Student Handbook and Code of Conduct

This Student Handbook is a general reference guide only and is designed to be in harmony with board policy. Please be aware that it is not a complete statement of all policies, procedures, or rules that may be applicable in a given circumstance.

In case of conflict between board policy (including the Student Code of Conduct) and any provisions of the district’s Student Handbook, the provisions of board policy and the Student Code of Conduct are to be followed.

Also, please be aware that this document is updated yearly, while policy adoption and revision may occur throughout the year. Changes in policy or other rules that affect the provisions of this handbook will be made available to students and parents through newsletters or other communications.

The district reserves the right to modify provisions of this document at any time, whenever it is deemed necessary. Notice of any revision or modification will be given as is reasonably practical under the circumstances.

Although this document may refer to rights established through law or district policy, it does not create any additional rights for students and parents. It does not, nor is it intended to, create contractual or legal rights between any student or parent and the district. If you or your child has questions about any of the material in this handbook, please contact a teacher, the school counselor, or the principal.

Welcome to the 2025-2026 academic year! The Governor Mifflin School District Board of Directors and I are dedicated to fostering an inclusive environment where every student can flourish and pursue their passion, purpose, and path. Our schools exemplify an unwavering dedication to academic achievement, bolstered by a strong community of students, parents, faculty, and staff. Together, in commitment to a positive and restorative culture, we will empower every student to achieve their fullest potential, academically and emotionally,preparing them for success in our dynamic global landscape.

The Governor Mifflin School District Student Code of Conduct, and Student Handbook ensures consistent expectations across all district buildings. This guide aims to create a supportive atmosphere where every student and staff member feels valued, motivated, and engaged. It also serves as a reminder of our district’s mission, vision, and values, and provides a list of available resources within our school buildings for all students and families. We hope this guide proves valuable in helping you understand the expectations and opportunities within our district. For any questions regarding the handbook, please contact your building principal for assistance.

On behalf of the Governor Mifflin School District, I sincerely thank you for your support of our schools, and for the opportunity to work with you as a leader of this extraordinary school community. I wish each of you a wonderful and productive school year!
Sincerely,
Dr. Lisa Hess
Superintendent of Schools

The Governor Mifflin School District: Educating, Inspiring, and Empowering Every Student, Every Day.

The Governor Mifflin School District is a community of dedicated individuals working together to achieve the mission of, Educating, Inspiring, and Empowering Every Student Every Day.

• By 2026, the Governor Mifflin School District will improve 7th grade iReady math scores by 15% each year through improved Tier I instructional focus on mathematical discourse and productive struggle which in turn will empower students to become better critical thinkers and problem solvers and assist in meeting the state PSSA mathematics interim and target goal of 63% proficiency.
   
• By 2026, the Governor Mifflin School District will identify appropriate phonics resources for use in intervention that will improve primary phonics instruction to ensure that a minimum of 85% of students meet grade level proficiency on the 3rd grade ELA PSSA.
   
• By 2026, the Governor Mifflin School District will improve the use of technology as a transformational instructional tool and student engagement/empowerment in the classroom through the implementation of professional learning around the expectation of every teacher having their Google Level II certification and implementation monitored by administrative walkthrough, observations, and student/staff engagement surveys (Classroom Technology Professional Learning).
   
• By 2026, the Governor Mifflin School District will align career pathways, course offerings, and the district’s portrait of a graduate to the Career Education and Work Standards to ensure consistency across grade levels which will lead to each high school student developing a personalized pathway which includes an internship, apprenticeship, and/or school to work experience.

World Class...

• In our belief that every student has the ability to learn. Embracing this potential will lead students to lifelong success.
• In our belief that parental support and engagement are crucial to nurturing student achievement.
• In our belief that students are more likely to flourish when teachers and students establish a mutually respectful relationship.
• In our belief that students learn best when they are prepared for the economic and social challenges of a global society.
• In our commitment that teachers and administrators will acknowledge and embrace the increasing global impact of technology.

Intentional...

• In hiring competent, caring and driven staff as they are critical to nurturing student achievement.
• In ensuring that students are learning in an environment where they are not afraid of failing and they are encouraged to take risks.
• In establishing a team to provide an appropriate education for all: Students, parents, teachers, counselors, administrators, coaches, and supportive staff.
• In developing within all students a clear understanding of the world beyond their immediate community.

Supportive...

• In teaching our students to display honesty, integrity and respectful behavior through leadership and positive interactions with others.
• In providing a safe, engaging, and empowering learning environment that honors different learning and teaching styles and reflects full inclusion.
• In developing interpersonal skills and relationships that are critical to the learning process.
• In attaining a clear acceptance for all, but not limited to ethnic, racial, gender and sexual orientation.

Engaged...

• In a rigorous curriculum for all students.
• In developing the competencies of problem solving, social/communication skills, technology and teamwork.
• In developing opportunities for all students to develop, express and demonstrate talents extending beyond the classroom.