Cascade High School

2018-2019 Staff Handbook (DRAFT)

 



 

“School of Pride”

P rofessionalism ∙ R esponsibility ∙ I nclusivity ∙ D ignity ∙ E ngagement

 

The Mission of Cascade High School

Cascade High School is a caring community committed to fully developing each student’s academic, creative, emotional, social, physical and vocational potential by actively engaging each student in learning.

 

 

 

801 E. Casino Rd. Everett WA 98203

Phone: (425)385-6000 Fax: (425)385-6002

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Business/Technology  Jodi Jacobs

Counseling  Kim Taylor & Laura King

English  Michelle Crews

Fine Arts  Isolde Beebe

Math  Lisa Olson-Kelly & Bree Youngberg

Office Professionals  Catherine Shaw

Paraeducators  Jill Jackson

PE  Jake Huizinga

Science  Jack McLeod, Aimee Sage, & Brian Cherniak

Social Studies  Melissa Webster

Special Education  Debbie Gomes & Derek Taylor

World Language  Jamie Farman & Kathy Lockwood

Technology  Jennifer Russell

Principal  Cathy Woods

Assistant Principal/Athletics  Michael Takayoshi

Assistant Principal  Matt Bennett

Assistant Principal  Jessica Easthope

Administrative Intern  Corie Gudgeon

These meetings are intended for all Cascade High School staff and will begin at 2:10 pm in the library. By contract, attendance is required for all certificated staff; other staff members are encouraged to attend. Certificated staff who may not be able to attend a staff meeting are expected to discuss the need to be absent with an administrator prior to the meeting. A make up meeting will be held at 6:45 am the following morning in the Career Center.

 

½ hour meetings	1 hour meetings	1.5 hour meetings
10/17	9/19	11/14
12/12	4/24	2/13
1/23	6/5	5/15
3/20

The following is a list of important dates during the school year. (Dates subject to change.)

First Semester

August 29  Welcome Back! - LID Day

August 30  LID Day

September 3  Labor Day Holiday

September 4  Individually Directed Workday

September 5  First day of school for students

October 13  LID Day. No school for students.

November 2  1st Quarter Ends

November 12  Veteran’s Day, no school

November 9  1st Quarter Grades due

November 21  Student/employee early release

November 22-23  Thanksgiving Break, no school

December 17-January 1  Winter Break, no school

January 21  Martin Luther King Jr. Holiday, no school

January 25  2nd Quarter/1st Semester ends

Second Semester

January 28  LID Day. No school for students.

January 31  1st Semester grades due

February18-19  Midwinter Break, no school

March 15  3rd Quarter Ends

March 22  3rd Quarter Grades due

April 1-5  Spring Break, no school

May 27  Memorial Day, no school

June 7  Early Release for all Students (2 1/2hours)

June 15  Graduation

June 18  Last student day, early release

June 18  4th quarter/2nd semester grades due

Note: Emergency make-up days will be added to the end of the school year.

Any staff members requesting a calendar/event addition or change, please see Darcie Cooper & Matthew Bennet for approval prior to any official change to the CHS Master Calendar. Staff members are expected to consult the CHS Master Calendar for possible conflicts when planning events. Events that will take place outside of the regular school day on the Cascade Campus require an approved Facilities Use Permit (FUP), also available from Jana Kosiba. A FUP must be submitted in time to effectively notify other organizations which use our campus. Use of the cafeteria during the school day must also be scheduled through Matthew Bennett.

 

Designated School Event Nights for High Schools for the 2018-19 school year are:

·   1^st, 2^nd, and 3rd Wednesday of the month

·   1st Thursday of the month (on dates that are shared with Superintendent’s Leadership Team events will be planned at a time that will not conflict)

·   3rd Tuesday of the month (does not include graduation).

 

LIF days occur on designated Fridays at the end of the school day. The purpose of this student early release time is to provide a resource for school improvement work that consequently protects both instructional time for teachers and students, and the individual preparation activities that have a direct impact on student learning.

·   Administrator-facilitated Fridays

Administrators will engage with collegial teams on matters related to the continuous improvement of instruction, school programs, professional growth, student learning opportunities and best instructional practices. Agendas and notes are part of this activity. Larger staff meetings might be needed to facilitate this work. Singletons and partial FTE staff will work with their principal to develop a plan regarding their use of this time.

·   Employee-facilitated Fridays

Employees will engage in the implementation of programs and classroom instruction, which may include but not be limited to, planning lessons and units, scoring and analyzing students’ work, using the data to plan next steps, and/or collaborating with their colleagues in this process.

 

Administrator-facilitated Fridays	Employee-facilitated Fridays

·   Staff Call Backs

10/3/2018, 6:30-9:00pm - Curriculum Night

Additional Call Back for Arena Conference —TBD

Additional Call Back for Challenging Options - TBD

 

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REPORT ABSENCES

SmartFind Express - www.everettsd.eschoolsolutions.com or call - 1-888-632-6493

LEAVE WITHOUT PAY

•  Any leave without pay must be pre-approved by the immediate supervisor prior to the leave being taken. eSchool Solutions SmartFindExpress has been updated to alert the employee that a Payroll Absence Verification Form is required for this type of leave to be taken (similar to how bereavement leave works).

LONG-TERM LEAVE & WORK RESTRICTIONS

•  When an employee is on a long-term leave (medical, personal, childcare, etc.) they may not work for the District or anywhere else for the duration of their leave, without prior approval from the Executive Director of Human Resources. The may not attend classes offered by the district attend LID, in-service or other professional development days, nor may they work as a substitute in any capacity.

Questions about absence reporting contact:

•  Ingrid Stafford, Substitute Coordinator @ 4111 or 24 Hour Line @ 425.320.1337

Payroll Absence Verification forms available in office

 

Refer to Activity handbook—Distributed to Advisors—Copy available to all in Main Office

Refer to Student Handbook  

·   Closed Campus Policy

Providing a safe and orderly campus environment is important. Therefore all students are required to stay on campus upon arrival. If it is necessary to leave campus for doctor or dental appointments or for reasons of illness, all students must check out through the attendance office.

Under certain circumstances Seniors and Juniors may earn the privilege to go off campus at lunch.

 

·   Daily Bulletin

The daily bulletin will be sent out daily on the district email service. All announcements for the daily bulletin must be emailed to Darcie Cooper by noon the day before they are to be posted.

·   Email

Email is considered a central form of communication in the Everett Public Schools. “All messages on the Everett Public Schools email system are considered to be Public Records. No privacy is guaranteed for any message sent on this system. Never send a message that you would not want to see appear in the newspaper, court records, etc. Email is also filtered for key words to identify unwanted threats, hate mail, etc. If you have private messages to send, you should use another communication system.” (Information Systems Training Document, 2003)

All staff are to check their email each day. Refer to the email guidelines under Instructional Resources on page 37 for specific policies and procedures related to the acceptable use of district email. Students must not be given teacher’s password to access teacher’s email or other electronic records.

·   Weekly Staff Newsletter

The Weekly Staff Newsletter called The Bruin Bulletin is published every Monday and will be accessible through email/SWAY. Staff members are responsible to read the weekly newsletter carefully each week before the start of the school day. Schedules for the week, calendar changes, important news and other critical information is included. If any staff member would like to include information in the bulletin send it to Michael Takayoshi the Friday before. The information in The Bruin Bulletin is for staff only; students and parents should not have access to this information. Please keep your copies in a secure location.

·   Mailboxes in Office

·   Memos/Additions to the Staff Handbook

·   Public Relations

·   Staff – Student Communication

  Contact between staff members and students should always be professional and, in order to ensure your own safety and the students’ safety and welfare, should also be in public and reasonably related to the student’s progress in school. Examples of appropriate interactions with students include, but are not limited to, classroom instruction, helping students with academics after school in your classroom or other campus location, and meeting with students in a school-sanctioned club or activity. Expressing care and concern for a student when they indicate that they are having personal or academic difficulty is also appropriate. Staff members other than trained counselors should take care, however, to avoid counseling students and should refer them to the school counselor as needed.

  In all your interactions, it should be clear that your role as a staff member is separate from your role as a private citizen. Examples of interactions with students where this separation of roles becomes unclear include, but are not limited to, inviting students to your home for social gatherings, engaging in telephone, email, text messaging, or other communications with students that are purely social in nature and not related to school.

  If at any time you feel that a student is communicating with you in a manner that puts your professionalism at risk, contact an administrator immediately.

·   Telephone

·   Voice Mail

 Principal

 Assistant Principal

 Counselors

 Psychologist

 Nurse

 Faculty representative

 

·   Functions of the Crisis Response Team

 Develop the plan for the school

 Train each staff member throughout the year

 Develop a phone tree to be used for staff notification

 Train secretaries how to deal with the press

 Inform Central Office staff of the plan

 Inform off-campus resources such as any district-contracted mental health staff

 Implement plan during crisis

 Evaluate plan’s effectiveness after it is used

 Review the plan periodically

 

·   Putting the Plan Into Action

  Notify all Crisis Response Team members of the crisis. Arrange to meet as soon as possible.

  Check the known facts of the crisis with police, fire department, and central administration contact.

  Review the plan and adapt it to fit the crisis.

  Use the phone tree to notify all staff. inform and request that they arrive early at school to attend a special meeting.

·   Plan Components

Administrator’s responsibilities

  Contact the CRC to report the event (Assistant Superintendent of Central Region at 385-4023)

  Contact Crisis Response Team to arrange to meet ASAP to develop plan

  Notify all staff using phone tree, setting early arrival time for meeting. At the meeting, review the situation, explain the day’s agenda, have someone explain/describe how students may react and how teachers might handle the situation, pass out the written fact sheet for staff, provide time for staff to ask questions and express their feelings

  Contact district crisis team for additional counseling support, if needed

  Assign extra secretarial help to the office

  Provide written statement for the secretaries to use with phone calls

  Update the recording on the school’s welcoming voice mail message

  Instruct secretaries to keep a log of all concerned calls, and inform them how to deal with the press over the phone

  Keep visible, be available in the halls

  Possibly arrange for a psychiatrist or “outside expert” to be at the school to lend support and help students and teachers. This expert may also speak to parents and faculty.

  Handle the media (with the assistance of Communications Office, at 385-4040)

  Be sensitive to staff who have a difficult time dealing with the crisis and be prepared to relieve them

  Emphasize facts, stop rumors

  Keep staff informed through one person designated as rumor control person

  Cancel scheduled activities as possible

  Meet with full staff after school day to debrief

  The principal or any school representative should visit the victim’s family at home to offer solace and support, return personal belongings and discuss a memorial service

  Meet with Crisis Response Team to plan the next few days

 

  Maintain a list of students counseled

  Call parents of very distressed students

  Don’t allow distressed students to go to an empty home – encourage the parent to meet them there

  Be aware of own limits in regards to energy and emotional support – help each other know when to take a break

  Contact the family to offer any support they may need

  During staff meeting, brief staff on possible reactions to expect from students

  Keep a current list of community resources that you can provide to parents

  Announce event in classroom using the script that will be provided at the meeting held before school

   Identify students in need of counseling support

   Have distraught students escorted to the counseling office

   Discuss the crisis

  Recognize that the grieving process is essential to the well being of students and staff

   Postpone planned lesson until class seems ready to move on

   Be sensitive to students’ need for reduced assignments or no homework

   Be prepared to discuss event every time a new group of students come to your class

  Let an administrator know if you feel unable to continue dealing with students due to your own emotional state

  Keep track of all students – don’t allow them to wander the halls

  Realize that it’s strictly business with the press. They are not necessarily our friends. Protect yourself, staff, students and parents.

   Notify the Central Office and Communications Office before talking to the press.

   Only one person on staff will speak with the press (principal, assistant principal)

   Develop a written statement

  Be proactive – contact them before they contact you. Set location, time limits and restrictions about their access to staff and students

  Do not give impromptu interviews, and none on the phone.

  Never talk “off the record,” as it does not exist. Remember item #1 – it’s a business for them.

  Tape record the interview. Have another staff member in the room. Have everyone identify him or herself on the tape, including the reporter. Make a copy of the tape for yourself, but don’t give one to the reporter.

   Don’t say, “No comment.” Say, “I don’t have enough information at this time to answer that question.”

  Don’t offer more than they ask.

  Use qualifying statement like, “It appears that…”

  Speak in a peaceful, calm, voice, using good eye contact.

  Keep media away from staff and students. Insist that they not approach students on school property.

  Develop a script for the secretary to use when answering the phone. Have her keep a log of all calls.

  Advise students of the media policy. Let them know they can refuse to talk to the media, and should first speak with their parents before speaking to the media.

·   Curriculum Guides

“Course descriptions and other descriptive material relevant to learner standards and teaching expectations will be provided to parents, students, and teachers. The guides will reflect alignment with state standards and the District’s essential learning elements.” [2122]

Clear communication between the teacher, student, and home is an essential component for engaging students in learning. Therefore, teachers are expected to communicate to both students and families, at the start of every new course, information such as:

  Overview of the Course Content (Scope & Sequence)

  Content Team Common Syllabi

  Course/Learning Standards

  Student Expectations

  Grading & Assessment Practices

  Texts & Curriculum

   In addition, please provide students and families with information on how to best contact you by phone and/or email, and if you utilize any online technologies such as a class website.

·   Homework Guidelines

While we recognize that a large part of the active engagement in learning occurs within the classroom during the school day, we also know that high school students are expected to extend their learning at home as well. The CHS faculty recognize that some students require more or less time to complete the same assignments, however, we recommend that on average, students spend somewhere between 90-120 minutes a night on homework.

The quantity and quality of homework assignments can often be a source of parent frustration and concern. If a teacher, student, or family member is concerned with the amount of time being spent on homework consider assisting the student with a structured organizational system (such as the use of an agenda) to document assignments, due dates, and help structure their time more efficiently. Parents can also help their student by closely monitoring their student and providing resources such as a quiet space and time set aside in the evening, for homework completion. Remind parents that class time often is given for guided practice on homework. If their child is not using class time well, more time outside of class could be required in order for the student to adequately demonstrate learning of the standards.

If a teacher, student, or parent is requesting additional homework, consider providing opportunities for extension and enrichment activities where students can demonstrate higher level thinking skills above and beyond the standard assignment/assessment.

 

In addition, teachers frequently assign long-term projects which require many hours of work outside of class. It is important that teachers communicate long-term project requirements and deadlines to both students and parents. The expectation for larger projects is that students will commit to working on these projects over the course of the provided time, and not wait until the day before the assignment is due before working to complete it. Teachers can help students avoid this precarious situation, by communicating and reinforcing smaller due dates along the way where teachers and parents can monitor a students progress throughout the provided time. Also, please utilize your teacher-parent communication systems to let families know of any group projects that would require students meeting outside of class time to avoid any of these logistics from hindering student learning.

·   Homework Policy

The ESD has adopted a policy supporting homework assignments on a daily basis. Teachers will give students a written statement of goals and homework expectations for each class.

When the student is absent three or more days, parents may request school work through the counseling office. Teachers will be given up to 24 hours to compile the work and bring it to the office.

 

 

 

·   Instruction

The ESD has established policy regarding curriculum that states: “The Board recognizes that the delivery of instruction will vary among schools and staff and will be further differentiated by the learning needs of students. Nonetheless, instruction throughout the district will be derived from a common curriculum. An integrated, multi-disciplinary curriculum will provide teachers, students, and parents with the District’s expectations of what students should know and be able to do. Teachers are expected to follow the curriculum. Principals will provide appropriate instructional supervision to ensure implementation.” [2121]

 

Cascade High School holds dances for the enjoyment of our students and their guests. There are parameters established for sponsored activities.

  Rules: All school rules are in effect at all school-sponsored activities.

  Dance attire statement: Appropriate attire shall exclude any type of dress or manner of grooming which school officials reasonably believe would disrupt or interfere with the intent of the dance environment or activity. The supervising administrator has final approval of dance attire. No refunds will be given if the student is in violation of dress code and the student is asked to leave the dance site.

  Identification: You will be required to show either your current Cascade High School ASB card or current Cascade ID card to gain admittance to a dance. Picture identification could be collected by an administrator or designee if they deem it necessary.

  Replacement Cascade ASB or ID cards may be purchased through the Treasurer’s Office. The inquiry and payment for replacement cards must be done by the end of the school day on the Thursday before the dance.

  The following are dances where guests (non-Cascade students) may be invited to: Homecoming, Tolo, Spring Prom, Sadie Hawkins and Senior Ball. Guests must be accompanied by a current CHS student, on a 1 to 1 ratio (i.e. only 1 Guest per CHS student). Guests must complete a “guest application form”. The completed form must be signed by an Administrator and turned in before a ticket may be purchased.

  Guests must be under the age of 21. Guest tickets must be purchased by the end of second lunch of the Thursday preceding the dance. Guests must have picture identification such as an ASB card and/or driver’s license. Be prepared to have your picture identification collected at the door by the administrator or designee. The administrator has the right to deny a person entrance to the dance.

  Doors to the dance will be locked at 90 minutes after dance starts. Prior notification with an administrator is required for students gaining entrance after doors close.

  Students will not be able to bring backpacks or oversized bags into the dance.

  No outside containers or beverages are allowed into the dance.

  Re-entering the activity: Students leaving prior to the end of the dance for any reason may not re-enter the dance.

Staff must keep others informed when there are discipline concerns developing with a student. Work closely with the student’s counselor and with an administrator to develop appropriate, consistent interventions to address behavior concerns. It is the teacher’s responsibility to inform parents of on-going behavior concerns.

 

The overall goal of all discipline at CHS is to instruct students in the skills necessary for effective self-discipline and to encourage students to become self-managers. According to ESD Policy 3000, “In order to preserve an orderly and safe learning environment, students must abide by the reasonable rules and instructions of staff. Corrective action shall be fairly and moderately handed out primarily to modify behavior rather than to punish students.”

 

·   Teacher Rights and Responsibilities

Teachers have both rights and responsibilities in regard to student discipline in accordance with ESD Policy 3325 (reprinted in the Student Handbook). In addition, the Collective Bargaining Agreement (CBA) outlines the rights and responsibilities of teachers regarding student discipline. Teacher rights are enumerated in CBA Section 5.07. Teacher responsibilities are stated in CBA Section 10.03 V.

Several pertinent ESD policies include:

“The teacher shall have the right and it shall be his/her responsibility to maintain good order and discipline in the classroom at all times.”

“A teacher may use such appropriate action as is necessary to protect a student, himself / herself, or others from physical abuse or injury.”

The teacher has the right to temporarily remove a student from a classroom in accordance with Policy 3300.

If considering removing a student temporarily from a classroom, the teacher has several options: (1) provide a time-out area for a removed student by placing him/her within sight or hearing; (2) place the student with another teacher; (3) notify the office and send the student there. Please remember to send a referral to the office. Except in emergencies, teachers must take one or more corrective actions before temporarily excluding a student. [3300](CBA 5.07, D-4)

Staff must keep others informed when there are discipline concerns developing with a student. Work closely with the student’s counselor and with an administrator to develop appropriate, consistent interventions to address behavior concerns. It is the teacher’s responsibility to inform parents of on-going behavior concerns.

 

·   Cascade High School Discipline Plan

We work with a progressive discipline policy at Cascade High School. In order for this process to work there are stepwise progressive discipline steps that begin in the classroom. When a minor infraction occurs:

Step 1 Student warned

Step 2 Private conference between teacher and student

Step 3 Temporarily remove student to an adjacent Partner Teacher Classroom (if applicable)

Step 4 Lunch or After School Detention (depending on severity of infraction

Step 5 Parent Contact (could occur at any step up to this one).

Step 6 Referral to Office for discipline (There will be a parent contact prior to office referral).

Below is a list of infractions that a teacher could directly refer a student to lunch or after school detention if the other steps in the discipline process have been followed. (This is not an exhaustive list of infractions. Other infractions could result in discipline)

·   Minor Infractions

Disruptive Conduct	Vulgarity or Profanity
Unprepared for class	Failure to follow directions/non compliance
Refusal to work	Harassment (low level)
Cheating/Plagiarism	Dress Code Violation
Public Display of Affection	Electronic Device Violation
Disrespectful Behavior	Lying
Sleeping in class	Truancy

·   Unexcused Tardies

1st Tardy	Warning
2nd Tardy	Conference with Student
3rd Tardy	Detention (Parent Contact)
4th Tardy	Detention (Parent Contact)
5th Tardy	Referral to Office – Friday School

·   Lunch Duty

·   After School Detention

  Print legibly and include the student’s ID and grade.

  Please contact the parent to inform them of the incident and the after school detention date.

  Submit all after school detention forms to Debbie Mehaffey at the end of the school day on the day the contract is written.

  The white copy is given to the student and the yellow copy is given to Debbie Mehaffey.

  Place all discipline forms in the wire basket on Debbie Mehaffey’s desk labeled “discipline”.

   Assign after school detentions for the next after school detention date. Do not assign the detention on the same day that the contract is written. This will allow for the student to make transportation arrangements, ensure the detention supervisor is not overloaded and will also help to keep accurate discipline records.

 

·   Appeals

·   Major Infractions

Alcohol/Drug use, possession, under the influence, sale or transmission

Electronic Device/Cell Phone Violation (persistent)

Harassment/Bullying (moderate to severe)

Assault/Fighting/Spectator to a Fight Who Does Not Immediately Disperse

Explosives/Threats to Bomb or Injury

Dangerous Weapon  Extortion  Gambling

Destruction of Property  Refusal to Identify Self  Theft

Tobacco Use  Trespassing  Truancy (persistent)

Defiance/Insubordination  Non-compliance (persistent)  Arson

Multiple Minor Infractions

 

·   Friday School

·   Discipline Policy/Procedures

Refer to Student Handbook  

 

Refer to your “Red Clip Board” for Emergency Response and Lock Down Procedures. Also, refer to CHS Emergency Operation Plan.

·   What you must do if exposed:

1. Immediately wash the exposed area with soap and water for at least ten seconds.

2. Notify the building secretary, health room assistant or nurse immediately. They will fill out an Exposure Incident Report Form.

3. Call Human Resources at 425-385-4114 or 425-385-4100 with a report of the incident. The Exposure Incident Report Form must be faxed to the Human Resource department at 425-385-4115 and the completed original must be sent to Human Resources via district mail. A confidential medical evaluation and follow-up with Healthforce Occupational Medicine Center, 3311 Wetmore Avenue, Everett, 425-259-0300 will be set up immediately. The health care provider at Healthforce will determine if treatment is necessary. This evaluation will be at no cost to the employee.

4. If the incident involves another individual (exposure source) as a result of an incident such as biting or an accident involving blood, the exposure source will then be asked to go to the Healthforce Occupational Center for testing at the same time the employee is sent for a medical evaluation. If the source of blood or other body fluid exposure is a child, it will be necessary to request that the parent/guardian have the child tested.

5. An exposure is considered an on-the-job injury. Complete an Employee Accident Report Form and Self-Insurer Accident Report Form (SIF-2) and return both completed forms to Human Resources. (All original forms are available in your building’s main office or Human Resources.)

 

The Human Resources Department must maintain required records for at least the duration of employment plus 30 years.

·   Furniture

We do not have extra furniture at Cascade. Out of respect for your colleagues please do not take furniture or other items from other areas in the building without first speaking to administration.

 

·   Lamination

·   Property Damage

·   Staff Lounge

·   Technology

·   Storage

·   Rationale

·   Co-Curricular Field Trips

·   Curricular Field Trips

·   WIAA Activities

·   Procedures

·  Safety and well being of students, staff, and chaperones shall be of primary concern.

·  Field trips shall relate to the curricular, co-curricular, outdoor education or WIAA activities.

·  The proposed trip will be organized so that all students may participate if they and their parents so desire and if all conditions for participation are met.

·  A district staff member shall accompany students on field trips.

·  Behavior and safety standards shall be reviewed with all students before departure.

·  The staff member shall contact the site to become familiar with the location and any hazards or dangers. Specific arrangements will be made for the field trip so that the desired activity can be coordinated with the objectives.

·  Follow-up activities shall occur in conjunction with the field trip.

·  Field trip forms are available in the office from Jana Kosiba (Activities) and Rhonda Covert (Athletics). It is the responsibility of the staff member scheduling the trip to see that all permission forms have been completed for each student prior to going on the trip. Only written permission signed by parent or guardian will be accepted.

·   Adult Supervision (Field Trip Informed Consent Adult Supervisor Form)

·  The number of adult supervisors to be determined by the teacher should be based upon the age of students, duration of the trip, safety considerations, and nature of activities planned.

·  Students should be under the direct supervision of a staff member or adult supervisor.

 Student conduct during the activity should be based on consideration for personal and property rights of others.

·  District policies and procedures pertaining to pupil conduct, discipline and rights apply to pupils while away from the school campus on school-sponsored field trips.

·  Catherine Shaw maintains a list of those adult chaperones who are already approved. She can help you contact possible chaperones. Be sure to discuss any questions about adequate supervision with the Principal. A district staff member shall accompany students on field trips.

·   Day Trip (Field Trip Request Form)

·  Pre-approval of field trip from the building administrator, Matthew Bennet

·  Transportation requested through building secretary, Rhonda Covert

Prior to Day Trip

·   Give students the informed consent to be completed for approval by parents and teachers.

·   Copies of the itinerary to the students and parents involved in the trip.

·   Collect student informed consents. Check for appropriate signatures and medical insurance. All students must have insurance.

·   Make copies of the informed consent form for the building designee and other chaperones on your trip.

·   Confirm your transportation with the building secretary.

Day of Trip

·   Take original informed consent forms with you on the trip.

·   Take a copy of informed consent forms for the other chaperones. They only need a set for the students in their group.

·   Copies of student completed informed consent forms left with building designee.

·   Contact phone numbers of staff supervisor on field trip for emergencies left with building designee.

·   Itinerary of the trip left with building designee.

Return from Day Trip

·   Check in with the building designee upon return if people are still in the building. Then they know that all have returned safely or if there were any complications.

·   Take originals of informed consent forms to building designee.

·   Informed consent forms must be kept for one year from the date of the trip.

·   Complete any follow up paperwork needed.

·   Overnight Trips (Field Trip Overnight, Out-of-State, International Trip Request Form)

·   Written plan to building administrator for Pre-approval of field trip. No Communication with parents or students until the Field Trip is approved.

·   Transportation requested through building secretary, Rhonda Covert.

·   Sent to district office building designee at least 45 Days prior to trip for approval. Out of state may require even more notification, work with your building administrator as soon as you know you want to pursue an Out of State Overnight Trip.

·   District office needs the following items:

o    Copy of permission form

o    Destination

o    Itinerary

o    Contact person

o    Where you are staying

o    Number of students and chaperones

o    Mode of transportation

o    Verify that there is adequate transportation for all students and chaperones

o    If a chaperone is traveling in their personal vehicle please list this as well

o    Emergency phone numbers

·   Give students the informed consent to be completed for approval by parents and teachers.

·   Copies of the itinerary to the students and parents involved in the trip.

·   Collect student informed consents. Check for appropriate signatures and medical insurance. All students must have insurance.

·   Make copies of the informed consent form for the building designee and other chaperones on your trip. Create an alpha list of all participants and chaperones.

·   Confirm your transportation with the building secretary.

·   Take original informed consent forms with you on the trip.

·   Take a copy of informed consent forms for the other chaperones. They only need a set for the students in their group and list of all participants and chaperones.

·   Copies of student completed informed consent forms left with building designee.

·   Contact phone numbers of staff supervisor on trip left with building designee.

·   Itinerary of the trip left with building designee.

·   Check with the building designee upon return if people are still in the building. Then they know that all have returned safely or if there were any complications.

·   Take originals of informed consent forms to building designee.

·   Informed consent forms must be kept for one year from the date of the trip.

·   Complete any follow up paperwork needed.

·   The school secretary will contact the Transportation Department to schedule vehicles for the trip.

·   The phone contact will be followed by a Transportation Field Trip Request Form ten (10) school days prior to the trip.

·   mechanically sound and reliable.

·   Possess a current, valid Washington State Driver’s license with appropriate licensed driving experience.

·   Maintain valid personal auto liability insurance with minimum limits of $100,000 per occurrence and $300,000 aggregate combined single limit of liability (or $100,000/$300,000 Bodily Injury; $50,000 Property Damage) and uninsured motorist coverage.

·   Complete and have approved “Approval For the Use of Private Vehicle” form 2320P.

·   Expense

·   Emergency While on a Field Trip

·   Time Frames

·   Collecting Money From Students

·   Fees

·   Fund Raising

·   Tutoring

·   No Personal Gain From Students

·   Requisitions and Purchase Orders for ASB and General Fund