ABSENCE top

It is the responsibility of the parent/guardian to call the school every time a student is absent.

When a child returns to school after an absence, he/she is expected to bring a note from a parent explaining the reason for the absence.  If the child does not have a note, teachers should request that one be provided at the next possible opportunity.  Student absence due to bus cancellation or breakdown, medical appointments, etc. is to be considered as an excused absence.  Only then are students allowed to make up schoolwork. 

If a student has a pattern of absence (either single frequent days or an extended single period) or an unusual number of absences, teachers should consult with the school nurse to determine if there are medical concerns. If no chronic medical condition exists, and absences persist, the teacher should discuss the situation with an administrator.

Teachers are expected to review with students the school day arrival and departure times.  The importance of arriving at school on time should be emphasized. All students who are tardy (more than 5 minutes after the beginning of the school day) must be signed in by a parent on the Student Log in the Main Office and be issued a tardy slip.  A student arriving in the classroom after the beginning of the school day, but without an office form, should be redirected there.  Any child who has 3 or more unexcused tardies in a month will have a notice sent to their parents informing them of the situation.  The teacher completes a form for that purpose and provides it to the registrar to mail to the parent.  If a child is persistently late, request assistance from an administrator.  Progress reports should not be the first notice to parents for patterns of tardiness.

BUS TRANSPORTATION (STUDENT) top

	Wiesbaden Army Airfield Housing
	Crestview Housing
	Mainz-Kastel Housing
	Economy Housing
	Special Education pre-school students (Special Bus)*
	Sure Start students (Special Bus)*

Student Bus Behavior: Behavior of students before boarding the bus in the morning, while riding the bus in the morning, while riding the bus in the afternoon, and after departing on the bus in the afternoon enroute home is the shared responsibility of the parents and the school.  The responsibility of the school bus driver is to transport the students to and from the designated points safely, efficiently and timely, not to control student behavior.

For the safety and comfort of children riding school buses, standards of behavior have been established.  Transportation to and from school is a privilege, not a right.  Children can be removed form the bus for misconduct.  The Wiesbaden Military Community does not have official monitors or aides to ride school buses; however, parents are encouraged to ride school buses to help monitor student behavior if they desire to do so.  Volunteers MUST be registered with the school bus office.  At the time of registering a child for school, parents will be given the Standards of Conduct for School Bus Transportation as well as information on Disciplinary Actions that could be taken.  Staff members have a responsibility to assist orderly bus transportation by reviewing behavior standards with children frequently and by insuring that students arrive at their bus safely.

 Bus Conduct Standards (Students): These standards have been established to ensure safe transportation of students.  Staff members are expected to review them with students during the first two days of school and periodically throughout the year. Please stress: In Germany, you wait for the cars; they don't wait for you!! The Bus Conduct Standards from the Wiesbaden School Bus Office for this year are in the Appendix of References in this Handbook

CAFETERIA top

The price for the student's hot lunch meal is $1.95.  Coupons for this meal may be purchased at the Main PX or any of the local AAFES Shopettes.  Extra cartons of milk can be purchased for .50 cents.  Students who do not have either a coupon or money for their lunch will not be given either by the school to purchase a lunch for that day.  A program of "charging" a limited number of lunches in such circumstances may be offered by AAFES.

It is strongly recommended each child have one lunch ticket on file with the teacher in the event of a bomb threat or other emergencies.

Students in grades 3 - 5 who live in the Hainerberg housing area may eat at home if they have written permission from their parents and return to school prior to the end of their lunch period as indicated on the Daily School Schedule.  Students who eat at home must sign out and sign back in at the office each day.  Students in grades kindergarten - 2 who wish to eat at home must be signed out of the office by a parent.  Upon return to school after lunch, the student must be signed in at the main office by a parent.

All students eating lunch at school are required to remain on the school grounds. This helps to ensure student safety.  The shopping center and vendor trucks are off limits to elementary students remaining at school for lunch.

Teachers planning a study trip or other activity, which cancels lunch for his/her class for the day, are responsible for notifying the AAFES cafeteria at least 5 days in advance of the planned activity.

CHILD FIND top

	Mildly, moderately or severely handicapped (learning disabilities, suspected learning problems).
	Visually handicapped.
	Deaf/learning handicapped.
	Physically handicapped.
	Language or speech handicapped.
	Pre-school developmentally handicapped or health impaired.
	Multi-handicapped.

 DoDDS assures that handicapped students have the same educational opportunities and services as non-handicapped children and an equal opportunity to participate in school activities.

DRESS CODE (STUDENTS) top

Warm weather clothing should be appropriate for all school situations, including PE and recess. Clothing with offensive word or obscene pictures is not permitted.  Short shorts, halter tops, see-through shirts, T-shirts designed as underclothing and pants worn below the normal waistline are examples of inappropriate classroom attire.  Appropriateness of dress outside these parameters will be determined on a case by case basis by the administration.

HEALTH INFORMATION top

Student Accidents/Illness: Minor cuts, bruises and/or scratches occurring on the school premises are treated by a responsible adult.  Emergency first aid is administered when required.  If a student becomes ill or is injured during school hours and requires medical treatment:

	The school nurse will either contact the parent, or if deemed necessary, have the child transported to the hospital. (The parents are responsible for furnishing transportation to medical facilities unless an ambulance is required.)
	If taken to the hospital, the presence of the parent or a designated representative is required to authorize treatment except in situations where life might be endangered if delay occurs.
	Students are sent home only when accompanied by an authorized adult.
	In the absence of the nurse, teachers should contact the Main Office or an administrator.  Teachers will be expected to complete part of an Accident Report when they have witnessed the accidental injury to a student or other staff member.

Attendance and Health: Regular attendance and full participation in instruction is necessary for a child to achieve his/her maximum educational growth.  Parents are expected to provide a written instruction from a physician if the child's activities need to be curtailed due to special medical considerations.  The student should be in school unless s/he:

	Is ill, or not feeling well before coming to school.
	Has a medical appointment, which cannot be scheduled outside of the school day.

A parent's dated note should accompany the child on the first day of return to school after an absence.  It should specify the reason for the absence as a minimum.  Alternate or emergency contact and telephone numbers should be shared with the school nurse.

Medication: School personnel, including the school nurse, are not authorized to administer medication.  Please note the following:

	Exceptions can be made in some special cases, but only with signed medical and parental authorization.
	A physician and parent must sign the Permission for Medication form and the parent is to provide the medication to the school nurse for administration.
	If an exception is made, medication is maintained under lock and key in the health office and not in the classrooms.
	It is the individual student's responsibility to insure that medication is taken at the appropriate time.
	Teachers should coordinate with the school nurse on student medication issues when they are planning a study trip or activity away from the school.

LOST AND FOUND top

 Items of value such as watches, keys, eyeglasses, and jewelry are to be  turned in to the Main Office.  All clothing items are to be placed in the designated storage area under the stairs down the first grade hall.  Children should have personal clothing and possessions clearly labeled or marked with the student's full name on items brought to school; jackets, coats, sweaters, hats, gloves, scissors, purses, back packs, lunches, and especially eyeglasses.  Radios, CD players, and similar items should not be brought to school due to the possibility of loss or damage, as well as their distraction from instruction.  These items should be removed from the child's possession and be turned in to the school administration.  Parents will be asked to pick up the item(s) there. 

PARENT-TEACHER CONFERENCES top

 School-wide conferences are scheduled at the end of the first grading period with specific dates announced in the Family Newsletter.  Usually additional appointments are provided at the end of the second and third quarters for parents and teachers to review student progress.  These may take the form of individual conferences, group conferences, or portfolio sharing/review.

 Teachers are encouraged to take notes at such conferences, to maintain a record for reference regarding ongoing concerns.  An administrator may be invited to participate in a conference at the request of either the teacher or parent.

PARENT VOLUNTEERS top

	Assist with classroom management/instructional tasks.
	Assist in supervision of school study and study trips.
	Assist school nurse and other specialists.
	Help with lunch/playground supervision.
	Share special talents and expertise in curricular and/or occupational fields (i.e., arts/crafts, music, career awareness, physical education, science and technical fields, study of other cultures, etc.).
	Provide special assistance for individual and/or small groups of students (i.e., tutoring).

Volunteers may not:

	Work with confidential data and records.
	Supervise students during the school day without the presence of a DoDDS staff member.

Parent volunteers must sign-in at the Main Office and obtain a volunteer pass.  Each spring school volunteers are recognized in a special activity planned to show staff appreciation for their efforts.

RECORDING STUDENT PROGRESS top

 Two types of formal reporting are used in DoDDS:

	Parent-Teacher conferences are scheduled at the end of the first grading period of the school year.
	Progress Report Cards are distributed every nine weeks (on the dates established each school year).

SCHOOL SPONSORED TRIPS AND EXCURSIONS top

All school trips must be related to and augment the school's curricular goals and objectives, relate directly to skills and concepts taught, and broaden and enrich the scope of a student's education and interests.  The worth of every school trip must be weighed in relation to the impact such trip participation has upon both a student's and the school's regular educational programs.  Both preparation for and follow-up lessons for field trips should be planned.  Trips for certain purposes, e.g., visits to amusement park or circus, picnics, casual activities, such as an afternoon swim, ice skating, skiing, etc., are not authorized study trips and shall not be charged to DoDDS funds.

All transportation and trip expenses will be borne solely by the participants.  The cost to students will not be increased in any manner to cover sponsor or chaperone expenses.  Staff members are not in a travel status nor are they authorized reimbursement of any expenses.

STUDENT BEHAVIOR top

Hainerberg "High Five!" :  Students are expected to behave in ways that demonstrate the following rules:

1.	I take care of my school and my own things.
2.	I behave in safe ways.
3.	I treat everyone with kindness and respect.
4.	I make good choices to allow myself and others to learn.
5.	I am responsible for my own choices.

AND I AM READY TO LEARN!
Teachers are expected to develop a few clear, specific class rules which are based on the "High Five" and which give students more specific information about what the school rules look like in their own class and what the teacher expects of them there. Parents should receive information on classroom discipline plans when their child enters the teacher's program.

Inappropriate Behavior:  When students act in ways that do not reflect the Hainerberg rules, such incidents become opportunities for teaching responsibility and how to make better choices.  Our school wide adopted violence prevention program, "Second Step", provides assistance to staff and students in this process with its emphasis on empathy building, anger management, and problem solving (conflict resolution). Teachers are expected to consistently utilize the lessons in this program, at a minimum twice a week and as real life incidents occur, to help students successfully develop interpersonal skills.

In common areas of the building, all staff members share the responsibility for enforcing the school wide rules and monitoring individual student behavior. Therefore, any staff member may and should take the opportunity to discuss observed inappropriate behavior with students, and if warranted, refer the student to the classroom teacher or an administrator.

When incidents occur on the playground or lunchroom, the adult supervising that area will in most cases deal with the situation on the scene.  If s/he deems it necessary to involve an administrator, a Referral for Inappropriate Behavior form (see Appendix for sample copy) will be completed by the referring person and it will accompany the child to the office. 

Generally teachers are expected to follow their classroom plans for managing student behavior, but when a serious incident occurs or when disruptive/unsafe behaviors by a student occur repeatedly, a teacher may complete the same Referral for Inappropriate Behavior form to accompany the child to the office.

A school administrator investigates each Referral, using the data found on the form, as well as talking to all students with relevant information. If it is determined that the student has behaved unacceptably, the administrator will apply a consequence.

First offenses generally result in a warning, and in a disciplinary record being established in the school's student information system. For serious first offenses or for inappropriate behaviors after that initial event, consequences are matched to the student after consideration of his/her age, prior behavior history, and of course the circumstances surrounding the referral.

A range of possible consequences are available to teachers and the administrator.  Please refer to the chart included here for acceptable consequences available from which to select when needed.

Serious Infractions: Disciplinary consequences and other behavior modification techniques that are within the experience of the teacher, must be exhausted prior to resorting to disciplinary consequences that remove a child from the school, except when a child poses an immediate threat to his or her safety or the safety of others in the school. 

Hainerberg Elementary School is able to offer a range of support services to assist classroom teachers and parents in changing repeated inappropriate student behaviors.   These include two school counselors, a behavior management specialist, a school psychologist, and a range of special education personnel. If you have a student with persistent disruptive or unsafe behaviors, please review the Steps for Interventions included in this section of the handbook.  An administrator should be briefed soon after the teacher's concerns develop about the student.

Suspension and Expulsion: "Suspension, and particularly expulsion, are disciplinary consequences used to modify the undesirable conduct of a student who is unreasonably disruptive to the education program and for whom other behavior management techniques and disciplinary consequences have proven futile."  (Excerpt from DoDEA Regulation 2051.1)

The following list of most severe behaviors would generally result in a suspension and could lead to expulsion:

	Possession of firearms, weapons, or explosives
	Possession, use, or sale of drugs
	Violence directed towards other students causing a deliberate, serious, physical injury
	Deliberate physical assault of an adult
	Making a bomb threat
	Deliberately setting off a fire alarm

Other types of serious behaviors may result in suspension/expulsion after consideration of such factors as the age of the student, his/her prior behavior history, and circumstances surrounding the events.

"Zero Tolerance for Weapons": The DoDDS school system has a "zero tolerance" for weapons. Many items that would not normally be considered weapons are prohibited when "carried in a concealed manner, or if displayed openly, brandished, or carried in the presence of other persons in a manner likely to make reasonable persons fear for their safety." Teachers are expected to report any incidents involving items that could reasonably be considered weapons or which have been used by the student as a weapon promptly to a school administrator. A determination will be made as to whether the circumstances will be considered a weapons incident or a serious infraction.

The following partial list of weapons are provided as examples of prohibited items by USAREUR Reg. 190-6 and USAFE Reg. 125-17.
"any of the following, if carried in a concealed manner, or if displayed openly, brandished, or carried in the presence of other persons in a manner likely to make reasonable persons fear for their safety: straight razor, razor blades, weapons made from razor blades, ice picks, daggers, machetes, swords, spears, bows, crossbows, clubs, any objects that may be used as a club to inflict bodily harm (for example, pieces of wood or pipe, stones, bricks), replicas of firearms (toy guns, BB guns), black cartridge pistols,  and any other object that might be used to inflict bodily harm (for example, bicycle chains, canes with sharp points, broken bottles or glasses, small knives). machine gun, shotguns, rifles, silencers or mufflers for any weapon, any destructive devices, any firearms, switchblade knives, club-type hand weapons(blackjacks, brass knuckles), gas pistols and shooting pens."

Incidents involving weapons on school grounds during the school day will involve a report to the military police for subsequent investigation and action, in addition to any consequence of suspension or expulsion applied by the school. 

For weapons incidents, as well as in cases of serious infractions for which a suspension is proposed in excess of a total of ten school days, or for which an expulsion would be the appropriate consequence, a disciplinary hearing will be held to formulate a recommendation to the principal on the consequence for the student.  Parents are invited to attend such hearings and full attention is given to according due process rights to the student.

Interventions for Students with Non-Responsive, Troublesome Behaviors: When a student repeatedly does not respond to the classroom rules and behavior plan, the teacher should consider the following steps in addressing the disruptive or inappropriate behaviors. These steps are only a guide to be used in determining if all resources and strategies have been considered. 

	Teacher attempts to modify student's behavior by selecting a different strategy than those used for the remainder of the class.
	Teacher holds parent conference to modify student's behavior.

  TEACHER REPEATS THESE TWO STRATEGIES AS LONG AS THEY CHANGE THE STUDENT'S BEHAVIOR, EVEN IF EACH DOES SO ONLY FOR A LIMITED PERIOD.

	Teacher consults with resource staff for ideas on other strategies that could be tried.   Teacher may also request an observation by the resource educator of the student in the setting in which most inappropriate behaviors take place.
	Written documentation of behavior contracts, classroom strategies and modifications, and results of consultations with school resource staff are set up and maintained. Parent conferences are held at intervals to share information on choices and progress.
	Teacher meets with supervisor to discuss the student's behaviors and the steps taken thus far.  A plan is developed cooperatively for conditions under which the student will be referred to the office and for an appropriate expected response when such referrals take place.
	Resource educators, teacher, student, parents, and administrators, work as a TEAM to modify student's behavior.
	If the staff working with the child suspect issues of ADD or ADD-HD, a referral is generated to the school nurse, the point of contact for the Transdisciplinary Team (TDT) that manages these medical referrals. A meeting of that group is held after the appropriate forms, documentation, and information is gathered.

  IF THE STUDENT IS DIAGNOSED BY A PHYSICIAN AS ADD OR ADD-HD, THE TRANSDISCIPLINARY TEAM, UNDER THE NURSE'S DIRECTION, WILL WORK WITH THE TEACHER TO MONITOR THE STUDENT AND HIS/HER BEHAVIOR.

	If inappropriate behaviors persist over time, even when identified strategies are consistently applied, then the classroom teacher and the resource educators that have been working together consult with the Case Study Committee Chairperson. They determine what additional documentation or actions will be needed to pursue a formal referral for possible identification for special services/referral to EDIS. The behavior management specialist becomes the case manager. During the period of the referral and assessment process, the classroom teacher and resource educator team continues to document the results of the strategies they are using with the student.
	If the student is determined eligible for special education, the IEP is developed. Any further concerns about student behavior are addressed through CSC meetings in which IEP goals are reviewed and type and amount of services are modified to address needs.
	If the student is not determined eligible for special education, the classroom teacher and resource educator team continue to use strategies, parent conferences, and administrative interventions to address concerns.

  AT THIS POINT, IT WOULD ALSO BE APPROPRIATE TO DISCUSS WITH THE ADMINISTRATORS WHAT OTHER COMMUNITY RESOURCES NEED TO BE INVOLVED IN THE PROBLEM, E.G. SPONSOR'S COMMAND, CIVILIAN MISCONDUCT OFFICER, SOCIAL SERVICES, ETC. 

Handling Students with Extreme Losses of Self-Control: Occasionally a teacher may identify a student in his/her class who experiences physically disruptive and potentially unsafe losses of self-control. When this occurs, the teacher should immediately consult with his/her supervisor/administrator and begin working through the steps outlined below.

NOTE: If first incident occurs without any forewarning or time to prepare, common sense and good professional judgement should be exercised to get additional assistance and work through the incident until the child is safe and unable to disrupt. Following this, the teacher should proceed to address #2 and #3 swiftly and set up the conference as soon as possible for developing the plan outlined in #4 below.

1.

Review school records.  a. If special education records are available, review these also and request a CSC meeting to discuss and resolve the remaining steps to be taken, including those issues discussed in #5 below.  b. If special education records are active, modifications to the IEP should be carefully considered.  Discuss how other staff members who work with the child will be informed of necessary information to manage his/her special needs. c. If special education records are inactive, or student was not eligible for services based on assessment results, CSC should discuss other appropriate eligibility criteria or additional information at hand that could re-open the eligibility decision to reconsideration.

2.	Have school psychologist and behavior management specialist observe. Be sure to inform them of whether or not special education records exist, and whether student is on an IEP.

3.	Set up a conference with parent, administrator and resource educators (identified through #1 & #2 and discussion with administrator).  If there are active special education records (1a. above), a CSC meeting would usually take the place of a conference.

4.

Develop a crisis response plan with all of the above individuals which includes: a. a signal for securing additional adult assistance b. a back-up plan with colleagues in the adjacent classrooms for signaling for assistance c.  a plan for removing other students from harm's way, if needed the clearly identified set of behaviors/circumstances for which this plan would be activated d. a clear understanding of the appropriate manner in which to exert physical restraint, if that is an issue with the student, and the documentation for such incidents e. clearly identified roles of the psychologist, behavior management specialist, counselor, or other staff who will provide support in such incidents f. plan for briefing all staff members who work with the child on the above g. the parents' full knowledge and consent for the above steps, and for their own identified role/response

STUDENT RECORDStop

	Hard copy of the Progress Report Card (permanent record card).
	Parent-Teacher conference reports.
	Group test profiles/records (standardized test result labels are affixed to the back of the hard copy of the current year Progress Report Card).
	Other appropriate data, i.e., anecdotal data.
	No comments or references to Special Education may be in this file.

These files are official documents and must remain in the office.  Teachers may do short-term checkout after signing for each file.  The CSC Chairperson and the counselor review incoming records.

SUPERVISION OF STUDENTS top

A child attending classes is expected to participate in all activities indoors and outdoors.  Exceptions to this policy will be made in the case of noncommunicable disease or physical injury of a chronic nature when a physician's note is provided in support.

 No child is to be sent home during the school day without prior authorization by the school office.  This rule holds for any reason whatsoever.  Students may only be released to the parent or designated emergency contact when the child has been signed out in the Main Office.

If a child is kept after school for the purpose of completing assignments or a means of discipline, the parents must be notified in advance by note or telephone.  For bus riders, the teachers should obtain a signed note from the parents agreeing to the date and that the parent has indicated a willingness to provide transportation home.

Supervision of students in general areas of school are the responsibility of every staff member assigned to the school.  Students unaccompanied by their teacher, or another supervising adult, should be dealt with "on the spot" when observed behaving inappropriately by another staff member.  Take a minute to stop and remind students to walk in the hallway or to walk quietly when classes are in session.  Visible adults at doors to classrooms at the opening of the day, at dismissal and at the end of recesses can greatly reduce disorderly or inappropriate patterns of behavior.  Teachers are to escort their classes to and from all subject classes and recesses and to the cafeteria.

TRANSFER/WITHDRAWAL OF STUDENTS top

The following clearance procedure is to be followed and completed at least two days prior to the child's withdrawal date (last day of attendance) as the registrar must conduct several other activities to complete the process:

	Registrar will place the child's clearance sheet in the teacher's box in the Staff Room.
	Teacher completes the clearance sheet (the teacher is responsible for all necessary initials).  When the teacher signs this sheet, s/he is giving his/her assurance that the child has turned in all school supplies and that all reports from the special area teachers are included.
	If applicable, the other areas on the clearance sheet need to be cleared (ESL, Speech, TAG, Counselor, etc.) with each specific specialist.
	The nurse, Media Center and cafeteria are always part of the clearance procedure.