Lincoln Public Schools

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INFORMATION RELATED TO WORKING WITH STUDENTS

CHILD ABUSE

Substitute teachers must report suspected cases of child abuse or neglect to a teacher, counselor, assistant/associate principal or principal. Document the person to whom you have reported it. It is vital that the report be made as accurately and as soon as possible.

According to Nebraska State Law, abuse or neglect means knowingly, intentionally, or negligently causing or permitting a minor child to be:

• Placed in a situation that endangers his/her life or physical or mental health
• Cruelly confined or cruelly punished
• Deprived of necessary food, clothing, shelter, or care
• Left unattended in a motor vehicle if such minor child is six years of age or younger
• Sexually abused
• Sexually exploited by allowing, encouraging or forcing such person to solicit for or engage in prostitution, debauchery, public indecency, or obscene or pornographic photography, films, or depictions.

Do's and Don'ts of Responding to Disclosures by Students

Don'ts

• Don't cut the student's statement off in order to ask questions, get someone else there, etc. Just listen.
• Don't assume what happened.
• Don't ask leading questions (never suggest/offer a perpetrator or behavior(s) the perpetrator may have done).
• Don't take photographs. It is not your job to collect evidence.

Do's

• Do get the basic information (ask as few questions as possible).
• Do make the report as quickly as possible (preferably before the end of the day or before the student goes home).
• Do consult with the administrator/department chair/counselor before the student leaves.
• Do remember that our first obligation is to the safety and well being of our students.
• Do only talk about the information disclosed to you with the people who "need to know" (adminstrators or department chairs/counselors - in the absence of an administrator). Involving other people or sharing the information with a parent that a report has been made may place the student at risk. This may also undermine the investigation. DO NOT CONTACT PARENTS. The investigator will do that.

What do I say to a student that is non-leading?

• What does that mean? Explain that to me?
• Where did this happen? (Don't suggest places.)
• When did this happen? (Don't suggest times.)
• Who did this? (Don't suggest people.)

What to think about when a student discloses abuse or neglect?

• A student may or may not want to, or be able to answer any of these questions - do not push them for more detail.

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STUDENT RIGHTS

Students should be treated fairly and given the same treatment without consideration of race, color, religion, gender or disability. Students who need special accommodations should be given those accommodations as needed for them to participate in school and school activities. Further, students have the right to have their school records kept confidential. Such information should be shared only with other school staff with a need to know the information to perform their duties. Student records and student personally identifiable information are confidential.

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STUDENT DISCIPLINE

Discipline is everyone’s responsibility. The substitute teacher is responsible for articulating classroom expectations at the beginning of the daily assignment (or at the beginning of a long term assignment) in cooperation with the expectations for student behavior at the building and implementing the classroom expectations on a consistent basis.

• DO NOT USE CORPORAL PUNISHMENT WITH STUDENTS. This includes hitting, pushing, grabbing, pinching, forcing a student to stand for long periods of time or making a student do push-ups as punishment, or using any physical force. DO NOT TOUCH STUDENTS WHEN YOU ARE IN “DISCIPLINE MODE” AND WANT THEM TO OBEY OR BE COMPLIANT.
• Substitute teachers and administrators can use force for safety of self or others if it is necessary to protect self, student(s), others or property and if it is used in a manner not designed to cause or create a risk of death or serious bodily harm, pain, distress or gross degradation.
• Student conduct may be regulated if it is distractive or disruptive, creates health problems, involves safety factors, lewd or indecent, invades the rights of others, or involves substantial disorder.
• Substitute teachers shall be responsible for using reasonable measures necessary to maintain control in the classroom, in the school building and on school grounds.
• Contact the office administration immediately for assistance when a situation exists which could cause injury to students or others. Examples include:
  • Student fight
  • Student health problem (fainting, high temperature, difficulty breathing, etc.); if the office can not be immediately located, call 911 if the problem appears to be of immediate and serious concern
  • A report or a suspicion that a student has a weapon or other dangerous item or drugs, alcohol, or other illegal substances
  • Presence of an intruder (a non-student or staff member who refuses to go to the office)

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HARASSMENT

Do not tolerate any form of harassment: sexual, racial, verbal, ability, etc.

• Don’t ignore student to student conversation. Tell the student initiating the harassing conversation that what he/she said is inappropriate and that he/she must stop immediately. Report to a teacher, counselor, assistant/associate principal, or principal. Document the person to whom you have reported the incident.
• Don’t joke about these issues.
• Do not use the classroom as a forum for gaining support for own belief system/life style.
• Remember that harassment may be student to student, student to staff, staff to staff, staff to student. None is acceptable.

If you receive a report of behavior that may be sexual harassment, or witness sexual harassment, remember to:

• Treat the information as confidential, tell only those who need to know
• Notify your supervisor immediately
• Notify your principal of the incident and your actions
• Accept the information as it is presented
• Document the information, do not add value words or labels
• Determine the steps to take in the future so no further incidents of sexual harassment occur
• Contact the Title IX Officer, Dr. Nancy Biggs, if you have further questions or concerns

Sexual harassment is not tolerated in Lincoln Public Schools. Supervisors are charged with the responsibility of providing a work environment free from hostile activity. Employees of the district are charged with the responsibility of reporting such activity that creates a hostile and intimidating work environment.

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EDUCATIONAL EQUITY

The Policy

Lincoln Public Schools is committed to the concept of educational equity for students, staff and patrons of Lincoln Public Schools. In all programs conducted by the school district, the dignity and worth of all human beings will be recognized. Such recognition shall be extended regardless of a person's economic status, race, ethnic background, culture, religion, sex, age, or mental, physical or linguistic ability.

In addition it is the policy of Lincoln Public Schools to assure that all students have equal opportunity to take part in all school programs. The material used with students is to represent all types of people, both male and female, in a variety of jobs, skills and leadership. Lincoln Public Schools is committed to providing an environment free of harassment based on sex, race, religion, national origin or ability/disability.

Complaints

If you feel you or someone you know has not been treated fairly, you have three options:
1) get more information to try to resolve it with a staff member who knows about the situation;
2) talk to your principal or a central office administrator who can advise you;
3) write to Lincoln Public Schools Equity Administrator, Box 82889, Lincoln, NE 68501.

If you send in the complaint form, a school district official will gather as many details as possible. That information will then be forwarded to the school district's Educational Equity Monitoring Task Force, a group of citizens and school staff members. The task force will assign a team to thoroughly investigate your complaint and will make recommendations for changes if your complaint is justified. Your name will not be used unless you authorize it. Complaints regarding sexual harassment will not be handled by the task force, but by a district administrator.

Important Contacts

If you would like more information about the policy as it relates to curriculum, classrooms, practices, student activities or any part of school life, you may call any of the following people:

• For assistance or to express concern, call Becky Wild, Equity Administrator - 436-1650.
• For assistance specific to race relations and multicultural issues, call Thomas Christie, Multicultural Administrator - 436-1604
• In matters related to instructions, call Marilyn Moore, Associate Superintendent for Instruction - 436-1625
• For assistance from the ADA coordinator, call Human Resources - 436-1575
• For student or Section 504 assistance and concerns, call Becky Wild, Director of Student Services - 436-1650
• In matters related to curriculum, call Barb Jacobson, Director of Curriculum - 436-1634
• For assistance concerning special education, call Michael Bossard, Director of Special Education - 436-1932
• In matters related to affirmative action, call Thomas Christie, Multicultural Administrator - 436-1604
• In matters related to federal Title IX legislation or sexual harassment, call Nancy Biggs, Title IX Officer and Associate Superintendent for Human Resources - 436-1575

What Everyone Needs to Know About Handling Sexual Harassment

• Take the report seriously.
• Listen, sympathize, but don't judge.
• Don't delay.
• Respond to concerns.
• Document. Inform parents of all students involved.
• Follow up on the complaint.
• Avoid using "Dangerous Words".

Types of Sexual Harassment

Sexual harassment may fall into several categories - verbal, physical and visual.

Verbal harassment may include:

• sexual innuendos and comments and sexual remarks about your clothing, body, or sexual activities;
• whistling in a suggestive manner;
• suggestive or insulting sounds;
• humor and jokes about sex;
• sexual propositions, invitations, or other pressures for sex;
• implied or overt threats.

Physical harassment may include:

• patting, pinching, and any other inappropriate touching or feeling;
• unwelcome interference with touching;
• brushing against the body;
• attempted or actual kissing or fondling;
• coerced sexual intercourse;
• assault/rape.

Visual harassment may include:

• Derogatory cartoons, drawings or posters
• Making of obscene gestures
• Leering or ogling

The action (harassment) must be unwanted, or undesirable or offensive to the harassed employee or student and not solicited or incited by the employee or student.

Dangerous Words

When responding to a complaint, be careful that these words don't come out of your mouth.

• It's just teasing - no big deal.
• The people in our school would never do...
• I know he/she didn't mean anything like that.
• It's your fault for dressing so provocatively.
• You need to learn to handle these things.
• Just ignore it.
• He/she puts his arms around everyone.
• Why can't you learn to accept a compliment?
• You must have wanted it, otherwise you would have told him/her no.
• That's how they do things where he/she comes from.
• It's just a joke. Lighten up.
• We've never had a complaint, so we don't have a problem.
• This kind of behavior is all part of growing up.
• It's a matter of hormones, we can't control that.
• If we had to discipline every student who used bad language we'd never get anything else done.
• It's just a prank that got out of hand.
• Oh well, kids will be kids.

Sexual Harassment	Flirting
feels "bad"	feels "good"
is one sided	is reciprocal
makes you feel unattractive	makes you feel attractive
is degrading	is a compliment
makes you feel powerless	makes you feel in control
is power-based	is based on equality
may include negative touching	may include positive touching
is unwanted	is wanted
is illegal	is legal
is invading	is open
is demeaning	is flattering
makes you feel sad/angry	makes you feel happy
produces negative self-esteem	produces positive self-esteem

Supervisory Techniques for Preventing Sexual Harassment

• Be a role model. You set the tone as to what behavior will be tolerated.
• Do not allow sexist, stereotyped or sexual remarks. Say, "That's not appropriate" or "The rules have changed; we don't do that anymore."
• Periodically remind employees and students of the policy and the institution's commitment to preventing and stopping sexual harassment.
• Let persistent harassers know that their job or student status is on the line. Give them a copy of the policy.
• Control social interaction when:
  • it occupies too much work time and interferes with productivity;
  • people perform their tasks less effectively because of it; or
  • it results in inappropriate behavior.

Sexual Assault 3rd Degree

Intentionally touching the intimate or sexual parts of another person's body, or the clothing immediately covering these parts of the body, for the purpose of sexual arousement or sexual gratification. The breast, genitals, buttocks and the inside of the thighs are considered intimate or sexual parts of the body.

What's the Big Deal?

Assault "goes further" than harassment but both HURT PEOPLE! Both sexual assault and harassment are ways that people:

• FORCE sexual attention on someone who doesn't want it.
• DOMINATE others by UNFAIRLY taking advantage of a situation.
• INTIMIDATE others to FORCE their consent.
• TAKE PLEASURE from someone else's PAIN or discomfort.
• ABUSE POWER that they have over people.
• VIOLATE someone's rights.

BE INFORMED

Sexual Harassment Is:

1. NOT the victim's fault.
2. NOT harmless flirting.
3. NOT harmless fun.
4. NOT accidental.
5. NOT something made up to spoil a good time.
6. NOT asked for by being physically attractive.

Sexual Harassment :

1. DOES NOT go away if it's ignored.
2. DOES happen over & over.
3. DOES escalate & intensify if it is not stopped.
4. IS AGAINST Lincoln Public School Policy.
5. IS AGAINST THE LAW!

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Supervision of Students

Proper supervision of students is an important responsibility for substitute teachers and other adults responsible for students. Substitute teachers are expected to meet the four "P's" for student supervision and safety.

1. Proper supervision
   • Report to all duty assignments on time.
   • Circulate through your duty area.
   • Be vigilant. Never leave your classroom unattended. If an emergency requires that you leave your classroom, request another nearby staff member to cover your class or notify the office so someone can provide assistance. If you are on recess duty, your responsibility is to supervise the students in your assigned area.
   • Increase your supervision of a student about whom you have been informed or whom you have seen has a propensity to act dangerously or in an unpredictable manner.
   • Be careful with your language. You should not use any profanity or abusive language. Be a good role model for students. If a student uses such language, you should correct the student and take such disciplinary action as is appropriate, which may include making a report to the administration.
   • Be careful about touching students. Click here for the "Discipline" section.
2. Proper instruction
   • Proper instructions are important to reduce the risk of injury when students undertake an activity, especially an activity that has an increased risk of harm to students.
   • Repeat the instructions on how to complete a task that has a heightened risk of danger as often as needed. Do not assume because students heard the directions once that they will be remembered.
   • Review playground and classroom safety rules with students and indicate that you have done such in the notes you leave for the teacher.
3. Proper Maintenance of Buildings, Grounds, and Equipment
   • If equipment is broken and presents a risk of injury, immediately take it out of service (if it can't be move, tape a "Do Not Use" sign) and notify the office so those repairs may be undertaken.
   • Check your communication device (if you use one with your assignment) to make sure that you can communicate with the office immediately in the event of an emergency.
4. Proper Warnings
   • If you have knowledge of a hazard that can likely cause injury, take steps to warn other staff and students. Tell the office so additional warnings may be given.

All discipline cases, which cannot be handled in the room in an appropriate manner, should be referred to the principal or assistant. If a situation does occur, make sure that all documentation papers have been completed and given to the proper person before leaving the building. Under no circumstances should the substitute teacher administer corporal punishment.

You are as legally responsible for pupils, equipment and materials assigned to your care as is the regular teacher for whom you are substituting.

Student Supervision - Area of Direct Supervision
(examples: classroom, gym, lunchroom, dismissal lines, playground, field trip bus)

• Responsible for safety and well being of students at all times.
• Expect constant visual/auditory connection and accounting of students.
• Expect appropriate classroom management and monitoring of students.
• Held accountable for behavior of students in area of supervision, within reason.
• Not reasonable for teacher to anticipate and stop spur-of-the-moment violent act; but reasonable for teacher to anticipate if student displaying weapon or talking about violent act or in an angry manner.
• When students are allowed time to engage in free play, or non-teacher directed activities, it is reasonable to expect they may engage in inappropriate activities if not closely monitored.
• If teacher is on notice as to behavior issues with a particular student, even closer supervision of that student is warranted.
• Report to the office any students that do not belong in the classroom or might be missing from the classroom.

Student Supervision - Out of Area of Direct Supervision
(examples: trips to restroom, office, media center)

• Allowed in order to teach responsibility, confidence and independence.
• Must use professional judgement about which students may engage in school-authorized tasks that take them out of the teacher's area of direct supervision. There are some students who cannot do any of these activities without supervision.
• If a student is permitted out of area of direct supervision for activity, teacher remains accountable for behavior of student.
• Even though cannot maintain constant visual connection or accounting, remain responsible for follow-up if student is gone too long for specific task; the amount of time may vary in terms of how long is "too long, " depending on the student.
• NOT held accountable for behavior of child outside of direct supervision IF:
  • student is sent on authorized task appropriate for that student.
  • sufficient/appropriate measures taken in follow-up.
  • student behavior not forseeable.
• WILL be held accountable for behavior of student out of area of direct supervision IF:
  • student is out of area of direct supervision for unauthorized activity.
  • teacher fails to follow up in appropriate manner on student out of area of direct supervision.

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Responsibilities of the Regular Teacher to the Substitute Teacher

Even though they may never meet, the substitute and the regular teacher have a real responsibility to each other. The regular teacher is responsible to an important degree for the attitude that his/her pupils display toward the substitute teacher. The attitude should be one of helpfulness and courtesy such as would be accorded any invited guest of the school. The regular teacher also needs to make as much current information available to the substitute as possible. This will help the substitute to successfully maintain the continuity of the program. When entering an absence with SubFinder, the regular teacher should indicate any special circumstances to the substitute such as:

• Field trips requiring certain apparel
• Long outdoor recess duty
• Optional periods that the regular teacher is assigned
• After school clubs or duties beyond a normal day
• Optional periods or duties which take the place of lunch

The regular teacher is required to maintain all of the information a substitute would need in taking over his/her work. Complete lesson plans containing an up-to-date record of the work of the class and outline of the lessons to be covered during the current week are to be kept in the teacher's plan book. Lesson plans should include due dates for assignments and homework procedures.

The following items of information with all necessary explanations, should be available in the substitute folder:

• Attendance procedures and where to place absentee folder/list for pick-up
• Class lists according to reading/math groups and/or various classes and/or homeroom
• Current daily schedule, which should include: Individual student schedules, e.g., library, speech, resource room
• Fire/tornado/crisis drill procedures for passage to/from classroom
• Guidelines for lunch, recess, hall duty, phone usage by students, student work groups meeting outside of the classroom, passes and student assistants’ names/schedules/responsibilities
• Up-to-date seating charts
• Personal information sheet listing the following:
  • Student helpers
  • Special needs students (LD, BD, MI/MOD, etc.) and information pertinent to their needs
  • Updated notes on students temporarily needing special attention because of school or home concerns
  • Pertinent student health information
  • University/college field placement students
  • Special Education staff, paraeducators, or other staff present during instruction
• Any additional responsibilities of the individual teacher, e.g., grading and distribution of papers, supervision duties, breaks and special disciplinary measures
• Teaching plans for the day's classes which include names of books and an explanation of any abbreviations used
• Contingency lesson plan (when a lesson plan cannot be followed)
• Building characteristics should be outlined including the location of the lunchroom, lounge, restroom and media equipment
• Map of the school
• School or team discipline plan/rules
• Names and rooms of other members of the teaching team
• Whom to call or report to if there are problems. (Please include at least two persons’ names.)

Teachers are to complete and sign a Certified Notification of Absence whenever they return from an absence even if a substitute was not employed during their absence. Teachers are also to complete and sign a substitute teacher evaluation form regarding their degree of satisfaction with the substitute's performance. Other teachers, students and/or the principal may give valuable input into the evaluation.

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Responsibility of the Students

The students are expected to share the responsibility of making the day's work effective despite the absence of the regular teacher. A substitute teacher should expect the full cooperation of all students in the room and should help ensure such cooperation by planning to make the day worthwhile and productive.

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Responsibility of the Principal

The principal has the responsibility for discipline in his/her school and for setting a proper climate for good school control for teachers and pupils.

Upon arrival at school, a substitute should report to the principal's office. There, the principal or someone designated by him/her, will explain the assignment and any other special duties the substitute is expected to perform. Questions in regard to textbooks, the teacher's plan book, supplies or general procedures will be answered by the principal, a team teacher, or, in the high schools, the head of the department.

The principal may introduce the substitute teacher or arrange to have them introduced to at least one of the regular teachers who may be of assistance to the substitute whenever the principal is not available for consultation.