listed on white board).
6. Effort should be made to identify students whose abilities vary markedly from the average in a
given subject. Optional assignments appropriate to very low and very high achieving students is
a part of each teacher’s responsibility.
7. Written grading standards should be clear, understandable, shared with students, available to
parents, and on file in the principal’s office.
8. Grade books must neatly and accurately document each student’s attendance and academic
progress.
9. Administrators will work with teachers to set instructional targets.

General
1. Be familiar with all school standards included in the teacher/student handbooks.
2. The work day for teachers is 7:20am to 3:20pm. Teachers leaving early must sign out in the main
office. Teachers leaving early on a regular basis must have prior approval from an administrator.
3. Attend all faculty and department meetings.
4. Carry out all special assignments or responsibilities.
5. Make sure students are aware of daily school activities. Insist on a quiet, attentive atmosphere in
your classroom while the daily bulletin is read.
6. Grade books are confidential documents that should contain current, accurate information on
attendance, grades, and parent contacts.
7. Teachers should be aware of all district policies as adopted and all administrative regulations as
published.
8. Teachers are asked to make themselves readily available to students during the teacher’s
non-teaching time (not lunch) at school. Teachers are asked to generally remain in a designated
area easily accessible to students.

Performance Standards

Performance standards are the basis by which employees shall be evaluated. They include those set forth
as well as in existing or future written Board policies. They are to be used for target setting, for the clinical
supervision process, for Plans of Assistance, and for final evaluation reports.
It is the responsibility of the teacher to meet the Performance Standards at a level which is recognized in
the profession as reasonable, adequate, and efficient. The teacher’s assignment, class size, experience,
and available resources will be considered.
1. Responsibilities to students:

A. Diagnosing
1. Identify individual needs of students using knowledge of human growth and
development and learning theories.
2. Select from the District’s curriculum long-range goals that are appropriate to the
learning levels of the students being instructed.
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3. Translate the District’s goal statements into teaching objectives which include the
following:
a. Condition - The factors (materials that will affect the learning environment).
b. Learning - Content/thought process.
c. Behavior - Student activity that demonstrates accomplishment of desired
learning.
d. Level of expectation

4. Develop systematic lesson plans.
5. Select appropriate materials to implement instructional plans.
6. Provide adequate written instructions for substitutes.
B. Teaching
1. Teach to an objective (learning target) using appropriate instructional skills.
2. Give directions and explanations, direct activities, ask questions and give responses

to students that are relevant to the achievement of the objective and challenging to
the learner.
3. Monitor student progress.
4. Revise and adjust the lesson on the basis of feedback gained during the monitoring
of the students.
5. Apply learning theory. Examples include: reinforcement, learning styles,
motivation.
6. Use developmentally appropriate practices.
C. Managing
1. Establish a classroom atmosphere and maintain group management which
facilitates learning and respects the rights of all persons without discrimination.
2. Evaluate and document student progress using appropriate criteria.
3. Supervise students both in and out of the classroom.
4. Invest sufficient time and effort to improve instruction.
5. Enforce school rules.
2. Responsibilities to self as a professional:
A. Participate in professional growth.
B. Evaluate and reappraise professional performance in terms of the District’s Evaluation
Process and Improvement of Instruction Guide for Classroom Teachers, Counselors,
Media Specialists, and School Nurses.
3. Responsibilities to parents and/or community:
A. Inform parents of student progress.
B. Use effective communication skills.
4. Responsibilities to the school district:
A. Know and follow the District and school policies, guidelines, procedures, rules,
regulations, legally authorized directives, job description, and performance goals
applicable to the employee.
B. Honor contractual commitments.
C. Follow State and Federal laws and regulations.
D. Maintain required District and school records.
E. Participate in the development of instructional progress and in the selection of text
books, supplies, and equipment.
F. Follow guidelines related to student disciplinary actions and emergency situations.
G. Attend faculty and other required staff meetings.
H. Follow District policy regarding confidentiality. Examples include: Lists of student
names, lists of staff names.
I. Initiate and maintain communication with colleagues.
J. Honor staff commitments to attend school activities.

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Staff Meetings

Staff Meetings are scheduled in the following manner. Meetings start promptly at 7:20 a.m.
1st Tuesdays - Staff Meeting - Lecture Hall.
2nd Tuesday - Student contact time/club meetings.
3rd Tuesday - Professional Learning Teams.
4th Tuesday - Department meetings.

Personal Appearance

We are members of a profession of which we are very proud. It is our responsibility to set a proper
example and demeanor for students, as well as the community. This responsibility is especially
significant when we are in the focus of much public comment and attention. Therefore, common
sense and should prevail regarding personal appearance in the performance of our professional
duties. As a general standard, if teachers feel a need to “dress down” when they get home from school,
they probably have dressed well enough on the job.

Tobacco-Free Campus/District

All of Tigard-Tualatin School District is tobacco-free. Please comply with this policy.

Work Hours

Regular teachers’ hours are 7:20 am to 3:20 pm. Teachers may leave campus during their prep or lunch
by signing out at the front desk in the main office. Supervising assemblies is included in your workday
responsibilities. All staff are invited to use school facilities for exercise. Please do not work out between
7:20AM - 3:20PM.

Building Hours Sunday and Holidays- closed
School days- 6:30 am to 9:00 pm Summer weekdays- 7:30 am-3:30 pm
Saturday- 7:00 am to 2:30 pm

Closed Campus

We have a closed campus for all students. Juniors and Seniors, with parent permission, may be issued a
Lunch Release sticker for their ID card to leave campus at lunch.

Students (11th & 12th without a class and with parent permission, may be scheduled a Release if they
have the means and agree to leave campus for the full Release time. A Release Sticker on the student ID
card entitles the student to leave campus during that block. Students may not loiter on campus or in the
neighborhood during their Release.

Students are expected to always carry their ID cards with appropriate stickers during school hours.
Students are always expected to produce their ID cards when asked by a staff member .

Students who abuse the Release program in any way will have their Release privileges revoked.

Student Errands

Teachers are not to ask or “allow” students to do off-campus errands.

Unauthorized Early Dismissal

Teachers are NOT to dismiss class early without prior administrative approval.

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Pets at School

Dogs, cats, and/or family pets are only allowed at school for specific instructional purposes and must be
prearranged with an adminstrator; this includes vacations, conference days and work days.

Deliveries to Students

Deliveries (candy, balloons, flowers, etc. to students generally arrive in the main office. A note will be sent
to the student the last 10 minutes of the period asking them to stop by the office during non-class time.
If the student’s delivery is appropriate for the classroom, they may take it with them. If the delivery is inap-
propriate for the classroom, the secretary will store the delivery until the student is dismissed for the day.

Outside Solicitation

Posters, advertisements, and sales projects from organizations outside of the school are strictly prohibited.
If you know of student sales not connected to the school and its programs, advise the student accordingly
and inform an administrator.
Please do not solicit merchandise or products of your own interest. Solicitation of other staff members
to support church groups, scout groups, and other such organizations frequently creates unfair
expectations and ill will. It is reasonable to assume people do not appreciate solicitation in their
workplace. Commercial items are not to be distributed in staff mailboxes. Several times a year, our staff
is mailed various “surveys” and the like, that really are nothing more than staff or student solicitations.
Should such appear in your mailbox, please advise an administrator.

Display of Sexual/Racial Material

The display of sexually explicit and racially biased materials is prohibited at TuHS. This would include, but is
not limited to, nude pictures in lockers, vulgar expressions on hats and t-shirts, and the display of symbols
which represent race or ethnic hate groups.

Hall Passes

Students should be in class during class periods. Teachers are asked to keep students in class the first and
last fifteen minutes of class. Students outside of class, after the fifteen minutes, must have their completed/
signed Student Planner. While it may be occasionally inconvenient for teachers to provide students with
hall passes, it is essential in regulating student whereabouts during the school day. Students without hall
passes will be returned to the sending teacher for a hall pass.

Messages (staff/student)

Incoming phone calls to staff will generally be forwarded to their voicemail. Exceptions may include: staff
person’s request to have a specific message delivered, caller suggests an emergency, request by a family
member of the staff person.
Students who have phone messages will be paged during breaks. Urgent messages for students (as deter-
mined by the receptionist will be delivered immediately.

Parking

Staff are expected to park in designated staff spaces. Staff are required to register their car(s) with
the Student Affairs Office (no charge) and display the staff parking tag while using the staff parking lot.

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Volunteers

We encourage members of the community to become active in assisting us guide our students in a
comprehensive and positive educational experience. All volunteers ŵƵƐƚ ĐŽŵƉůĞƚĞ ĂŶ ĂƉƉůŝĐĂƚŝŽŶ ĂŶĚ
ďĂĐŬŐƌŽƵŶĚ ĐŚĞĐŬ ƉƌŝŽƌ ƚŽ ǁŽƌŬŝŶŐ ŝŶ ŽƵƌ ƐĐŚŽŽů͘ dŚŝƐ ŝŶĨŽƌŵĂƚŝŽŶ ŝƐ ĂǀĂŝůĂďůĞ ŽŶ ƚŚĞ dd^ ǁĞď ƉĂŐĞ͘

Visitors

Generally, student visitors/guest are not allowed during the school day. Teachers are not to permit student
visit ors in classrooms without administrative approval. Under normal circumstances, interested parents
and patrons are welcome on our campus, but still require administrative approval to visit classrooms.
Teachers will be notified in advance of any classroom visitations of this nature. All authorized visitors on
campus will have written authorization from the main office.

Staff Entrance to Home Athletic Events

Staff are encouraged to attend all home athletic events. Adult admission is $6.00 and free if you volunteer
to work an event. See the Athletic Director for more information.

Borrowing School Equipment

You must sign a check out sheet with the secretaries in the main office if you wish to borrow school equipment.

Varsity Letter

Letters are awarded for athletics and many other clubs and activities in our school. There must be a
written policy with “varsity” quality requirements for earning letters. There are no ASB or general fund
monies to cover the purchase of letters. Groups must fund the purchase of their own letters.

Funding of National Competitions

National competitions (academic, athletic, activity, arts, club, etc.) will not be funded with district or ASB
funds.

Gifts From Students

Teachers should accept student gratitude in the form of verbal or written appreciation rather than gifts.

Communication Devices

Communication devices that disrupt the learning environment (as determined by the staff member in
charge) will be confiscated and given to the Student Affairs Office.
1st offense - return to student at the end of the day.
2nd offense - returned to parent.

General Communication to Parents of Students

All written, general communication (course syllabus, classroom guidelines, student expectations, etc.) to
parents of students must be previewed by a building administrator before it is sent. This does not include
specific written communication with a parent regarding his/her student.

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V.
Policies for Staff--Instructional

Academic Integrity
Alternative Reading Policy
Academic/Extra-Curricular Conflicts

Dead Week
Field Trips
Grading System
Grade Records
Grades and Attendance
Homework/Make-up Policy
Lesson Plans
Parent/Teacher Communication
Class Add/Drop
Repeating Courses
Student Request To Change Teachers
Teachers Request to Remove Student From Class
Outside Credit For Graduation
Student Promotion
Graduation Policy
Guest Speakers
Student Assistants

Films/Videos

Class Parties

Academic Integrity

Academic integrity is a very highly held principle at Tualatin High School. It’s meaning and relevance must
be taught and reinforced frequently with students and parents. Academic integrity refers not simply to
dishonesty on exams, but to any behavior, such as plagiarism, that violates academic standards. Actions
that compromise academic standards in a component (paper, project, exam, etc.) of a class will result in a
failing grade for that component. Failure of that component, when averaged with other components, may
lead to the failure of the class.

Alternative Reading Policy

Students with sincere religious objections to required readings may request to the associate principal in
charge or curriculum or the principal, in writing, alternative readings to fulfill the reading requirement of
the class. Forms are available from the principal’s secretary.
It should be noted that IB reading requirements are very specific. It is likely that alternative readings will
not allow the student to achieve an IB diploma.

Academic/Extra-Curricular Conflicts

Teachers, advisors, and coaches are strongly urged to communicate early (first day of class or activity) with
students and each other in planning to avoid situations that may place a student in the uncomfortable posi-
tion of having to choose between simultaneous commitments.

Dead Week/Finals Week

Dead Week is the week before finals each semester, and is generally void of field trips and other student
activities that would generally be controlled by our school. Teachers wanting to schedule an activity during
Dead Week or Finals Week must have prior administrative approval.

Field Trips

Well planned and carefully conducted trips for students into the community can be an important supple-
ment to in-school education programs. As part of the instructional program, field trips must be planned
with definite educational objectives in mind. Pre-planning and follow-up are keys to successful,
educational experiences. Staff member must be present on all field trips.
Field trip forms are available in main office.
Guidelines for field trips:

1. Field trips should not be scheduled near the end of a grading period or during the month of May if
possible.

2. Field trip requests are to be submitted for approval to the Head Secretary at least two weeks in
advance. Overnight field trips must be additionally approved by the Superintendent at least 30
days in advance.

3. Completed student prearranged absence forms (including parent signature) are to be turned into
the attendance office by the sponsoring teacher one week before the field trip.

4. Teachers may deny students a field trip opportunity if the teacher feels the student’s attendance
has already been unsatisfactory and/or his/her academic progress is in jeopardy. Teachers denying
student field trip participation must contact the student’s parent(s) and the sponsoring teacher prior
to denial.

5. Only students registered in the class taking the field trip (including student assistants) may partici-
pate in the field trip.

6. Transportation arrangements are the responsibility of the teacher and should be coordinated with
district transportation ten days prior to the field trip. Forms are available in the mail room.

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Teachers are encouraged to confirm with district transportation a day or two before the scheduled
field trip.
7. Students may participate in no more than 1 extended (5 school days) field trip per semester.
8. Adequate adult supervision will be arranged by the teacher and approved by the Curriculum VP.
Chaperones will remain with the students throughout the trip.
9. For various reasons, some students may not be able to attend a field trip. In the event a student
does not attend (excluding truancy) a field trip, teachers are EXPECTED to provide an alternative
educational experience.
10. There are no general fund monies to fund field trips. Class participants must fund their own field
trip expenses, including transportation.

Grading System
The following describes criteria for scholastic marks:
A = Superior Special recognition
B = Above Average Minimum requirements significantly exceeded
C = Average Meets minimum requirements
D = Below Average Fulfills most minimum expectations
F = Failing Minimum requirements not met and lack of competence
demonstrated
P/D or F Option available by petition only

In determining grades for students new to Tualatin High School, teachers will use the withdrawal grade
from the previous school, plus the grade the student earned at Tualatin High in computing the term grade.
The teacher’s judgment will be the basis of arriving at a fair and balanced merger of these grades.

NOTE: Teachers may not give failing grades unless parent contact (conference is preferable; phone, or letter
are permissible) has been made at least one week prior to the end of the grading period.

Credits previously earned by transfer students shall be matched to the Tualatin High School graduation
requirements as fairly as possible. It is the responsibility of the counselor to make judgments regarding
transfer credits.

The administration will make the decision when a question arises regarding credits.

Grade Books

It is important to remember that your grade book represents an official school record which, at the
end of the year, becomes the property of the school. Please insure that these records are kept secure
and confidential. Grade records should include:
1. Attendance records showing absences (excused and unexcused) and tardies in your class. A system

of symbols should be used that will indicate excused absences, unexcused absences, suspensions and
tardies.
2. Student grades for each graded activity, assignment, lab, quiz, exam, project, etc. The final grade for
each grading period should be clearly identified.
3. The dates for each of the above, where appropriate.
4. Identification of each student, the grading period, class period, and course titles.
5. Your grading system and a clear explanation of the various symbols, etc. used
6. Record all parent contacts.
Actual Final Exams are to be kept for a minimum of three weeks following the end of each semester to
allow interested parents an opportunity to examine them.

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Updating your grade book regularly to communicate learning/skill gains or deficiencies is essential for
students and parents to understand progress towards skills and knowledge. It is expected that grades
will be entered timely to reflect recent learning. Failure to update grade books at a minimum of every
two weeks may be deemed unsatisfactory in domain 5.2 of the professional responsibility section of the
licensed evaluation rubric. If assignments are being submitted for feedback or as a checkpoint of larger
projects, that progress or clear lack of progress or submission must be reflected in the grade book. Our
intervention systems, parent support systems, and on track status for graduation all rely on accurate
grade data, thus it is our responsibility to keep grade books and reports accurate and up to date. Tualatin
High School will run reports after the 1st and 15th of each month. Grades should be updated to meet
those data pulls and time lines.

Grades and Attendance

Truancy (Unexused Absences)
When a student skips your class, you may withhold credit due during the skip. If an exam or due date
is missed due to an unexcused absence, you may award the student zero credit. It is in the best interest of
the student to work with them to recover partial credit if at all possible, however.

Suspensions
Students who are suspended from school should be given the opportunity to do the work at home, if
possible. Any exams or projects due during the duration of the suspension are to be allowed to be made-
up.

Misbehavior
Denial of credit is considered the ultimate grade reduction. Any student removed for continued
misbehavior will be given credit for work completed in an alternative placement when appropriate.

Homework/Make-up Policy

Research has shown that assignment and completion of homework in various subjects yields positive
effects in student academic achievement. Homework in John Hattie's research has an effect
size of 0.5 at the secondary level (medium effect). We should make sure that homework
reinforces learning and that students receive feedback promptly. Tasks assigned should reflect
quality over quantity and the ‘deliberate practice’ of things covered in class.

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Lesson Plans

All teachers must have written lesson plans indicating learning objectives, teaching strategies and student
assignments/expectations. Teachers will keep these lesson plans in their grade book or files, and may
be required to submit them for review at the request of an administrator. The purpose of lesson plans
is to ensure that students benefit from the best instructional planning and practices in all learning
experiences.

Parent/Teacher Communication

Teachers are encouraged to make personal contact with parents of their student at least once per
semester. You are expected to log such contacts in your grade record books.
Progress Reports
At the halfway point of each nine week grading period, all teachers are to complete a progress report on
each of their students. Class grades to that point are to be included along with comments about the
student’s progress. These progress reports will be mailed to parents by the counseling office.
Parent-Teacher Conferences
First semester, Tualatin HS will host a parent teacher conference near the beginning of the second nine-week
grading period. These conferences are an opportunity for parents to gain information about the progress
of their children. Besides these regularly scheduled conferences, parents or teachers may request a
conference any time during the year. If you request a conference, it is wise to inform the student’s
counselor as they may know of other teachers who want to attend as well.
Frequent communication with parents is an emphasis here at Tualatin HS. Early communication can be the
best way to head off potential behavioral, academic, or attendance problems. Teachers are encouraged to
contact parents anytime to relate positive student accomplishments.
NOTE: Teachers may not give failing grades unless parent contact (conference is preferable; phone,
email, or letter are permissible) has been made at least one week prior to the end of the grading period.

Class Add/Drop

After the second week of the semester, students may no longer add or drop classes without completing
the process for withdrawing from a class. All classes dropped after the second week of the semester will
appear on a student’s transcript.
Students will receive a “WF” (withdrawal with an “F”) on their transcript for that class. The “WF” will be
computed into their cumulative GPA. For extenuating circumstances, a “W” (withdrawal) may be
considered with administrator approval.

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Repeating Courses

All courses that students complete will be recorded on their transcript. Course(s) may not be repeated
at TuHS for a higher grade; however, as classroom space is available or teachers are recommending,
students may retake math and foreign language to improve skill level and achieve mastery before
moving on to the next level. Requests to repeat courses in math and foreign language will be reviewed
on a case-by-case basis, and will be approved only upon recommendation of the teacher, and if class
sizes permit enrollment in the course. If a student does repeat a course, both grades will be recorded
on the transcript, and the first grade will be transcribed as an elective credit. Courses eligible to be
repeated include all in-district academic programs and accredited private, alternative, charter and
public school programs. Students must complete an application for outside credit prior to enrolling in a
course outside Tualatin High School in order for the grade and credit to appear on their transcript.
Students need to arrange all outside credit through their counselor

Student Request To Change Teachers

It is our policy to discourage teacher changes. After the official add/drop dates have expired, students
wanting to change teachers must get written permission from both the transferring teacher and the
receiving teacher and a parent. The counselor will try to adjust the student’s schedule with the
understanding that a teacher change may impact the student’s entire schedule. Restrictions on class
size may nullify such requests.

Teacher’s Request To Remove Student From Class

A form is available in the Counseling office for teachers to complete before any action will be taken by a
counselor. A note from the teacher requesting a change or sending the student in to
remove themselves is not appropriate. Teachers are responsible for informing parents of the request.

Outside Credit For Graduation

Students may earn up to five (5) high school credits from outside the high school setting. Only credits
from accredited programs will be transcribed. Please see your counselor to pick up the Application for
Additional High School Credit prior to taking any outside course for credit. Courses taken at a treatment
center are usually counted towards health or elective credit and will be transcribed as follows65-70
hours = .5 credit at TuHS / 130 hours = 1.0 credit at TuHS

Student Promotion

Students may progress with their class (regardless of credits) through their junior (11th grade)
year. Fourth year students will gain senior status with at least 14 credits (or a plan on file detailing how
they will earn the required number of credits to graduate on time). Fourth year students with less than
14 credits will have junior status. Counselors will send written notification to parents of
students denied senior status in June of the student’s junior year.

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Graduation Policy

The number of credits required to graduate at Tualatin High School is 26. In addition to the credit
requirements, graduating seniors must demonstrate proficiency in th“Essential Skills” listed below.
These can be accomplished by meeting state standards on the Smarter Balanced Assessment, through
meeting established “cut” scores on national testing (like ACT and SAT), or through work samples.
These requirements have also been included in admissions requirements to Oregon University
Schools.

Guest Speakers

Using guest speakers from the community can be a valuable learning experience. When considering
a potentially controversial speaker, the Guest Speaker Form is to be processed and the invitation
discussed with the Curriculum Associate Principal BEFORE making any commitment to either the
speaker or students. In all cases, the teacher should be able to demonstrate a clear relationship
between course goals and the subject matter of the speaker’s proposed topic. Teachers have a
continuing responsibility for appropriateness of language and behavior on the part of invited speakers.
The process follows:

1. Teacher completes the form and gives to Department chair
2. Department chair signs and returns to receptionist
3. Receptionist gives to Curriculum Associate Principal to sign
4. Curriculum Associate Principal returns to receptionist
5. Receptionist distributes copies to requesting teacher, School-to-Careers Coordinator

(state requirement), Guest Speaker binder in main office
6. Requesting teacher extends the invitation to the Speaker
7. Following visitation, requesting teacher writes a thank you letter to the speaker

Teacher Assistants

Teachers may have only one Student Assistant (TA) per block. Each teacher is directly responsible for
supervision and attendance of his/her TA. TA’s are not to be loitering and must have a pass to be
outside of the teacher’s classroom. Teachers are discouraged from taking TA's during a prep period
and, therefore must have supervisor approval prior to taking on a TA during this time.

Films/Videos

Showing of commercially produced and rated films, TV programs, videos, etc., may have a legitimate
purpose in the school’s educational program. However, since the content of these feature films
customarily is designed for general audience viewing, certain precautions should be taken to ensure that
the showing of a particular film is consistent with the educational values espoused by the District. Only
films rated G, PG, or PG-13 may be shown as part of the high school program. R-rated and TV-MA films
may be shown at the high school level if the following conditions are met: 1) The teacher considers
the film integral to the intended curriculum; 2) The film is approved by the building principal; 3)
Prior written consent from each student’s parent/guardian is on file with the teacher for each specific R-
ratedand TV-MA film. 4) Students’ parents/guardians are to be given an opportunity to preview the
film. 5) Viewing is limited to that portion of the film that is relevant to the curriculum activity. 6)
Written consent must be on file before a child 13 years old or younger may view a PG or PG-13 film.

Class Parties

Teachers must get pre-approval from their supervisor one week prior to having a class party. Class
parties should be used on a limited basis and be tied to the curriculum or course incentive. If food will
be served, items must be store-bought and food alergies of enrolled students must be considered.

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VI.
Safety, Security, Illness

Teacher Emergency Checklist
Campus Security

General Safety Guidelines
Injuries

Student Self Medication
School Resource Officer

Teachers’ Emergency Checklist

Recognition and Assessment of the Situation
· Direct observation or knowledge of conditions--look, listen, etc.
· Report significant information to office.
· Maintain awareness of conditions and threat source.
o LOCK OUT
o LOCK DOWN
o SHELTER
o EVACUATE

Immediate Actions During Lockdown
- Lock door(s)
§ Do not chain or barricade
§ Do not lock out those needing shelter – once a door is locked it must STAY locked

Immediate Actions During Shelter In Place
Hide out of sight, stay quiet

· Classroom options: away from windows & doors along outer wall, if necessary; watch for
shattered glass

· Move to shelter in different place if safe to do so (if current location is judged too danger-
ous. Police will release students and staff when it is safe

Other Actions During Shelter In Place
- Care for injured. Do not expose yourself to danger.
- Prevent and/or control panic.
- Close drapes/curtains/blinds ONLY if safe to do so.
- Turn out lights if safe to do so.
- Be ready to move instantly (know possible evacuation routes, including windows).
- Have accurate headcount and accounting for others (take class record book with you if evacu-
ated).
- Provide for needs of handicapped students.
- If possible, report status or significant changes to office/incident command post.

Actions After Emergency is Resolved
- Care for students
· Deal with panic/hysteria/stress reactions
o Provide psychological first aid
· Follow instructions of police, principal (Police are in charge, principal and other staff
support their efforts)
o Be prepared for police to suddenly appear
o Be ready to move, follow special instructions

Actions During Hostage Situation
- Stay calm, “don’t be a hero”
- Follow instructions of captor
- Cooperate, be friendly if possible, don’t argue or antagonize captor or other hostages
- Inform captors of medical or other needs
- Be prepared to wait. Elapsed time is a good sign.
- Be observant and remember everything you see or hear.
- If a rescue takes place, lie on the floor/ground and stay down.
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· Be prepared for the unexpected
- Think of possible courses of action for various contingencies.
- Check for injuries; ask, “are you hurt?”
- Account for all students and stay put. Wait for instructions (let other teachers know you
have their students).
- As verified information becomes available, explain to students what has happened and what
will happen next. Allow them to ask questions, express feelings, etc.
- Monitor children for (bad) reactions to stress.
- If children were directly involved or direct witnesses so indicate to police investigators.
- Preserve (don’t touch if possible) any physical evidence, notify police.
- Stay with “your” students until reunited/signed out.
- Report to office or other emergency assembly point
- Debrief and receive instructions for recovery/follow-up activities
- Take advantage of personal support services

Campus Security

(CS) staff are school personnel responsible for overseeing the activities and behavior of students on campus
or outside classroom.

Below are specific job responsibilities of CS.
1. Supervises student behavior on campus throughout the school day.
2. Establishes and maintains good working relationship with all students to help:
a. staff in the identification of unknown students
b. solve problems that may occur when staff members are not present
c. to approach student witnesses in the identification of a person(s) involved in an act of
vandalism, etc
3. Is aware of suspensions and student withdrawals by checking with the associate principal daily.
4. Makes contact and directs all non-students to the main office or off campus.
5. Works with and assists law enforcement officials involving students or non-students.
6. Assist in all emergency evacuations of the building.
7. Constantly aware of and alert to changes in school atmosphere or student behavior and report
any potential problems to an administrator ASAP.
8. Remove contents of lockers of withdrawn students upon administrative request.
9. Follows assigned routes for maximum campus coverage.
10. Be constantly accessible to main office via pager/walkie-talkie.
11. Assists staff in lunch supervision.
12. Performs other duties as assigned by an administrator.

Concerns about CS should be directed to an administrator.

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General Safety Guidelines

1. Inspections. The key ingredient in an effective safety policy is accident prevention. All employees are
expected to assist in noting potential hazards or unsafe conditions. This might involve a piece of
defective equipment, apparatus, or an unsafe practice of some type. If such hazards are noticed,
immediate steps should be taken to effectively neutralize the possible dangers. Hazards should be
reported to the principal immediately.

2. Liability. Negligence is defined as failure to act as a reasonable, prudent person. The following ac
tions are guidelines to avoid negligence:
a. continual inspection of facilities
b. reporting and refusing to use defective equipment
c. knowledge of and instruction in safety procedures for all activities within assigned areas of
responsibility
d. correcting students involved in unsafe practices
e. carrying out proper first aid measures in cases of injury
f. seeking assistance when warranted by a given injury

Injuries

Student
1. Superficial injuries where band aid or slight bandaging is sufficient will be up to the judgment of
the teacher in charge. First aid supplies are available in the physical education area and the health
room in the SAO.
2. More serious injuries should be referred to the nurses office (within the attendance office).
3. Staff should not move anyone who may have suffered a broken bone, head, or neck injury. If their
is any doubt about whether or not the injured person should be moved, contact secretary at 431-
5604 for immediate assistance.
4. Where injury is so grave, or potentially grave, as to suggest the need for immediate medical atten-
tion, there should be no delay in contacting 911 service.
DIAL 9-911 from any school phone.
5. Injured students who require transportation to their home or to a physician are, under no circum-
stances, to be driven by a minor. It is most ideal that the parent furnish transportation. If time is an
important consideration or parental transportation is unavailable for other reasons, transportation
will be arranged by either the nurse or an administrator.
6. If a student becomes injured or ill during a class period, requiring attention from the school nurse
or 1st aide treatment, they should be escorted to the SAO by an adult or peer. An Incident Report
must be filled out for every school-related accident by the witnessing staff member (see forms).

Staff
The student guidelines should generally be followed for staff as well. On-the-job injuries should be reported to
the main office and an accident form completed should the injury lead to a workman’s compensation claim.

Student Self Medication

A permission form is required for student self-medication of all prescription medications. No permission
forms are needed for non-prescription medications proviced that students have in his/her possession only the
amount of medication needed for that school day. Medication must be in original packaging with student’s
name on the container. Sharing or borrowing of medication from another student is strictly prohibited. Staff
may not give students medication (prescribed or otherwise) without written parent/guardian permission.
Students who are developmentally and/or behaviorally unable to self-medicate will be provided assistance
by designated, trained school staff.

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School Resource Officer (SRO)

The School Resource Officers (SRO) is a City of Tualatin Police employee assigned to Tualatin High School.
He is generally in the school building 80% of the time (he has some general police responsibilities in addi-
tion to his school assignment).
The SRO may be in uniform or plain clothes while on campus. His office is located in the Student Affairs
Office. In addition to his police-type responsibilities at school, he is available to speak to different classes on
a variety of topics that include constitutional issues, harassment, traffic safety, and many other legal issues.

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VII.
Attendance

Student Absence
Student Attendance Responsibilities
Field Trips and Prearranged Absences

Teacher Absences

Student Absence

Participation Eligibility
In accordance with state law, a student absent from school for all or part of the school day may not
participate in extra-curricular activities (including, but not limited to, sports, music and drama) on the
day of the absence unless cleared by the Administration.

Excused Absences
According to ORS 339.965, excused absences are:
•Personal illness • Family illness •Funerals •Emergencies •Suspensions

Unexcused Absences
Any absence that has not been excused by the Attendance Office in accordance with ORS 339.065, will
be an unexcused absence. Some examples may include car trouble, completing homework at home
(and then coming to school late), hair appointments, job interview, missing the bus, and oversleeping.

Students will not be excused to go to work. This is in accordance with state law requiring attendance at
school. For those students who work after school, we consider attendance at school a priority. Students
who have jobs after school are expected to be in attendance at school during the days that they work.

Pre-arranged Absences
Parents are encouraged to notify the Attendance Office in advance of their student’s planned absence(s).
School-related absences are treated as an extension of the school curriculum and are excused by
pre-arranged absence forms. It is the responsibility of the student to complete any make-up work (in a
timely manner) that is required.

Tardies
When a student arrives late to class there is a disruption to the learning environment. To avoid this
disruption, students are expected to be in the classroom when the bell rings. Greeting students at the
door reinforces the importance of students timely arrival. In addition, starting class with engaging
activities creates anticipation and purpose. For those students that arrive after the final bell, please
direct them to the Attendance Secretary to get an admit pass.

Student Attendance Responsibilities

Teacher
–marks student absent via Synergy and keeps a paper copy daily as well
–option to give NO CREDIT to student on days he/she was UNEXCUSED

Student
–bring note signed by parent or have parent call to EXCUSE absences to Attendance Office

Attendance Office Staff
–record all excuses received from parents via phone or note
–assign ASD to any student who receives an UNEXCUSED Admit Slip with 2 school days to clear
–update ASD list as parent calls/notes are received
–create list of all ASD skips for ISS
–create list of accounted and unaccounted absences

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Field Trips and Prearranged Absences

Teachers wishing to take students on field trips during school hours must provide the attendance secretary a
packet to include completed prearranged absence forms for each student and a class roster one week prior
to the field trip. Students are not to turn their prearranged forms individually to the attendance secretary.
Regularly Scheduled School Events
Student Council, Packleaders, athletic team members, etc. who appear on a master list (on file in the
attendance office and available to all faculty), do not need to prearrange absences for their events.
Student Responsibility
Students who leave during the school day should be regularly encouraged/reminded by all staff that they
are to remind their teachers that they will be gone.
Field Trip/Event Denial
Teachers may deny field trip/event privilege (by notifying parents) providing there is mutual understand-
ing with the student, parent, and field trip/event teacher/advisor prior to the denial. Upon actual denial,
parents must be contacted prior to the field trip/event.

Teacher Absence

AESOP Express Online Absence System
An automated system for reporting staff absences is available to all staff members. In-building training
for using the system will be available to all new employees during the inservice week. All staff members
should obtain a personal identification number, become familiar with the system, and keep the instruction
card available to insure correct accessibility.
Reporting Absences
Each staff member is responsible to call or go online to AESOP to report their own absence. ABSENCES
MUST BE REPORTED EITHER PRIOR TO, OR by 6:30 AM THE DAY OF THE ABSENCE. The earlier the absence
is reported, the better chance you have of getting a requested substitue, or even one at all. Whenever
possible pre-arrange absences.
Field Trips and Other School Absences
Licensed employees who need to be absent from the building for a short period of time, and who do not
have direct instructional or supervision duties, may sign out of the building at the receptionist’s desk in
the main office. The intent is that licensed employees will use this time for unavoidable conflicts including,
but not limited to, medical, legal, and other appointments or care needs. Those who plan to be out of the
building on a field trip or other school-related absences must record the absence in the AESOP system,
accurately report whether or not you will need a substitute.
Inclement Weather
If the District requires the make-up of lost days for which it has instructed them not to report, then all
employees shall fulfill their regular duties on those days. Employees are encouraged to register for updates
on inlement weather cancellations with Flashalert at http://www.flashalert.net/news.html.

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VIII.
Schoolwide Discipline

Supervision of Student Conduct
Profanity/Obscene Language
Classroom Management
Communication Devices Sexual
Harassment
Bullying and Cyber-bullying
PDA
Skateboards
School Dress Code

Supervision of Student Conduct

Staff are responsible for supervising student behavior, employing effective classroom management methods
and enforcing the rules of student conduct in a fair, consistent and nondiscriminatory manner.
Should corrective action be needed, it must be reasonable and reflect the district’s priority to maintain a
safe and positive learning environment for all students and staff.
A staff member who witnesses a situation where another staff member is confronting a student who is
acting inappropriately should do the following:
1. Move closer to the situation so your presence is known.
2. Assist the staff member in stopping the inappropriate behavior, verbally, and if necessary,

physically if the situation warrants.
3. Be a witness to the situation and be prepared to communicate the situation to an investigating

administrator.
Corporal Punishment
It is against state law to use corporal punishment in public schools. (OAR 581-21-060)
Corporal punishment is any act which willfully inflicts or willfully causes the infliction of physical pain on a
student. Corporal punishment does not include the use of reasonable force by a school administrator, teacher,
school employee, or volunteer as necessary to maintain order or to prevent a student from harming himself/
herself, other students, and school staff or property.

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Profanity/Obscene Language

Profanity/obscene language is not acceptable on campus. All staff are expected to confront students using
such language. Staff are encouraged to handle initial violations. Repeated violations may be referred to
the Student Affairs Office.

Classroom Management

General
Teachers must not leave their rooms during class time, except in an emergency. If you must leave, alert
a teacher in the next room to be aware of your absence. The office will not call you out for phone calls,
except in an emergency.
Students in the room are to be quiet and begin work when the bell rings. This presupposes teachers
are ready to begin at the bell.
Students are to remain in their seats until the dismissal bell rings and walk from the room in an orderly
manner. Do not allow students to stand at the door to wait for the bell.
Student hall passes are to be completed in full in ink. Keep track of your students’ time out of class on
hall passes. Teachers are expected to check hall passes of those students in halls during class time. Hall
pass privileges may be revoked for students who abuse them.
Classes are to be taken outside only if it is educationally meaningful with prior administrative approval.
A note should be left on your classroom door, indicating to late arriver's and others where you have
gone.

Communication Devices

At Tualatin High School, the basic guide is "Off and away unless the teacher says it's okay."
Communication devices that disrupt the learning environment (as determined by the staff member in
charge) will be confiscated and given to the Student Affairs office. Sanctions will be as follows:
1st offense - returned to student at the end of the day with a note home to family, requiring a return
signature.
2nd offense - returned to parent.

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Sexual Harassment

Sexual harassment (SH) is unwanted behavior usually directed at someone of the other gender
and occurring in a context of power. It is a violation of a person’s civil and constitutional rights
and demoralizes and devalues institutions and the individuals associated with them. The
behavior can be verbal, non-verbal or physical. SH involves two types of conduct. The easiest
to recognize involves implicit or explicit requests for sexual favors that may be used as a
condition or basis for employment or educational decisions or advancement. This type of
conduct is known as “quid pro quo.” An example of quid pro quo harassment in a school
setting would be a teacher implying that a student may fail his course unless she grants him
sexual favors.

The second type of SH is “hostile environment.” It is behavior that has the effect of
unreasonably interfering with the employee’s or student’s work or school performance or that
creates an intimidating, hostile, or offensive work or school environment. It’s subtle forms
can be confusing and may be viewed as “normal” behavior between males and females.
The building principal is responsible for receiving SH (oral or written) reports and must, within
24 hours, forward all SH complaints to the district’s Affirmative Action Officer.

Teacher Responsibilities
Staff often are uncertain about how they can avoid even the perception of harassing students,
and how to address student-on-student harassment. The following guidelines are offered on
how to avoid being accused of harassing a student, and on effectively addressing harassment
among students.
1. Don’t assume your comfort level and sensitivity to physical and verbal expression is
universal. In other words, when in doubt, don’t.
2. You need to assure a non-offensive environment for all. That means you must be
sensitive not only to the person with whom you are dealing individually, but to all others in
the group (i.e. other students in the classroom).
3. Ignoring harassment is not a solution. As a teacher, your legal responsibility to
respond to harassment. Harassment increases when you either directly observe it or are
notified of it and fail to respond.
4. “Do as I do.” As in all other areas, you are the model, but even more so in this arena.
Your behavior signals what is acceptable behavior from your students.
5. If an incident occurs that you feel might be misinterpreted or compromising to you,
immediately report it to the administration. Don’t wait for misinterpretation or potential
memory lapses to confuse what occurred.

Bullying and Cyber-bullying

Bullying and cyber-bullying is strictly prohibited. Students whose behavior is found to be in
violation of this policy will be subject to discipline, up to and including expulsion.

Hazing includes, but is not limited to, any act that recklessly or intentionally endangers the
mental health, physical health or safety of a student for the purpose of initiation or as a
condition or precondition of attaining membership in, or affiliation with, any district-
sponsored activity or grade level attainment, or other such activities intended to degrade or
humiliate regardless of the person’s willingness to participate.

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Harassment, intimidation or bullying means any act that substantially interferes with a student’s
educational benefits, opportunities or performance, that takes place on or immediately adjacent to district
grounds, at any district-sponsored activity, on district-provided transportation or at any official district bus
stop, that may be based on, but not limited to, the protected class status of a person, having the effect of:
1. Severe, pervasive or persistent
2. Creates a hostile environment at school. That is, it is sufficiently serious that it interferes with or

limits a student’s ability to participate in or benefit from the services, activities, or opportunities
offered by a school
3. Based on a student’s race, color, national origin, sex, disability, or religion
Cyber bullying is the use of any electronic communication device to harass, intimidate, bully or
otherwise intend to harm another individual. In addition, any communication of this form which
substantially disrupts or prevents a safe and positive educational or working environment may also be
considered cyber bullying.
Retaliation means hazing, harassment, intimidation, menacing or bullying and acts of cyber bullying
toward a person in response to a student for actually or apparently reporting or participating in the
investigation of hazing, harassment, intimidation, menacing or bullying and acts of cyber bullying or
retaliation.
Menacing includes, but is not limited to, any act intended to place a district employee, student or third
party in fear of imminent serious physical injury.

Public Display of Affection (PDA)

Public display of affection beyond common social gestures on campus or at school activities is not
acceptable behavior. Displays of affection can be offensive to others. Inappropriate displays of affection
should be addressed by any observing staff member. Kind, non-sarcastic, and private conversations bring
about the best results.

Skateboards

Skateboards are not to be used on campus. They may be used as transportation to and from school,
but must be carried on campus. Skateboard users are to be referred to the Student Affairs office
where their boards will be confiscated for the day and returned at the end of the school day. Users
will be asked not to use the skateboard on campus and if there is a repeat violation, boards will again
be confiscated and returned only to parents.

School Dress Code

Students may dress and groom according to their choice (1) consistent with the goals and purposes of
the educational environment, (2) so the teaching/learning process is not disrupted, and (3) that a health/
safety issue is not created. Students are to dress appropriately as defined below.
Articles of clothing that advertise illegal activities or promote the use of alcohol, tobacco or drug prod-
ucts, promote acts of violence and/or intimidation, or that display sexually suggestive words or pictures
are not permitted in school since they contradict the mission and curriculum of the district. Any items,
which are commonly considered evidence of membership or affiliation with any gang, are also prohibited.

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