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the mission of hector elementary school is to work with our parents teachers and community to provide a challenging educational foundation in a secure disciplined environment all students will be provided the opportunity for success through active learning upon completion of elementary school all students will have been exposed to the essential math and literacy skills necessary for further education hector elementary school mission statement

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hector public schools hector school district is dedicated to providing a safe and nurturing environment that educates and motivates the whole child to become life-long learners and responsible and productive citizens mission statement hector school district is a small rural school district that strives to fulfill the mission of educating and motivating the whole child to become life-long learners and responsible and productive citizens through · high expectations o · the district is dedicated to promoting high academic and ethical standards and performances for faculty staff and students the district is dedicated to working with families and community groups to remove barriers to learning in an effort to meet the intellectual emotional physical social occupational and developmental needs of all students the district is dedicated to providing the best possible technological instructional evaluative managerial material financial and human resources possible for all faculty staff and students the district is dedicated to providing an environment conducive to and for the physical emotional intellectual and developmental needs of all faculty staff and students the district is dedicated to providing an instructional program that engages all students through effective varied and research based best practices to improve academic performance vision statement a focus on the whole child o · opportunities and resources o · a safe secure and nurturing environment o · rigorous curriculum o 1

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high expectations · value statements hector elementary school is dedicated to promoting high academic and ethical standards and performances for faculty staff and students by oooo preparing teachers and administrators to be adaptable to the changing environment without losing common vision and values through collaboration and communication within our learning community being a faculty and staff that will remediate behavior that will be positive and inspire students to have a can do attitude demonstrating high academic and social standards with a clear and shared focus on student learning effective school leadership which fosters mutual respect and trust among all stakeholders within the school community a focus on the whole child · hector elementary school is dedicated to working with families and community groups to remove barriers to learning in an effort to meet the intellectual emotional physical social occupational and developmental needs of all students by o o o providing parents and caregivers opportunities to become involved in their students education through parental involvement programs pto and other after school and in-school programs providing effective and consistent communication with parents and caregivers about their child s education through school reach newsletters monthly calendars the school web-page and parent-teacher conferences provide local and surrounding community leaders with information of all school events through local newspapers to help promote parental and community involvement within the school opportunities and resources · hector elementary school is dedicated to providing the best possible technological instructional evaluative managerial material financial and human resources possible for all faculty staff and students by o o providing meaningful focused and supportive professional development that meets all faculty staff and student needs providing students with additional academic opportunities for success through one-on-one assistance small group placement after school tutoring and additional educational programs that meet all students diverse needs such as compass focus and ar math providing assessment practices which promote student learning using common assessments such as nine weeks formative assessments o a safe secure and nurturing environment · hector elementary school is dedicated to providing an environment conducive to and for the physical emotional intellectual and developmental needs of all faculty staff and students by o o o · providing students with a safe classroom that is inviting and engaging where students feel free to take risks which will promote student growth and learning promote a climate of achievement through incentives and celebrations embracing and promote caring values through character education by incorporating them into our daily routines rigorous curriculum hector elementary school is dedicated to providing an instructional program that engages all students through effective varied and research based best practices to improve academic performance by o o o emphasizing the use of data from nine weeks formative assessments and benchmark assessment in decision making and goal setting strategically aligning curriculum instruction assessments and staff development to meet district and state standards providing a learning environment that honors different learning and teaching styles confronts bias stereotypes and displays respect for diversity 2

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students welcome to hector school district we are very happy to have you here and look forward to providing you with the best education possible in order for this to happen it will take all of us working together as a team faculty and staff parents and students the faculty and staff members will strive to provide you with good solid instruction to always lay the ground work necessary to prepare you for a successful future it is also inherent upon you to do your part to show a desire and willingness to learn hard work and persistence on your part will play an important role in getting the most out of your education you cannot expect to get more out of it than what you put into it these years will provide you with some of the best memories of your life good luck on this road to adulthood and always remember life is about choices try to always make sure you can live with the consequences of the choices you make best regards karen c smith superintendent dear students welcome to hector elementary school as part of the hector school district we the elementary staff would like to welcome you as part of this system the hector elementary school is the beginning for many of you on your educational quest as you begin your trip through our school you will find that it reflects the high standards and traditions of the hector community our board of education administration teachers and curriculum also reflect those traditions and standards we expect the best for and from our children because they are the best kathy freeman elementary principal 3

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it shall be the policy of the hector school district that the most recently adopted version of the student handbook be incorporated by reference into the policies of this district in the event that there is a conflict between the student handbook and a general board policy or policies the more recently adopted language will be considered binding and controlling on the matter provided the parents of the student or the student if 18 years of age or older have acknowledged receipt of the controlling language the faculty administration and school board will reserve the right to change or amend the student handbook in order to meet the needs and growth of the school system it shall be the policy of the board of education that the school district shall place an equal emphasis upon the nondiscriminatory provision of educational opportunities for children and no person shall be denied the benefits of any education program or activity on the basis of race color handicap creed national origin age and sex all programs offered by schools within the school district shall be open to all students in compliance with statutory and judicial requirements susan freeman has been designated to coordinate compliance with the non-discrimination requirements of title ix and section 504 of the rehabilitation act walt davis is the equity coordinator for the hector school district kathy freeman is the homeless liaison for the district 7:45 first bell supplemental instruction 8:05 classes begin 10:55 k-2 lunch 11:25 k-2 recess 11:30 3-6 lunch 12:00 5-6 recess 1:00 3-4 recess 3:12 classes dismissed to bus and car riders students in grades three through six 3-6 who did not score proficient or above on the criterion referenced test benchmark or the norm-referenced test stanford 10 and metropolitan 8 shall participate in an academic improvement plan act 35 of the 2nd extraordinary session of the general assembly of the state of arkansas stipulates that any student who has been identified for an academic improvement plan aip and does not participate shall be retained students will be given a letter grade of e s n or u for conduct good citizenship is one of the major aims of public education students are encouraged to display good conduct by being cooperative courteous industrious reliable honest and exhibiting self-control and should conduct themselves in an acceptable manner parents will be given the opportunity to meet with teachers to discuss their child s educational progress at least once each semester in a conference with compliance to arkansas state law elementary teachers will conference with parents each semester this conference will be in person or on the telephone when no other method is possible the teacher will make a home visit parents should feel free to make appointments through the principal s office for a conference with the child s teachers counselor or the administration parents will be contacted by the school administration counselor and teachers as they deem it necessary to discuss the needs of individual students throughout the school year early intervention early intervention will be utilized before a student is referred to special education students who are exhibiting difficulties in learning or learning disabilities will be referred for the early intervention program a committee will meet to set up an individualized plan for the student this plan will be followed for 6 weeks after which time the committee will determine if modifications are beneficial to the student if the committee determines the plan is working the student will continue on the plan if it is determined that the modifications have not been successful the student may be referred to special education student handbook equal educational opportunities bell schedule academic improvement plan aip citizenship/conduct conference parent 4

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elementary 1 listen 2 follow directions 3 respect others 4 act appropriately elementary classroom rules each grade level will post consequences if the student consequences in the classroom severe clause-the following actions may result in immediate referral to the principal and disciplinary actions 1 commits or threatens to commit physical harm on another student or teacher 2 damages or destroys property that belong to another student teacher or the school 3 refuses to follow directions 4 engages in any behavior that keeps a classroom from functioning gifted and talented children and youth are those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services possession of these talents and gifts or the potential for their development will be evidenced through an interaction of above average intellectual ability task commitment and/or motivation and creative ability the identification process yields information obtained through a variety of procedures and from independent sources which include l procedures for obtaining information about students include at least two objective assessment methods such as group and individual tests of ability achievement and creativity gifted and talented 2 procedures for obtaining information about students include at least two subjective assessment methods such as checklists rating scales product evaluations and grades an individual portfolio is designed for the students considered and viewed by the identification committee a placement decision is then made students may be nominated for the program through teachers counselors parents community members peers and students themselves the k-2 students are served for 40 minutes a week in a gt whole group enrichment class grades three through six are served through a pull-out program and receive instruction in the gt resource room for a minimum of 150 minutes a week nomination forms may be obtained through jeanette emerson gt teacher coordinator for the district grades are based only on the educational objectives measured on classwork homework and tests grades will be available to parents through the district s electronic gradebook information concerning the gradebook and a password will be sent home with students the gradebook will be updated weekly grading for elementary students will be as follows academic areas math language arts reading etc will use grading a,b,c,d,f 90-100 =a 80-89 b 70-79 c 60-69 d 59 and below =f e excellent s satisfactory n needs improvement u unsatisfactory other areas grading requirements 5

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conduct work habits art music etc will use e s n and u s transfer students who have been in attendance for less than 1/2 of the grading period will have grades based on the previous schools records homework is considered to be part of the educational program of the district assignments shall be an extension of the teaching/learning experience that promotes the student s educational development as an extension of the classroom homework must be planned and organized and should be viewed by the students as purposeful teachers should be aware of the potential problem students may have completing assignments from multiple teachers and vary the amount of homework they give from day to day students will receive their make-up work upon returning to school no make-up work will be given to students early or while they are absent unless there are unusual circumstances students are responsible for asking for their make-up work and for scheduling tests some work may have to be made up during activity time due to the nature of the test/assignment generally students will receive one day for each day missed to complete assignments work from all absences with the exception of suspension is allowed to be made up each grade level will develop a late work policy detailing the acceptance of late work and any reduction of grade students and parents will be advised of the policy at the beginning of the school year progress reports will be sent out to parents on thursday after the 4th week of each 9-week period progress reports may be sent at any time to indicate problem areas or to recognize significant student progress grade reports will be distributed the week following the nine week marking period if parents have any questions concerning the grade reports they are urged to call the school and arrange for a conference with the teachers any pupil receiving an i in any course has until the end of the next 9 week period to see the teacher and arrange to fulfill course requirements failure to do so within the specified time will result in an f a student receiving grades of all a s and b s will qualify for the scholastic roll and will be recognized certificates of achievement are given to these students each grading period and students who qualify for the scholastic roll all four grading periods will receive a special certificate and be recognized at an awards assembly a student who receives a n or u in art music physical education because of a lack of participation and cooperation will not qualify for the honor roll parents or legal guardians desiring to provide a home school for their children must give written notice to the superintendent of their intent to do so and sign a waiver acknowledging that the state of arkansas is not liable for the education of their children during the time the parents choose to home school notice shall be given at the beginning of each school year but no later than august 15 by december 15 for parents who decide to start home schooling at the beginning of the spring semester or fourteen 14 calendar days prior to withdrawing the child provided the student is not currently under disciplinary action for violation of any written school policy including but not limited to excessive unexcused absences and at the beginning of each school year thereafter homework policy make-up/late work progress reports report cards honor roll home school the parents or legal guardians shall deliver written notice in person to the superintendent the first time such notice is given and the notice must include the name date of birth grade level and the name and address of the school last attended if any the location of the home school the basic core curriculum to be offered the proposed schedule of instruction and 6

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the qualifications of the parent-teacher to aid the district in providing a free and appropriate public education to students in need of special education services the parents or legal guardians homeschooling their children shall provide information which might indicate the need for special education services the library has as its aim service to the students and faculty in order to achieve this aim your library has the following objectives · · · · to teach how to find and use materials independently to encourage reading for enjoyment as well as research to teach rules concerning use of materials to help students become lifetime users of libraries and thereby in-formed citizens library-media center the library will be open in the morning for those who wish to do reference work or check out or return books books are checked out for a period of two 2 weeks they may be renewed by permission of the librarian there is no fine for overdue books up to a period of two 2 weeks the pledge of allegiance shall be recited during the first class period of each school day those students choosing to participate shall do so by facing the flag with their right hands over their hearts or in an appropriate salute if in uniform while reciting the pledge students choosing not to participate shall be quiet while either standing or sitting at their desks students shall not be compelled to recite the pledge but students who choose not to recite the pledge shall not disrupt those students choosing to recite the pledge students choosing not to recite the pledge shall not be subject to any comments retaliation or disciplinary action if a parent classroom teacher or other faculty member believes there is sufficient evidence to consider the retention of a student that person will discuss the matter with the building principal if the principal agrees that such action might be warranted the student s parents guardians and any other appropriate persons who can assist in making the final decision will be involved parent support will be considered in making decisions since the quality of parent involvement appears to be an important factor in the effectiveness of such a course of action the likelihood of retaining a student will be discussed with the parent no later than six weeks before the end of the school year or on receipt of state mandated test results the retention decision will rest with the educational committee composed of teachers counselor and principal parents who disagree with the decision may appeal to the superintendent retention decisions will be based on a wide range of factors including the following but are not limited to 1 proficiency of grade level curriculum 2 parental support 3 chronological age 4 identified emotional or learning problems 5 serious illness or other unusual circumstances 6 standardized test scores 7 attendance record 8 work habits responsibility and attitude 9 developmental maturity 10 the extent to which other remediation methods have been used in no case should a single factor be the basis for a grade retention decision the superintendent will consider all applications for school choice post-marked not later than the july 1 preceding the fall semester the applicant would begin school in the district the superintendent shall notify the parent or guardian and the pledge of allegiance retention all students school choice 7

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student s resident district in writing of the decision to accept or reject the application within 30 days of its receipt of the application the district shall advertise in appropriate print and broadcast media to inform students and parents in adjoining districts of the range of possible openings available under the school choice program the public pronouncements shall state the application deadline and the requirements and procedure for participation in the program such pronouncements shall be made in the spring but in no case later than june first when considering applications priority will be given to applications from siblings or stepsiblings residing in the same residence or household of students already attending the district through school choice the district may reject a nonresident s application for admission if its acceptance would necessitate the addition of staff or classrooms exceed the capacity of a program class grade level or school building or cause the district to provide educational services not currently provided in the affected school the district shall reject applications that would cause it to be out of compliance with applicable laws and regulations regarding desegregation letters of rejection shall state the reasons for the rejection the board of directors reserves the right after a hearing before the board not to allow any person who is currently under expulsion from another district to enroll in a district school students admitted under this policy shall be entitled to continued enrollment until they graduate or are no longer eligible for enrollment in the district s schools any student admitted to this district under the provisions of this policy who chooses to return to his/her resident district during the school year voids the transfer and must reapply for a school choice admission if desiring to return to this district in the future it is the policy of the hector school district to provide a free appropriate public education to each qualified student with a disability within its jurisdiction regardless of the nature or severity of the disability it is the intent of the district to ensure that students who are disabled within the definition of section 504 of the rehabilitation act of 1973 are identified evaluated and provided with appropriate educational services students may be disabled under this policy even though they do not require services pursuant to the individuals with disabilities education act under section 504 due process rights of qualified students with disabilities and their parents are guaranteed in the hector school district susan mckinney-owens is the district coordinator of section 504 for the hector schools she may be contacted at 479-284-3537 monday through friday section 504 of the rehabilitation act of 1973 smart core curriculum and graduation requirements for the class of 201314 and all classes thereafter all students are required to participate in the smart core curriculum unless their parents or guardians or the students if they are 18 years of age or older sign a smart core waiver form to not participate while smart core is the default option both a smart core informed consent form and a smart core waiver form will be sent home with students prior to their enrolling in seventh grade or when a 7-12 grade student enrolls in the district for the first time and there is not a signed form in the student s permanent record parents must sign one of the forms and return it to the school so it can be placed in the students permanent records this policy is to be included in student handbooks for grades 6-12 and both students and parents must sign an acknowledgement they have received the policy those students not participating in the smart core curriculum will be required to fulfill the core curriculum or the requirements of their iep when applicable to be eligible for graduation counseling by trained personnel shall be available to students and their parents or legal guardians prior to the time they are required to sign the consent forms while there are similarities between the two curriculums following the core curriculum may not qualify students for some scholarships and admission to certain colleges could be jeopardized students initially choosing the core curriculum may subsequently change to the smart core curriculum providing they would be able to complete the required course of study by the end of their senior year.3 students wishing to change their choice of curriculums must consult with their counselor to determine the feasibility of changing this policy the smart core curriculum and the courses necessary for graduation shall be reviewed by staff students and parents at least every other year to determine if changes need to be made to better serve the needs of the district s students the superintendent or his/her designee shall select the composition of the review panel 8

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sufficient information relating to smart core and the district s graduation requirements shall be communicated to parents and students to ensure their informed understanding of each this may be accomplished through any or all of the following means · · · · inclusion in the student handbook of the smart core curriculum and graduation requirements discussion of the smart core curriculum and graduation requirements at the school s annual public meeting pta meetings or a meeting held specifically for the purpose of informing the public on this matter discussions held by the school s counselors with students and their parents and/or distribution of a newsletters to parents or guardians of the district s students the first year of this policy s implementation all employees required to be certified as a condition of their employment shall receive training regarding this policy so that they will be able to help successfully implement it in subsequent years administrators or their designees shall train newly hired employees required to be certified as a condition of their employment regarding this policy the district s annual professional development shall include the training required by this paragraph graduation requirements the number of units students must earn to be eligible for high school graduation is to be earned from the categories listed below a minimum of 22 units is required for graduation for a student participating in either the smart core or core curriculum there are some distinctions made between smart core units and graduation units not all units earned toward graduation necessarily apply to smart core requirements unless exempted by a student s iep all students must successfully pass all end-of-course eoc assessments they are required to take or meet the remediation required for the eoc assessment to receive academic credit for the applicable course and be eligible to graduate from high school smart core sixteen 16 units english four 4 units ­ 9th 10th 11th and 12th oral communications one-half 1/2 unit mathematics four 4 units all students under smart core must take a mathematics course in grade 11 or 12 and complete algebra ii · · algebra i or algebra a b which may be taken in grades 7-8 or 8-9 geometry or investigating geometry or geometry a b which may be taken in grades 8-9 or 9-10 a two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the fourunit requirement for the purpose of meeting the graduation requirement but only serve as one unit each toward fulfilling the smart core requirement · · algebra ii choice of transitions to college math pre-calculus calculus trigonometry statistics computer math algebra iii or an advanced placement math comparable concurrent credit college courses may be substituted where applicable natural science three 3 units with lab experience chosen from · · · · · physical science biology or applied biology/chemistry chemistry physics or principles of technology i ii or pic physics civics one-half ½ unit 9 social studies three 3 units

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· · world history one unit u s history one unit physical education one-half 1/2 unit note while one-half 1/2 unit is required for graduation no more than one 1 unit may be applied toward fulfilling the necessary units to graduate health and safety one-half 1/2 unit economics ­ one half ½ unit ­ dependent upon the certification of the teacher teaching the course this can count toward the required three 3 social studies credits or the six 6 required career focus elective credits fine arts one-half 1/2 unit career focus six 6 units all career focus unit requirements shall be established through guidance and counseling based on the student s contemplated work aspirations career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate the smart core and career focus units must total at least twenty-two 22 units8 to graduate core sixteen 16 units english four 4 units ­ 9 10 11 and 12 oral communications one-half 1/2 unit mathematics four 4 units · · · · algebra or its equivalent 1 unit geometry or its equivalent 1 unit all math units must build on the base of algebra and geometry knowledge and skills comparable concurrent credit college courses may be substituted where applicable a two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four 4 unit requirement science three 3 units · · · · · at least one 1 unit of biology or its equivalent one 1 unit of a physical science civics one-half 1/2 unit world history one 1 unit u.s history one 1 unit social studies three 3 units physical education one-half 1/2 unit note while one-half 1/2 unit is required for graduation no more than one 1 unit may be applied toward fulfilling the necessary units to graduate health and safety one-half 1/2 unit economics ­ one half ½ unit ­ dependent upon the certification of the teacher teaching the course this can count toward the required three 3 social studies credits or the six 6 required career focus elective credits fine arts one-half 1/2 unit career focus six 6 units all career focus unit requirements shall be established through guidance and counseling based on the student s 10

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contemplated work aspirations career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate the core and career focus units must total at least twenty-two 22 units to graduate the special education programs are provided for students experiencing problems which interfere with learning initial referral should be made when a student is encountering difficulties in making progress in the regular education program objectives of the special education programs are to 1 determine a student s strengths and weaknesses through diagnostic testing 2 determine possible reasons for strengths and weaknesses 3 formulate behavioral objectives utilizing the student s strengths to serve as a structure for the remediation of weaknesses 4 create and try corrective remedial procedures 5 raise the student s self-concept and encourage a positive sense of wellbeing 6 continue evaluation in all phases to determine progress the end goal of these programs is to see the student progress to the point that further remediation is no longer necessary when completion of the goals of his special program has been accomplished he/she may return to the regular classroom curriculum referral may be made at any time to the principal of the school in which the child is enrolled referral may be made by the student s teacher other school educational personnel parents or the student the special education teacher completes the referral form based on information provided by the referring person any information which would assist in determining the nature of the child s learning problems and which is currently available should be included with the referral form such information may include a screening inventory home or classroom behavior check lists existing medical social educational data and/or samples of the student s work informal data gathering must be completed prior to the referral conference within seven 7 calendar days of receipt of the referral the special education teacher sets a date for a referral conference and sends a parent notification referral letter a time and date convenient to the parents will be arranged at the referral conference all existing information related to the student is reviewed the parents are included in this conference in order for them to provide additional information learn about educational services and become a part of the decision process options for the referral conference decision are 1 to continue the evaluation process 2 for the student to not receive further evaluation the purpose of an evaluation is to determine if a handicapping condition exists which results in learning difficulties which require specially designed instruction when the evaluation has been completed parents will be notified of an evaluation conference this conference will be scheduled at a time and date convenient for the parents should they wish to attend at the conference all the data will be reviewed the persons attending the conference will 1 determine whether the child has or does not have an educational handicap which necessitates a special program in accordance with state guidelines 2 specify the primary handicapping condition 3 design an individual education plan 4 determine appropriate placement for implementation of the individual educational plan further information may be obtained from the su-perintendent principals or special education teachers hector school district s assessment program consists of the regular classroom academic tests used to measure proficiency material presented in each class as well as standardized achievement tests arkansas benchmark test aptitude tests and special education special education referral student assessment 11

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interest inventories current law and the state board of education regulations require the administration of criterion-referenced tests crts and norm-referenced test nrt crts are administered in grades 3-8 benchmark exams end of course exams in algebra i and geometry and a literacy exam at grade 11 the crts are aligned to the arkansas frameworks and were developed by arkansas teachers and the ade the state s norm referenced test nrt is presently the stanford 10 and metropolitan 8 hector elementary chooses to assess all students k-6 using the stanford 10 and metropolitan 8 all students are expected to participate in state assessments the arkansas alternate portfolio assessment system is designed to evaluate the performance of students with disabilities and students with limited english proficiency in the grades where arkansas benchmark exams are given but are not appropriate for these students student school records and the hector public schools will follow the guidelines given below in giving access to student records 1 academic and personal records of students are confidential parents guardians school officials and the individual student have access to such records 2 parents of students upon request may inspect the students record and challenge any records that may be misleading inaccurate or otherwise inappropriate 3 parental signature is required for the release of school records except in the following cases a b c d other school officials within the same school may request and receive a student s records officials of other school or school systems in which the student has enrolled may request and receive a student s records the student has reached the age of 18 or is attending an institution of postsecondary education department of human services educational records 4 parents may have access to their child s records by contacting the building principal and arranging a time convenient for both parents and principal to review the records 5 it is the policy of the hector schools not to release directory information on students 6 school records that are shown to be inaccurate misleading or inappropriate may be corrected parents building principal and the school counselor will arrange a time to meet and make such corrections textbooks are furnished by the hector school district and are issued at the beginning of the school year students who lose or damage a book while it is checked out to them will be expected to pay for it students are held responsible for the condition of books throughout the year the hector schools district shall review and accept or reject requests for transfers both into and out of the district on a case by case basis the district may reject a nonresident s application for admission if its acceptance would necessitate the addition of staff or classrooms exceed the capacity of a program class grade level or school building or cause the district to provide educational services not currently provided in the affected school the district shall reject applications that would cause it to be out of compliance with applicable laws and regulations regarding desegregation any student transferring from a school accredited by the department of education to a school in this district shall be placed into the same grade the student would have been in had the student remained at the former school any student transferring from home school or a school that is not accredited by the department of education to a district school shall be evaluated by district staff to determine the student s appropriate grade placement the board of education reserves the right after a hearing before the board not to allow any person who has been expelled from another district to enroll as a student until the time of the person s expulsion has expired the responsibility for transportation of any nonresident student admitted to a school in this district shall be borne by the textbooks transfer between schools 12

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student or the student s parents the district and the resident district may enter into a written agreement with the student or student s parents to provide transportation to or from the district or both extracurricular and non-instruction activities in the hector school district are defined as follows any activity outside of the student s scheduled classes not dealing directly with the academic curriculum extracurricular and non-curricular activities are important components of the total educational program they aid in the development of the total student by providing opportunities for group participation teamwork leadership competition and assumption of responsibility students who are not in attendance for at least 1/2 of the school day will not be allowed to participate in any school activity that day or night unless prior arrangements have been made with the office before the absence occurs assemblies will be held from time to time throughout the year all students are required to attend assemblies unless excused by the principal assemblies are a scheduled part of the curriculum and as such are designed to be educational as well as entertaining experiences they provide one of the few opportunities in school to learn formal audience behavior regardless of the type of program courtesy demands that the student body be respectful and appreciative in live entertainment the performers are very conscious of their audience talking whispering stamping of feet and booing are discourteous yelling is appropriate only at pep assemblies 1 proceed to the assembly area quietly and promptly find your seat quickly 2 when the chairman of the assembly asks for your attention give it to him/her promptly 3 be courteous to the performers and to your neighbors don t use an interval of applause or the short time between numbers to start conversation 4 applaud in keeping with the occasion applause should be generous and courteous never applaud during or after a devotional assembly 5 do not leave the assembly until dismissed 6 students are expected to conduct themselves properly at all athletic events unsportsmanlike conduct such as booing or taunting the officials or players will not be permitted your conduct at many of these programs will determine to a large extent the opinion that your visitors have of our school and community as a whole it is in bad taste for students to talk while someone else has the floor at the conclusion of each program students are to remain seated until they receive instructions to leave elementary students are not to attend extracurricular events including ballgames without an adult each field trip will be adequately supervised so that good discipline may be maintained students must have a signed parent permission form to participate in field trips the school bus safety code adopted by the board will govern the behavior of pupils while on the bus school bus transportation will be used when arrangements can be made to do so without disrupting regular school bus schedules the time of departure and the estimated time of return shall be announced in advance parents attending field trips will need to make separate riding arrangements loss of field trip privileges may result from failure to follow the established school behavior guidelines activities and extra-curricular events attendance requirement for activities assemblies and athletic events field trips and class trips attendance definitions residence requirements reside means to be physically present and to maintain a permanent place of abode for an average of no fewer than four 4 calendar days and nights per week for a primary purpose other than school attendance resident means a student whose parents legal guardians persons having legal lawful control of the student under order 13

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