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Handbooks >> Employee Handbook 2015-16
Employee Handbook 10/31/2014


2014 / 2015

Faculty / Staff Handbook



Anthony L. Morris, Ph.D.



Mrs. Angela Parham                                                                  LTC Kim Staley, USA, Retired

Assistant Principal                                                                              Assistant Principal

Table of Contents


Statement of Belief/Mission Statement……………………………………..………….………….………3


Model Middle School Philosophy ……………………………………………………………………..……5

Preparatory School/Program/Advanced Classes/Pre-Preparatory……..……………..…………..…6-8

Response to Intervention (RtI)/Progress Monitoring/Tiers I,II,III……………………………….……8-11

Math, Reading, Science, Social Studies, and English………………………………….………………11

Ethics, Parent/Teacher Relations/Public Relations…………………………………..……….………...12

Absentee Records/Homeroom Section/Class Record Book/INow Record Book………….……..….13

Faculty Attendance/Leaving Campus During the School Day/Substitute Teacher…..................…14

Sick Leave/Personal Leave……………………………………………………………………………..…15

Professional Leave/Faculty & Departmental Meetings/Field Trips…………………………….….…..16

Food and Drinks in the Classroom/Guest Speakers/Hall Passes………………………….….……...17

Lesson Plans/Planning Period……………………………………………………………………….……18

Mailboxes/Parent-Teacher-Student Association/Purchasing/Student Records………………….....19

Take-In/Teacher Dress……………………………………………………………….........................…20

Teachers’ Lounge/Telephones/Record Room Regulations/Time Clock…………………….…..…...21

Visitors/Enrollment/Guidance and Counseling…………………………………………….………....….22

Make-up Work/Media Center…………………………………………………………………………...…23

Non-instructional Items/Schedule Changes/Student Discipline/Classroom Rules………………....24

Effective Classroom Management/Student Discipline Referral Form/

Discipline Problems………………………………………………………………………………………...25

Tips for Preventive Discipline/Room Appearance……………………………………………………....26

Bulletin Boards/Textbooks/Withdrawals…………………………………………………………….....…27

Evaluation Process/Professional Learning Plan/Grades/Testing and Homework Policy...............28

Grading/Progress Reports/Testing/Homework/Syllabuses……………………………………..….....29

Promotion/Suspension of students from School/ISS/OSS………………………………………….….30

Assemblies/Inventory of School Property/Maintenance/Fundraising Activities………………….…..31

Extra-Curricular Activities/Fire & Tornado Drills…………………………………………………..….…32

Administrators’ Duties/Responsibilities……………………………………………………………..……33

Bell Schedule…………………………………………………………………………………………….….34



Escambia County Middle School Statement of Beliefs

1.       Each student is a valued individual with unique physical, social, emotional, and intellectual needs.

2.       A safe and physically comfortable environment promote student learning.

3.       A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff.

4.       Students learn best when they are actively engaged in the learning process.

5.       Students learn in different ways.

6.       Students learn best when they have appropriate opportunities for success.


Mission Statement

The mission of Escambia County Middle School is to serve the community by challenging and inspiring each student to develop his or her potential in heart, mind, and body. This will be accomplished through a quality, flexible curriculum rooted in development of character and pride and provided by a dedicated staff in a safe and caring environment.




“The Era of Change”


            It is readily apparent to any observer of the educational scene that we are caught up in an era of change.  This fact is evident in many ways.  There is a curriculum reform movement, and there is a school re-organization movement.  There is a heated exchange in education concerning the manner by which we create better education for the disadvantaged minorities, and there are civil rights pressures to have the schools play a more democratic equalitarian role in the education of low-income youth.  Things are happening, and curriculum reform is moving at a fast pace.  Not only do we have a revolution in the subject-matter areas, but concomitantly the approaches to the subject-matter are somewhat revolutionary in terms of what has been customary in our elementary and middle schools.


            The other visible concerns technology.  It is ludicrous to think that schools can lag far behind the technical growth of a society and rely solely on chalkboards or slide projectors as the only elements supporting their educational programs.


            The difference between the school we have and the one that will emerge from this era of change is difficult to visualize, but surely we can tell from the present trends that good schools use team teaching and team learning in combination with open educational dimensions established on differential learning basis, all which ensure the greatest growth for the individual child.


            Emphasis will be on teaching and learning, progress will be unlimited, and individuality will be illuminated.  Continuity and relatedness will be the theme of education as the learner is projected into a program of teaching.





Model Middle Schools begin with a philosophy and a vision that all children belong and can learn in the mainstream of school and community life. Middle Schools provide students with a transition from the intimacy of the elementary classroom to the anonymity of the comprehensive high school.


The Model Middle School is formed around the interdisciplinary teaching team.

Teachers of core subjects (language arts, science, math, social studies and/or reading) can be organized into teams. The teams serve the academic needs of the students by promoting collaboration among students and teachers. The team is important for the social development of students because it provides a sense of belonging to a smaller group within the entire school.


The keys to successful teaming are organization, identity, management, instruction, and evaluation. In this setting, teachers are encouraged to share resources and techniques. They are also free to give and receive support and are not isolated in their own classrooms.


The classrooms are arranged into pods and teams. The close proximity of these rooms allows team teachers to be in communication with each other without the inconvenience of time and distance. For example, adjustments to the daily schedule to accommodate an interdisciplinary unit are easily accomplished within the team. Orderly movement of students is also supported and more easily supervised in this arrangement.


Common planning times will be provided for team teachers. Ideas for use of common planning time include discussing students’ progress, the planning of team events, developing interdisciplinary units, updating records, and brainstorming solutions to problems. It is recommended that all teams have a structured meeting schedule that is adhered to in order to communicate regularly. Copies of the minutes from team meetings are to be submitted to the principal after each meeting.


Preparatory School


Escambia County Middle embodies the operation of two schools within one – Escambia County Middle School and Escambia County Middle “Preparatory” School.  The Escambia County Middle School is run like any typical middle school with the exception of predominant gender base classes and pod and team teaching arrangements.  The preparatory school operates on a different level, and students within the program are held to higher standards.  The purpose of the preparatory school is to provide an opportunity for learners to gain a deeper understanding of science and math by offering two extra classes in the eighth grade:  Advanced Mathematics and Biology.


There are several opportunities provided to students enrolled in the preparatory school.


  1. Students will have an opportunity to pick up one extra credit hour in Biology I that will count toward their high school graduation.
  2. The extra class, Biology I, that students take in the eighth grade will sufficiently prepare them for State tests that are administered in the fall of the year at the high school.
  3. Students who remain in the preparatory program throughout high school will have an opportunity to complete all required credit hours for graduation by the end of their junior year in high school.  These students’ senior year can be used to take college courses, thus completing their first year of college by the end of their senior year.  These students will be able to attend their senior prom and high school graduation with their senior class.
  4. Each year students are in the program, a field trip of their choice as a group consensus, is arranged during several days of spring break for them to take.
  5. Students have the option of wearing uniform shirts that are uniquely different from the regular uniforms.


Students in the preparatory school are held to higher standards than students in the regular school program.


Preparatory Program:  The following requirements must be met for admission: 


  1. Students must have satisfactorily completed the pre-preparatory (pre-prep) class during the 7th grade.
  2. Students must take and pass a pre-test with a score of at least 75% if they were not in the 7th grade pre-prep class.


In order to remain in the preparatory program, students must:


  1. Maintain quarterly grades of at least 70 on quarterly reviews in core subjects.
    • Students who are unable to maintain a 70 average on a quarterly report in any of his/her academic subjects will be placed on academic probation.  Failure to pull averages up by the next quarterly review may result in reassignment to a less challenging math or science class or both if student is failing both.
  2. Maintain good discipline (must not have more than one suspension.  More than one suspension is reason for automatic dismissal from the program.). Also, continued infractions of discipline listed in the Code of Conduct book will result in a committee review for program dismissal consideration.
  3. Continuous classroom disruptions will be closely monitored for dismissal considerations. As determined by the Progress Monitoring Team.
  4. Students who are found to be ineligible for the program will be dismissed and placed in classes that are more suitable for their academic ability and behavior.


In order to ameliorate stress that can come as a result of academic overload, students are provided with additional opportunities to prepare for the program starting in the sixth grade.  These opportunities are provided through enrollment in an advanced math class in the 5th grade; a pre-advanced math class (one-month in June); and a pre-preparatory (pre-prep) class in the 7th grade. 


The advanced Math Class

This class, consisting of higher order math skills, and taught by a highly-qualified teacher of math, is offered to students in the sixth grade.  At least three (3) of the following requirements must be met for admittance into the advanced math class:


  1. Must have a yearly average of at least 80% on fifth (5th) grade math scores
  2. Must score advanced on the State test in math
  3. Must remain free of major disciplinary infractions while in the 5th grade (2 or more suspensions will eliminate chances of entering the advanced math class)
  4. Two teacher recommendations (One from 5th grade math teacher and one from another core subject teacher)


The advanced math class is a fast-paced class that is highly structured.  Students who are placed in this class must be able to focus, follow directions, and accept daily challenges in order to keep up.  Therefore, admission into the program will be on probationary terms.  Quarterly reviews of academic and behavior progress will be reviewed by a committee to determine continued program eligibility.  In order to remain in the program, the following requirements must be maintained:


1.         Students must maintain at least a 70 average throughout the class for each quarterly review.

·         Grades falling below 70% on quarterly reviews will result in academic probation.  Students who are unable to pull grades up to satisfactory results by the next quarterly review may be taken out of the class and placed in one that is less challenging to their overall academic performance.

2.          Students must remain free of major disciplinary problems (more than 1 suspension will result in automatic dismissal from the program).

3.         Continuous violation of offenses listed in the Code of Conduct book will result in a committee review for dismissal considerations.


There are some students who may not have gone through the advanced math class, but may be likely candidates for the preparatory program. If this is the case, a pre-advanced math class is offered during the month of June to students who did not participate in the advanced math class during sixth grade, but have demonstrated the potential for the pre-prep (7th grade) class or the preparatory (8th grade) program.


Pre-Advanced Math Class

The pre-advanced math class is taught by a highly qualified teacher who is certified to teach higher-order thinking skills in math.  The class is fast paced and highly structured where students are mathematically challenged with pre-algebra strategies.  At the beginning of the class, students will be given a pre-test, and at the end of the class a post-test will be given for which students must pass as one of the requirements for admission into the pre-prep class.  Although results of this class can be used to determine pre-prep class eligibility, taking the class is no guarantee that students will be placed in the program.


The class is not included in the regular curriculum for sixth graders; therefore, a one-time, nonrefundable fee is charged.  Students who apply themselves well as they go through the pre-advanced math class (one month) and the advanced math class (6th grade) have an advantage over students who don’t take these classes.  The possibility of these students passing the admission test for pre-prep and the preparatory programs is also higher.  Students will be approved for admission into the class based on the following: 


  1. Student applications including teacher recommendations (one from student’s math teacher and one from another teacher)
  2.  Parent Request


In order for students to remain in the program, the following standards must be maintained:

  1. Must demonstrate a sincere interest to remain in the class (Students who misbehave will be dismissed from the class).
  2. Must demonstrate the ability to keep up academically


Pre-Prep Program

At least four of the following requirements must be met for admission into the pre-prep program:


  1. Must score at least 70% on the admission pre-test
  2. Must score advanced on the State Test in Math and Reading
  3. Must be recommended by previous math teacher
  4. Must have at least an 80  yearly average in math during 6th grade
  5. Must have a good discipline record (must not have been suspended more than one time the previous year)


In order to remain in the program, the following requirements must be maintained:


  1. Must Maintain a quarterly average of at least 70 in all core subjects
    1. Falling below 70% will result in academic probation.  Students who are unable to pull grades up to satisfactory results by the next quarterly review may be taken out of the class and placed in one that is less challenging to their overall academic performance.
  2.  Students must remain free of major disciplinary problems (more than 1 suspension will result in automatic dismissal from the program).
  3. Constant violation of offenses listed in the Code of Conduct book will result in a committee review for dismissal considerations.
  4. Continuous classroom disruptions may be cause for dismissal from the program, as determined by the Progress Monitoring Team.


Response to Intervention (RtI)

RTI is a highly structured program that integrates core instruction, assessment, and intervention within a multi-tiered system to maximize student achievement and reduce behavior problems. Through implementation of RtI, schools identify and monitor students at risk, use problem solving, and data-based decision-making to provide research-based interventions and adjust the intensity of interventions based on the student’s response.


 RtI done well at the classroom level will provide data from which educators can make instructional decisions for individuals and groups of students.  Given high quality decisions, RtI shows promise in supporting all students, especially those at risk of failing to achieve state performance standards.


Positive Behavior Supports (PBS) is a national research-based model for reducing discipline referrals, reducing the number of students suspended and/or expelled, reducing the number of students in special education, and improving student achievement.  PBS uses a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research validated practices and the environments in which teaching and learning occur.  This model is consistent with RtI principles. 


The proactive design for PBS is to address the needs of students in Tier I, whole class/school/class (80%); Tier II, strategic interventions for students with challenging behavior (15%); and Tier III which addresses the more serious behaviors that often require functional behavior assessments and behavior intervention plans (5%)


Alabama’s instructional model of RtI has three tiers that focus on academic and behavioral strategies in the general education setting.  The purpose of the problem-solving process is to develop academic and behavior intervention strategies that have a high probability of success.  The three tiers of RtI are:


1.  Tier 1

Tier I instructional content is a research-based instructional practice based on the Alabama Course of Study (ACOS) for each specific content area and should include benchmark assessments of all students at least three times a year to identify need for intervention and ongoing progress monitoring.  Instruction should include modeling, multiple examples, corrective feedback, and multiple opportunities for student practice.


Instruction is designed for all students, and instruction is delivered by the general education teacher and should meet the needs of at least 80 percent of the students.  Teachers should use a variety of supports as soon as a student begins to struggle in their classroom.  Strategies should include flexible grouping, differentiated instruction, re-teaching, and multiple opportunities for practice.  Teachers may also adjust their method of instruction and provide additional support and/or accommodations.


Progress Monitoring

Documentation is of vital importance in the RtI process.  Therefore maintaining good documentation is key for providing evidence of this service provided to students.    ECMS staff will use grades recorded in grade books and lesson plans that follow pacing guides to document Tier I instruction.  Other forms of documentation will include:


    1. Annual State scores will be used as the screening method as well as serve as baseline data for students entering school who are at risk of academic difficulties and for students who have exceeded benchmarks and need more challenging curricula.




    1. Within the first two weeks of school, each student’s State scores will be listed on profile sheets to assist with progress monitoring.  Benchmarks will be set to monitor progress as well as allow for adjustments to instructions.  Other progress monitoring tools will consist of common and/or regularly administered assessments as well as technology programs such as Benchmark, Read 180, A+, STAR Reading, STAR Mathematics assessments, and Stride Academy.



2.  Tier II


Tier II interventions are designed for students (approximately 15%) who are not adequately progressing in Tier I instruction.  These interventions provide additional attention and usually take place in the general education classroom.  Tier II interventions should begin as soon as possible after students have been identified through screening or benchmark assessments and should be monitored regularly.  Materials and strategies should also be aligned with Tier I instruction, and should include opportunities for modeling.


General education students who are identified as at-risk from Tier I, including students identified as enrichment, 504, ELL, and Title I will receive Tier II instruction. 

Special education students who need intervention will receive their instruction through special education services described in their IEPs and are not in Tier II.  These students can be pulled for special education services during the Tier II intervention time.  


The decision to provide Tier II intervention is based on student data and may be made by the general education teacher, a grade level team, a PST, etc.  Because Tier II intervention is a service, rather than a place, it can take place inside or outside of the general education classroom.  There is no set time limit for Tier II interventions to last.  Therefore, students will move in and out of tiers depending on their ability to grasp intended concepts.  Students who are having a hard time grasping concepts will be closely monitored by the PST on a regular basis.


Progress Monitoring


Assessments should be more focused, diagnostic in nature, and should be based on specific skill needs.  Results should lead directly to intervention services.  Once an intervention is in place, response to the intervention should be monitored on a regular basis, i.e., weekly or bi-weekly.


Discussion of student progress in Tier II should take place in formal team meetings as well as informally between the general education teacher and interventionist or specialized teacher.  Communicating and monitoring data occurs most easily through graphing student progress.  The graph could also serve as a convenient performance record that can be easily understood by teachers, administrators, parents, and students.


3.  Tier III

Tier III interventions should be provided by a specialized teacher/counselor or special education teacher who is highly skilled in the particular area of weakness.  Tier III interventions usually take place outside the general education classroom (could be before or after school). 


Tier III interventions are intended for students with significant deficits and require the most intensive services available.  A decision to move a student to Tier III interventions is determined by a problem-solving team (PST) after several documented individualized interventions in Tier II have resulted in limited progress (i.e., achievement gap between student’s progress and expected benchmark remains significant.  The interventions in Tier III are skill specific and should be delivered by someone highly skilled in that area.  The interventions should increase in intensity and require smaller groupings for instruction.  These interventions are more likely to occur outside the general education classroom and will require curriculum strategies that focus on accelerating learning.


The frequency of assessment should increase in Tier III.  There is an extreme sense of urgency; therefore, the response to the intervention should be monitored more frequently.  Diagnostic assessments should be given to provide a comprehensive look at the student’s strengths and areas of need.  Assessments should provide specific information on how to meet the student’s instructional needs. 


Decisions regarding Tier III intervention services are determined by a problem-solving team and should be based on diagnostic assessments and progress monitoring.  Plans should be made by the team to review student progress on a regular basis in order to make timely instructional decisions.  When teams are discussing prescriptive interventions at Tier III, they should consider a reasonable target for the student within a specified period of time to implement the intense services.


If the student is successful with the intervention and demonstrates sufficient progress the team may consider whether the student is able to move to Tier I or Tier II.  If the student does not make sufficient progress in Tier III, the team may consider several options, including referring the student for a special education evaluation.  It is imperative that proof is available to confirm that the interventions were implemented with fidelity. 



RtI has been systematically programmed into the curriculum at ECMS, with primary focus on Reading and Math.  Some of the intervention services will be provided in our after school program (Classes three days per week – Tuesday, Wednesday, and Thursday – for two hours – 3:30 – 5:00 p.m.).  The following  specific procedures have been established to provide students with RtI services:


5th Grade

Math and Reading

Students will be provided two blocks of instructional time in Reading and Math.  Tier I will be implemented in the first instructional block.  Students who are not able to grasp intended concepts during first block will be remediated during the second instructional block.  Students who do not need remediating will be provided enriching activities.


Science, Social Studies, and English


6th Grade


Sixth Grade Students will be assigned to two blocks of instructional time for Math.  The regular math class will consist of Tier I instructions.  The fourth block of Math instruction will consist of Tier II Instructions (remediation services).  Students who do not need remediation will be assigned to the “A” Plus Program.




As educators, we have given great effort to preserve the good reputation of all and to make allowances for human fallibility. Teachers should consider all their dealings with parents and students as privileged and confidential as the following suggestions are adhered to:

  1. Teachers should never discuss students with anyone not authorized to receive information about students.
  2. Teachers should never permit students to criticize another teacher.
  3. Teachers should demonstrate a high degree of loyalty to the school, students, faculty, and staff.

      4. Teachers should keep all personal information regarding students confidential.


Parent/Teacher Relations


Teachers are reminded that we are acting en loco parentis with regard to the children for which we are responsible. Parents are our partners in the education of our children. When considering whether or not to contact a parent regarding a situation, teachers are reminded to ask themselves, "If this were my child, would I want to know?" If you have confronted a problem regarding grades or discipline and feel it is beyond your control, a parent contact should be your next step. Some helpful tips when discussing problems with parents include:

 •  Clearly define the issue, but don't dwell too long on the problem.

•  Speak only to concerns you see in your class; stay away from hearsay.

•  Present ideas for positive change and solving problems.

•  Enlist support of parents.

•  Never discuss other students or make promises that you can not keep.

•  Document all contacts.


Teachers must not discuss any matters with parents who may be dissatisfied with the management of their child in the presence of the class. Such matters must be discussed in private. The designated pod offices are good places to hold these meetings. When necessary, teachers can request an administrator’s presence at the meeting.


Public Relations


Good public relations are important in every school. We are here to serve the community, and the manner in which we communicate with parents is very important. A telephone call or note sent home before a minor problem develops into a serious one is appreciated by parents and fosters cooperation between the school and home.


The teacher as a public relations person strives to do the following:

•   offers quality learning opportunities that contribute to students’ growth and happiness

•   respects pupils and accepts them as persons with individual needs

•   contributes to the positive image of the school

•   models justice and love in an attractive learning environment

•   upholds and cooperates with local school leadership and faculty

•   is ethical in dealing with the public.


Absentee Records


Each classroom teacher will be responsible for taking and posting attendance on the Information Now system (INow) each class period. In the event that the school is experiencing technical difficulties, the teacher should submit all absentees to the office via written documentation.


Call roll each day at the designated time.

Absentees are to be recorded for any student who is not in class within the designated

   time(usually within 5 minutes after class starts).  A record of absence can be used as a

   legal document.  Therefore, it is the responsibility of each teacher to maintain accurate

   records of all absences.


Homeroom Section


Please note that homeroom will be held the first 15 minutes of the day. Morning announcements will be made immediately after the bell rings for first period. Teachers are expected to make sure students who are in their classrooms remain quiet and attentive during announcements.


Class Record Book / INow Record Book


As previously stated, a teacher’s class record book is a legal document and should be handled as such. Courts have been known to subpoena a teacher’s class record book for verification purposes. The INow Record Book is a convenient system for storing and averaging grades. It assists with progress reports and provides a fast record of evaluation of students. Teachers at ECMS are required to store grades in INow as well as maintain an up-to-date hard copy.  Some uniformity in the class record book is necessary in order for the book to be understood and used in the absence of the teacher. Also, if a grade is needed after the close of school, someone other than the teacher may be required to determine the grade.  Grade books should include the following:


1.  Indicate the teacher's full name, room number, and the period each class is taught.

2.  List names alphabetically with section numbers.

3.  Leave page space for second, third and fourth quarters.

4.  Indicate absences from class by "X" in the space for a day of absence. Circle the "X” when the absence has been excused, or place a “U” over the “X” when no excuse is provided within the proper time frame.

5.  Record grades in a consistent manner, i.e. 98, 88, 86, etc. Indicate the assignment for which the grade has been recorded. An index to your method at the front of the book would be helpful.

6.  Every student should receive at least one grade per week.

7.  Record enough grades to give a satisfactory picture of the student's progress or lack of the same.  Students must have (10) grades per quarter.



Faculty Attendance


Research indicates that students' test scores can be affected by teachers' absenteeism. Each teacher is required to be at school and signed and clocked in by 7:20 a.m.  Teachers who are late will receive written documentation.  First bell sounds at 7:30 a.m., at which time teachers are to be standing on the hall near or at their classrooms to monitor students’ entrance into the building and into their classes. If students are not in their rooms when the tardy bell rings, they are considered absent or tardy and should be handled accordingly.  All tardy students need to report to the office for tardy slips before admission into the classroom.  If a teacher is not in his/her room by 7:30 a.m. and has not notified the principal or an assistant principal, a substitute teacher will be called.  If a substitute teacher arrives and the teacher comes later, the substitute teacher remains on duty and the teacher is sent home.  Should a teacher have to leave the campus for any emergency or other valid reason, he/she must get permission from either the principal or an assistant principal.  In the event an emergency occurs and a teacher needs to leave before dismissal time, an emergency leave form needs to be completed (form may be obtained from the office), which will include the number of minutes/hours that had to be used.  After an accumulated number of at least four hours has been recorded, employee will be charged leave for half-a-day.  Anytime leave has to be taken, employees must sign and clock out.  All teachers, other than ones assigned to duty, are permitted to leave the campus at 3:20 p.m.


Teachers must scan and sign in and out daily.


Leaving Campus During the School Day


Leaving campus during the school day is highly discouraged for all staff members, even during times, when a staff member is not directly assigned a class.  Remember, all eyes are on Board of Education employees, and the school day is not a time for personal activities. Teachers who schedule appointments during the school day will be charged the appropriate amount of time for which leave was taken.  The time taken will be recorded on a leave form and when at least four hours have been accrued, leave will be charged accordingly.  This rule also applies to leave taken due to emergency situations. The “accumulated leave forms” will be maintained in the office. Additionally, permission to leave campus for any reason needs to be obtained from an administrator.  Also, employees MUST sign and clock in and out for all leave. 


Obtaining a Substitute Teacher


It is the responsibility of the teacher to obtain a substitute teacher when he/she is going to be absent from school. A list of approved substitutes will be provided and updated throughout the school year.


  1. When a teacher knows in advance that it will be necessary to be absent (e.g. personal and professional leave) the administration should be notified in advance and a substitute should be contacted.
  2. When a teacher is unable to come to school because of personal illness or an emergency and a substitute has not been contacted, the teacher is to call the principal or an assistant principal at home by 6:30 a.m.  If problems occur in making this contact, the school should be contacted no later than 7:00 a.m.    
  3. For problems experienced enroute to work, it is requested that teachers call the school office to notify the principal or an assistant principal of the problem at the first available opportunity.
  4. If a teacher becomes ill at school and must leave the campus, the principal or assistant principal must be informed, and arrangements to cover classes will be made. Care should be taken to clock and sign out before leaving.
  5. The following materials must be made available for the substitute teacher: class rolls, duty assignment, and lesson plans. Each teacher is required to keep an emergency folder in the office with lesson plans updated by quarter.  Teachers are not to leave movies for substitutes UNLESS the movie is subject-related and an accountability measure is in place. i.e. questions pertaining to the movie, etc.
  6. No teacher is allowed to pay for a substitute teacher out of his/her own pocket.


Sick Leave


All Escambia County teachers have nine sick leave days per year that may be accrued to a maximum of 180 days. Sick leave is identified in the Rules and Regulations of the school system as:

• personal illness

• incapacitating injury

• attendance upon an ill member of the immediate family

• death in the immediate family

Leave may be recognized for the illness of some person for whom strong personal ties exist. In such a case, a written statement of the unusual circumstances must be filed with the school system.

It is the responsibility of the faculty / staff member to sign payroll indicating the type of leave to be taken (sick leave or personal leave) upon returning to work. Failure to do so will result in the docking of pay.  Pay will also be docked if a teacher does not have the type of leave he or she indicated to be taken.  The automated system is designed to default to docking of pay if leave that was indicated does not exist.


Personal Leave


Two days of personal leave are allowed unless employees have made arrangements to purchase additional days from the Escambia County Board of Education. Employees must complete the appropriate form "Request for Personal Leave" prior to the anticipated leave for approval with the principal (except in emergency cases when oral permission can be provided).  Again, be extremely careful that when attempts to use personal leave, or any other leave, that the requested leave is available.  Otherwise, the system will default to “Docking of Pay.”  It is not the responsibility of the bookkeeper to keep up with employees’ leave.  Usually, this information is printed on the bottom of pay stubs each month.




Professional Leave

A common question that comes to mind is how do educators improve their ability to retool teaching, update curricula, integrate new research methodologies into instruction, meet the growing list of the sociopolitical needs of students, and raise test scores? The most frequent answer is professional development. Professional development is a critical component in addressing student achievement. Please keep the following in mind when seeking professional leave:

All faculty and staff members must have the correct professional leave forms filled out completely. This includes documentation for the workshop as well as the principal’s and superintendent’s approval. Approval from the Superintendent must be obtained before registering for any workshop.  Failure to submit proper authorization at least ten (10) days prior to the date of the activity may result in leave not being considered.  Also, failure to obtain authorization from appropriate sources prior to registering for professional leave may result in funds used for the leave not being reimbursed. 


Only one professional leave day is suggested per semester.  However, the need for additional professional leave days for employees will be at the discretion of an administrator.  


Upon completion of the professional development workshop, the teacher should schedule a time, immediately following the workshop, to meet with the principal or an assistant principal to discuss how information gathered from the workshop can be shared with the rest of the faculty.


When taking professional leave, please adhere to county rules regarding reimbursement procedures, i.e. the amount allowed for meals, etc.   


Faculty / Departmental Meetings


All Monday afternoons shall be kept free of appointments or obligations that would interfere with attendance at faculty meetings.  Faculty meetings will be called as needed and announced to the faculty.  Every other Monday will be set aside for grade level/departmental data meetings.  A written report of all grade level/departmental meetings must be submitted to the principal.  Attendance at all meetings will be noted.


Field Trip Procedures


All field trips at ECMS will be relevant to the curriculum of the class taking the trip.


All field trips must have a meaningful and/or academic purpose.  Some field trips may be provided as academic incentives.  The following procedures must be followed in scheduling a field trip. Failure to follow any one of these procedures could result in the cancellation of the field trip or non-approval of a future trip.


1.   All field trips must be approved by the principal at least three weeks prior to the trip and it should be put onto the school calendar. The principal will work to avoid conflicts with other activities. A field trip is not officially scheduled until it receives the principal's approval, and is not officially granted until the approval of the assistant superintendent is secured in writing.

2.   A request for buses must be in the central office at least 10 working days prior to the trip. A copy of the form should be requested from the bookkeeper.

3.   Inform the assistant principal of arrangements to cover classes that will remain behind.

4.   If students will be eating lunch away from school, notify the cafeteria manager in writing at least three weeks in advance. The cafeteria, if requested, may prepare bag lunches.

5.   Use "Parent Approval Form for Field Trips" for any student who will be attending the trip. No student may participate without a permission slip. A handout should be provided to participating students several days in advance of the trip. Information to students should include a deadline for permission slips to be turned in.

6.  The day before the trip, record all the names of the students going on the field trip. This    document should be submitted to the attendance clerk and all affected teachers.

7.  No student should be marked absent from school if participating in a school-sponsored trip. Likewise, students should not be marked present under the assumption that they are on a field trip.  Marking students present who are not at school because it was assumed they were on the field trip is unacceptable and could result in formal documentation

Food and Drinks in the Classroom


In order to model appropriate expectations to our students, teachers should not take food into any classrooms. Also, teachers are to take extra precautions to ensure that students do not take any food or drinks into the classrooms including the computer labs.  Food and drinks may be consumed in planning areas and the cafeteria.


Guest Speakers


All guest speakers must have prior approval from the principal before reporting on campus and must sign-in through the Main Office.


Hall Passes/Planners


Students should be discouraged from going into the hallway during class time. Students in the hallway cannot learn. Any student who must go into the hall during classes must have his/her hall pass/planner signed by the teacher he/she is assigned to for that period. Passes can be obtained from the Main Office and must be filled out completely.  The following information is to be included on all passes:  1) Student’s name,   2) Destination,   3) Departure time, 4) and Signature of teacher issuing the pass.


When students are issued passes to another teacher’s room, they must have notated on the pass the signature of the teacher for whom the pass was issued for them to visit along with the time of departure from that teacher. 



Lesson Plans


All of us recognize that effective teachers have always carefully planned their teaching procedures by mapping out comprehensive long-range plans and plans for each day's activities. Over the years an essential characteristics that identifies good teachers is the ability to plan effectively. Each teacher is issued a lesson plan template that will assist in this careful planning.


Teachers should use lesson plans in keeping with the staff improvement evaluation model so that all teaching is toward specific objectives, involves sound principles of learning, and proper evaluation techniques.


Each teacher should enter in the plan sufficient detail to clearly state objectives, to indicate appropriate activities to achieve the objectives, and to set forth evaluation procedures. No teacher should be required to be overly detailed in a daily plan so that he/she is overburdened with laying out the plan and restricted in adapting it to immediate needs.


Teachers are required to keep their current plans on their desks at all times. School administration or other key personnel should be able to find the plan book when visiting a classroom without having to disrupt the teaching process.


Approved administrative procedures dictate that teachers keep written lesson plans, but certainly never in a way that it restricts creative teaching or drains away the teacher's energy in preparing plans. The purpose of lesson planning is not to check up on or to expect teachers to be so specific that they are caught in burdensome record keeping. Lesson plans should chart a proper course for quality instruction and serve as a record of the course of instruction for each unit and for the year. Good plans provide a perspective for the future, action for the present, and retrospective for the past.


Planning Period


The research of effective schools suggests specific areas for all staff members to address planning opportunities. In considering activities for your planning period, please consult the Escambia County Middle School’s Improvement Plan and be aware of the current school goals.


The following goals are provided for your consideration when planning school improvement activities. A sample of activities that would qualify for meeting these objectives include:

•   communicating with parents

•   library research and professional development

•   preparing class lessons

•   reviewing student cumulative files

•   general room housekeeping

•   peer observation and conferencing

•   grading papers.


This list is not intended to be exhaustive, but should give teachers some general ideas. Certainly, school improvement time is not to be used for personal activities.




Teacher mailboxes are provided for teachers in the teachers’ lounge near the Main Office.   Boxes should be checked daily, especially each morning, and before leaving school at the end of the day, as pertinent information for which employees may be held accountable will often be placed in these boxes.


Parent-Teacher-Student Association


Teachers are encouraged to join the local PTO and attend all meetings. Meetings will be held at a time that is appropriate to accommodate the schedules of teachers and parents.   The PTO is an excellent public relations body, and this membership will provide an added opportunity to meet and know the students' parents. As an effort to solicit the support and participation of parents, students will provide the entertainment.  The entertainment for each meeting will be provided by a different grade level.  Therefore, teachers will be asked to assist with this endeavor.   Entertainment should be short, yet effective, so as not to place a time-intensive burden on teachers and parents.  Teachers are urged to become active voices in the PTO organization, making their opinions and ideas known. 




No teacher will be allowed to purchase anything for the school without a purchase order (PO) signed by the principal. Purchases that are paid for with personal funds prior to obtaining a PO will be at the purchaser’s expense (will NOT be paid by the school).  Before you make any purchases, consult with the bookkeeper for specific information.  Any purchases made without checking with the bookkeeper and getting proper approval will not be paid by the school.


Also, when making a purchase, please be sure to ask yourself how the merchandise can be used in the classroom for instructional purposes. Items such as: paper towels, air fresheners, candy, etc. are not permitted. Please consult with the bookkeeper for further clarification.


Teachers should limit their spending to the amount that has been granted to each teacher. If a teacher spends over his /her allocation, he / she will be responsible for the over charge.


The Escambia Board of Education is a tax-exempt school system. We do not pay sales tax for merchandise. Teachers should NOT pay any sales tax when making any purchases. Employees are to present a tax exempt letter, which can be obtained from the bookkeeper, to the cashier when making purchases. If taxes are charged, the purchaser will be responsible for paying the taxes. 


Student Records


All cumulative student records are located in the records room. It is the responsibility of the section teacher to review the student records and make sure they are kept up to date. Because all records are not automatically delivered to the school, section teachers must:

• review their records by October 1 each year

• request any missing records through the Records Clerk

• continue this process throughout the year when new students arrive.


At the close of the school year, section teachers are responsible for updating the cumulative records for the year that has just ended. If files are not reviewed and requested early in the school year, it makes for a very confusing and hectic close of school. Keep your files up to date.  The assistant principal or designee will check cumulative records at the close of school.



All students are allowed to enter the building when the take-in bell rings at 7:30 a.m. Until that time, students are to remain outside or in the gym during inclement weather.  Students are not allowed to come into the building in the morning except in cases of inclement weather.  The more orderly we can get students to enter our building, the sooner we can get them on task to start instruction.


Students eating breakfast may enter the cafeteria from 7:00 a.m. to 7:25 a.m. and then return outside when they finish eating. The teachers on cafeteria duty should not allow students to congregate. Only students eating breakfast are allowed in the cafeteria.


Teacher Dress

Teachers are to dress in a professional manner with acceptable community standards of good taste and decency.  Teaching is a profession and employees’ attire should comply with high standards associated with the job.  Men should be attired in shirts that are tucked in.  Wearing a tie will add to your professional image.  Females should wear dresses/skirts that are decent in length using the length test that is prescribed to students (a dollar bill’s length from the top of your knees to the bottom of the garment).  Unless serving in the capacity of a physical education (PE) teacher, or an agreed upon employee “dress down” day has been established, ALL employees should dress in a professional manner.  Teachers should also be reminded that their behavior and attire should always serve as a model for our students.  Neat, attractive attire, good grooming, and good manners can have a positive influence on student behavior and one's self-concept. Looking attractive on the job is not exercising vanity, but rather evidences a zest for life and a sense of responsibility. 


Employee Dress Code (Specific Recommendations):


  • No western style jeans (except for custodians and bus drivers and as allowed for special occasions as approved by the principal).
  • No “sagging” pants.
  • No revealing (be extra mindful of cleavage showing) or ragged attire.
  • No sweat-suit type attire (except for PE teachers, bus drivers, or custodians).
  • No athletic type shoes (except as allowed for special occasions or special work as approved by the principal.)  No flip flops.
  • No tank tops or t-tops.
  • No T-shirts that are considered underwear as outer wear (except as allowed for special occasions or special work as approved by the principal).
  • No facial jewelry (except earrings for females).
  • No “leggings” without proper coverage (shirts/skirts/dresses that are decent in length - use the same length test prescribed for students – a dollar bill’s length from the top of your knees to the bottom of the garment).


Teachers' Lounge


The teachers' lounge contains many conveniences for faculty and staff such as drink machines, snack machines, microwaves, sinks, etc. It is hoped that each person will do his/her best to pick up all trash and help keep these rooms neat. Students should never be sent to the lounge, as this room is for teachers and other staff members.  No food should be placed in the refrigerators for extended periods of time.  When extended holidays are approaching, i.e. Christmas, Thanksgiving, spring break, etc., make sure all your food items are removed from the refrigerator.  Also, make sure the microwave is cleaned when foods that are warm spill over.  Failure to comply with these directives could result in written documentation. 




The telephones in the Main Office are not to be used by students except in emergencies. These are business phones and as such cannot be occupied with non-business calls. 


Teachers have access to the telephone in the teachers’ lounge.  The telephones in the Main Office need to remain free for usage by the secretaries and other office personnel. All personal calls that are made should be limited to one minute. Teachers who need to make school-related long distance calls are welcome to use the sign-in log and telephone in the office.


Teachers should never leave class to use the telephone except in extreme emergencies. Messages will be sent to teachers if immediate attention is necessary, or messages will be put in the teachers' mailboxes.


Record Room Regulations


The records room is located in the Main Office complex.  Because student records are confidential, the following specific regulations  must be followed:

• No one is permitted in the records room area without receiving approval from the administration. There is a log that must be signed prior to usage of the vault.

• Always return cumulative folders to their correct place in the file cabinet (alphabetical order).

• Never leave a cumulative folder out of a file cabinet. No folders are to be placed on


    top of the file cabinets.

• If you can not locate a student's cumulative folder, contact the registrar immediately.

• Please do not bring food or drink items into the records room.

• The records room should remain clean and in order at all times.


Time Clock

All faculty / staff should clock and sign in for starting the work day and clock and sign out ending the work day.  Under no circumstances should another employee sign or clock in for another employee.  Any employee found in violation of this directive will be served written documentation.   There will be no exceptions. If an employee fails to clock in, it will be automatically deducted from his/ her sick leave days. If an employee does not have any sick leave days, he / she will not be paid for that day. 




1.  All visitors are required to report to the Main Office.

2.  All visitors are to sign the visitor's record in the Main Office. The ONLY exceptions


-School System maintenance and warehouse employees.

-Agencies in the process of food or staple deliveries.

3.  All letters of introduction are to be verified by the school secretaries. Visitors are to see the principal and his or her designee after the letter has been verified.

4.  All visitors are to be issued a visitor’s pass. The only exceptions are persons to see administrators, counselors, or secretaries in the Main Office.

5.   Visitors who are parents or guardians of students enrolled in the school may be allowed to visit classrooms only after the teacher has been made aware of the request and it has been approved by an administrator. In most cases parents will only be allowed such permission during a teacher's planning or conference period.

6.   Teachers should stop and ask visitors’ not wearing office passes if they need

assistance. If the visitor has not checked in at the office, the teacher should direct him/her to the Main Office. The office should be contacted if the person is acting in a suspicious manner.

7.   Any visitor who does not desire to follow the above procedures is to be referred directly to the principal or an assistant principal.




When a new student is enrolled it becomes necessary for teachers to ensure that progress made while the student attended another school be taken into account when compiling quarterly grades. These grades may be acquired from the registrar.



Guidance and Counseling


Guidance and counseling services offered to students at ECMS include:

        • individual and group counseling

        • referrals to community resources

        • testing

        • student development

        • information on opportunities available in career areas

§  Scheduling


Students will be seen by the counselor at the request of students or based on referrals from teachers and other employees.  If an employee feels that it would be in the best interest of a student to receive counseling from a counselor, the following steps must be followed:


  1. A counseling referral form will be completed by the individual making the referral and turned in to the counselor.  Forms may be obtained from the office.
  2. The counselor will schedule appointments for student meetings at a time that is less intrusive on students’ academic schedules. Students’ appointment times will be placed in teachers’ boxes, and teachers will send students to the counselors’ office with a pass at the scheduled times. 
  3. When students are dismissed from the counselor’s office, the counselor will sign the pass indicating the time student leaves the counselor’s office. 
  4. In the event an emergency situation is perceived, the student is to be sent or escorted to the office.  The office personnel will make sure protocol is followed regarding an appointment to meet with the counselor.


Students are NOT to be sent to the counselor’s office without an appointment from the counselor.    Following these procedures will provide more security to accountability of our students’ where-a-bouts.


Make-up Work


When students have excused absences, i.e. for illness, legal reasons, death in the family, etc., make-up work must be provided for the student. A reasonable amount of time (usually three days) should be given to complete the work. It is the responsibility of each teacher to come up with guidelines for completion of make-up work that complies with county policy.  These guidelines should be communicated to students at the beginning of the school year.  Additionally, these rules should be clearly stated by the teacher and enforced for all students.


Media Center


The library media center operates on a timed schedule. Each team is assigned specific days each month that are available for their students' use. These days can be arranged by consulting with the media specialist and getting scheduled on her calendar. A maximum of four students can be sent for individualized work at any time providing space is available. A hall pass is necessary for students to come to the library.


All sixth grade language arts classes will be introduced to the library during the first quarter. Library skills are taught through the language arts classes and on request from other subject area teachers.


Books will be pulled for classroom use if book titles, subject areas, and/or time period are submitted at least one day in advance.








Non-instructional Items


Students are not allowed to bring non-instructional items to school for reasons other than academic purposes. This list includes radios, tape recorders, electronic games, yo-yos, skateboards, cell phones, etc. These items often encourage theft and when misused, disrupt the instructional program. These items should be confiscated and turned in to the office where guidelines for returning them will be followed.

In the event a student refuses to turn over non-instructional items, teachers are to write a referral for possession of the item and for defiance and send the student, as well as the referral, to the office.  Again, students are not to be sent to the office for discipline without a referral.


Schedule Changes


The principal or his designee must approve all schedule changes. All changes will be made in the best interest of the students while maintaining the integrity of the entire school schedule.  No schedules will be changed after two weeks into the school year.


Student Discipline / Classroom Rules


Student discipline involves much more than office referrals and suspensions. At ECMS we believe that engaging instruction and classroom structure are the best ways to minimize discipline problems. Continuous improvement of the instructional program is our number one method for keeping students out of trouble. A policy to govern student behavior for Class A offenses is to be in place at the beginning of the school and discussed with students.  This policy may be devised by individual teachers, by pods, teams, or as a school-wide initiative.  Discipline plans that each teacher will follow is to be turned in to the office within the first week of school.  It is also an excellent idea to inform parents of the specific class rules and consequences and to maintain written documentation that this information has been made available to them.


It is the responsibility of each teacher to follow procedures that include a documented conference with a parent for all Class A offenses before sending students to the office.   Sending students to the office for Class A offenses is to be the final step of the discipline process.  In the event a student is sent to the office for violation of Class A offenses, evidence of parent contact regarding student’s behavior must be provided.   Additionally, requiring students to complete behavior essays is not to be used as a form of discipline.  All writing assignments are to be meaningful and academically related to authentic assignments.  Requiring students to construct knowledge by answering specific questions regarding behavior is encouraged.


Team Discipline


The Model Middle School is formed around the concept of team work. This team concept should also apply to the discipline plan that is established to create a classroom environment that contributes to learning. Team teachers should work together to design a management plan that gives them control and power to deal effectively with student problems. Team control of the process, as opposed to administrative action, greatly increases a teacher's ability to successfully manage the classroom.


A team management plan should have a clear hierarchy of consequences for misbehavior that is followed for each student. This might consist of a sequence of steps ranging from student-teacher conference to a parent phone call or conference, and ending with an office referral when all other team efforts to solve the problem have been exhausted. This plan gives team teachers the time and opportunity to find the most effective methods of dealing with individual students.


Documentation of student misbehavior and consequences is a critical part of the team management plan. The team should develop forms for recording incidents of student discipline and create a team file for each student. It is also recommended that teams designate days of the week for meetings during the team planning period (i.e. Tuesdays are the day for student/team conferences.) This record keeping and communication will provide all team teachers an awareness of incidents that occur and the discipline plan steps that have already been covered. When misbehavior reaches a point where an office referral is necessary, the student file can be readily available to show what action has already been taken.


Effective Classroom Management


Another responsibility of teachers is the development of effective classroom management. Good classroom management does not just happen. Classrooms where students are highly involved in learning activities and are free from disruption and chronic behavior problems are not accidental. They exist because effective teachers have a clear idea of the types of classroom conditions and student behaviors that are needed for good learning environments. These teachers work very hard to produce such environments with organization and structure that anticipates problems that might occur and defuses them.


Student Discipline Referral Form


The student discipline referral form is the form used at ECMS. It is suggested that this form be used with discretion as it becomes part of the student's permanent records. It is also a part of any disciplinary hearing at the Central Office.  So be sure it is grammatically correct. The form must be filled out completely with a description of the deviant behavior, including profanity as it was spoken. No abbreviations or unfinished words are appropriate. This form should be sent to the administrator along with the student’s behavior log.


Discipline Problems


Teachers and their teams should handle minor negative behaviors such as eating in class, name calling, not being prepared for class, talking, arguments between students, chewing gum, etc. If a discipline problem occurs that the teacher cannot handle, the teacher should fill out a discipline form and send the student to the office. Once the child arrives in the office, the administration will handle the problem in the manner that is deemed appropriate. Since the teacher has exhausted all means known to correct the problem and has not been successful, the office will make the decision on what needs to be done.


The following are appropriate examples of aggressive behaviors for sending students to the office:

  • fighting
  • threatening a teacher
  • disrespect to a teacher
  • habitually disruptive behavior, after proper steps have been taken
  • possession of weapons
  • possession of controlled substances


Tips for Preventive Discipline

I.   Start the year firm and consistent. According to research, one can predict how well a teacher will manage the classroom and the extent of student engagement in tasks by the manner in which the teacher's management of behavior is handled the first three weeks of school.

2.  Set limits. Clearly communicate standards of acceptable behavior to students. Post a chart of classroom rules and give each student a copy.

3.  Use as much non-verbal correction as possible. Our children thrive on verbal confrontation. They seem to always have an answer for verbal corrections. Silence makes them uncomfortable and can often solve a problem expediently.

4.  Be consistent. Interpret school rules in the same manner each day regardless to who the child in violation may be. Plan routine management activities to reduce noise, as well as minimize the loss of instructional time.

5.   Be fair. Treat students with respect and expect the same from them. Students should be given         an opportunity to explain a classroom problem before they are disciplined.

6.   Accentuate the positive. Compliment students when they show improvement or do well in studies or behavior.

7.   Nip it in the bud. When a potential problem is developing, use eye contact, signaling devices, and proximity of control to defuse a situation. Also, correct students privately when possible.

8.   Parents can help, too. Most parents appreciate being informed when their child is becoming a classroom problem (see "Parent/Teacher Relations).

9.   The office is like a savings account. Draw on it all the time and there is not much protection. The principal or assistant principal, like the banker, can advise and assist. However, only you the teacher can determine the cases where a withdrawal can be made – usually after all possible means of handling a problem have been exhausted.


Room Appearance


Research reveals that the physical appearance, comfort and organization of the classroom have an effect on student learning and behavior. The individual teacher cannot control the comfort, but other factors can be controlled. Bulletin boards and student displays should be current, decorative, interesting and educational. They should be “CCRS” and/or “ACT Aspire” relevant, and seasonal. Teachers’ rooms must be kept free of paper and other debris throughout the day. Classroom appearance will be considered in the teachers’ evaluation process. Student committees or monitors can provide assistance in creating and maintaining a well-managed classroom.


Bulletin Boards

Bulletin boards can be used to determine the climate of the school.  Attractive bulletin boards add personality and life to a school.   Therefore, bulletin boards within the classroom and on the hallways will be maintained by teachers throughout the year.  A list of bulletin boards that will be checked by administrators will be maintained in the office.  Each team or pod is required to sign the list indicating which month they will take on the responsibility of maintaining specific boards that are on the list. 




Students should take care, of any state-issued books. Any abuse or loss will result in a fine or charge for the value of the book. Students with book charges that have not been cleared will not be issued textbooks the following year.


If a student loses a book, he/she must pay for the book before being issued another one. If the lost book is found, the student will be refunded the cost of the book. The school is not responsible for books taken out of the classrooms.





When a student is withdrawn from school it is necessary for the office personnel to gather all relative academic, conduct, and attendance information.  In fulfilling these tasks teachers may be called upon to provide this information on an impromptu basis. Recognizing that this practice may impede instruction, there is no other means of accurately gathering this data. Therefore, teachers will be asked to provide the information immediately upon request.  Clearance should not be granted to students who have books out or overdue fines.




















The EDUCATE Alabama evaluation process is a formative evaluation system designed to provide data about teachers’ current performance based on the Alabama Quality Teaching Standards (AQTS) and to set expectations, goals, and plans for professional growth. There are five standards with 39 performance indicators. Each indicator will be rated using a rubric. Numeric scores will not be given. The levels of performance are: emerging, applying, integrating, and innovating.


EDUCATE Alabama uses four data sources for evaluation.

  1. Classroom observations – minimum of 2 formal unannounced observations
  2. Dialogues and Principal’s data
  3. Collaborative Summary Report (CSR)
  4. Professional Learning Plan (PLP)

Information from the teacher’s self-assessment may be used to complete the CSR at the option of the teacher.


The data from the observations, dialogues, and principal’s data will be included to complete the CSR.


Professional Learning Plan


The EDUCATE Alabama PLP is to be developed collaboratively by the evaluator and teacher

using the CSR , the teacher’s Self-Assessment, and subject area/grade level, or school-wide student achievement goals. Usually, no more than two professional learning goals (Indicators, cross-cutting areas) should be included. That is why the PLP form has only two sets of boxes. In those situations where it is felt that more than two areas of focus are necessary, an additional form can be attached. The PLP should be prepared during the Collaborative Summary Conference, or soon after at a separate meeting.


An important item for all teachers to remember is that school administration or Central Office personnel can observe them informally at anytime. Again, the teacher's lesson plans should be kept on his/her desk so they are immediately accessible to the administrator or supervisor who may be conducting an observation.



A. GRADES, TESTING AND HOMEWORK POLICY:  The following statements and policies of regulation have been prepared to aid faculty members to a better understanding and more uniform interpretation of our grading system.  The key to the present grading system is:


A          EXCELLENT                90-100

B          GOOD                         80-89

C          AVERAGE                   70-79

D          PASSING                     60-69

F          FAILING                          0-59


Marks attempt to measure growth, attitude, and effort that take place in the individual students in the various subject-matter fields and to evaluate their personal and social attitudes.  Teachers are encouraged to give teacher-made and standardized tests as much as possible as an aid in determining competency in subject fields.  Teachers are also encouraged to observe their students closely and have informal conferences with them.




The school year will be divided into four-9 week grading periods. Unannounced “Pop” Tests should not be used when averaging a student’s grade for the report card. Unannounced tests may be used as a tool for the teacher to determine which skills and materials will need to be re-taught or reinforced.  There will need to be a minimum of10 grades per nine-weeks grading period in each subject area to average for the report card.




The school year will be divided into four 9-week grading periods. Progress reports for all students will be sent home at 3 weeks intervals from each teacher. Report cards will be distributed at the completion of each 9-week grading period.




No more than two major tests shall be administrated on any given day. Testing material should be reasonable in length and specific. (Ex. Test material that covers 2 or 3 long chapters is unreasonable unless specific material in the chapters has been identified).  Teachers in each grade need to devise a Testing Calendar/Schedule to defuse any misunderstandings about the date and subject each test will be administered.   A copy of the testing calendar/schedule needs to be turned in to the office. 




Homework assignments should be based on the need to reinforce skills that have been introduced and reinforced with practice. Homework assignments should also be limited to 15 minutes per night per subject.  The decision to give a homework assignment should be based on the need to reinforce skills that are currently being taught or as a continuation of a unit, project, or other assignment that is presently being covered.


Weekend and holiday homework assignments are discouraged except in the case of long-range assignments. All assignments should be relevant and meaningful to the particular subject for which it is assigned.




A syllabus for objectives shall be provided by each teacher that informs the student and parents of the objectives to be covered as well as any assignments for in-class and out-of-class. Also included on the syllabus should be test dates in each subject for that objective as well as study-guide information where the material to study may be found.  All information regarding objectives that will be covered, study guides used to accomplish objectives, and assessments used to measure objectives is to be made available to parents by posting it on the school’s website.


B. PROMOTION: In case of questions concerning the promotion of pupils, it shall be the policy of the Board of Education that the principal and teachers are granted the authority to make a final decision in such matters.


Students who fail to meet grade requirements will not advance to the next grade by social promotion.


Formula for averaging semester grades to determine pass\fail:


First semester and second semester grades will be averaged at the end of the school year. This grade will determine pass or fail for the year.


Seventh and eight grade students must pass both English and Math in order to advance to the next grade. Students in the 7th and 8th grades who fail only Math or English may make up that course by passing the course in summer school. Those who fail both subjects will be retained.


Any student (grades K-6) attaining more than ten unexcused absences during a school year will not receive credit for any of his/her work and will repeat the entire grade unless student attends the Truancy Diversion Program.


Any student (grades 7-12) attaining more than ten unexcused absence in a course will fail that course for the year unless student attends the Truancy Diversion Program. 


SUSPENSION OF STUDENTS FROM SCHOOL:  It is our policy and has always been our policy that we take no great pleasure in the suspension of students.  However, it sometimes becomes necessary.  In cases of suspension, the student has the privilege of taking his books home and reading and working on assignments with NO credit given.  Students are encouraged to keep up so that grades will not suffer when they return to school.  Any tests or assignments, missed while on suspensions will not be made up. A grade of “0” will be assigned to the student on the day of suspension. When a student returns to school after a suspension, no discussion of the misbehavior will be held.  We feel he/she has paid the price for his/her misbehavior and should be treated like any other student.



ISS / OCS:  The purpose of detention hall is to provide punishment for minor offenses such as: excessive tardiness, minor classroom disruption, and chewing gum.  Students must report to detention hall when assigned.  Students who are assigned to detention hall and have to stay in for a teacher need to make arrangements to stay in for that teacher before or after school or after he/she has finished with detention hall.  Anytime students are assigned to ISS/OCS, work from each teacher is required.  In the event teachers are unable to provide the same work that is offered in the classroom while a student is in ISS/OCS, comparable work assignments must be provided.   Students are not to be given zeros for days they are in ISS/OCS.



ASSEMBLIES:  Assembly programs will be scheduled during the year.  Teachers are to discuss proper behavior in public meetings before each program with their students.  Compliment your students on their good behavior and discuss with them the areas that need to be improved.  Keep the following in mind concerning assemblies:

    1. Teachers will escort their classes to the gym and sit with them.  Teachers will supervise their own class and other students near them.
    2. All programs you wish to plan for your class, grade level, or the school should be scheduled in the office and approved by the principal.
    3. Any visiting speaker or program scheduled for our students to hear or see must be checked out and approved in advance by the principal.
    4. All teachers will attend assembly programs and help supervise students.


INVENTORY OF SCHOOL PROPERTY:  At least twice each year, an inventory of school property shall be made.  Teachers will be responsible for taking inventory of their room, including all school property within the room that has been assigned to that teacher.  The office should be notified immediately if any property is missing or cannot be located at any time during the year.  The assistant principal shall coordinate the inventory of school property.  Do NOT move school property from one room to another without telling the assistant principal in charge of inventory.


MAINTENANCE:  It is the responsibility of each teacher to notify the office of any hazardous conditions which may exist.  If you are in doubt, but think a condition may be hazardous, please notify the office immediately.

    1. REPAIRS:  Notify the assistant principals in writing (a note will do) of your repair needs.  The repair request should include teacher’s name, room number and repair need(s).
    2. AIR-CONDITIONERS:  Do not operate the air-conditioners with the front cover off.  This does not give the unit the benefit of the filter and could cause damage to the air-conditioner. 

Teachers should check the furniture and equipment in their rooms frequently to see that vandalism does not occur.




Schools shall make every effort to safeguard the instructional day from interruptions generated by

fundraising activities. Fund-raising should not involve instructional time, school personnel, and

students during the school day. Teachers, school personnel, and students should not be involved

during the instructional day in displaying, distributing, selling or collecting money for items of a

fundraising nature including, but not limited to, baked goods, cookies, tickets, magazines,

etc.  Necessary accounting procedures will be done during non-instructional time. When these

 activities must involve instructional time, principals must give prior approval.


The Superintendent must approve all fundraising projects in advance.


The following activities are prohibited: door-to-door selling by students in kindergarten through

 middle school, fund-raising for the purpose of buying instructional supplies, and the awarding of

 individual prizes and incentives to students in kindergarten through sixth grade.





Extra-curricular activities shall not interfere with instructional time.


Athletic events, including travel time, shall be scheduled outside of the instructional day. Students

shall not be excused from school before the end of the day for athletic events without the approval of the Superintendent in advance. 


Principals shall develop an activity period to be used for extra-curricular activities such as: pep

 rallies, club meetings, and assemblies, which must occur during the school day. The activity period

will insure an abbreviated period for each class on those days.


Activities which should not occur during instructional time include: movies solely for the purpose of

entertainment, preparations for homecoming, parades, or athletic events; college or military

 recruitment; and any other practice or preparation that would necessitate taking students out of

 scheduled classes. Special consideration may be given to senior activities.


Special consideration shall be given to students when scheduling practice time and work sessions

 on school nights. These sessions shall end no later than 9:00 p.m.


FIRE AND TORNADO DRILLS:  The fire drill and emergency exit diagram shall be displayed in a conspicuous place in your class.

    1. Make it a point to explain and show the emergency routes available.
    2. Appoint two (2) students each period to see that all windows are closed.
    3. Teachers will be the last to leave the rooms and buildings in a drill or emergency.
    4. FIRE DRILL: The signal for evacuation from the building is three (3) short bells.

5.       The signal to return to the buildings is the regular school bell.

    1. TORNADO DRILL:  In the event of an approaching tornado, students should go into the halls and sit as close as possible to the walls.  The signal will be a series of long intermittent ringing of the bell.  Leave a window slightly open.  All school personnel (faculty, custodian, lunchroom, secretarial) and all parents or visitors will participate in the drill unless they have the expressed permission of the principal to do otherwise.
    2. Make it a point to explain and show the emergency routes available.
    3. Appoint two (2) students each period to see that all windows are closed.
    4. Teachers will be the last to leave the rooms and buildings in a drill or emergency.
    5. FIRE DRILL: The signal for evacuation from the building is three (3) short bells.

11.   The signal to return to the building is the regular school bell.















Accreditation Reports                                                                                  School Policies and Organization

Classroom Visitations and Teacher Conferences                                        Office Practice and Procedures

Department Meetings                                                                                  Athletic Programs

Faculty Meetings                                                                                         Assembly Programs

In-Service Study                                                                                          Discipline-Special Problems

Scheduling Tests and Exams                                                                      Finances and Purchases

Conferences With:                                                                                       Counseling Students

a.  Parents                                                                                                   Duty Assignments

b.  Pupils                                                                                                     

c. Staff Members                                                                  


Administrative Duties


Business and Finance, Human Resources, Federal Programs, Curriculum and Instruction, Special Services, Operations, Student Activities







Classroom Visitation                                                                         Lunch Duty

State Textbooks                                                                               Inventory

Discipline-General Problems                                                            Student Counseling       

Fire and Tornado Drills                                                                    Parent Conferences

Break Sales During Recess                                                              Implement Data Meetings

Assist with Curriculum Planning                                                        Model Lessons When Needed

Assist with Budgets                                                                           Conduct monthly and quarterly data meetings

Assist with Student Scheduling                                            

Be visible on halls during students’ transition during class changes

Ensure that teachers are maintaining discipline

Oversee Care and Maintenance of Building Grounds

Inventory                                                                                           Supervise Custodial Staff

State Textbooks                                                                                 Maintenance Supplies













Bell Schedule





7th/8th grade

5th/6th grade


7:00 a.m. – 7:30 a.m.

7:00 a.m. – 7:30 a.m.


7:30 a.m. – 7:35 a.m.

7:30 a.m. – 7:35 a.m.


7:35 a.m. -  7:45 a.m.

7:35 a.m. -  7:45 a.m.





7:45 a.m. – 8:40 a.m.

7:45 a.m. – 8:40 a.m.


8:40 a.m.  - 8:44 a.m.

8:40 a.m.  - 8:44 a.m.


8:44 a.m. – 9:34 a.m.

8:44 a.m. – 9:34 a.m.


9:34 a.m. – 9:38 a.m.

9:34 a.m. – 9:38 a.m.


9:38 a.m. – 10:28 a.m.

9:38 a.m. – 10:28 a.m.


10:28 a.m. – 10:32 a.m.

10:28 a.m. – 10:32 a.m.


10:32 a.m. – 11:22 a.m.

10:32 a.m. – 11:22 a.m.


11:22 a.m. – 11:26 a.m.

11:22 a.m. – 11:26 a.m.



11:26 a.m. – 11:56 a.m.



11:56 a.m. – 12:00 p.m.


11:26 a.m. – 12:16 p.m.

12:00 p.m. – 12:50 p.m.


12:16 p.m. -12:20 p.m.



12:20 p.m. – 12:50 p.m.



12:35 p.m.



12:50 p.m. – 12:54 p.m.

12:50 p.m. – 12:54 p.m.



12:54 p.m. – 1:04 p.m.



1:04 p.m. – 1:08 p.m.


12:54 p.m. – 1:44 p.m.

1:08 p.m. – 1:58 p.m.


1:44 p.m. – 1:48 p.m.

1:58 p.m. – 2:02 p.m.


1:48 p.m. – 1:58 p.m.



1:58 p.m. – 2:02 p.m.



2:02 p.m. – 3:00 p.m.

2:02 p.m. – 3:00 p.m.