OVCA Faculty Manual

OCEAN VIEW CHRISTIAN ACADEMY

FACULTY MANUAL

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OCEAN VIEW CHRISTIAN ACADEMY

FACULTY MANUAL

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TABLE OF CONTENTS

TABLE OF CONTENTS MANUALS AND HANDBOOKS OCEAN VIEW CHRISTIAN ACADEMY ORGANIZATIONAL CHART FOUNDATIONAL STATEMENTS OVCA PHILOSOPHY STATEMENT OVCA VISION STATEMENT OVCA MISSION STATEMENT OVCA CORE VALUES STATEMENTS OVCA SCHOOLWIDE GOALS ACCOUNTABILITY ATTENDANCE AND ADMIT PROCEDURES (STUDENTS) ATTENDANCE POLICIES (STAFF) CHILDREN OF STAFF MEMBERS CLASSROOM DECORATION/BULLETIN BOARDS CLASSROOM GUIDELINES FOR STUDENTS CLASSROOM PROCEDURES FOR TEACHERS COMPUTERS COPIER FIRST DAY OF SCHOOL Dismissal PROFESSIONAL ATTIRE DROP/ADD CLASSES DUTY EMERGENCY EVACUATION PROCEDURES FIELD TRIPS FINANCIAL POLICY FUNDRAISERS GRADING Grade Books Grading Scale (Mandatory School Wide) Honor Roll Conduct/Citizenship

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Extra Credit Grading Practices in the Classroom Homework Checking/Grading/Recording Assignments Late Work Important Homework Reminders HELP CLASS INTERCOM MEDICATION PARKING LOT PLAYGROUND SUPERVISION PROGRESS REPORTING ROOM CLEANLINESS SECURITY [LOCK­UP] SOCIAL MEDIA STANDARDS OF CONDUCT STUDENT AIDES STUDENT FILES STUDENT PASSES TEACHER EVALUATIONS TUITION ASSISTANCE UNIFORM PROCEDURES FOR ASSIGNMENT PAPERS [APPENDIX A] OCEAN VIEW CHRISTIAN ACADEMY PLAYGROUND & PATRIOT CARE POLICIES Attire Cell Phones Observation Supervisor Positions Proactive Supervision Interaction Accident Management First Aid Kit Reporting Accident Reports Completing an Accident Report: 3

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When an accident/incident occurs, follow these steps: Assess the severity of the injury or complaint.

Properly follow­through with any accident, injury, or complaint of illness.

Emergencies Emergency Levels and Codes (As of 2013) Managing Playground Emergencies Discipline Policies Using Teachable Moments When a student approaches regarding an incident: When an offense/incident is witnessed that should be addressed: Using the Behavior Log Administering Discipline Parent Communication Form Communicating with Teachers/Parents Verbal and Written Communication Non­Verbal Communication Playground Clean Up & Reporting Inspections & Set­up Equipment Reporting Playground Guidelines Restroom Usage Areas of Play SPECIAL POLICIES FOR PLAYGROUND & PATRIOT CARE Pool Policies Electronics

MANUALS AND HANDBOOKS

This Ocean View Christian Academy Faculty Manual is to be used and referenced in conjunction with the Ocean View Church Employee Handbook, the Ocean View Christian Academy Parent­Student Handbook, the Ocean View Christian Academy Preschool Parent Handbook, as well as the OVCA Emergency Management Manual.

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OCEAN VIEW CHRISTIAN ACADEMY ORGANIZATIONAL CHART

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FOUNDATIONAL STATEMENTS

The school community collaborated on our foundational statements in the spring of 2006. Each of these statements is to shape our functioning as a school; every aspect of our program should harmonize with them. Because of the critical role of our founding documents in the life of the school, we spend time at the beginning of the school year reviewing them and adjusting them if necessary.

You as faculty are key players in carrying out the mission and vision of the school. Be familiar with our foundational statements. They should permeate every aspect of school life, and you should filter your daily decisions as a faculty member through them. Also, we encourage you to communicate especially our philosophy statement to students and parents as you have opportunity. You can use ideas from it as themes for your room, quote it on messages home, and bring it up during discussions with students and parents.

OVCA PHILOSOPHY STATEMENT ​(​…why we exist, who we are, how we meet student needs, & our many roles.)

For of Him and through Him and to Him are all things, to whom be glory forever. Amen. ~Romans 11:36

Ocean View Christian Academy provides a setting where students can thrive spiritually, academically, socially, and physically.

At OVCA, we believe that every realm of life belongs to God, and there is nothing outside His jurisdiction (Romans 11:36). Therefore, in every area, we seek to align ourselves with God’s purpose as taught in His Word. It is our goal to follow the instruction given in Colossians 3:17: “And whatever you do in word or deed, do all in the name of the Lord Jesus, giving thanks to God the Father through Him.”

Spiritually, students can thrive at OVCA because we seek to build up the believer and present the good news of Jesus Christ to the unbeliever. We systematically instruct our students in the Word (the Bible) so they will come to ​know God and then ​grow in Christ and in fellowship with other believers. Our prayer for every believer at OVCA is like the Apostle Paul’s prayer in Colossians 1:9­12, which begins by asking that the Colossians “would be filled with the knowledge of His will in all wisdom and spiritual understanding.”

Our school is a place where we teach students to live with our heavenly future in mind. Philippians 3:20­21 reminds us: “For our citizenship is in heaven, from which we also eagerly wait for the Savior, the Lord Jesus

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Christ, who will transform our lowly body that it may be conformed to His glorious body, according to the working by which He is able even to subdue all things to Himself.”

Academically, we provide an atmosphere where God­given gifts are nurtured, excellence and self­discipline are cultivated, and future goals are nourished. We view academic studies and professional preparation as privileges granted to us by God, who, according to I Timothy 6:17, “gives us richly all things to enjoy.” In response, we foster a love of learning and enthusiasm for subjects such as literature, writing, history, science, math, and the arts. We also promote student interest and independence in the belief that internal motivation to work hard will serve students throughout their lives. We support our students as they learn to make the most of the opportunities God has given.

In our curriculum program, student mastery of essential knowledge and skills is foundational as we provide opportunities for students to grow into clear, creative thinkers. Our faculty recognizes fluent speech and writing as expressions of clear thinking. They inspire students to deepen their thinking through wide reading and experience. Furthermore, since by Christ “all things were created” (Colossians 1:16), our instruction is framed by a Christian worldview. Although we do want our students to take joy in the gift of academics, mature into disciplined scholars, and prepare for fulfilling career opportunities, there is more. Ultimately, we want our students to recognize God’s plan and His sovereignty in all things.

Socially, students will grow at our school because we teach them that spiritual growth is revealed in their relationships with one another and in the respect they exhibit toward others. We show them how to be “tenderhearted, forgiving one another, even as God in Christ forgave you” (Eph. 4:32). And we demonstrate how we “keep the unity of the Spirit in the bond of peace” (Eph. 4:3). We also teach our students to treasure home and church families, and to be responsible for their own behavior. Furthermore, we equip them with a biblical, confident approach to the unbelieving world. In view of that, our instruction guides students to become articulate and form strong views on social issues. We urge them to act on those views by embracing their roles as God­honoring citizens of their countries.

Physically, we prepare our students to live productive Christian lives by teaching them that they do not belong to themselves, but to God. We instruct students that God desires for them to glorify Him in body and spirit (I Corinthians 6:20). This means students will understand that their physical choices impact their total wellbeing. Therefore, our program is designed to foster a healthy lifestyle that leads to longevity and improved quality of life.

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In order to provide an environment where our students can thrive spiritually, academically, socially, and physically, our ​faculty and staff are examples to the students—they are maturing believers with a growing grasp of God’s Word; they have a passion for learning; they display the fruit of the Spirit in their relationships with others; and they glorify God in body and spirit. Teachers at Ocean View model good communication skills, both in speech and in writing. They are loving disciplinarians who understand that only God’s work can make lasting change in an individual’s life. Faculty and staff at Ocean View live out the belief that we exist to work in partnership with parents to nurture students spiritually, academically, socially, and physically.

We communicate to ​parents the belief that they are ultimately responsible for the training and upbringing of their child, and that Ocean View is working with them. This means that in order for their child to thrive in our program, we need their full support. Their constant communication with the school and involvement in their child’s training is a must if our partnership with parents is to work.

We expect that ​students will accept teachers’ help by working hard and responding positively to loving correction. We provide resources to ensure that students not only formulate future goals for themselves, but also work toward achieving those goals.

2014

(Bible verse quotations are from the New King James version.)

OVCA VISION STATEMENT (​The vision statement describes what our graduates will be like when we have served them effectively.)

Our graduates are

SPIRITUALLY, ​Purposed​ to live as citizens of Heaven

ACADEMICALLY, ​Primed​ to thrive in competitive environments

SOCIALLY, ​Prepared​ to cooperate in responsible relationships

PHYSICALLY, ​Practiced​ in principles of healthy living

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OVCA MISSION STATEMENT (​The mission statement tells how we will serve our students in order to fulfill the vision statement.)

Our mission is to glorify God by equipping students spiritually, academically, socially, and physically.

OVCA CORE VALUES STATEMENTS (​Our core values are principles that will guide our behavior as we work to fulfill our vision.)

Faith: We believe in God’s Word and in the sufficiency of what He has provided for salvation and for living the Christian life.

Future: We help prepare students for their heavenly hope as well as for their earthly vocations.

Family: We facilitate the biblical relationships of home and church.

Faculty: We expect that each faculty and staff member is a maturing believer with a growing grasp of God’s Word.

OVCA SCHOOLWIDE GOALS (​Schoolwide goals are the broad objectives for the curricular program that describe what our students will know and be able to do once they graduate from Ocean View.)

Spiritually, our graduates are purposed to live as citizens of Heaven: They Apply the truth by reckoning themselves dead to sin and displaying the fruits of maturing faith.

Academically, our graduates are primed to thrive in competitive environments: They Capitalize on their opportunities through core subject mastery and competence in critical skills.

Socially, our graduates are prepared to cooperate in responsible relationships: They Own their responsibilities in their relationships, commitments, interactions, opportunities, and resources.

Physically, our graduates are practiced in principles of healthy living: They View their bodies as temples of the Holy Spirit, and they value wellbeing and fitness.

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ACCOUNTABILITY

Ocean View Christian Academy is a part of Ocean View Church, and is one of the ministries of that church.

The pastor is the leader of all church ministries, including the school, and the church trustees are the school board. Each employee is directly responsible to the pastor through the principal for the responsibilities of that position.

The chief administrator’s primary job is one of leadership to teachers, parents, and the students in educational philosophy and practice. This person is responsible for the spiritual atmosphere of the school.

The teacher works under the supervision of the principal and administration. The teacher is responsible to effectively communicate and Biblically integrate the subject matter of the grade level. He/she is to serve as a model of Christ­like living and teach good citizenship and respect for our American heritage. The teacher will maintain effective discipline in accordance with the philosophy of Ocean View Christian Academy.

ATTENDANCE AND ADMIT PROCEDURES (STUDENTS)

All teachers are to take attendance at the beginning of each day/period. Attendance must be completed no later than 8:05 a.m. Students who are tardy will need to get a green tardy slip prior to being admitted into class. Upon returning to school after an absence, the student is to report to the school office with a signed excuse from a parent or doctor, unless the office was previously notified.

ATTENDANCE POLICIES (STAFF)

Required hours on campus for full­time staff are 7:30am to 4:00pm, including minimum days. Staff members are required to be on time every day for prayer groups at 7:30am, and should be present for all scheduled meetings/events, some of which may occur outside this timeframe. For instance, each Friday we will have a staff meeting at 7:25am. Should a circumstance arise which would require a staff member to leave campus prior to 4:00pm, a request must be made to the principal. All teachers and support personnel are important to maintaining a smooth, effective operation. Absenteeism must be kept to a minimum, and vacation/personal days should be kept to scheduled holidays. Excessive absences will not be tolerated. If sickness does occur, please inform the principal prior to 7:00am. More than 5 absences (full or partial day) from duties will result in loss of pay.

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CHILDREN OF STAFF MEMBERS

Students who have parents that work at OVCA are in a unique situation. While at times it is a blessing to have a parent that works at your school, at other times it may not seem so.

Staff children can be a very helpful part of our ministry team; however, we must be careful not to have unfair expectations of them or give special privileges to them. This caution is necessary in order to avoid putting them into compromising situations that would cause undue peer pressure or stress. In or out of the classroom, children of staff members should be treated with the same love and respect afforded to all other OVCA students.

Staff parents, as well as their child’s teacher, must remember to show professionalism and discretion in all matters dealing with staff children. This is a must.

Important points to remember for all students, including staff children:

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Do not allow any student to use your keys (except in the case of an emergency).

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Do not give tasks to staff children that you would not give to another student.

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Never give passwords or codes out to any student.

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Do not allow any student to sit at your desk, go through your files, or use your computer.

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Keep your tests and quizzes locked up for your children’s protection.

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Be sure to make an appointment with teachers, staff parents and/or students when dealing with discipline or academic matters.

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Parents and teachers of staff children must never interrupt a class or the flow of a school day to deal with personal matters.

Before and after school care: ●

During regular work hours, we desire our teachers to be able to focus on the task at hand, and be prepared and current with the demands of teaching. Therefore, staff with children in grades K­6th should utilize before and after school care (free of charge except for optional snacks) from 6:30­7:30am, and from 2:35­4:30pm. Parents of children left in after school care beyond 4:30pm will be charged a nominal fee. Staff children in junior high may also attend after school care, or may join the high school­aged staff children at the picnic tables. Please ensure staff children are in one of these designated areas before or after school. Please do not allow them to be a distraction in your room, or in the hallways.

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CLASSROOM DECORATION/BULLETIN BOARDS

Students spend upwards of five hours a day, five days a week in their classrooms. Bulletin boards and other decorations can help to add interest, aid learning, and give students “ownership” of the classroom.

1.

Every classroom should have classroom rules and/or expectations clearly displayed.

2.

Bulletin boards should be changed at least once every quarter. (Seasonal or holiday boards should be changed immediately after that season or holiday has passed.)

3.

Every classroom should have a place for a monthly calendar with special school dates clearly marked.

4.

Bulletin boards should be attractive and meaningful.

5.

Bulletin boards should be correlated with academic work. a.

Displaying student work​ (i.e., “Excellent Achievement”/good work board)

b.

Teaching materials(i.e., charts, number or timelines, important phrases or definitions, etc.)

6.

Bulletin boards may be used to reinforce Biblical principles, curriculum or motivational sayings.

7.

Classroom doors should be free of decoration and obstruction. Teachers may cover windows in doors when deemed necessary during the school day.

CLASSROOM GUIDELINES FOR STUDENTS

Teachers are responsible to see that the following standardized expectations are enforced in all classrooms.

As a Christ­centered school, we seek to prepare and purpose students ​spiritually. The key to this is not just aligning student behavior with biblical standards, which is simply conformity for conformity’s sake. Rather we wish to instill in students ​the mind with which to view all aspects of life through a biblical lens, or perspective­­that is, a biblical worldview. Furthermore, the Bible has a lot to say in regard to basic, responsible conduct and personal habits that will enhance ​academic, ​social, and ​physical objectives as well.

Please take time to review these expectations ​throughout the first week of school as well as periodically throughout the year. Review the “I WILL Instruct with Scripture” document and become familiar with its concepts.

1.

Students should show ​respect to others and the property of others. (Be prepared to explore your expectations and definition of respect with your students so you are all of the same understanding.

Consider ways this could be addressed so students own a shared responsibility regarding respect in the classroom.)

2.

Students should be ​prepared​ for class by bringing supplies, books, homework, etc.

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Students should show that they are ​ready to learn by sitting up straight, having their feet on the floor, facing forward, and being attentive to the teacher.

4.

Students should talk only when given ​permission,​ and to contribute to the class.

5.

Students should only leave their seat when proper ​permission​ has been given.

All teachers and staff must be actively consistent in enforcing the above guidelines.

Teachers should never shake, spank, slap, or otherwise touch a student.

CLASSROOM PROCEDURES FOR TEACHERS

While each class is unique, there are some uniform standards that we require in every class in order to be good stewards of the time we have and of the finances invested by our school families. Do not apologize to students for class procedures, or fall for excuses. It will just make it more difficult for you in the future and for all other teachers.

1.

All classes must begin on time.

7:50

Elementary Teachers pickup students in the drop­off area Jr./Senior High Teachers should be in their classroom

7:55 2.

Jr./Senior High Teachers should be at their doorway greeting and monitoring students

Each day should begin with attendance, prayer, and pledges to the American flag, Christian flag and the Bible. This should be routine and should take no longer than 5 minutes. Jr./Senior High teachers should begin the remaining class periods with prayer as well.

3.

4.

Teachers should have clearly defined procedures for repeated daily routines, such as:

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placement of backpacks, extra books, coats, lunches, etc.

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turning in homework or assignments

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passing tests, quizzes, papers, etc.

All students should follow the uniform procedures for paper headings (see uniform procedures for assignments section).

5.

Bell work should be placed on the chalkboard daily and students should be trained to begin bell work without having to be prompted.

6.

If a procedure is put in place for homework to be turned in to a bin or box by the students, this should occur before the bell as to limit disruption.

7.

Teach everything in the curriculum, be well prepared, and stay on subject.

8.

Do not allow students to get you off track by asking off­topic questions.

9.

Students should stand to answer questions posed by teachers.

10. Every class or subject should consist of: ●

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Short review

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Lesson

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Reinforcement of the lesson (i.e. games, drill, exercise in book, etc.)

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Short review of the new concept

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Assignment of Homework on covered material only* (if the curriculum calls for homework)

11. Stand and move around as much as possible while teaching. Please do not sit behind your desk to teach.

12. Don’t try to talk over students (this disturbs other classes, trains the students in bad habits, etc.).

13. Always watch your students. Be observant. See everything. Do not turn your back to the class for long periods of time.

14. Stay with your class. ​Do not leave unless there is an emergency (copies do not qualify). Contact the office via the intercom if an emergency occurs.

15. Please be careful not to give repeated warnings of consequences. (One reminder, then follow through.)

16. Teachers are not to keep a student after class, making him late for his next class. In the event that a teacher makes a student(s) late for class, that teacher should write the student(s) a pass to the office.

17. Between classes, Jr./Senior High teachers should stand at their door monitoring and greeting students.

18. When tests are given, all students are to test. No student is to be excused unless absent on the previous day, with new material introduced during the absence. The early announcement of test dates should also be practiced to avoid the excuse or complaint of a student being caught unaware.

No open book tests​ are given, unless specified otherwise in the curriculum.

19. Students (including student aides) are not permitted to grade tests at any time . The teacher must grade all tests.

20. In­class grading should be limited, and all assignments graded in class should double checked.

21. Personal phone calls, cell phone usage, and texting should not occur during class or playground/lunch duty times.

22. Food and drink should not be consumed during class (except bottled water).

23. At the end of the class/day, rooms should be clean and prepared for the next class/day to begin.

24. Chalkboards/charts/maps/aids should be prepared for the following day before you go home.

25. Turn in lesson plans before leaving for the weekend.

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COMPUTERS

Each room is equipped with a computer. These computers are only to be used by teachers. All computers are password protected and at no time should a password be shared with anyone. ​Computers are not to

be used during class time​, except for attendance, , instruction, and office communication needs. Please do not load or download any software onto your school computer. In the event of a problem with a school computer, please notify the network administrator immediately. Do not try to fix the problem yourself. ​For

security reasons, log off of all computers daily.

Teachers choosing to create and manage a ​class website understand they must do so through the school website only and commit to update and check their site regularly to keep documents, links, and information current. Also, teachers must ensure a photo release form is on file in the office for students whose photos appear on a class website. A Class Website Agreement form must be completed by the teacher, and returned to the OVCA webmaster.

COPIER

The school pays a large copier payment as well as a maintenance agreement, which is based in part on the total number of copies used each year. Please be sure to make only the number of copies you need. As you know, the copier is periodically out of service, so please make all copies the day before they are to be given out. Any newsletters or notices to be sent home must be proofread and approved by the office before they are copied. All staff will be issued a copier code for school usage. Please do not use the copier for church or personal use.

FIRST DAY OF SCHOOL

1.

Meet at 7:15am for prayer and encouragement.

2.

Be in your classroom before 7:30am. It is extremely important that you start each day on time.

3.

Have everything in place and ready for the day.

4.

If necessary, adjust desk rows with space between each one.

5.

Review time schedule for the day, taking special note of lunchtime, recess and restroom times.

6.

Preparation checklist: a.

Before school, check your mailbox in the school office.

b.

On teacher’s desk: ▪

Bible and lesson plans

▪

Seating chart and pencil

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▪

Daily time schedule

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Curriculum

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Have all chalkboards cleaned and necessary board work written on the chalkboard in your best writing.

d.

Have a set of textbooks ready for each student.

e.

Elementary teachers choose leaders and class helpers.

f.

Elementary classes should have student names and/or student numbers on desks and cubbies. Do not use heavy tape.

7.

Make sure lesson plans and materials needed for teaching are in place.

8.

The playground supervisor will signal the elementary classes to line up at 7:45 a.m. All elementary teachers must pick up their class before 7:50 a.m. and escort them to the classroom.

9.

At the beginning of the day, Jr./Sr. high students will be given direction from an administrator.

10. Take attendance and seat the students according to your seating chart.

11. Begin with prayer and pledges, and then train the students in “unpacking” procedures.

Dismissal

To help with the congestion at the end of the day, the elementary school will be dismissed at 2:35 p.m. followed by the Jr./Sr. high at 2:45 p.m. For safety reasons, all parents of elementary students must leave their car and pick up their child/children in person. ​All elementary students not picked up by 2:50 p.m. will be required to attend ASC. ​No elementary students are to be released to older siblings unless written parental permission is approved by the administration and on file in the office. The only exception is when both are attending an athletic contest. In this case, the younger student must sit in the stands with his/her older sibling at all times. At the end of the contest, they must leave campus immediately. If you have a question in regards to the authorization of another adult to pick up a student, simply send that adult to the office and the office will notify you how to proceed. Please do not leave your class unattended or send a student with an unauthorized adult.

PROFESSIONAL ATTIRE

Please dress in a modest, ​professional manner. Teachers should be aware that they are role models and as such, greatly influence their students, of whom we also have expectations. Therefore, it is expected that teachers will dress in a businesslike manner. Ladies may wear dresses, skirts or slacks of appropriate length and modesty. Avoid stretch or jean pants, unless previously designated for special days. Men are to wear dress slacks or docker­style pants and a dress shirt or polo­style shirt. ​Please make every effort to be

well groomed and professional​. Items such as ball caps, flip­flops, sandals, etc., are not considered

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professional attire. Likewise, items such as tattoos or piercings (other than in the ear) should be covered or made not to be a distraction during school hours or at school functions.

DROP/ADD CLASSES

In the Jr/Sr High, students who wish to add or drop a class are required to meet with an administrator.

Please refer all questions/concerns regarding scheduling directly to the administration. Teachers will be notified of any changes in student schedules by an administrator. Additional information can be found in the OVCA Parent­Student Handbook.

DUTY

Duty schedules will be given out as needed. Staff may be assigned morning, lunch, recess, hall, and/or other duties on a permanent or rotating basis throughout the year. Please adhere to the appropriate schedules. When on duty, the staff member is responsible for supervising all students. Keep alert and be sure that you are aware of what is going on around you. Don’t become involved in a conversation or an activity with a small group of students and disregard the group as a whole. Staff should be posted in multiple locations, and refrain from social conversations. Also refrain from being distracted by cell phones/texting, except when communicating with the office. Please be flexible if another staff member has a duty conflict.

EMERGENCY EVACUATION PROCEDURES

All staff members must be familiar with the OVCA Crisis Management plan as well as the following procedures for evacuations: 1.

The area to which each class exits must be posted in every room near the door.

2.

Students are to leave the class single file by rows, the row nearest the door going first.

3.

Proceed rapidly and in orderly fashion to the designated area. Train students to walk quietly, with hands to themselves.

4.

The first student will hold the door open until all are out.

5.

Teachers are to walk at the end of the line ready to lead the children back to the room when the all­clear signal is given.

6.

Teachers are to close the windows (when reasonable), lock doors and turn off the lights before leaving their classrooms.

7.

The teacher must bring his/her class roster to take attendance when the class arrives at the designated area. This is to ensure that all students in the class are present and clear of the building.

8.

The last teacher out of the building should make sure the building doors are closed.

9.

The first drill will be announced in advance to the faculty. Other drills will follow unannounced.

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NOTE: Please reference the OVCA Emergency Management Manual and the OVCA Playground Policies (appendix A) for more emergency management information.

FIELD TRIPS

Field trips are always a highlight of a student’s experience at OVCA. We seek to provide as many opprotunities for students to leave campus and explore the world as possible. In some cases, emmersive learning experiences are prescribed, such as the 6th grade trip. In other cases, field trips should be planned by the teacher with specific curricular goals in mind. 2nd through 5th grades should plan at least one off campus field trip per year. If kindergarten and 1st do not venture off campus, teachers should plan on ways to bring the outside world onto campus in the form of classroom visitors or on­campus excursions. Other teachers may also wish to take field trips that support learning goals and are encouraged to do so. All field trips should be completed by the end of April each year. In order to facilitate a field trip, please use the field trip planning packet to guide you through the preparation process.

FINANCIAL POLICY

1.

Gain approval before you purchase or order anything​. Approval is obtained by submitting a written purchase order/check request form to the principal or athletic director (coaches only). The purchase request should then be placed into the “Finance” mailbox in the school staff lounge. (Please allow sufficient time to obtain approval. Checks are only drafted one day each week.)

2.

School equipment and supplies should only be for school use.

3.

The school is not responsible for personal property. Personal property is left on campus at your own risk.

FUNDRAISERS

All fundraisers must be approved by administration. Request a Fundraiser packet from the office if you would like to raise funds for a class or group.

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GRADING

Grade Books

Grade books are legal records of each teacher’s class and as such must be completed in the following standardized manner: 1.

Grade Book Preparation The administration will prepare your grade books in Headmaster. All student names will be entered for you. Please do not attempt to add student names to your grade book.

2.

Timely Grading Practices Grade books ​MUST be kept up to date (grades should be ​entered within two school days of test or assignment completion by students). Gradebooks more than two weeks behind in required entries will be noted.

3.

Uniform Grading Practices Teachers should follow any instructions for Headmaster included in the faculty manual, as well as additional instructions given by the administration.

4.

Grade Categories​ Grade categories are determined for you in the front matter of your curriculum.

5.

Weighting​ The weighting scale should be set for you in Headmaster:

6.

a.

Homework 20%

b.

Quizzes 30%

c.

Tests 30%

d.

Final Exam 20%

Minimum Assignments Unless arrangements have been made with an administrator, all 7th​ ​ ­12th ​ grade classes must meet these ​minimums​ for graded assignment entries: ●

At least ​one homework grade per week​, or a weekly average

●

At least ​six quizzes per quarter

●

At least ​three tests per quarter

●

Semester​ ​final​ (core classes)

●

*​PE​ must have daily or weekly participation entries

●

*​Elective/PE classes must record at least nine grades per quarter (of one type, i.e. all are quizzes)

7.

Dropping Grades If a teacher wishes to drop the lowest quiz grade or homework grade for a grading period, a minimum of 10 quiz or 10 homework grades must be recorded for the quarter.

Administrator approval is required before more than one grade can be dropped.

8.

Assignment Status ​Please note the following grade management symbols and the rules of usage: a.

Blank ­ missing assignment ●

Headmaster will automatically be blank in every test/assignment category until a number grade is entered. At the end of every quarter, there should not be any 19

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blanks left in a grade book unless special arrangements have been made with an administrator. b.

Omit ­ exempt ●

“Omit” (exempt) is to be used sparingly and only in special cases of absence, extenuating circumstances, extra credit, etc. “Omit” may never be used on a test or final exam grade unless permission has been given from an administrator.

c.

INC ­ incomplete ●

Incomplete grades are given only at the end of each quarter in the case of sickness and other extenuating circumstances. The goal is to avoid giving incomplete grades as much as possible. Instructions for giving incomplete grades will be given as needed. All incomplete grades must be resolved as soon as possible and no more than 2 weeks after the end of any quarter.

d.

Footnotes ●

Footnotes are tools to help teachers remember and give parents/administrators extra information about any particular grade. Instructions for footnotes are contained in the Headmaster instructions included in the faculty manual.

9.

Attendance ​[Mandatory] HeadMaster is also used for attendance. Please keep attendance recorded in HeadMaster daily (elementary) or by period (Jr/Sr High).

Grading Scale (Mandatory School Wide)

99­100

A+

Excellent

78­79

C+

Average

92­98

A

Excellent

72­77

C

Average

90­91

A­

Excellent

70­71

C­

Average

88­89

B+

Good

68­69

D+

Poor

82­87

B

Good

60­67

D

Poor

80­81

B­

Good

00­59

F

Failing

Honor Roll

The Principals Honor Roll is for a quarter G.P.A. of 3.60 or above. Students earning a quarter G.P.A. of 3.20 to 3.59 will attain Honor Roll status. Students are to be graded for class work only. Do not allow for makeup assignments or give special tests that have no bearing on the subject for the sake of a student’s grade or class standing. Grade points for honors courses increase by 0.5, and 1.0 for AP.

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Conduct/Citizenship

Students may receive a quarterly conduct/citizenship grade based on either one of two scales: the traditional A­F scale (Elementary), or the OSNU scale (7th­12th).

O, S, N, and U marks are given in accordance with the following criteria:

O (Outstanding)​ – A model citizen who obeys school rules and actively participates in class.

S (Satisfactory)​ – Obeys school rules, does what is expected most of the time.

N (Needs Improvement) – Occasionally engages in negative behaviors, disrupts learning environment, and/or distracts peers.

U (Unsatisfactory) – Routinely engages in negative behaviors, does not follow class rules, parent conference needed.

Extra Credit

The offering of extra credit to improve a student’s grade, or any assignment/ problem/question where non­completion would not be a detriment to the grade or overall grade, ​should not be a frequent or regular occurrence (i.e., every test AND quiz). Students should not have an expectation that they can rely on extra points being offered in order to improve academic standing and achieve their desired goals. Also, ​students should not be encouraged to work ahead of the pace of classroom instruction in order to receive extra credit. Lastly, students are not to be offered extra credit to attend functions where they will also be earning community service hours.

Grading Practices in the Classroom

There is alot to consider when it comes to grading practices. In many cases grading can become overwhelming depending on the subject you teach and the nature and number of the assignments your curriculum calls for. Often times convenience in grading practices may sound good, but in practice certain procedures could violate a students right to privacy. Therefore, it is important to consider grading from both the assigning/assignment perspective as well as the checking/correcting and returning perspective. Another important note is that utmost care and concern should be given to grading practices. A teacher may do many things extremely well, but if poor attention or priority is given to grading practices the teacher’s effectiveness in other areas is not valued by the student or parent.

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Homework

Assign homework for the following reasons: 1. For the purpose of ​preview, in reading subjects such as history, science, and literature.

2. For the purpose of ​practice, in skill subjects such as math and English.

3. To ​enrich learning through short and long­range projects.

Remember the following when assigning homework: 1.

Homework should never be assigned as busywork, nor should it be assigned when students are confused with the lesson. Homework is to reinforce the concepts being taught in class.

2.

Make sure the assignments are clearly explained.

3.

Daily assignments should take no longer than 15­30 minutes to complete.

4.

Give students homework assignments in advance when they ask for them. Members of an athletic team with games during the week should secure homework assignments in advance. Although this responsibility ultimately lies with the student, teachers should still be proactive to ensure the success of all students.

Checking/Grading/Recording Assignments

1.

Work that is worthy of being assigned is worthy of being checked, whether homewor, a quiz, or a test, or even bell work. The teacher that does not check work is sending a message that the work is not very important. Students will begin to see it that way as well.

2.

Whether the teacher or the student checks the work, the student must be given immediate feedback on his or her effort in order for the work to be beneficial.

3.

Specific student scores are not to be announced during class, or posted. Do not have students call out grades for efficeincy’s sake. This could be considered a violation of student privacy, but at the very least could unnecessarily embarrass or demean a student for the sake of expediency.

4.

All work that is checked and recorded provides invaluable documentation in the event of a parent conference.

5.

Collect all assignments unless they will be of value to the student for future reference.

6.

Never put assignments in any wastebasket where students can see them. This could violate a student’s privacy.

7.

Giving partial credit is encouraged when appropriate. Any credit deducted from any work should be taken with great consideration and fairness. For example, a teacher should refrain from deducting all

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credit where it is not reasonable. When questions arrise over grading practices, address the situation with administration for guidance.

8.

All papers should be neat and legible and should follow the proper format. If a student’s work does not meet these standards, he should re­write the assignment. (If “re­writes” are not effective, deduct five points from the student’s paper for not following directions.)

Late Work

1.

Teachers should encourage students often to turn in work on time.

2.

The following grading scale is used for late work: a.

1 day late= 90% maximum

b.

2 days late= 80% maximum

c.

3 days late= 70% maximum

d.

4 days late= 60% maximum

e.

5 days late= 50% maximum

f.

After 5 days = 0

g.

In the event that work is late due to illness, please follow the guidelines laid out in the Student Handbook.

Note: This scale also applies to late projects and assignments.

3.

Any deviation from normal policy regarding late work should be approved by the administration and clearly communicated to all students.

Important Homework Reminders

●

Homework check should take place at the beginning of class.

●

Your grade book is set up to reflect homework as 20% of a student’s grade. Therefore, a minimum of one homework grade must be recorded per week.

●

If an assignment is given as homework, do not give the students answers until you have checked to see if students have done the work.

●

Students should not be completing any homework (from either your class or another class) while the lesson is being taught.

●

Please stay on schedule in class. Try your best to give students a few minutes at the end of class to complete some homework.

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Careful monitoring, consistent enforcement of homework policy, and timely record keeping are requirements for all teachers. When students are identified as inconsistent or noncompliant regarding homework, successful parent/teacher communication will result in increased assignment completion, and a shared responsibility for oversight with the parents. Detentions can also be assigned to complete missing assignments (however, no credit is given, even upon completion).

HELP CLASS

Help class in ​elementary school is a time for individual students or small groups to meet with their teacher outside the normal school day when it is determined that they need tutorials in core subject areas. The need for help class is usually identified by the teacher; however, parents that feel help class would be beneficial to their child may request help class admittance. Help class may be held no later than 3:30p.m. If the parent has not arrived to pick­up his/her student by the end of Help Class, the student is taken to After School Care (first occurrence ​only​ is free). ​Help class should be offered 2­4 days per week.

Help classes for ​secondary school core subjects are held from 2:45p.m.–3:30p.m. Any student can attend a help class for additional instruction in a subject; however, students must be current with assigned work.

Secondary teachers establish help class availability for their subject but must have ​2­4 sessions per week​.

INTERCOM

Please use the intercom only for important communication that cannot wait until a break or after school. All communication to the administration must first go through the school receptionist (ext. 250), except in the case of an emergency. Please be conscious of privacy when using the intercom. When an intercom call comes in, please acknowledge the call and then pick up calls unless directed otherwise.

MEDICATION

To protect all children and to conform to the ​California Education Code (49423), no child may bring any medication (prescription or nonprescription) to school without prior authorization. ​Education Code Section 49423 provides statutory authority for assistance with medication in California schools.

Education Code Section 49423 states: Notwithstanding the provisions of Section 49422, any student who is required to take, during the regular school day, medication prescribed for him by a physician, may be assisted by the school nurse or other designated school personnel if the school receives (1) a written statement from such 24

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physician detailing the method, amount, and time schedules by which such medication is to be taken and (2) a written statement from the parent or guardian of the student indicating the desire that the school assist the student in the matters set forth in the physician's statement.

Medication, whether prescription or nonprescription, must be accompanied by an OVCA ​Medication Form and delivered by a parent or guardian to the school office in the original labeled container. The parent or guardian of the student must indicate on the ​Medication Form the intent that the school assist with the administration of medication as set forth by the physician’s statement.

Regarding the Administration of Over­the­Counter (OTC) Medications in School, “All over­the­counter (OTC) medications administered in school under CCR Title 5 Article 4.1 shall have a written statement from the authorized health care provider and the parent or guardian” (CCR, Title 5, sections 600 and 601[b]).

Note: Before any OTC medication that has not been prescribed by the student’s authorized health care provider will be administered to students by the school, the parent or guardian must provide a written statement following the provisions of Section 49422.

PARKING LOT

The campus speed limit is 5 MPH. Please be an example to all students by driving slowly and safely. Staff members are to park their cars in the parking lanes directly in front (south) of the church. This will minimize the congestion and allow adequate parking for parents picking up their children after school.

PLAYGROUND SUPERVISION

Playground supervision is an extremely important task. Almost all of the student injuries are sustained while on the playground. The playground monitors need to be aware of all of the students. This can only be accomplished by constantly watching what the students are doing. Please be careful that students or other staff do not distract the monitors. Monitors should be positioned throughout the play area, focusing on the group, rather than on only a few. Other distractions such as cell phones (texting) should not be used, except to communicate with the office. Certain games that increase the number of injuries are not to be permitted.

NOTE: Please refer to the OVCA Playground Policies (appendix A) for more information on playground supervision, personnel expectations, and accident reporting.

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PROGRESS REPORTING

Reporting a student’s progress is a valuable tool to share positive comments when a student is doing well, and to give constructive advice to correct an academic or other issue. Progress reports may be made online through Headmaster to a specific student, or to a group of students. If a parent does not have access to the Internet, he/she may request a printed copy of a student’s performance from the teacher or the office. Feel free to make comments or request a conference with parents if necessary. If you choose to print progress reports for all students, they may be signed by parents and returned to you. (You may consider counting signed progress reports as a homework grade.)

ROOM CLEANLINESS

Teachers and students should take ownership of their classroom and take pride in its appearance.

Maintenance will empty your trash and vacuum your room during the week; however​, the teacher is

responsible for the cleanliness of his/her room​. Fans, windows, mini­blinds, chalkboards/trays, doors, light switches, cabinets, cubbies, desktops, etc., should be cleaned as needed. (Keep in mind that Jr/Sr High students need community service hours. You may enlist their help in cleaning your room for school service hours. Have them avoid hitting erasers against the building). Trash taken outside should be placed inside the trashcan, under the lid. Large­scale maintenance requests should be reported on a Work Order and sent to the maintenance staff via email.

SECURITY [LOCK­UP]

1.

Never give your keys to anyone other than another staff member for any reason.

2.

Keep all tests and quizzes locked up at all times.

3.

Lock all doors whenever you leave your room. Teachers are to lock the outside double doors at 3:30 p.m.

4.

Close windows at the end of the day.

5.

All staff need to help keep doors closed and locked after 3:30 p.m.. Do not assume that someone will be locking up after you leave. If you unlock it after 3:30 p.m., make sure that it is locked when you leave.

6.

Please turn off lights when you are leaving your room for an extended period of time. Be sure lights are turned off at the end of the day.

7.

Please notify the office if the air conditioning is still running at the end of the day.

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SOCIAL MEDIA

If you choose to allow students to view your pictures, updates and comments via the Internet, please be sure the information they receive maintains your student/ teacher standing, as well as the level of professionalism expected by OVCA staff.

STANDARDS OF CONDUCT

1.

Support the program. ●

Watch what you say to parents and in front of students about policies, faculty, and other students.

2.

●

We must have a unified front, and refrain from opinions that differ from policy.

●

If you have a problem with any area, see the appropriate supervisor.

Maintain a professional attitude in and out of the classroom. ●

Talk privately when discussing private matters. Make sure that parents or students do not overhear your conversation.

●

Avoid sharing with parents or students what is discussed in staff meetings.

●

Watch your conversation always, especially when students and parents are involved.

Feelings may be hurt by a simple joke or poorly timed comment.

●

Be careful not to interrupt other teachers during their class time. Meet with them during a mutual free time.

●

If you need to speak to an administrator and his or her door is shut, make an appointment with the secretary to see him/her. If it is an urgent matter, notify the secretary and she will notify the administrator through the intercom.

●

The front office is a place of business and as such a professional atmosphere needs to be maintained. Be sure that all conversations are appropriate and cannot be overheard by nearby parents or students. Please feel free to use the lounge for non­school business related conversations.

3.

Be consistent in carrying out policy.

4.

It is expected that all staff members will be loyal and support both the church and school policies, including faithful church attendance, tithing, and ministry. The school can only be successful with the continued support of the faculty and staff. If a problem arises, complaining and griping will not solve it, so please discuss it privately with the principal. Involvement of pastors and/or the school board will be requested by the administration if needed.

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Maintain a ​positive attitude. We are all here as servants in the overall church ministry, and desire most to please God and be in His will. Always strive to keep your attitude proper, even when differences arise or stress threatens. Determine that you will edify and uplift those serving and working with you here, rather than degrade and destroy.

6.

In the event that a staff member does not adhere to the standards in the employee, faculty, or parent­student handbooks or displays conduct unbecoming of a Christian professional, a consultation with the administration will be necessary and further actions may be required. These actions may include, but are not limited to: assigned meetings with administration and/or a pastor(s), weekly sessions to review grading and approve lesson planning, increased classroom observations, the assignment of a lead teacher, or extended required work hours.

STUDENT AIDES

From time to time students in grades 10­12 who have a study hall during their daily class schedule and who meet certain other criteria are permitted to opt out of study hall to serve as a “teacher’s aide”. This is a graded opportunity for students that can be a benefit when applying to colleges, universities, or to job opportunities. In this position, students can fulfill a helpful roll assisting teachers with various tasks and duties. If a student has been assigned to you as an aide, there are several guidelines to keep in mind as you oversee this student throughout the quarter, semester, or school year.

1.

Your aid is allowed to check homework and quizzes for correctness, but not tests. They are not allowed to tabulate the totals, only check the answers. ​The teacher must recheck anything an aide grades for accuracy because ultimately accuracy is on you as the teacher.

Anything an aide does is your responsibility ­ especially in regard to grading.

2.

An aide may file, organize, reconcile work, etc. Depending on who your aid is, they may be even help students with reading, spelling, and math. They can cut, trace, color, construct, put up posters, bulletin boards, and hang things. If you do not have anything for them to do, you may check with other teachers, or he/she may use the time for study hall.

3.

Student privacy is paramount and a teacher may inadvertently sacrifice student privacy with a student aide in the classroom. Therefore, student aides should never be sitting at or using the teacher’s computer or desk. Grading policies should be strictly adhered to. Teachers should always process the vulnerability of any situation involving a student aide.

4.

Student aides should be thought of as a student assiting the classroom, not a volunteer, junior staff member, or other. In that regard, student aides must follow all school policies in regard to personal electronic devices, attendnace, dress code, and other guidelines.

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Student aides should not supervise students or provide instruction apart from direct teacher oversight.

6.

Teachers must take the attendance of the student aides on a daily basis. This includes recording tardiness and truancy. Student aides should not be permitted to wander the campus or be elsewhere other than your classroom during the aide period. If the teacher/class is out of the classroom, student aides should be directed to report to the office immediately.

7.

Being a student aide is a graded course of study that populates the student’s transcript. Therefore, if assigned a student aide, a coordinating gradebook will assigned as well. The teacher should record a grade for each quarter as well as an effort grade in conjunction with the grading policies for conduct/citizenship in the Grade Books & Grading Practices section. Overall grades should be based on basic factors such as participation, productivitiy, work ethic, and attitude.

8.

Your student aide is a student God has brought to us and He wants you to love and invest in on a personal and meaningful level.

STUDENT FILES

Teachers should keep a file for each student in their class/classes. Included in every student file will be: graded material, conduct/disciplinary forms, and parent communication documentation. All documentation should be kept in this file throughout the school year.

STUDENT PASSES

Teachers should issue passes only to the office, and should include the date and time. The office will determine the next course of action. Students are to remain in class at all times except in an emergency.

When receiving a student with a pass, be sure to collect the pass and verify for appropriate signatures and times.

TEACHER EVALUATIONS

In an effort to maintain uniformity and to help the teachers to be more effective, teacher evaluations will be conducted regularly. Refer to the copy of the sample evaluation form in your faculty manual to see which areas will be evaluated.

TUITION ASSISTANCE

Ocean View Christian Academy may offer a continuing education tuition assistance program as funding allows. Guidelines are provided by the principal upon request.

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UNIFORM PROCEDURES FOR ASSIGNMENT PAPERS

Students must be required to follow uniform procedures for assignment papers. Typed assignments for 7th​ ​ ­12th ​ graders should follow the MLA style for headings, spacing, and references. Teachers must insist on neat, legible handwriting and proper form on all other papers. If papers are not acceptable, the student must be assigned to rewrite the work. The following guidelines apply to non­typed work: 1.

In general, cursive is the preferred method of handwriting for all assignments.

2.

All writing assignments must be done in blue or black ink.

3.

Paper should not be torn out of a notebook or folded. Colored notebook paper is not acceptable.

4.

The heading should include the student’s first and last name on the first line on the left; the date on the first line on the right; the course and assignment name centered on the second line.

5.

Students should begin their work on the fourth line.

6.

Students should never write left of the red margin line and should leave a neat margin on the right.

7.

If a student makes a mistake, he should draw two straight lines through his mistake.

8.

Students should not write in the last space at the bottom of the page.

9.

When the student turns his paper over to write on the back, he should write on the top line.

(Students may use both sides of the paper.)

10. After the first page, he should write his full name and the page number in the upper right­hand corner.

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[APPENDIX A]

OCEAN VIEW CHRISTIAN ACADEMY PLAYGROUND & PATRIOT CARE POLICIES

Attire

Playground teachers should dress appropriately for the playground while adhering to a standard level of professionalism. The following guidelines should help playground teachers in selecting their work attire.

●

All clothing should be modest and not too tight fitting.

●

Writing and clothing with logos and/or lettering/text should be appropriate and meet a standard of professionalism.

●

Jeans and shorts are permissible as long as they are free from tears and not too tight fitting and come at least to the top of the knee.

●

Shoes should be appropriate for the responsibilities of the playground. Flip­flops, sandals, open toed shoes, and shoes with no back are not appropriate for playground supervision.

Cell Phones

The playground cell phone policy adheres to the Ocean View Christian Academy Faculty Manual policy on cell phone usage. Employees are encouraged to have their cell phones on them for use

strictly for communication with campus personnel and in the event of an emergency. However, personal use while in supervision of children is strictly prohibited and subject to disciplinary action. Please keep professionalism in mind at all times and be aware of the implications of improper cell phone use while at work.

Observation

The primary job responsibility for a playground supervisor is supervision. There are many aspects to performing this responsibility effectively and it is not something that happens by accident.

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Supervisor Positions

Positioning of playground supervisors is an important aspect of properly covering the playground with an adequate level of supervision. “Blanketing” the play area with both a

visual and an ​auditory layer of supervision is the objective in determining the proper placement for effective supervision. Following these guidelines will assist in accomplishing this objective. ●

Always position yourself in a way that the majority of play is in front of you.

●

Avoid situations where your back is turned towards areas of play. For example, if you are talking with a parent or co­worker, stand in a manner where you can talk without your back being turned towards the play area.

●

Try to avoid situations where your attention is divided onto one, or few, student/s. Try to keep your attention focused on the larger group of students in order to observe as much as possible at any given time.

●

Spread out. With multiple teachers on the playground, spread out and cover different areas with little overlap. Standing together limits the amount of area that can be “blanketed” with supervision. ​Please see the

attachment for suggestions on supervision placement. ●

Stay in the play area. Avoid standing “above” the play area in the area where the ball cart is located.

Proactive Supervision

Prevention is always the best policy. The alternative is dealing with accidents, arguments, and issues after they occur. Therefore, we wish to proactively supervise the play area and our students in order to prevent any issues before they happen. Playground supervisors should always be alert and aware of what is happening in the play area and constantly discerning what the actions of those at play will yield. This is known as ​foreseeability. In other words, continually asking, “what is the possible outcome of a particular action, behavior, or game?” Being able to reasonably perceive possible injury in advance is the primary skill needed by playground personnel. This requires a good working understanding of the playground guidelines and policies. Please review and be familiar with the section titled “​Guidelines for Students”. ●

Always strive to avoid distractions.

●

Do not allow your attention to be divided by doing personal things while responsible 32

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for supervising children, such as reading, taking phone calls, surfing the web, etc. ●

Please stand and always be alert to what is occurring in the play area.

●

Avoid engaging in conversations that distract you from offering proactive supervision to the play area.

●

Avoid being distracted by students who would for you to play with them. Explain to them that you have to watch all of the students to keep everyone safe.

●

When students are witnessed participating in activity that is potentially harmful to themselves or others, intervention must take place in order to prevent possible injury.

This is a requirement of all staff members and sometimes can be

challenging to do. Often times the fear of “being the bad guy”, or lack of attention can prevent supervisors from taking proactive action. There is no excuse for keeping students safe.

Understand the implications of this type of supervision:

In contrast to Partin and Norman, there was evidence of negligent supervision in the case of Stanley v. Board of Education City of Chicago, 293 N.E.2d 417 (Ill.App. 1973). In this case, plaintiff, age 8, was struck in the head by a baseball bat while participating in defendant's summer recreation program. At the time of plaintiff's injury, four teenage boys were playing a game of fast­pitch baseball in which a rubber ball was thrown against a wall. The teenagers asked the younger boys to move. Plaintiff moved but later returned to within 25 to 30 feet of the game. After one of the players swung very hard at a pitch, the bat left his hands, ricocheted off the building, and struck plaintiff in the head.

Under the circumstances of this case, the court found defendant was negligent in failing to properly supervise the game and supplying a defective bat. In particular, the court noted evidence that the defendant's 17­year­old supervisor was inattentive to his duties. Moreover, the court cited testimony that the knob around the handle of the bat being used in the game was frayed.

Here, it was conceded that it was Iversen's duty to make sure that the smaller children were not playing close to where the teenagers 33

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were playing. He did not do so. Evidence was presented which, if believed, would establish that the defendant made available equipment that is ordinarily discarded because it was not as safe as it should be and that Iversen, instead of supervising, was playing basketball. Kowalczak himself testified that in his opinion, perhaps 50 feet would be a safe distance between teenagers playing fast­pitch and 8­year­olds.

[Direct Quote] Kozlowski, J. C. (1998). Playground supervision liability: Preventing injury?. ​Parks & Recreation, ​33(6), 44.

Interaction

We want to protect you. In regards to personal contact please be careful when helping children of either sex. Avoid contact when possible and limit any physical contact only to that which is necessary. If assisting a student requires physical contact have a co­worker or other staff member present. As students become comfortable with your presence, please use discretion when showing affection toward students. Avoid hugs as much as possible, and refrain from using terminology that could be misconstrued by onlookers, such as referring to a child as “Sweetheart”, “Love”, etc.

Certainly, love the children you serve while striving to keep your relationship with them professional.

Accident Management

Proactive supervision is our goal. Unfortunately, there are still accidents that will occur. In these cases, our response is critical. How we respond in the event of an accident can affect not only the injured but also all of the other children at play as well as parents. Having a good working knowledge our policies in the event of an accident will help you manage these situations with confidence.

First Aid Kit

A first Aid kit is always provided for use in accidents and emergencies. In addition to basic medical supplies, the first aid kit should include a copy of the Emergency Management Manual as well as Red Emergency Contact binder containing emergency information for all students in the K­6th ​ grades. The Patriot Care Coordinator is responsible for stocking the first aid kit. Any needs should be reported to supervisors and administration.

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Reporting

When to report an injury and accident can be a difficult decision. We certainly want to avoid over reporting. However, we would rather report than leave a parent to wonder what happened to their child during the day. When determining when you should complete an accident report, use the following guidelines to assist you in making your decision.

Complete an accident/injury report… ●

If any first­aid is administered. This includes Band­Aids. Applying a Band­Aid for any reason is considered administering first­aid.

●

If a student complains of “invisible” pain or injury more than once.

●

If complaint of pain or injury interrupts the child’s normal course of play (​see explanation below).

In the normal course of play, children will routinely approach playground personnel complaining of bumps, bruises, injuries, and possible illnesses that cannot be observed.

Observing a cut on a finger, or a scrape on the knee is clear. When pain and injuries cannot be seen or observed, it can be difficult to determine how to proceed with the situation. Learning to deal with these cases can be challenging. Having a standard response will assist playground personnel with determining how to address each student.

Furthermore, it is important not to dismiss real pain and/or injuries. A standard response will allow playground personnel to weigh each complaint and address those more serious in an appropriate manner.

Accident Reports

Accident Reports are provided to inform parents of accidents and injuries that occur through the course of the school day. Many times students will leave pertinent information out of their report to parents leaving many questions unanswered. The Accident Report provides answers to these questions. We also desire to communicate to parents the level of care that we provide for their children. Additionally, having a record of the incident and surrounding information provides a layer of protection for both the school and staff members if the incident were ever called into question.

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Completing an Accident Report:

It is important to be thorough in completing Accident Reports while being aware of issues that can arise with careless reporting. ●

Be sure to use innocuous language that does not place or assume blame.

This includes phrases like, “[Student] told me that he fell […]”. Phrases of this nature indicate blame on behalf of the staff member for failure to supervise the incident. Also try to protect other students when phrasing descriptions on Accident Reports.

For example, stating that a student “hit” may place

unnecessary blame. We would report that to the student’s parent on a Parent Communication Form. ●

Use gentle terminology that cushions the perception of the accident in the minds of parents. For example, instead of using a term like “smashed”, you may use a term like “pinched”. Consider replacing harsh words with a phrase that more accurately depicts the incident, instead of “smashed”, use “caught between”, etc. “Bumped”, “bonked”, or “ran into” are all examples of terms to use.

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The bottom line is to use good discretion at all times. When in doubt of what to report, explain the situation to an administrator prior to filling out the Accident Report.

When an accident/incident occurs, follow these steps:

Assess the severity of the injury or complaint.

Determine if the injury/complaint interrupts the child’s normal pattern of play; i.e., the child wants to sit down, rest, or isn’t engaged in play as usual. If the injury/complaint does not interrupt the child’s normal routine of play, is not visible, or not apparently severe, encourage the child to return to normal play and to return to report the problem again if the problem persists.

If the injury/complaint is visible, moderate to severe, or persisting:

For an injury, administer appropriate first aid and determine a further course of action if needed.

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Complete an Accident/Incident Report form and deliver it to the child’s classroom teacher during the school day, or to the parent upon arrival if accident/incident occurs after the school day is complete.

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All head injuries and any injury that is moderate to severe should receive a phone call to a parent informing them of the injury and the child’s condition in addition to an Accident/Injury Report form.

In case of severe emergency injury: ●

Administer as much first aid as possible.

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Contact the office and/or an administrator as soon as possible who will provide necessary assistance.

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Call 911 if necessary and follow the instructions from the 911 operators until help arrives.

For complaint of illness, send child to the office for a temperature check and further assistance. If the office is closed, take the child’s temperature and determine a further course of action.

Properly follow­through with any accident, injury, or complaint of illness.

All incidents/injuries that qualify must receive the appropriate form and follow­up.

An Accident/Injury Report must be filled out anytime…

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A child’s normal routine of play is altered or interrupted due to an accident, injury, or complaint of illness.

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First aid of any kind is administered to the child.

Notification of Parent/Guardian should happen by phone prior to the end of the day anytime… ●

There is a head injury.

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The injury is determined to be moderate to severe.

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The teacher who witnesses an incident/injury, or first receives the report of an incident/injury is required to follow through to ensure that all steps are followed and that proper procedures are strictly adhered to. This includes providing proper notification to teachers, parents, and administration, when necessary, and ensuring that all children are returned to their classes once treatment is complete.

If a child is “passed on” to another staff member during the course of care, the staff member who receives that child becomes responsible for ensuring the child is returned to their respective classes and proper procedures have been followed. The staff member of first contact should still complete the initial Accident/Incident Report unless otherwise instructed by his/her supervisor or administration.

Emergencies

Emergencies may occur during the course of playground use and supervision. For these cases, all OVCA staff should have a good understanding of our emergency procedures located in our Emergency Management Manual. Examples of these types of emergencies may include swarms of bees, stray animals on or approaching the play area, environmental issues such as weather or construction, and potential for fire, earthquake, and other natural disasters. It is important to understand how to respond in these types of situations. The Emergency Management Manual provides guidance for these emergencies.

Emergency Levels and Codes (As of 2013) ●

Level I Emergency Lock­Down

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Level II Emergency Evacuation

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Level III Emergency Lock­Down

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Level IV Emergency Campus Evacuation

Managing Playground Emergencies

In the case of an emergency the playground staff will indicate by blowing a one five second whistle. When this occurs the students are to immediately stop what they are doing and quietly walk and line up. The playground staff will then have them walk to the gymnasium, 38

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entering on the west side. Kinder through second grade will sit on the upper row of the bleachers. Third through six will sit on the lower row of the bleachers.

Discipline Policies

There is no other area on our campus where students experience social interaction like that of the playground. It is also on the playground where our students have more freedom than any other area.

These two factors combined can make managing the playground environment very

challenging. Redirecting and coaching are important skills to master in this position.

Using Teachable Moments

Many times while on the playground, a student will approach a playground teacher and complain of mistreatment or other form of offense. Other times, a playground teacher will (and should) observe mistreatment or other types of aggression, arguments, hurt feelings, etc. These incidents are routine and learning how to navigate them will alleviate much frustration when supervising the play environment. Using “​teachable moments” is the best method to address the situation, shepherd young hearts, express expectations, and place students on the right path.

Here are some tips to help you understand how to utilize ​teachable moments:

When a student approaches regarding an incident: ●

Acknowledge the student’s feelings with empathy.

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Determine if the student is tattling or hurt (either physically or emotionally).

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If a student is tattling, express thanks and assure the student you will deal with the information. Explain to the student that they do not need to be tattling, but you will keep an eye on the situation. A good way to determine this is by asking whether or not the student (or another student) is personally injured, either physically or emotionally, by the situation.

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If a student appears to be physically injured from the situation, follow the guidelines for ​Accident Management.

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If the student appears to be emotionally hurt from the incident, calm the student and assure him/her that you can/will help.

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Use the situation to give the student encouragement on how to personally 39

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deal with the incident, and how to avoid or dispel the incident from occurring in the future. ●

Always end with a positive note.

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As soon as you have the opportunity, address the situation with the student who incited the situation.

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Pull him/her aside and explain how his/her actions harmed the other student. Explain that you would not allow others to treat him/her that way and you must be fair to all students you oversee. Have the student apologize and administer any necessary consequences for the actions taken.

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Record any necessary information on the Behavior Log if applicable (following Section).

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If necessary, an Accident Report or Parent Communication Form should be completed and provided to the student’s classroom teacher (recess), or parent (Patriot Care) if applicable.

When an offense/incident is witnessed that should be addressed: ●

Sometimes the blow of the whistle and a verbal correction is sufficient to correct behavior. Record any necessary information on the Behavior Log (section following).

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In more serious situations, stop the situation immediately by blowing the whistle, using your voice, or by physically intervening if in close proximity and/or necessary.

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Separate the students involved in the incident and talk with them in as much privacy as possible.

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Question the students to gain as much understanding of the situation as possible without letting the students argue, interrupt, or raise their voices.

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Determine what happened that caused the situation to occur and discuss how each student could have handled the situation differently.

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Explain strategies to help them avoid situations like this in the future and administer any consequences if necessary.

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Record any necessary information on the Behavior Log (section following).

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If necessary, an Accident Report or Parent Communication Form should be completed and provided to the student’s classroom teacher (recess), or parent (Patriot Care).

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Using the Behavior Log

The Behavior Log is a tool to track and record student behavior on the playground and to communicate that behavior to teachers and/or parents.

The Behavior Log is very

self­explanatory, user friendly, and directly tied to the Playground Guidelines for students.

On this document, playground teachers are to record names of students who are not following the playground guidelines and the frequency and type of infraction that occurs. It also enables playground teachers to follow protocol in enforcing school policies for behavior and administering appropriate consequences when infractions occur.

Administering Discipline

At OVCA we use the Love and Logic method for administering discipline. This means we set enforceable limits to provide for the safety of all of the students we serve and we enforce consequences for the choice of stepping outside the boundaries with empathy.

Therefore, we do have rules. We see these rules as the boundaries necessary to provide a safe environment for all of our students, not as a list of don’ts for don’ts sake. It is important that we enforce these rules because if we do not, we are not providing a safe environment.

In other words, when we fail to enforce our playground rules, we are not providing a safe environment. This lack of safety can be physical, social, or emotional. Students count on you to provide that safe environment for them – even if they are the rule breaker! So never apologize for enforcing a rule. These rules are explained in the section, “Guidelines for Students”, on the Behavior Log, as well as on the sign on the playground.

Generally speaking, on the first warning you issue to a student that students name would be recorded on the Behavior Log. Any subsequent issues with that student would earn a consequence according to the following scale:

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1st​​ infraction = 5 minute time out standing at the sign, or walking on the line.

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2nd​ ​ infraction = 10 minute time out standing at the sign, or walking on the line.

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3rd ​ infraction = Loss of remainder and next recess and Parent Communication Form.

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4th​ ​ infraction = Behavior Conference with Mr. Rutherford.

Our standard consequences are explained on the Behavior Log as well.

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“Standing at the sign” requires that a student spend their “time out” standing at the sign reading the playground guidelines. The most effective use of this time is that after the 5/10 minutes of time out, the student reports back with the answer to two questions, 1) what guideline was broken, and 2) how the student will correct the behavior in the future. This is effective use of ​teachable moments as previously discussed.

“Walking on the line” requires that a student walk the perimeter of the playground on the orange line for the duration of their time out. This is effective for repeated offenses and classroom loss of recess.

If a student continues to disobey the playground guidelines, a parent communication form should be completed to communicate the behavior concern to parents. This form should be provided to the classroom teacher to be sent home during the school day, or given to a parent or guardian upon pick­up from Patriot Care. Two copies are provided. The back copy goes to Mr. Rutherford, the original copy should be sent home to be signed and returned.

Fay, Jim, and David Funk. ​Teaching with Love & Logic: Taking Control of the

Classroom. Golden, CO: Love & Logic Institute, 2011. Print.

Fay, Jim, and David Funk. ​Love & Logic Magic For Early Childhood. Golden, CO: Love & Logic Institute, 2000. Print.

Parent Communication Form

Parent Communication Forms are designed to communicate poor behavior choices to parents with the intention of seeking parental assistance in correcting the problem behavior.

They also serve as a record of the behavior for staff and administrators. There are times when parent meetings must be held to address continued poor behavior choices and having solid records is imperative in addressing patterned behaviors; Parent Communication Forms provide this record­keeping vehicle.

When completing a Parent Communication Form, here are a few things to keep in mind:

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First, we view the Parent Communication Form as an escalated issue report.

In other words, we do not send these forms home until we have used other resources and strategies in an attempt to correct the behavior internally first.

Parents expect that we are professionals in dealing with children and have methods and strategies of ​encouraging children to do and be their best.

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Second, Parent Communication Forms should always be entered into Headmaster to provide an electronic copy of the behavior. When using a Parent Communication Form, please follow proper procedures to ensure that this step is completed.

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Finally, Parent Communication Forms are printed in duplicate.

Upon

completing the form, send the top (original) copy home to the parent. Before or during the school day, the original should be provided to the child’s classroom teacher to be sent home. For afterschool Patriot Care, the original form should be given directly to the parent upon pick­up. ​Always place the carbon

(yellow) copy in the vice principal’s box in the main office, or slide under his office door if it is after hours. The carbon (yellow) copy should never be sent home attached to the top (white) copy.

Communicating with Teachers/Parents

Communication for all OVCA staff members should be professional at all times and at all levels.

Verbal and Written Communication

Professionalism includes verbal conversations as well as written communication in any form (printed fliers, email, text, social networking).

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Parents and OVC/A staff members should always be referred to as Mr. or Mrs. not by first name. This reinforces authority and respect at all levels.

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NEVER post anything about a student/camper on any social networking platform without express permission from both parent and administrator.

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Never send printed communication home without approval from an administrator.

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Non­Verbal Communication

Your body language can speak louder than your words. Be careful what you are conveying with your body language. For example:

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Greet teachers and/or parents while standing up and smiling.

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Watch folded arms and defensive stances while talking with parents.

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Please do not appear too “comfortable” with your surroundings, as staff and parents may perceive this as lack of supervision or care for job responsibility.

Example: Sitting when you should be standing, not

positioned in a place where you can most effectively observe children for convenience sake. ●

Basic things to ​avoid: •

Reading (books, magazines, etc.)

•

Phone usage: phone calls, texting, games, etc.

•

Visitors (any non­employee)

•

Engaging in conversation with parents for an extended time. Be aware of ways to “escape” and ways to position yourself for effective supervision.

•

Anything that would prevent you from paying attention to children.

Playground Clean Up & Reporting

The physical playground environment will either contribute or detract from a student’s enjoyment of their playtime. It is important that we are good stewards of our property and equipment to honor God and to provide for those we serve.

Inspections & Set­up

An initial “walk­around” of the playground prior to recess/playground use should allow staff members to be aware of any potential hazards not present the day before and provide opportunity to collect any trash or debris that could become a hazard if a student were to encounter them. Looking for foreseeable hazards is the responsibility of our staff in order to protect our students from what we could anticipate that could harm them. For example, 44

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limbs or branches fallen off a tree could become a hazard if a student trips or chooses to pick it up and run with the branch as a sword. Other possible dangers include injury from poking, cuts, and tripping on unnatural objects found on the playground. Sometimes a rodent, bird, or other animal may be found deceased on the playground. Removal of such hazards is imperative, at the least sectioning off the area from play. Other items to inspect are bolts on the play structure that could cause injury, chains on the swings, fencing, and any other hazard that could cause harm or injury.

After a thorough playground inspection and prior to recess or playtime, recess equipment should be retrieved from the playground closet in the gym foyer and set out for use.

Playground staff should ensure that all barriers are in place. Lunch baskets should be set out and ready for students to arrive.

A final “walk­around” at the end of playtime ensures that all equipment is collected and any personal belongings left out are returned to their owner.

Equipment

Always be sure play equipment is picked up, put away, properly stored and secured when leaving the playground for the day. Balls, jump ropes, game equipment, etc. should all be stored on the ball cart and secured in the playground closet in the gym foyer. Tetherballs should be removed on Wednesdays and Fridays and stored on the ball cart as well.

Equipment left unsecured usually ends up missing and depletes our equipment resources unnecessarily. Occasionally balls and other items may be kicked or thrown outside the parameters of the play area. When this occurs, children may retrieve the lost item with permission from a playground teacher. However, sometimes a student may “move on” rather than reporting the lost item. A good visual walk­through after playtime should include areas where balls and other items may have ended up, for example, below the west hill in the lower ball field parking lot and down the drive towards the football building.

Additionally, all equipment should be in good working condition. If equipment is in disrepair, please follow the guidelines under “​Reporting”. Please be diligent in regard to keeping track of our playground equipment as we have limited resources with which to replace lost and broken equipment.

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Reporting

All issues pertaining to the playground should be properly reported to ensure the continued stewardship of our property. Please do not assume that because you are aware of something others are as well.

Any issue regarding the playground environment or

equipment should be reported immediately to supervisors and administration. This includes damaged balls and playground equipment as well as damage or issues pertaining to the play area, play structure, and natural surroundings.

Playground Guidelines

The following playground guidelines exist to provide students with a safe environment physically, socially, and emotionally. They are general in nature in order to encompass all that might be encountered on the playground in a given day. The key is for staff members to understand their purpose and how to use them to encourage a positive and safe play environment.

I will obey all teachers, playground rules, and instructions.

1.

I will respect others.

2.

I will keep my hands to myself.

3.

I will not chase others.

4.

I will use all equipment correctly.

5.

I will only throw objects intended for play.

So whatever you wish that others would do to you, do also to them, for this is the law and the prophets. ​Matthew 7:12

Notice that all statements are worded in the positive rather than the negative. For example, “I will” rather than, “I will not”. This hints at the core of our slogan at OVCA, “purposing hearts”. We desire that our students learn in a positive environment rather than experience an environment that threatens good behavior choices. A good behavior choice made in fear of consequence is not motivated out of a purposed heart. Therefore, using these guidelines to help students understand

how to ​play rather than ​how not to play is essential in a well­managed play environment.

The guidelines are prefaced with the statement, “​I will obey all teachers, playground rules, and

instructions.” This underscores the importance of authority and supervision on the playground. A rule may not be written on the sign, however our playground staff members are empowered to 46

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manage the play environment how they see fit to provide for the safety of all students. If additional spoken guidelines are necessary to accomplish that purpose, then students should follow those directives.

Finally, the guidelines are punctuated with the Golden rule found in Matthew 7:12. This Golden Rule should govern all interaction on the playground. Students who behave contrary to this truth will create disturbance and confrontation while playing.

There are many policies that are unstated in the “Playground Guidelines” that must be adhered to in order to ensure the best environment on the playground. Policies like restroom usage, playing with sticks, and more. Here are few that may come into play during the course of playtime.

Restroom Usage

[ON CAMPUS] Students may need to use the restroom during recess/playtime. We want to encourage good health and allow students the opportunity to go when they need. However, we must understand that sometimes going could be more challenging than not going. When a student needs to use the restroom, first ask yourself when is the next restroom break for this student? If it is within 10­15 minutes, then you may ask the student if he or she can wait until then. If it is further, or if the student just can’t wait, please follow up the first question with the second by asking yourself, is it passing period or lunchtime for 7th​ ​ ­12th ​ grades? We do not permit elementary students in a restroom with a junior or senior high student. Segregating these times is an important part of providing a safe campus. If the student needs to use the restroom during one of these times, the office restroom may be an option if it is an emergency.

In the case that you have determined the student should use the restroom, always send two students together to the restroom. Do not send a student chaperone that is not responsible; however, try to avoid the same student all the time. If another student also needs to use the restroom, sending them together makes good sense. The challenge now becomes remembering that you sent two students to the restroom. These students must be accounted for when the class leaves the play area. When students leave for the restroom, communicate to them that they are to check in with you as soon as they return to the play area.

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Areas of Play

Areas of play include the back top area below and immediately north of the gymnasium from the barrier on the east to the barrier on the west. Students are not permitted to play above the southern stairs other than to retrieve and replace play equipment on the ball cart. Students must obtain permission from playground personnel in order to play on the athletic field and there must be enough supervision (at least 3 staff members) to provide adequate supervision. Students may not play east of the concrete curb near the gazebo. Students should only leave the specified play area with express permission and supervision in order to retrieve a ball or other equipment. At no time should a child be permitted outside of the specified play area without supervision.

SPECIAL POLICIES FOR PLAYGROUND & PATRIOT CARE

Pool Policies

Having a pool within our campus is both a blessing and a curse. While always vigilant, when at the pool, everyone must be on their toes and prepared for any and all emergencies. This is an environment that is still new to OVCA and we are learning. Recommendations are encouraged to further the growth of this incredible resource we have been afforded. This will be one of the most enjoyable aspects for the children throughout the summer, but we can’t sacrifice safety for fun. Pool rules are as follows: ●

No running

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One person on slide at a time (Includes ladder)

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Two supervisors at all times

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Turn on and off the pool filter and other associated pool items when necessary

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No dunking each other underwater

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No breath holding contests

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No climbing up the sides of the pool

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Reapply sunscreen every hour

Electronics

No electronics will are permitted on the playground, in before/afterschool care, or in the Patriot Care summer program. We live in an age where technology reigns supreme, but the ability to access 48

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anything and everything online at any given time represents a problem for us in protecting our students. There will be designated video game days in which electronics will be encouraged, but during those days personal electronic devices which have data/internet/wifi capability are not permitted. Personal electronic devices which can have wifi access diabled will be permitted on these designated days. Kindles, nooks, and other ereaders that do not have web­browsers are permitted for reading only.

Any and all personal electronic devices brought on designated days, or brought without permission on non­designated days, are brought at the risk of the student and parent. Ocean View Christian Academy assumes no responsibility for personal electronic devices or accessories lost, stolen, or damaged on OVC/OVCA property.

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