CUSTER COUNTY DISTRICT

HIGH SCHOOL

SUBSTITUTE
TEACHERS
MANUAL

Custer County District High School

20 South Center
Miles City, MT 59301
(406) 234-4920

Revised Aug. 2014

CCDHS SUBSTITUTE TEACHING - A QUICK OVERVIEW

Principal: Beez Lucero, ext. 225,
Assistant Principal: Vince Gundlach, ext. 228
Activities Director: Mike Ryan, ext. 229
Administrative Assistant: Nancy Letke, ext. 226
Administrative Assisstant: Diane Schneidt, ext. 221
Activities Clerk: Anita Murnin, ext. 245
1. Please check in at the business office when you arrive for the day and before you leave at the end of
the day. Unless teachers have students assigned to them during their prep period, you are not required to
stay at the school during that time. You will be paid based on the number of hours you work.
2.

Be sure to follow the bell schedule. Do not let students leave class early.

3. Do not issue a pass or let students go to any other instructional area during your class period
without the PRIOR consent (a pass in hand) from the teacher in that area or classroom. Please be sure to
check passes when students return to class from the library or other areas to make sure they were where
they were supposed to be.
4. Do not leave the class unattended. If you need to get coffee or use the rest rooms, try to do so during
the class breaks. When you leave the room, please lock the door.
5. If you have discipline problems with a student, send the student to Mr. Gundlach's office. Check at
the end of the period or call on the phone (ext. 224 or 228) to verify their arrival.
6. Attendance should be taken at the beginning of the class period and submitted on the computer. If a
student comes in late, you will need to change the attendance on the computer from an absence to a
tardy. If you have difficulty taking attendance on the computer, please write down the absences and turn
them in to the attendance office, then contact Nancy Bensley, Ext. 295, for instruction on taking
attendance on the computer. The extension for Peggy Pyle in the attendance office is 224.
7. Students who are ill should be sent to the Counseling Center. If they are healthy enough to walk by
themselves, you should give them a Corridor Pass(yellow); if they seem to need assistance, send another
student to accompany them. Please call Debbie Phelps in the Counseling Center at Extension 251 when
you send a student to them,
8. All classrooms have a phone. If you are in doubt about a situation, need assistance, or have any
questions, call Mr. Lucero's office (Ext, 225 or 226) or Mr. Gundlach's Office (Ext. 228 or 224) or Mr.
Ryan (Ext. 229). For computer questions, call Nancy Bensley at Ext. 295.
9. Parking: Please do not park in the high school faculty parking lot. You may park in the Central
Office parking lot.
10. Please leave a note for the teacher. In your note, you should let the teacher know how things went in
general but at the least communicate if you have had questions about procedures or lesson plans or if
you have had difficulty with any students.
11. Students are not allowed to use their phones in classrooms or instructional areas unless it is part of
the instruction and they are directed to do so by the teacher. We ask that teachers and substitute teachers
not use their cell phones during class time.
12. Please do not allow students to use or be seated at the teacher's computer. They should not be
permitted to take attendance and should not be reading over your shoulder when you are using the
computer.

THANKS FOR BEING A GUEST TEACHER AT CCDHS!

WELCOME
We are pleased that you have decided to become a substitute teacher at Custer County District High
School. It is a demanding, sometimes frustrating, but rewarding responsibility.
The purpose of this handbook is to inform you of your duties, school procedures, and hopefully give
some helpful hints on how to be more efficient and confident in the many activities involved. We would
like you to feel a part of our school.
Responsibilities
1. Performance Responsibilities:
a. Perform duties of the teacher according to their schedule.
b. Maintain as fully as possible the established routine of the school and the
classroom to which assigned.
c. Enable students to pursue their education as fully as possible in the
absence of their regular teacher.
d. Assume responsibility for overseeing pupil behavior during class and
other times as scheduled or assigned.
e. Daily: Leave a note of the work completed for the regular teacher.
f. Turn in daily evaluation report form to the office.
g. Verify with school secretary whether he/she will be needed the following
day.
h. Follow all policies, rules and procedures that teachers are subject to and
which good teaching practices dictate; always be careful to maintain
confidentiality.
i. Read the Student Handbook and the Safety Procedure Manual.
2.
Substitutes are to pick up their W-4 and 1-9 forms from the Central Office of the Miles City
Schools. The forms should be completed and returned to the Central Office.
3.

Salary and pay period

a. Short term, daily teacher substitutes are paid for a maximum 7-hour day. Less
than a full duty day will be paid based on the number of hours worked. Ask at the
Central Office for pay periods and pay rates.

PRELIMINARY DETAILS
1. GETTING THE CALL
a.

Hiring of all substitutes is made through the Miles City Public Schools Central Office.

b.

Once a substitute has made application and has been placed on the substitute list, it is
generally assumed that he/she will be available at times when school is in session.

c.

Requests for substitutes are generally received between 6:00-7:00 a.m. at the Central Office
and substitutes are called immediately. Substitutes for planned absences will be contacted by
the building secretary in advance of the absence. In the absence of any special instructions, it
is assumed that the substitute will report for the assignment at least fifteen minutes before the
beginning of the school day.

2. REPORTING FOR DUTY

Substitutes should report to the high school Business Office where they will receive the necessary keys,
notes, or special instructions. If you need any assistance during the day, please feel free to call on the
principal or another staff member. Full-time substitutes are expected to fulfill a seven-hour day.

3. SUBSTITUTE FOLDER
is available in each classroom. Teachers will put the folder on their desk or leave instructions regarding
where to find the folder. Ask someone in the office if you cannot locate the substitute folder. Please
review the material as it is pertinent.
A substitute folder will include:
a.
Safety procedures manual
b.
Emergency-crisis situation information and Emergency calling list (in-building)
c.
Library information
d.
Telephone Extensions for the high school
e.
Department Chairs/Members
f.
Class Schedule for all faculty/staff members
g.
School calendar
h.
Student handbook
Teachers may add any or all of the following to this folder:
i.
Classroom rules and consequences
j.
Seating chart
k.
Computer/equipment notes (i.e. how to run the attendance computer, projector, or Smart
Board, etc.
l.
Medical alert students or students with special needs or accommodations
m.
Any other pertinent information

Classroom Management
Attendance
Please take attendance at the beginning of the class period. All attendance is done on the computer.
Teachers will provide you with a class list or roster for each class. Mark the teachers roster as they
indicate. Put the attendance in the computer for the school. If you have made an error on the reporting,
please let the Attendance Office know by calling extension 224.
Discipline
CCDHSs discipline policies are listed in the Student Handbook some of the most common issues are
also in this handbook. If you need immediate assistance, call the assistant principals office at
extensions 228 or 224 or principals office at extensions 225 or 226.
Suggestions for successful classroom management.
1.
Start the day out quickly, firmly, concisely. Be pleasant. Appear confident. Let the students know
"anything doesn't go". The substitute's first words and actions usually go a long way to set the
day's discipline. You must command respect with your actions.
2.
Get the students busy at the beginning of the day. Keep them busy!
3.
Problems might be eliminated if questions are phrased so only one student will answer or so
students will raise hands. For example:
a.
"Raise your hand if you can tell me where the teacher computer is."
b.
"Raise your hand if you know the names of absent students."
c.
"John, where is the bathroom pass?"
4.
Students are likely to say: "This is not the way our teacher does it." Tell them at the beginning,
"Don't worry if I don't do things exactly the way your teacher does. There is usually more than
one good way, and a change can be fun for you." However, children often feel more secure when
they follow an established routine, so try to hold to the time schedule and other "anchor"
routines,
5.
Compliment things in the room (if applicable) and inquire about the things around the room.
6.
Put things on their level. Involve the students.
7.
With any group....
a. Do smile.
b. Be friendly.
c. Show enthusiasm.
8.
Know their names! Pick out the "troublemakers" and have them help you. Even the smallest task
can put them on your side.
9.
Remain calm and relaxed. Don't lose your "cool".
10.
Maintain established routines as much as possible.
11.
Be positive. Try and see that every student has some success or praise each day. Just a pleasant
word or an appreciative smile works wonders.
12.
Keep students as busy as possible!
13.
Firmness is important. Children need to know that you can command the situation and will.
14.
Solve problems "on the spot". Don't degrade the student in front of the others, but do handle
situations when they occur.
15.
Deal with the individual student, not the group, when corrections are necessary. Be sure to have
all the facts. Listen to both sides of the story. Focus attention on the problem. Give the child the
benefit of the doubt.
16.
Be firm, but rather than issuing an ultimatum, give the student a choice (e.g. meeting the needs of
the classroom for that day, or not taking part in the classroom activities by moving his desk to the
back of the room). Give the child only one chance, and if he has made the wrong choice and

17.

18.

cannot follow instructions, then follow through.

If you do need to send a student to the office, use the intercom call back button and someone will
come and get him/her. (Do not leave the class unattended at any time.) Otherwise, send a detailed
note.
If you anticipate problems, let the principal know in advance.

GENERAL INFORMATION
1.

We strongly urge persons interested in substitute work to visit the schools and become familiar with
procedures, building layout, and staff.

2. Substitutes have the same rights and responsibilities as the regular teachers and aides in our district;
therefore, you are responsible for the following:
a. Independent Study students, as indicated by the teacher.
b. Use of the teachers' lounge.
c. All other rights and responsibilities listed in the teacher and student handbooks.
3.
Lunch: CCDHS does not offer a lunch program, but students, teachers, and substitutes may eat at
Lincoln Elementary School. The cost for adults is $3.50 per day. If you plan to participate in the lunch
program, you must sign up in the Business Office before 9 a.m. each day. Also, you may bring your own
lunch or go home for lunch.
4.

Parking: Please do not park in the high school faculty parking lot. You may park in the Central
Office parking lot.

5. ATTENDANCE: Bells only ring to dismiss students at the end of class, start class on time and
take attendance right away. Each teacher has a computer for taking attendance. They also may have
some kind of personal roster or list to be marked as well. Follow the procedures for marking the
attendance on the computer. If there is an error, or you have a question, contact the Attendance Clerk at
phone extension 224.
*Do not allow students who have been absent or who are very late to class to attend class without a slip
from the attendance office.
*If a student comes to class with a signed pass from a teacher or from an office, mark it as an excused
tardy. All others are just tardy. Parents and guardians cannot excuse tardies.
6.

Make a meaningful experience out of a teacher's lesson plans by:

a. Becoming familiar with books being used in the class.
b. Referring to the teacher's manual.
c. Carrying out instructions.
d. Supplementary lesson plans that may be applicable are available in the
principal's office.
e. Colleagues around you can also be helpful.

7.

Classroom management and disciplinary responsibilities:

a. Provide an orderly learning climate.
b. Be fair and honest with the students.
c. Correct students who do something unacceptable.

d. Never show favoritism.

e. Respect students and in return they will respect you.
f. Keep students interested and busy.
8.

Behavior Problems
Follow the procedures indicated in the Discipline Referral handout.

9.

Each teacher will indicate in their sub instructions whether papers are to be graded.

10. Students have the same responsibilities toward a substitute that they have for the regular teacher.
Teachers are to inform students what is expected of them when there is a substitute.
11. Send students to the library or special classes only if the teacher has indicated this on the lesson
plans for the day. Be sure to check with the librarian to see that the special arrangements have been
made.
12.
Leaving the classroom - Substitute teachers do not leave the classroom during a class or study
group. In case of emergency, call the office with the intercom call button. Do not allow students to leave
classes unless the reason is valid. You have to use some common sense here. A time limit is a good idea.
13. Emergency drills, primarily fire drills. The exit route is posted. You'll know the fire bell when you
hear it.
14. Confidentiality: Substitutes are subject to the same confidentiality rules as the regular teachers. Any
confidential information obtained from a student, teacher or other school personnel will be kept
confidential, both in and out of school.
15. Drug and alcohol policies and procedures can be found in the Student Handbook.
16. The District maintains tobacco-free buildings and grounds. Use of tobacco will not be allowed in
any buildings or grounds, nor will employees be allowed to use tobacco while on duty. New employees
of the District will be hired with the understanding they will be directed not to use tobacco in school
buildings or grounds. Limitations or prohibitions on tobacco use are applicable to all hours. All
employees are expected to aid in the enforcement of this policy.
17.
Asbestos Management. Student safety is a concern of Miles City Public Schools. As such, an
asbestos management plan is available for review by your parents, teachers and employees. The Miles
City Public School District has completed a survey and inspection of all buildings. Based on the results
of this inspection, a management plan was prepared which details the response actions that this district
will take regarding asbestos containing materials found. This management plan is available for
inspection in the school office without cost or restriction during normal business hours. Personal copies
can be supplied upon payment of a small copying fee."
18.

Child abuse and neglect: Report any suspicions you have to the principal or guidance counselors.

19. Sexual harassment: Mike Ryan, Activities Director is the Title IX and Sex Equity Coordinator for
the District. Contact him if you have questions or problems.
20. Telephone
School telephones are available for personal use on a limited basis. Building administrators reserve the

right to limit personal calls at any time to avoid excessive use of the telephones or to avoid the tie-up of
telephone lines.
When calls from home are received for a student, a message will be taken by the office and delivered to
the classroom. Teachers and students will not be called from a class for a phone call except in case of
extreme emergencies.
21.

Final Daily Activities

At the conclusion of your day and before you leave the building, make sure you have done the
following:
a.

b.
c.
d.

Write a summary for the regular teacher indicating what materials were
covered for the day and what was not covered in the daily lesson as
outlined in the plan book.
If necessary, make a list of students who did not work, complete
assignments, or were a discipline problem in any way.
Shut down all computers, projectors, televisions, etc.
Check to see that all windows and classroom doors are locked and all
lights are turned off.

Information from the Library

Bringing Classes
If you intend to bring a class to use the library, please remember to call or e-mail in advance to reserve
the class period you intend to come. We only have a total of 17 computers for student use, and we prefer
to let the study halls know when we will not have room for their students.
Passes for Students
Please remember to send students with the appropriate paper pass, and only one student per pass. When
students return, their pass should reflect two time/date stamps from our machine.
Blue Pass: The student will be using the internet for research purposes related to YOUR
assignment. Study Hall students should get this from their teacher before going to study
hall.
Yellow Pass: The student will be reading, checking out books, or typing only. Student Aide
passes are considered to be Yellow Passes
After-hours Information
If you come in to use the library after hours, remember that the card catalog machines will not
work; our server is shut down each evening.
If you take materials, please remember to leave a note with your name and the circulation number (next
to the barcode) of the item you are taking. If it is an item with a card (Video/DVD/Professional/AV)
please leave the card.
Returning Materials
While we do not insist on due dates for teacher checkouts, please remember to return materials
promptly; others may be waiting for the same thing.
Video and AudioBooks
Please remember that our video collection is for IN-SCHOOL use, and NO STUDENTS may check out
videos, DVDs or audiobooks.
Infotrac Database
Don't forget to ask about using our INFOTRAC DATABASE. This is a wonderful tool for teachers and
students, and is provided at no cost through our State. This database collects information from MANY
more periodicals and can give you access to titles like: Journal of Advanced Mathematical Studies;
Journal of Addiction and Mental Health; Journal of Advertizing; Teaching History: A Journal of
Methods; Romance Notes; and MANY MORE!
http://infotrac.galegroup.com/itweb
ID (username): mtlib_2_851
Password: discovery

TEACHERS' RESPONSIBILITIES TO THE SUBSTITUTE TEACHER

1.
It is the classroom teacher's responsibility to prepare the students for the substitute teacher. The
teacher should explain reasons why substitutes must be called in during the year and what is expected of
the students in ways of class attitude, studying, and behavior.
2.
Teachers are to notify the high school principal when a substitute is needed. In case of an
emergency, call the principal as soon as possible. If a teacher knows in advance when a substitute is
needed, he/she is to let him know as far in advance as possible.
3. Lesson plans, records, and other folder information are to be current and available for the substitute.
Leave these in your desk or in the office with the secretary.
4. Teachers are to have worksheets and materials available with the lesson plans so they may be
picked up with the lesson plan book in the morning.
5. If a teacher knows in advance that he/she is going to be gone, they should go over the lesson plans
with the substitute and explain what is expected of the students for the day. File a copy of expanded
lesson plans in the office.
6. Materials to be posted in the classroom:
a. Class schedule
b. Fire drill exit schedule
c. Classroom rules
7. High school teachers and especially special area teachers (shop, art, lab, music, foreign language,
etc.)
a. Have students assigned to help substitute teachers.
b. If you know in advance when you will be gone, plan a lesson that a substitute can carry out.
8. Teachers will be required to make a written evaluation of the substitute's work immediately and
turn it into the building principal. This evaluation will include the following information:
a. Lesson plans were carried out as specified.
b. Show whether students felt there were any discipline problems or lack of classroom control.
c. Suggestions for the substitute.
DISCIPLINE PROCEDURES
1. Common sense is essential to handling discipline.
2.
Each teacher's sub instruction sheet has rules and consequences. This should be a reasonable
discipline guideline (if you do not receive the sheet or it is not complete, please note that on the
substitute's report).
3. A logical progression in the absence of other instructions would be:
a. Individual conference
b. Reprimand
c. Report to teacher
4. Report to the office for detention assignment.
5. Call the office and have the student removed from class.
Be consistent! Don't ignore or overreact. Anytime you feel inadequate to handle the situation, call the
office.

Discipline Referral
When to send Students to the Office from the Assistant Principal
1. After a re-direct, a student continues to disrupt the class
2. Profane/unacceptable language
3. Inappropriate behavior that is not corrected after a re-direct
4. When there is a student or staff safety issue
5. Drug/alcohol/tobacco issues
6. Cell phone or electronic device is visible/in their possession
7. Insubordination
8. Fighting/harassment/intimidation
*please feel free to call extension 228, and the assistant principal will escort the student
*When a student is sent to the office, it is a strike in that class

When NOT to send Students to the Office

1. Students do not turn in their homework
2. Student sits in their chair and does not participate in class
3. Student forgot books, supplies, PE clothes (if its a habit, contact the assistant principal)

Discipline Policies from Student Handbook pages 10-16

Corrective Actions (Examples): The severity of some disciplinary infractions may dictate adjusted
corrective actions. Corrective actions are administered at the discretion of CCDHS administration or a
designee. Criminal offenses will be reported to Miles City Police Department.
Bullying/Cyber Bullying/Intimidation/Harassment/: Students who demonstrate harassing or
intimidating behavior towards others will be subject to corrective actions. Students will be
warned of the behaviors that are unwanted. The behaviors will need to cease immediately or
suspension is likely. Although harassment and intimidation can be defined differently by
different people, the following criteria will be considered at CCDHS to distinguish Harassment
and Intimidation.
1) Imbalance of power: this can be an imbalance due to physical size, age, socially
recognized, a perceived imbalance, or a psychological imbalance.
2) Repeated: the action has continued after offender has been informed that the action
is unwanted and should cease.
3) Both parties (groups) were not enjoying the actions.
4) The intent of the action was to humiliate one person, party.
First Offense: warning ISS depending on situation
Second Offense: ISS or OSS depending on situation
Third Offense: OSS recommendation for expulsion dependant on situation
Cheating/Plagiarism
First Offense: Loss of option to earn credit on assignment
Second Offense: Loss of option to earn credit on assignment + detention or ISS
Third Offense: Loss of option to earn credit in the class + detention or ISS
De-Pantsing Another Student
First Offense: ISS or OSS depending on situation and severity
Second Offense: OSS
Third Offense: OSS
Drugs/Alcohol: The use of drugs or any form of beverages containing alcohol by a student,
singly or in a group, in Custer County District High School is expressly forbidden. This policy
covers all school functions on school premises, such as games, dances, practices, etc. or any trips
attended by CCDHS students when they are under school sponsorship whether or not the student
is on a school bus or in private or public transportation. Use shall be defined as unlawfully
manufacturing, dispensing, distributing, possessing, using or being under the influence of a
controlled substance or misused OTC substance, including but not limited to alcohol and/or
marijuana while on School District premises or while performing work for the District, including
students possessing a medical marijuana card.
First Offense: 3 days OSS, parent/student/school conference, police notified; in
conjunction with activities procedures previously listed
Second Offense: 5 days OSS parent/student/school conference, police notified
Third Offense: recommendation to the Superintendent for expulsion, police notified
Drug Paraphernalia: The use or possession of any drug paraphernalia on school property, at a

school event, or while representing Custer County District High School and Miles City is
expressly forbidden. Drug paraphernalia includes, but is not limited to: pipes, smoking masks,
bongs, freebase kits, syringes, roach clips, guidebooks for growing/using drugs, and hollowedout or fake items that could conceal drugs.
First Offense: 5 days OSS and police are notified
Second Offense: Recommendation for expulsion to the Miles City School Board
Fighting/Inciting a Fight
First Offense: 1-3 days ISS or 1-3 days OSS depending on situation
Second Offense: OSS duration dependant on situation
Third Offense: OSS recommendation for expulsion dependant on situation
Assault:
First Offense: 5-10 days of out-of-school suspension
Second Offense: Students will be placed on OSS pending a meeting with the Miles City
Unified School District Superintendent, school administrators, student, and
parent/guardian of the student. At this meeting, the school may ask for expulsion
proceedings to be started against the student charged with assault. The police will be
notified in all assault cases.
Forgery
First Offense: ISS plus consequences for whatever was forged
Second Offense: OSS plus consequences for whatever was forged
Third Offense: OSS plus consequences for whatever was forged
Inappropriate Gesture
First Offense: ISS
Second Offense: ISS or OSS
Third Offense: OSS
Insubordination or Willful Disobedience
First Offense: 1-3 days detention or suspension, depending on the severity of the act
Second Offense: Short or long term OSS, parent/student/school conference for readmission
Profanity Oral or Written: F word
First Offense: ISS
Second Offense: ISS for 3 days
Third Offense: OSS
Profanity Oral or Written: non directed
First Offense: warning detention, depending on volume, wording, etc.
Second Offense: detention ISS, depending on volume, wording, etc.
Third Offense: ISS or OSS, depending on volume, wording, etc.
Profanity Oral or Written: directed toward employee/peer
First Offense: detention ISS depending on volume, wording, etc.
Second Offense: ISS or OSS depending on volume, wording, etc.
Third Offense: OSS depending on volume, wording, etc.
Public Display of Affection:

First Offense: warning

Second Offense: ISS
Third Offense: ISS
Sale of Drugs/Alcohol: A student choosing to sell drugs or alcohol will be long term suspended
with recommendation to the Board of Trustees for expulsion. The legal authorities will be
contacted.
Sexual Harassment/Intimidation of Students: Sexual harassment is a form of sex
discrimination and is prohibited. An employee, District agent, or student engages in sexual
harassment whenever that individual makes unwelcome advances, requests sexual favors, or
engages in other verbal, non-verbal, or physical conduct of a sexual or sex-based nature, imposed
on the basis of sex, that:
1.

Denies or limits the provision of educational aid, benefits, services, opportunities, or

treatment, or that makes such conduct a condition of a students academic status; or
2.
Has the purpose or effect of:
a. Substantially interfering with a students educational environment;
b. Creating an intimidating, hostile, or offensive educational environment;
c. Depriving a student of educational aid, benefits, services, opportunities, or treatment;
or
d. Making submission to or rejection of such unwelcome conduct the basis for academic
decisions affecting a student.
The terms intimidating, hostile, and offensive include conduct that has the effect of
humiliation, embarrassment, or discomfort. Examples of sexual harassment include but are not
limited to unwelcome touching, crude jokes or pictures, discussions of sexual experiences,
pressure for sexual activity, intimidation by words, actions, insults, or name calling, teasing
related to sexual characteristics, and spreading rumors related to a persons alleged sexual
activities.
Students who believe that they may have been sexually harassed or intimidated should consult a
counselor, teacher, Title IX coordinator, or administrator, who will assist them in the complaint
process.
First Offense: warning ISS depending on situation, plus educational component to
complete
Second Offense: ISS or OSS depending on situation, plus educational component to
complete
Third Offense: OSS recommendation for expulsion dependant on situation
Theft/Vandalism:
First Offense: ISS + restitution, police may be notified
Second Offense: OSS + restitution, police may be notified
Third Offense: OSS + restitution, police may be notified
A student caught going through another students clothing/possessions during P.E. class
will be removed from the class with a disciplinary F.
Tobacco /Nicotine Devices Use/Possession: CCDHS is a tobacco-free facility. The
use/possession of tobacco is forbidden. This includes electronic cigarettes and water pipes to
absorb nicotine. This policy covers all school functions on school premises, including games,

dances, practices, etc. or any trips attended by CCDHS students when they are under school
sponsorship whether or not the student is on a school bus or in private or public transportation.
First Offense: 3 days OSS parent/student/school conf., police notified (minors)
Second Offense: 5 days OSS parent/student/school conf., police notified (minors)
Third Offense:
8 days OSS parent/student/school conference, police notified
(minors)
Traffic Violation on Campus:
First Offense: warning loss of parking privilege, police may be notified
Second Offense: loss of parking privilege, police will be notified
Truancy/AWOL Absences:
First Offense: time for time, served in detention, zero on work/assignment
Second Offense: time for time, served in ISS, zero on work/assignment
Third Offense: time for time, served in OSS, zero on work/assignment, loss of the
option to earn the credit if third offense in the same class
Threat Directed at a Staff Member:
First Offense: 1-3 days OSS, parent/student/school conference
Second Offense: long term suspension
Weapons Violations (see page 27):
Firearms Please refer to page 27
Weapons other than firearms: (students are prohibited from possessing knives of
any size on campus)
First Offense: Detention to OSS depending on item confiscated and situation; item
may be returned to parent
Second Offense: ISS to OSS depending on item confiscated and situation; item may
be returned to parent
Third Offense: OSS to recommendation for expulsion, depending on item confiscated
and situation; item may be returned to parent

(See page 17 of the Student Information Handbook for Dress Code regulations)

COUNSELING CENTER
The Counseling Center at CCDHS is located in Room 25 and has counselors available to help students
with educational, vocational, and personal problems. The counselor is a "pupil helper". Services
provided include guidance, counseling, and testing to help the student better understand himself/herself
in regard to his/her own interests, abilities, and aptitudes. Each teacher, counselor and administrator has
responsibilities in this work and stands ready to help the student help himself/herself. Counseling staff
will listen to your needs and maintain confidentiality.

EMERGENCY-CRISIS SITUATION INFORMATION

The Miles City School District has recently updated their Crisis Plan for emergency situations at the
schools.
Lockdown-emergency materials are located in the black wall file near the door of each classroom at
CCDHS. Included in the materials are laminated RED and GREEN cards with the room number of the
classroom, as well as Lockdown-Evacuation Procedures and emergency phone numbers.
In the event of an emergency or lockdown situation, carefully follow the instructions on the LockdownEvacuation Procedures (outlined on the back of this page). Please review the information to become
familiar with the emergency procedures at CCDHS. Please do not discuss this information with students
prior to an emergency situation.
If you notice suspicious behavior or a possible Intruder in or near the building/please call the main
office immediately. The extensions for the main office are:
225, Mr. Lucero
228, Mr. Gundlach
229, Mr. Ryan
226, Nancy Letke
224, Peggy Pyle
221, Diane Schneidt
245, Anita Murnin

LOCKDOWN-EVACUATION PROCEDURES
If you witness a threat, call the office and lock your door. If no one answers in the office, call 911 (stay
on the line with 911 at all times). Green card means everything is okay, red card means help is
needed, no card means a possible threat is in the room.
WHEN DIRECTED TO STAY IN YOUR CLASSROOM:
Look quickly outside the door for stray students to bring in
Close and lock door-do not open for anyone-proper officials have keys
Instruct students to stay quiet and go to spot in the room furthest from doors and windows
Turn off the lights
, Grab binder from the wall file
Put red or green card under your door
Put red or green card in the window (if you have one). Close windows and blinds
Direct students to not use cell phones
Use class list to quietly take attendance
If you have gathered students from another classroom, call the other classroom, if possible, to let that
teacher know you have their student(s)
When asked, communicate situation to person in chargetell room number, missing students, extra
students, help that is needed
Wait for further instructions, stay quiet, stay calm
Do not respond to fire alarms unless you know there is a fire (listen to the intercom announcements)
WHEN DIRECTED TO EVACUATE:
Look quickly outside door for stray students to bring in
Assemble students
Turn off lights

 Grab binder from wall file

Get your cell phone if you have one
Close the door
Follow fire escape route to evacuation site
Use class list to take attendance
When asked, communicate situation to person in chargetell room number, missing students, extra
students, help that is needed
Wait for further instructions

CCDHS STAFF EMERGENCY CALLING LIST

In-Building Extensions
If an event occurs that necessitates notification of all staff during the school day, the following list will be used. If
you are the original source of information, please call Beez Lucero (Extension 225 or 670-5110), Mike Ryan
(Extension 229 or 853-1399) or Vince Gundlach (Extension 228 or 853-5674). Those persons listed below your
name with an (v) must be contacted so they can call their list; if not, you are to call their list.Beez or Mike or
Vince notify the other two administrators and notify Nancy Letke (Ext. 226) and Keith Campbell (Ext. 305).
Nancy Letke, Extension 226
vAnita Murnin, 245
vDebbie Phelps, 251
vPeggy Pyle, 224
vDiane Schneidt, 221
vMyra Annalora, 239
Anita Murnin, Extension 245
vBrad Henderson, 278, 279
vHeather Schmitz, 263
Joyce Vera, 272
Lindsey Wilkerson, 272
Debbie Phelps, Extension 251
vKevin McAuliffe, 227
vScott Rapson, 250
vDanielle Ray, 303
Monitored Study Hall, 291
Peggy Pyle, Extension 224
vCustodians, 230, 852-0089
Joe Sutton, 273
Computer Labs, 256 and 285
Diane Schneidt, Extension 221
vJoyce Nyberg, 254
vBruce Russell, 236
Study Hall, 257

vSanDee Russell & Jana, 268

Konrad Stimson, 262

Myra Annalora, 239

vTraci Duffin, 269
vKris Crews, 235
vHarris, Jon 255

SanDee Russell, Extension 268

Jeff Holmes, 275 & Kelly J.
Room 22-23, 231, 252

Traci Duffin, Extension 269

Dan Stanton, 267, 238, 302
John Tooke, 271
Kris Crews, Extension 260
Nancy Bensley, 295
Special Ed Room, 235
Special Ed Para Room, 264
Jon Harris, Extension 255
Mariah Cozby, 252
Denise Harvey, 253
Connie Lambright, 284
Brad Henderson, Extension 278
Cody Kelly, 280
Matt May, 241
Dee Sutter, 249

Kevin McAuliffe, Extension 227

Jacqui Engstrom, 277, 274
Cary Veis, 294, 274, 302
Danielle Ray, Extension 303
Michelle Carda, 265
Dan Chapweske, 276
Joyce Nyberg, Extension 254
Chris Reed, 259
Gina Walters, 261
Patty Mott, 240
Bruce Russell, Extension 236
Brenda Martin, 246
Morgan Pett, 247
Head Custodian, Extension 230
All Custodians

Heather Schmitz, Extension 263

Val Pachl, 266
Copy Room, 243

Emergency Numbers:

911

Police

234-3411

Sheriff

874-3320

Fire Dept.

234-2235

Holy Rosary

233-2600

Officer Murnin

853-4233

Disaster & Emer Coord

874-3490

GUEST TEACHER EVALUATION/COMMUNICATION FORM

Guest Teacher Signature: ______________________________________ Date: ___________________
Name of Teacher Substituted for: ___________________________________________
Please rate each of the following areas ( X )
Strongly
Item Description

Agree

Strongly
Agree

Disagree Disagree

1. The TEACHER provided a complete list of students, attendance

sheets, seating charts, and other procedural materials for the day/week.
2. The TEACHER provided very complete lesson plans for each class
period and supporting materials (textbooks, handouts, etc.
3. The TEACHER left notes concerning all special activities/duties for
the day.
4. The TEACHER provided very clear guidance concerning special
rules and regulations for the classroom.
Please make additional comments concerning the preparedness of the teacher for you in this space:

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N/A

TEACHER EVALUATION/COMMUNICATION FORM

Teacher Signature: ______________________________________ Date: ___________________
Name of Guest Teacher: ___________________________________________
Please rate each of the following areas ( X )
Strongly
Item Description

Agree

Strongly
Agree

Disagree

1. The GUEST TEACHER followed developed lesson plans and

activities as provided.
2. The GUEST TEACHER performed all special activities/duties as
assigned.
3. The GUEST TEACHER adhered to guidance left concerning special
rules and regulations to the best of your knowledge.
4. Overall, the GUEST TEACHER did an excellent job of instructing
and managing students in my classroom based on my review of the
plans I provided during my absence
Please make additional comments concerning the preparedness of the teacher for you in this space:

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Disagree

N/A

GUIDELINES FOR SUBSTITUTE TEACHERS IN SECONDARY SCHOOLS

(Article from NASSP Journal)
The following advice is directed to substitute teachers. Administrators may wish to adapt it or
incorporate it directly into their own substitute teacher packets.
By Kara Gae Wilson
Good classroom discipline is essential to effective substitution during absences by the regular teacher.
Yet, the best discipline is often omitted or abbreviated for the substitute teacher. The very best
discipline is a good lesson plan.
If the lesson plan is the key to class control, continuity is critical to good substitute teaching. Since
substitute teachers cannot always depend upon the regular teachers to provide substantial, sequential
lesson plans, they must resort to their own inventiveness.
There are several concrete ways for you, the substitute, to enhance your own resourcefulness and
maintain continuity.
1.

Expect the unexpected. Never assume that a complete lesson plan, complete with seating charts, will be
waiting. Assume just the opposite and you will be ready for anything. Being mentally and emotionally
ready for contingent action is important. Remember, you are the teacher. You are in control. Stay
there.

2.

Use available people as a resource. There is a sequence to this, and at every level there is a different
kind of assistance:
* Office. Begin with the office where substitutes check in. One of the first questions to an administrator
or counselor should be "Is anything unusual occurring today?" You definitely do not want to be the last
to know. Other general information, both written and verbal, should be gathered at the office.
* Department Head. After finding your teaching location for the day, contact the head of the
department just to let her or him know you may need assistance. If there is an assistant principal for
instruction, make it a point to find out who that person is, especially for extended periods of
substitution.
* Another Teacher. The teacher next door may not be in the same subject area you are teaching that
day. Find someone nearby who is and compare lesson plans with those left for you. Get ideas for
moving ahead with plans, even if the ones left for you seem sufficient. Realize that you may be back in
that same class the next day.
* Media Specialist/Librarian. The media specialist is a wonderful resource, particularly during
extended substitution. She or he can quickly make available relevant software to support your lesson
plans. Media specialists are especially good about giving you fresh material that has not been recently
used by another teacher.
* A Student. Your last, but often best, human resource may be a student. (A note of caution: This
should be one student, not several students, and never in front of the class.) The earliest student in the
class may be your best bet. If class is beginning by the time you get there, call a reliable-looking
student into the hall and ask where the class is in their subject matter, when the last test was, and what
the lesson for today and tomorrow should be.
Another way to get information while talking to one student in the hall is to have the rest of the class
write 5 to 10 statements about what they learned the previous week. You can always use that famous
attention-getting phrase, "Get out a sheet of paper. Number it 1 to 10 and leave four lines between each
number." If the students think this is a pop quiz, it will work to your advantage in establishing class
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control quickly.
3.
Improvise - but make it relevant. If the lesson plans are too short or nonexistent, create a lesson
that relates to the subject at hand. Students should not be able to tell that whatever you come up with
was not planned well in advance and in collaboration with their regular teacher.
Be prepared to grade your improvised lesson. That way you can assure students the work will
count. Most regular teachers will honor your request to record the results of your lesson in their
grade book. If not, they certainly will at least return your graded work to the students, especially
if it is returned by you through the principal.
Use the full class period. From the beginning, make it clearly understood by students that your
lesson is not for homework but will be turned in at the end of the period, or read aloud, or
shared in groups, or checked by another student, etc. Better yet, test students at the end of the
class.
Lesson Plan Suggestions
* Study Halls. Even if a teacher leaves instructions to "let them have all hour to study", do so at your
own risk. From an administrative point of view, you are never obligated to conduct your own funeral.
If you don't want study periods, even short ones, feel free to create an alternative lesson.
One approach is to create a review session of your own where each student writes down 5 to 10
questions, with answers, pertaining to the subject matter they are supposed to be reviewing.
These are then turned in to you for a review quiz, which can either be oral or written.
* Vocabulary Words. Your lesson can be anything relevant to the subject that seems like a continuation
of the students' general progress. Vocabulary work can always be justified. Even if dictionaries are not
available or glossaries are limited, 20 words on the board can be copied, used in complete sentences,
randomly read aloud, and then used to create a crossword, which can be graded.
* Math. Math substitution is often a problem. Every substitute should purchase a book of exercises
which deal with logic and problem solving; i.e. brainteasers, detective puzzles, mysteries of the ages,
etc. Every school library has such books. These problems can be worked by the students as a group,
individually, or through team competition.
* Gym Classes. Have students write a sports editorial discussing the best and worst sports. Technical
reasons must be emphasized. Individually or in groups of two, have students create a new sport with
name, rules, number of players, etc.
* Shop Classes. The possibilities are as diverse as the curriculum in this area. Have students list 10
items that should be made of leather that aren't, and tell why they should be. Or ask students to name
10 things the age of electricity ruined and why. Have students create a 30-second commercial selling a
piece of equipment or a tool in the shop class. They should write it down, time it, and present it.
* Science and the Humanities. These disciplines should be the easiest to improvise when developing
your own lesson plans. Have fun with your lessons. Make them a valuable experience for students and
enjoyable for you. The best rule of thumb is "Did you, the substitute, learn anything today?"
4. Use Technology. You can kill two birds with one inexpensive technological stone. A portable
cassette recorder of your own will clarify your messages to the regular teacher you are replacing and
aid you in student control. This can be done with only a reserve of five to eight blank cassettes, which
are used repeatedly.
It may be disconcerting for students when they become aware that a tape player is on and recording
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everything being said in the room. It is a little intimidating. It is meant to be just that. With a recorder,
the regular teacher can replay questions that were asked by students, which you were unable to answer.
Also, the regular teacher can hear the level of cooperation, or lack of it, you experienced with each
class.
The tape can be started at the beginning of each class and reused in ensuing classes if there is nothing
worth saving. The tape can convey a lengthy message from you or just a brief recap of absent students,
those who came in late, or those who went to the library. Treat your recorder and tapes as a message
service between you and the teachers for whom you substitute.
At the end of the day, leave the tapes in the absent teacher's mailbox. They can be returned to you
through the principal's office. (More than one substitute has reported that the recorder is definitely an
effective student control device and there is certainly nothing illegal in its use in the manner
described.)
Consider using the school's videotape equipment for lengthy substitute assignments of a week or more.
Whatever you and/or the regular teacher have planned for the lessons, they will take on added
significance if you tell the class that they will be taped at the end of the week, two weeks, or whatever
you determine. Whether it is putting problems on the board, reading themes, or creating a news
broadcast in social studies, almost any major segment of study can culminate in students being
videotaped.
5.

Discipline. Sometimes the very best lesson plans get interrupted by an altercation between two
students or between you and a student. When that happens, have the students write the details
to the regular teacher instead of you. You may have to put one student and a desk in the hall,
but begin the process immediately when you detect there is a problem. Have the students write
a statement to you and/or the assistant principal for discipline consisting of two parts:
a. What is the problem? Give details. What did each party do and say?
b. What should be done now? Be specific.

The writing activity takes the emotional steam out of the situation and allows you to continue with the
rest of the class. The statements can then be used by you to discuss the situation with the students after
class, or you can append your comments to theirs and turn them in to the regular teacher, the assistant
principal, or both. A side benefit of this exercise is that it often helps the students involved to see the
situation from a perspective other than their own.
Good substitutes are vital partners in the successful operation of secondary schools. It could not be
done without you. Any lesson plan will only be as good as the person administering it. Learn to rely
upon yourself, your intelligence, your professionalism. There will never be a substitute for tha

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