#119k174.pbworks.com/f/Faculty+Handbook+2010-2011.doc · Web viewIngrid Mason, Principal. Frances Jeffrey-Allen, Assistant Principal. Bernard Addo, Assistant Principal. Faculty

The Dumont School P.S./M.S. 174

Ingrid Mason, PrincipalFrances Jeffrey-Allen, Assistant Principal

Bernard Addo, Assistant Principal

Faculty Handbook2010-2011

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TABLE OF CONTENTS

I. ORGANIZATIONAL Mission Statement Page 8

2009-2010 School Areas of Success Page 9

20010-2011 School Goals Page 10

Principal’s Message Pages 11-13

Resiliency Team Members and Mission Statement Page 14

Chain of command Page 15

Supervisory Administrative/ Page 16 Instructional Assignments

Staff Working Hours Page 17

37 ½ Minute Instructional Focus Page 18

Extended Day Procedures Page 19

Bell and Lunch Schedule Page 20

Pupil Personnel Team Page 21

Pupil Personnel Team Members Page 22

Protocol of the Pupil Personnel Team Page 23

Assessing the productivity of the Pupil Personnel Page 24Team

School Leadership Team Page 25

School Leadership Team Members Page 26

Protocol of the

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Least Restrictive Environment Committee Page 27

Assessing the Productivity of the Least Restrictive Environment Committee Page 28

School Safety Committee Page 29

2010-2011 Primary Evacuation Plan Pages 30-34

Fire Signals Pages 35-36

Fire Drill Routes Pages 37

Floor Warden Assignments/ Pages 38-39Unofficial Fire Alarms

Shelter Drill Procedures Page 40

Shelter Drill Locations Pages 41-43

Code Blue Procedures Pages 44-45

Intruder Alert Page 46

Lock-In Drill Procedure Page 47

Emergency Pass Page 48

II. ADMINSTRATIVE POLICIES Section 1 – Staff Items

o 1.1 Absences and /or Latenesso 1.2 Per-Sessiono 1.3 Preparation and Professional Periodso 1.4 Telephoneo 1.5 Injuries/Incidentso 1.6 Staff Memberso 1.7 Posting of Noticeso 1.8 Main Officeo 1.9 Duplicating Equipment

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o 1.10 Faculty Conferenceso 1.11 Parent-Teacher Conferenceso 1.12 Observationso 1.13 Coverageso 1.14 Lesson Plan Bookso 1.15 Audio Visual Materialso 1.16 Collection of Funds/Selling of

Merchandiseo 1.17 Eating/Drinking in Designated Areaso 1.18 Classroom Procedureso 1.19 Arrival/Dismissal Procedureso 1.20 Lunch Procedureso 1.21 Lunch Applicationso 1.22 Fire Drillso 1.23 Passes and Student Movement

Section 2: Student Items

o 2.1 Disciplineo 2.2 Pupil Personnel Support Team/Child

Study Teamo 2.3 Corporal Punishmento 2.4 Student Injurieso 2.5 Supervision of Pupils’ Classroom and

Hall Activitieso 2.6 Attendance Procedureso 2.7 Other Student Related Issueso 2.8 Student Recognitiono 2.9 Metro Cards

Section 3: Instructional Items

o 3.1 Literacy – Meeting the Standardso 3.2 School-wide Initiatives 10-11o 3.3 Classroom Instructiono 3.4 Bulletin Boardso 3.5 Homeworko 3.6 Textbooks

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o 3.7 Marking Bookso 3.8 Report Cardso 3.9 Being a Good Neighboro 3.10 Trip Policy and Procedureso 3.11 Assembly/Extracurricular/

Extended Day Activitieso 3.12 Open House Night

Section 4: School Safety Items

Section 5:Custodial Items Page 76

Protocol for Intervention Strategies Page 77for all Staff Members

School Discipline Plan Page 78

Breakfast/Lunchroom Behavior Pages 79

Homework Page 80

Hallway Behavior Page 80

Rights and Responsibilities Pages 81-82

III. INSTRUCTIONAL

#1 - Create a Classroom Discipline Pages 83

o Communicate your plan with Page 84Parents

o Teach the Discipline to your students Page 85

o Implement Specific routes/directions for your classroom Page 85-86

o Redirect Disruptive Behavior Page 87

o Use Consequences for Disruptive or

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Continued Off-Task Behavior Page 87

o Expected Classroom Behavior Page 88

o Expected Cafeteria Behavior Page 89

o Expected Hallway Behavior Page 90

o Expected Auditorium Behavior Page 91

#2 – Planning for Effective Instruction Page 92

o Establishing a Positive ClassroomEnvironment Pages 92

o Climate for High Achievement of Page 93Students

o The Building Blocks of Self-Esteem Page 94

o Causes of Misbehavior Pages 95-98

#3 – Components of a Developmental Lesson Page 99

#4 – Learning Objective – Bloom’s Taxonomy Page 100 Across the Curriculum

o Bloom’s Chart for Communication Arts Page 101o Bloom’s Chart for Mathematics Page 102o Bloom’s Chart for Science Page 103o Bloom’s Chart for Social Studies Page 104

#5 – Principles of Learning – Connections to Pages105-107 Instructional Practice

#6 – Homework Policy Pages 108-109

#7 – Room Appearance Checklist Pages 110-111

#8 – Components of Balanced Literacy Pages 112-113

#9 – Classroom Posting Checklist Page 114

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#10 – Promotional Portfolios Pages 115-116

#11 – Learning Displays (Bulletin Boards) Page 117

#12 – Promotion Standards Pages 118-119

#13 – Exit Projects Pages 120-121

#14 – Instructional Data Binders Page 122

Helpful References Page 123

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MISSION STATEMENT

The mission of P.S./M.S. 174 is to promote all students with a rigorous standards-based

education. Our goal is to develop a community of learners who will become good citizens with an awareness of their importance in the world.

Strong parent involvement will enhance the link between home, school and the community.

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2009-2010 Areas of Success

Greater access to and use of technology in the instructional program; particularly in our middle school

Successful implementation of youth development initiatives including ladies/Gents night, Career Fair and College now programs

Strengthened implementation of the Reading First Program; improved gains in Oral Reading Fluency (ORF) of students in our lower grades.

Successful quality review, having gained overall score as a well-developed school

Consistent and unified adoption of the school uniform especially in the middle school

A greater number of students in grades K-3 achieving the 25-book reading standard Creation of a systematic and unified independent reading

program Improved relationships and activities with our parent

community due to efforts of our Parent Coordinator and PA Executive Board

Improved overall student attendance

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Service initiatives –Toy Drive, Breast Cancer Walk-a-thon, Haiti Relief Fund

2010-2011 School Goals

Increase teacher knowledge of and application of state standards to guide instructional practice

Strategic use of teacher common preparation periods Purposeful use of inquiry spaces to guide instructional decisions

and create individual student intervention plans Use of curriculum maps to plan integrated units of study Ensure greater student and parent accountability to a rigorous

homework policy Continued attention on the use of ongoing assessment practices

to monitor student growth (DRA, reading conferences, performance based assessments, etc.).

Differentiated Instruction during the 37.5 minute block Consistent implementation of the Chancellor’s Discipline Code

(Blue Book) by the entire school community Continue to promote a culture of collaboration, honesty and

trust within a professional and performance-driven work environment.

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Principal’s Message

August 10, 2010

Dear Colleagues,

As the summer begins to cool down and wind down, I hope you have had the opportunity to relax and rejuvenate. I am sure that by now you have all received the alarming news of the results of this year’s state exams which reflects that less than one quarter of our students are performing on grade level in math and reading. It goes without saying that upon receiving the results, my emotions ran the gamut from disbelief, outrage, bewilderment, defiance and reconciliation. However, once the dust cleared in my mind, I was left with one singular feeling: DETERMINATION. Understanding the state’s decision to raise the bar on the meaning of a “standards based education”, the only course of action is to embrace the premise that we have to provide our students with a more rigorous education at the elementary and intermediate levels if they are truly going to be “college and career ready” by the end of the K-12 continuum. Hence as we begin the 2010-2011 SY at PS/MS 174, DETERMINATION and DELIBERATION will be the guiding forces as we redefine ourselves and our teaching practices to meet this new challenge. The year’s focus includes:

Alignment of State Standards, Curriculum and InstructionDuring the past few years we have dedicated much of our time and energy to ensuring that we are knowledgeable and have a firm command of the subject matter being taught. This year we will drill even deeper as we work to organize subject matter and present instructional units that deepen student understanding of content. Schoolwide, all teachers will be required to use curriculum maps to strategically create units of study that promote students’ reading, writing, listening and speaking skills through content area instruction. The use of curriculum maps will not only assist us in designing instructional units of study, but will also help us build our repertoire of teaching strategies, resources and methodologies.

Strategic Planning and Communication“No Man Is an Island”. Clearly the work of education is a collaborative process and results are best achieved when communication is regular, focused, responsive and reflective. This year, you will notice changes to the way the common preps are organized. Schedules will reflect the purpose of the common prep, giving teachers opportunities to meet and collaborate for either planning of units, inquiry work, or data compilation and assessment. Greater attention will be given to the quality of the collaboration that occurs in and across grade teams.

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Purposeful Use of Data to Provide InterventionAssessing student learning is the foundation of what we do. If it were not, why bother to teach? More importantly, is the question of what to do with the students who miss the mark. We MUST do a better job in reaching those students. We will continue to set learning goals with our students, collect and use multiple sources of data and information to inform us about their strengths and areas for improvement and guide students to take more ownership in assessing their own learning. We will pay closer attention to how we use the results of the assessments to guide our instruction. Last year we used our Inquiry Spaces data sheet to identify cohorts of students who needed more intervention. We will take this to a deeper level by using Inquiry Spaces more strategically and regularly to ensure that the kids are improving. As you will notice in the administrative calendar, the data sheets will be discussed and collected regularly.

There is much work to be done, there is no mistaking that. However, I look to this year feeling inspired and think of two images, a song and a TV character. The words

of Sonny and Cher singing, “and the beat goes on”, leaves me with a good feeling. Lee Majors as the Bionic Man, coming back to life, “better, faster, stronger, smarter”, lets me know that we can do this with and for our children. (Yes, I know I just aged myself, but such is life…). I look forward to a great year as we continue to work, giving the very best to our students.

Sincerely,

Ingrid Mason, Principal

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Remember that “to lead is to educate” and education is one of the most challenging tasks in the 21st century. We, as leaders and educators need to recharge our batteries for critical thinking, for patience, forgiveness, steadfastness, fairness and families and be prepared to “break eggs so that children can have their omelets.”

Associate Mejai B. M. Avoseh, Ph.DAssistant Professor, Adult and Higher

EducationSchool of Education

The University of South Dakota(Former teacher at P.S. / M.S. 174)

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Resiliency Team Members 2010-2011

1. Yvette Miller2. Tamiko Simmons3. Elsa Grandison 4. Candice Garrett5. Randy Chrust6. Frances Jeffrey Allen7. Bernard Addo

P.S. / M.S / 174K Resiliency Team’s Mission Statement

We are lifelong learners dedicated to building a lifeline to resiliency in our parents, students and staff.Our work will be accomplished

through empowering this school community to have patience,

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compassion, and commitment for the good of all.

Chain of Command2010-2011

1. Ingrid Mason Principal

2. Frances Jeffrey-Allen Assistant Principal

3. Bernard Addo Assistant Principal

4. Elsa Grandison Guidance Counselor

5. Tamiko Simmons Guidance Counselor

6. Colleen Parks UFT Chapter Chair

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Supervisory Administrative/Instructional Assignments

Supervisor in Charge Assignment

Ingrid Mason Pre K – Grade 8,Immediate supervisor for grades Pre-K – 2, Support staff

Frances Jeffrey Grades 3, 4, 5, Social Studies (school wide), Science (school wide), Foreign language, ELLs, Technology

Bernard Addo Grades 6, 7, 8, Phys Ed., Art, Special Needs, School Assessment Team (SAT), Technology, Safety Agents, SAVE Room

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Staff Working HoursSTAFF Working Hours

Ingrid Mason 8:10 - 4:00pmFrances Jeffrey- Allen 7:00 - 2:50pm

Bernard Addo 7:30 - 3:20pmGuidance Counselor 8:30 - 3:50 pm

Psychologist 8:10 - 3:40pmSecretaries 7:30 - 2:50pm

8:00 - 3:20pmTeachers 8:30 - 3:27.5pm or

8:30 - 2:50pmParaprofessionals 8:30 - 3:27.5pm or

8:30 - 2:50pmSchool Aides Between 7:30 - 5:00pm

* as scheduledJohn Schroder 7:00 - 4:00pm

* as scheduledSafety Agents 7:00 - 3:30pm

7:30 - 4:00pmFamily Assistant 8:30 - 4:00pm

* as scheduledParent Coordinator 8:00- 4:00pm

*as scheduled

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Social Worker 8:10 - 3:50pmNurse 8:00- 4:00pm

37 ½ Minute Instructional Focus 2010-2011 !!!!!!While students in grades 3 through 8 will continue to be provided differentiated

instruction during the 37 ½ minute block based on the results of the most current data, the following 8-week accommodations are being implemented to ensure a

successful school-wide transition right from the start:

Date(s) Grade(s) Topic Resources

Discipline CodeCitywide Standards of

Discipline and Intervention Measures

9/8 – 9/17 3, 4, 5, 6, 7, 8

9/20 – 9/24 3, 4, 5, 6, 7, 8

Mathematics based on the results of the Beginning of the Year

Inventory

NYS Mathematics

9/27– 10/1 3, 4, 5, 6, 7, 8

ELA: Making Connections

NYS ELA

10/4 – 10-/8 3, 4, 5, 6, 7, 8


Inventory

NYS Mathematics

10/12 – 10/15 3, 4, 5, 6, 7, 8

ELA: Inferencing NYS ELA

10/12 –10/22 3, 4, 5, 6, 7, 8


Inventory

NYS Mathematics

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10/25 – 10/29 3, 4, 5, 6, 7, 8

ELA: Visualizing NYS ELA

Beginning October 25, students will continue to be provided small group instruction based on their needs during the 37 ½ minute block.

The most current data available collected from all periodic and on-going assessments will drive instruction. Mathematics and ELA will alternate each week.

Extended Day Procedures

2010-2011Monday- Thursday

2:50 – 3:27.5 p.m.

Students in Grades Pre-K - 2 will be dismissed at 2:50p.m. Students in grades 3-8, including Special Education, will have extended day Mondays through Thursdays. Teachers’ assignments will be forwarded under a separate memorandum.

Dismissal / Procedures

Mondays through Fridays Pre-K & K students will be dismissed through the auditorium exit. Pre-K & K students not picked up by 3:00 will be escorted to the cafeteria by paraprofessionals and will remain under the supervision of the paraprofessional(s) until picked up by parent, guardian or older sibling.

Mondays through Fridays Grades 1 & 2 students will be dismissed through the gym. Students not picked up at 2:50 will be escorted to the cafeteria by paraprofessionals and will remain under their supervision until picked up by a parent, guardian or older sibling.

Students in grades K – 2 who are bussed to and from school will be picked up from their classroom by Ms Torres or other designated staff member. Students will be escorted to the cafeteria and remain under that person’s supervision while waiting for the bus.

All teachers must report to their assigned classrooms for “Extended Day”by 2:50 p.m. All teachers are responsible for the dismissal of the 37.5 instructional classes.

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Ms. McGill will assist with late students in the cafeteria starting at 3:20 p.m. At 3:40 p.m., all remaining students will be escorted to the main office. Ms. Torres and Ms. McGill will make phone calls home.

Bell Schedule and Lunch Schedule

Periods TimeBreakfast 8:00 – 8:20Period 1 8:30 – 9:15Period 2 9:15 – 10:00Period 3 10:00 – 10:45Period 4 10:45 – 11:30Period 5 11:30 - 12:15Period 6 12:25 – 1:10Period 7 1:15 – 2:00Period 8 2:00 – 2:50Period 9

(Extended Time)2:50 – 3:27.5

Period 10 (When Applicable)(Afternoon Academy)

3:30 – 4:30

Lunch Schedule

Period 5 11:30 – 12:20Period 6 12:25 – 1:15

Classroom teachers on period 5 prep will pick their classes up at the end of a prep period and take them to their next destination.

Cluster teachers will pick up classes in the lunchroom after period 6 lunch (1:15 pm beginning of period 7).

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Pupil Personnel Team

EARLY INTERVENTION AND PREVENTIVE TECHNIQUES

General ConsiderationsSchool personnel are responsible for developing and utilizing techniques and measures that promote optimal learning and address behaviors which negatively impact upon the education process. Toward that end, school personnel should develop plans and explore techniques for addressing a student’s behavioral problems and discuss these alternatives with the student and his/her parents.

*These plans might include the use of alternative instructional materials and/or approaches, alternative classroom management techniques, remedial services, alternative class placement, guidance support, and services to address personal and family circumstances.

For students with disabilities, functional behavioral assessments and behavioral intervention plans should be developed and /or reviewed as an early intervention strategy. Positive behavioral strategies are a necessary part of a child’s Individualized Education Program (IEP) where behavior issues impact on his/her educational needs. If, at any time, school officials suspect that a student’s difficulties may be the result of a disability which may require special education services, the student shall be referred immediately to the Committee on Special Education (CSE). All efforts to address the academic or behavioral issues in general education should be described in the student’s records and on the CSE referral.

Students can be referred to the on-site Pupil Personnel Team where a variety of appropriate intervention and prevention strategies may be considered and implemented.

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Pupil Personnel Team Members 2010-2011

Participation on the Pupil Personnel Team is voluntary. Members should be experienced and credible. UFT members are to be mutually agreed upon by the Principal and the UFT Chapter Leader. The team should include the principal or designee and the guidance counselor. Referring teachers and the parent of the child under discussion will be included whenever possible. Additional members may include classroom teachers, assistant principals, and members of the school based support team, such as the educational evaluator, school psychologist and social worker, deans, attendance teachers and SAPIS workers. Related service providers, such as teachers of speech improvement, and occupational and physical therapists may also be included.

Staff Member TitleIngrid Mason Principal

Elsa Grandison Guidance CounselorTamiko Simmons

(Chairperson)Guidance Counselor

Adrienne Brown Social WorkerElise Tobin School Psychologist

Frances Jeffrey-Allen Assistant PrincipalBernard Addo Assistant Principal

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PROTOCOL OF THE PUPIL PERSONNEL TEAM

2010-2011

1. Names given to guidance by administration, staff and/or parents via the Student Support Team Form

Appropriate copies of anecdotals, tests and class work accompany form

2. Guidance counselors identify case-manager/agent to research

3. Case-manager/Agent ResearchesCase-manager/Agent meets with referral agent and teacherCase-manager/Agent researches and observes studentCase-manager/Agent meets with student

4. Guidance may assign case to agent before PPT MeetingInitial plan (services) put into effect by guidance, psychologist, and social

worker and/or dean Parent, teacher and administration are informed of agent and plan

5. Case Teachers may be invited to discuss childParent may be invited to discuss childFindings and actions are discussed. These may include:

At Risk Services- ERRS Counseling and/or Resource Room Services (6-8 weeks), Peer tutoring, Extended Time, Saturday Academy, Zero Period, etcPlans may be modified to better meet student needs Teachers, parents and administration are notified and discuss action plan

6. PPT monitors and/or modifies plan until no longer neededOn-going service(s) or outside services may be recommended

Assess resultsScores and teacher evaluationBehavior/Attitude manager/ Agent brings case to the PPT meeting

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ASSESSING THE PRODUCTIVITY OF THE PUPIL PERSONNEL TEAM

1. After names are given to guidance by administration, staff and or parents via the Support Team Form with appropriate copies of anecdotal, test scores and class work, guidance counselors identify case-manager/agent to research within 72 hours

2. Case-manager/Agent discuss contacts, case findings and initial plan with guidance team or LRE Committee within 72 hours

4. Initial plan comes before the LRE Committee within two weeks for support and/or modifications.

5. LRE Committee informs teacher, dean and administration of action plan

6. LRE Committee determines maintenance, reduction or increase of service(s) to better address student needs

7. LRE Committee monitors and/or modifies plan until no longer needed based on feed-back from teacher, parent and /or administration

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School Leadership TeamI. INTRODUCTIONSLTs play a significant role in creating a structure for school-based decision making and shaping the path to a collaborative school culture. Teams are the primary vehicles for developing school-based educational policies and ensuring that resources are aligned to implement those policies. Functioning in a collaborative manner, SLTs assist in the evaluation and assessment of a school’s educational programs and their effect on student achievement.

II. RESPONSIBILITIESThe responsibilities of the SLTs are to develop and review the school’s Comprehensive Educational Plan (CEP), including annual goals and objectives, and to consult with the principal in developing a school-based budget and staffing plan aligned with the CEP. The SLT is not responsible for hiring or firing school staff.

III. COMPOSITIONA. Core Members

The three core (mandatory) members of the SLT are the school’s principal, the Parent Association/Parent-Teacher Association (PA/PTA) President, and the United Federation of Teachers (UFT) Chapter Leader, or their designees.

B. Other Members1. In addition to the core members, SLTs must include other parents and staff (pedagogic and/or non-pedagogic) from the school. Teams should have an equal number of parents and staff.2. School teams also may include students (a minimum of two students is required in high schools) and representative of Community Based Organizations (CBOs).

C. Size of TeamAll SLTs must have a minimum of ten members and may not exceed a limit of 17 members. In determining the size of the team, budget allocations must be considered.

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School Leadership Team Members2010-2011

Ingrid Mason Principal (Administrator)

Joyce Bowers PA President

Colleen. Parks UFT Representative

Pamela Williams DC-37 Representative

Non-Classroom Teaching Staff

Intermediate School

Elementary School

Early Childhood

Randy Chrust Special Education

Cluster Representative

Parents PTA Members

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PROTOCOL OF THE LEAST RESTRICTIVE ENVIRONMENT COMMITTEE (LRE) 2010-2011

1. The members of the LRE are E. Tobin, E. Grandison, T. Simmons, I. Mason, B Addo, F. Jeffrey, R. Chrust,

2. The chairperson of the LRE Committee is Randy Chrust. 3. The provider(s) of the service(s) to be reduced meets with Mr.

Chrust with evidence (appropriate copies of anecdotals, tests scores, and class work, etc.) of the student’s overall progress. Service provider explains the rational to reduce such service(s).

4. Mr. Chrust meets with the LRE committee and presents evidence and rational.

5. LRE committee makes determination to continue or reduce the services

6. Parent is invited to discuss LRE committee’s decision.

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ASSESSING THE PRODUCTIVITY OF THELEAST RESTRICTIVE ENVIROMENT

COMMITTEE2010-2011

The provider(s) of the service(s) to be reduced meets with Mr. Chrust with evidence (appropriate copies of anecdotals, tests scores, and class work, etc.) of the student’s overall progress. Service provider explains the rational to reduce such service(s)

Mr. Chrust convenes a meeting with the LRE committee within 72 hours

Mr. Chrust meets with the service provider to discuss the LRE committee’s decision within 48 hours.

Ms. Grandison and the service provider(s) schedule a meeting with the parent.

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SCHOOL SAFETY COMMITTEE

A. Principals are responsible for ensuring that every school establishes a school safety committee and that the committee meets on a monthly basis.

B. The committee shall be comprised of the following individuals: a. Principal of the host building;b. Principal/Designee of any other program operating within the building;c. Custodial Engineer/Designee;d. In-house School Safety Agent Level III/Designee;e. NYPD Precinct Commanding Officer/Designee;f. Parent Association President/Designee

C. The committee is responsible for developing a comprehensive safety planwhich defines the normal operations of the site and what procedures are in place in the event of an emergency. The plan must be consistent with the prescribed safety plan shell which will be distributed on a monthly basis.

D. Safety plans must be updated annually by the school safety committee in order to meet changing security needs and conditions.

Ingrid Mason Principal Bernard Addo Principal’s Safety Designee

Agent Davis School Safety AgentAgent Williams School Safety Agent John Schroder Custodian

C. Parks UFT Chapter LeaderMs. E. Tobin Psychologist

Frances Jeffrey-Allen Assistant PrincipalMs. Joyce Bowers Parent Association President

NYPD Precinct C.O.

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2010-2011 PRIMARY EVACUATION PLAN

The words ENOLA GAY will be announced over the loud speaker to signal for the school building to be evacuated immediately. The fire drill signal, if sounded, will only serve as an addendum. The secretaries will immediately phone the police and the Community Superintendent to inform them of the bomb scare or need for immediate evacuation. School Safety Agent Davis will call the Central Safety Unit and inform them of the safety situation. The building will be evacuated to its PRIMARY, SECONDARY or OUT-OF-LOCATION area.

PRIMARY LOCATION Public School 328 - 330 Alabama Avenue (718) 345-9393

Listen for “ENOLA GAY 328”. Then adhere to the following:

Classes are to use the exit routes indicated in this Emergency /Evacuation Plan and proceed to P.S. 328 quickly, quietly and cooperatively.

Crossing Wardens will report to designated stations immediately with “Stop Signs” (except R. Chrust.)

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Kitchen Staff will stop traffic at Williams Avenue from proceeding west on Dumont.

_F. Wilson will stop traffic from entering Blake Avenue at Williams Avenue and Blake.

Ms. Torres will direct classes across Blake Avenue at Williams Ave.

Ms. Simmons will direct classes across Blake Avenue at Alabama.

Z. Torres will stop traffic on Alabama Avenue at Blake Avenue. P. Williams will stop traffic on Blake Avenue at Georgia

Avenue. F. Wilson will stop traffic on Dumont Avenue at Georgia

Avenue. F. Lopez will stop traffic on Dumont Avenue at Alabama

Avenue.

00-11 Evacuation Plan

Floor Wardens-F. Lopez will clear the basement floor. Ms. Beninati will check the first floor and Ms. Singleton will check the second floor. Mr. Chrust will check the third floor and Ms. Schubert the fourth floor to determine that all children and staff have left the building. Upon completion of their rounds, they will report to Ms. Mason or the supervisor in charge in the main office. After notifying her of the vacancy of the designated floor, floor wardens will join their groups as directed above. A School Safety Officer will conduct a vertical sweep of the building.

Classroom doors are to be left open and teachers are to take their working class sheets with them if they are leaving the classroom. The working class sheet should be kept in the top drawer of the desk and kept up-to-date and easily accessible to cluster teachers who may be covering the class. If you are not in your classroom, you will receive the class “bio” at P.S. 328.

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Ms. Jeffrey and Mr. Addo will monitor and coordinate all classes at P.S. 328 with the assistance of all staff. .

Ms. Pelzer and Ms. Cabrera will monitor classes exiting via exits 3 & 5 and moving on Dumont and Georgia Avenues to P.S. 328.

Ms. Grandison and Ms. Edmeade will supervise and accompany the classes using exits 2 & 4 as they walk up Williams Avenue to P.S. 328. Ms. Schubert, Ms. Beninati, and Kitchen Staff will assist.

Ms. Knecht will supervise and accompany the classes using exits 3 & 5 as they walk to P.S. 328. The IEP Team will assist with classes.

Ms. Hynes will follow the procedure for departure with her students according to the plan. Once at P.S. 328, Ms. Sobel will return students to the classroom teachers and notify Ms. Jeffrey for assignment. Classroom teachers on preps are to join classes immediately and escort them to P.S. 328. Classroom teachers are to remain with their students and the cluster teacher. Cluster teachers on preps are to report to Ms. Jeffrey for assignments.

All paraprofessionals assigned to classes are to accompany that class.

Teachers must check attendance upon arrival at P.S. 328. Mr. Addo and Ms. Jeffrey or support staff will check your count afterwards. Children and staff will remain in the designated areas until the police has searched the building and given the all clear. Ms. Mason or the supervisor in charge will then instruct staff when it is safe to return to the building.

00-11 Evacuation Plan

School staff is responsible for the students. Do not release a student to anyone unless directed to do so by a supervisor. If directed to release a child, that person must be on the bio and must sign when taking the child or children.

AGAIN, THIS IS FOR THE PRIMARY LOCATION. THIS IS ONLY FOR “ENOLA GAY, PRIMARY 328”.

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We have secondary plans in case we cannot go to PS 328. We will follow a different route.

2010-2011 PRIMARY EVACUATION ROUTE TO PUBLIC SCHOOL 328

Stairways Rooms

Main, East 103,104,105,106Turn right when leaving the building. Cross Dumont Avenue at Alabama Avenue. Walk next to buildings and proceed east on Dumont Avenue to Georgia Avenue. Left on Georgia Avenue near buildings and cross Blake Avenue. Make left on Blake Avenue and walk near the curb. Cross Alabama Avenue to P.S. 328. Main West 107,108,109,110, OfficeTurn left when leaving the building. Cross Dumont Avenue and proceed north on Williams Avenue while walking next to the buildings. Cross Blake Avenue and make a right to P.S. 328. EXIT #2 111,211,213,309,409A,

409B, 411A, 411B, 413, Lunchroom

Exit the building and turn right on Williams Avenue. Cross Dumont Avenue. Kindergarten will walk next to the building. Other rooms in this section will walk near the curb. Cross Blake, make a right and proceed east to Alabama Avenue to P.S. 328.EXIT #3 GYM,101, 201,203,301,

303A, 401,403Turn left when leaving the building. Cross Dumont Avenue. Proceed east on Dumont Avenue. Left on Georgia Avenue and cross Blake Avenue. Walk near the curb. Left on Blake Avenue and cross Alabama Avenue to P.S. 328.

EXIT #4 112, 210, 212, 310,312, 410, 412Turn right when leaving the building. Walk near the curb. Proceed north on Williams Avenue and cross Blake Avenue. Right toward Alabama Avenue to P.S. 328. EXIT #5 102, 202, 302, 304, 402,

404Turn left when leaving the building. Cross Alabama Ave. Walk to Georgia Avenue. Cross Dumont at Georgia Avenue. Cross Blake Avenue. Left on Blake Avenue (walk west) near buildings and cross Alabama Avenue at P.S. 328. EXIT #6 Exits 2 - 207, 209, 307, 407,

Exit 4 - 206, 208,308, 408Walk through the cafeteria. Use Exit 2 or 4 as designated. Turn right when leaving the building. These rooms using exit 2, walk near the buildings. Those using exit 4, walk near curb. Proceed north on Williams Avenue and cross Blake Avenue. Right toward Alabama Avenue to P.S. 328.

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EXIT #7 Exits 3 - 205, 303B, 305, 306A, Exit 5 - 306B, 405A, 405B, 406

Walk through the Gymnasium. Use Exit 3 or 5 as designated. Those using exit 3, follow directions for exit 3 above. Those using exit 5, follow exit 5 as stated above.

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FIRE SIGNALSIn order to ensure that everyone in our building will be evacuated expeditiously in the event of an emergency, pay careful attention and adhere to the procedures.

1. The FIRE SIGNALS are as follows:When the alarm system is activated, you will see bright flashing (warning) lights in common areas such as corridors, office, etc. You will not see these lights in your rooms. Inform students if they see bright flashing lights, go back to class immediately and inform the teacher.

a. 2 HORNS – Get clothing. WAIT for 3 HORNS repeated 4 TIMES. Then go directly to the street.

b. 3 HORNS – repeated 4 TIMES – GO AT ONCE to the street.

2. Please note that the prime objective during drills is to evacuate the building immediately. It is important, therefore, that you DO NOT stop to discipline for minor offenses while on the way out of the building. The teacher leads the line throughout the drill. Evacuation must be done within 3 minutes.

3. Classroom doors are to be open and lights turned off when you leave the room. Wardens will shut doors.

4. When a class is with a cluster teacher during fire drills (3 HORNS), the cluster teacher should escort the class out of the building immediately. However, in case of the preparation horns (2 HORNS), cluster teachers will return students to their classroom to get outside clothing. Classroom teachers will go immediately to the classroom to prepare students for the fire drill and take them to their designated locations.

5. The following staff members will make sure the assigned floor is vacant and immediately report results to Ms. Mason or designee in front of the main entrance.

Location Floor Wardens Back-up Floor Wardens Report To1st Floor E. Beninati P. McGill, Ms. Torres I. Mason

2nd Floor V. Singleton P. Williams (A.M.) I. MasonF. Wilson (P.M.) I. Mason

All back-up aides not directly assuming assignments will assist K-111 and K-112.F. Wilson – Class K-111P. Williams – Class K-112

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Location Floor Wardens Back-up Floor Wardens Report To3rd Floor R. Chrust E. Tobin (IEP Team) M, W, F I. Mason

S. Matthews (Mon, Tues) I. Mason4th Floor R. Schubert J. Sobel I. Mason

One School Safety Agent will perform a final building sweep. If there is a second School Safety Agent on duty, they will assist with stopping traffic on Williams Ave. Designated staff will cover the front entrance.

6. Traffic Wardens E. Grandison & D. Knecht will stop traffic on Livonia and Williams Ave.T. Simmons will stop traffic on Dumont and Alabama Ave.B. Edmeade will stop traffic at Dumont and Williams Avenue

7. Please post this notice next to the fire drill and shelter drill flow chart in your room.

8. There will be periodic fire drills throughout the school year. When the Fire Alarm Signal sounds, teachers are to immediately stop all instruction. Take your “Working Class List” with you. Teachers lead classes from the front of the line. Escort them quickly and silently to the assigned exit. Continually monitor the presence of all students. Mr. Addo will supervise the Alabama Avenue and Ms. Jeffrey-Allen will supervise the Williams Avenue crossings.

Please stress to your students that Fire Drills are serious. Order and quiet are essential. Misbehavior will not be tolerated. Remain outside silently until the “all clear” signal has been given. Students are to return to the classrooms as silently and orderly as they exited. In a true emergency, the practice will pay off.

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Fire Drill Routes 2010-2011FIRE DRILL ROUTE

Stairways Rooms

Main, East 103,104,105,106Turn right when leaving the building. Proceed east on Dumont Avenue. Cross Alabama Avenue to Georgia Avenue.Main West 108,109,110, 107Turn left when leaving the building. Proceed west on Dumont Avenue. Cross Williams Avenue and continue to proceed west on Dumont Avenue to Hinsdale St. EXIT #2 111,211, 213,309,409A,

409B, 411A, 411B, 413, LunchroomCross Williams Avenue and proceed south on Williams Avenue to Livonia Avenue.EXIT #3 101,201,203, 204 301,

303A, 401, 403, GymCross Alabama Avenue and proceed south on Alabama Avenue to Livonia Avenue.EXIT #4 112,210,212, 310, 312,

410,412Turn left when leaving the building. Proceed south on Williams Avenue to Livonia Avenue; walk near the fence.EXIT #5 102,202,302,304,402,404Turn right when leaving the building. Proceed south on Alabama Avenue to Livonia Avenue.EXIT #6 Exit 2 207,209,307, 407,

Exit 4 206,208,308, 408Walk through the cafeteria to the designated Exit listed above and follow its procedure.EXIT #7 Exit 3 205, 303B, 305, 306A,

Exit 5 306B, 405A, 405B, 406Walk through the Gymnasium to the designated Exit listed above and follow its procedure.

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FLOOR WARDEN ASSIGNMENTS

Warden Assignments

To assist with emergencies that require an evacuation, each floor of a school building must be assigned a designated “Floor Warden”. Those persons must be familiar with the School Safety Plan, the location of exits and the location of fire alarm boxes on their assigned floors.

In the event of an emergency, all Wardens and Back-up Wardens will be responsible for ensuring that all occupants are notified of the emergency, and that students and staff adhere to the established procedure for the given emergency. During the emergency, wardens MUST ensure that all persons in the school are evacuated away from possible contaminated or hazardous areas to safe locations. Clearing a floor consists of a search verifying that neither student nor personnel remain in the lavatories, classrooms, hallway or stairwell on that floor. Wardens will shut room doors after checking rooms.

A “Floor Warden Logbook” will be kept in the main office on Pam Williams’ desk. Each “Primary Warden” will sign in daily to inform the “Back-up Warden” of her availability to assume this responsibility in case of an emergency at any time.

“Back-up Wardens” will sign in also so that they are aware that the “Primary Warden” would not be available during that day. She will then be aware that she would be responsible to carry out the “floor wardens” procedures.

If the “Primary Floor Warden” leaves the building, she must inform the “Back-up Warden” and the principal or designee. If the “Back-up Floor Warden” leaves the building, you too must inform the “Primary Warden” and principal or designee.

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Floor Warden Assignments Floor Wardens Back-up Wardens 1st Ms. Beninati Ms. McGill

2nd Ms. Singleton Ms. Williams (AM)

3rd Mr. Chrust Ms. Tobin

4th Ms. Schubert Ms. SobelGym/Lunchroom Mr. Frankie Lopez Ms. F. Wilson

EXITS LOCATIONS 1 Main Entrance2 Near Rooms 111, 213, Library 309, 4133 Near Rooms 101, 201, 301, 4014 Near 112, 212, 312, 4125 Near 102, 202, 302, 4026 Near Kitchen, 108, 208, 308, 408, 7 Near Boys Bathroom, 104, 204, 304, 404

FIRE BOXES LOCATIONS See attached floor plan for boxes and locations.

UNOFFICIAL FIRE ALARMSIn an effort to quickly discontinue the alarm sounds in the event a child triggers an alarm, you will receive a fire alarm key. Each warden will be responsible to disarm the designated alarm box on your floor. This would greatly reduce the response time and stop the alarms more quickly. A member of the custodial staff will join you shortly afterwards.

You will hear, “Please disregard the alarm. Warden go to _ _.”

This tells the warden the floor number and the alarm box number that was triggered. Example: “Warden go to 3B.” The 3 designates the floor. The “B” identifies the box labeled “B” on that floor.

You will then immediately follow the steps below:

Step I - Go to that box on your floor. Step II - Lift the cover. Place the key into the slot and turn the key until it stops. Pull down the cover.Step III - Go to the closest phone and calmly call 1000 (Security). Tell them the box is disarmed. They will inform Ms. Mason that the alarm has been disarmed. She can then reset the main system.

Shelter Drill Procedures

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2010-2011The primary objective during the shelter drill is to move immediately to safe areas and avoid harm or danger. In order to ensure that everyone in our building moves expeditiously to their assigned area in the event that a shelter emergency occurs, please adhere to the following instructions during a shelter drill. It is essential that you DO NOT to discipline your group at that time for minor infractions. Pay careful attention and adhere to the procedures.

The SHELTER DRILL is as follows:

When the alarm system is activated, you will see bright flashing (warning) lights in common areas such as the corridors, office, etc. You will not see these lights in your rooms. Inform students that if they see bright flashing lights, they are to go back to class immediately and inform the teacher.

1. Once you hear 3 VERY, VERY, VERY LONG TONES, GO AT ONCE to the shelter area for your class/group as designated below. Children must proceed silently. Once in the location, have children face the wall and place hands and arms on their heads.

2. 1 VERY LONG TONE is the “All Clear” signal.

During a shelter drill:1. Children will face and stand against the assigned wall, cross arms and place them on

their heads.2. Turn off lights and close classroom doors.3. When the class is with a cluster teacher, the class and cluster teacher will go to the

classroom teacher’s designated area.4. The floor captains will monitor the floor for which they are assigned:

1st floor: Ms. Miller/ PA Offices/ Ms. Pelzer2nd floor: Ms. Grandison/ Ms. Torres3rd floor: Ms. Tobin/ Ms. Muojo4th floor: Ms. Schubert/ Ms. Simmons

5. IEP staff members will assist on the third floor.6. School aides will assist:

Ms. Beninati / Ms. McGill will assist on the 1st floor.Ms. Williams will assist on the 3rd floor.Ms. Wilson will assist on the 4th floor.

7. Office staff will go into the hallway. Visitors in the main office will follow directions for room 107. Office staff will assist.

IMPORTANT: While standing in the hallway, turn and face your door. This determines the right and left for each room.

SHELTER DRILL LOCATIONS

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First Floor Locations

Room 101 – Across the hallway between bulletin board 2A and the fire extinguisher

Room 102 – Across from doors 101 & 103

Room 103 – In front of and to the left of bulletin board 1B

Room 104 – In front of bulletin board 2A

Room 105 – In front of boards 2B & 2D

Room 106 – In front of board 2C and to the left of the fire extinguisher

Room 107 – Between the main office doors

Room 108 – Between the main office doors

Room 109 – In front of board 6 and part of the Parent Board

Room 110 –Left of bulletin board 9

Room 111 – Right of classroom door and part of parent bulletin board

Room 112 – In front of bulletin board 9 and right of room 110

Second Floor Locations

Room 201 – Across from 204B and in front of board 11D

Room 202 – In front of boards 11C & 12

Room 204A – Between board 12 and the door to 204B

Room 205 – Across and in front of 12B

Room 206 – In front of board 13 and near the fire extinguisher

Room 207 – In front of board 14

Room 252 – To the right of room 252, under the bell

Room 208 – Across from door 208

Room 209 – Left and right of door 209

Room 211 – Across from the door of room 211 (2 rows of girls & 2 rows of boys)

Rom 212 – In front of board 19

Room 213 – Right side of 213Third Floor Locations

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Room 301 – In front of board 22C (2 rows of girls & 2 rows of boys)

Room 302 – In front of the wall across from 303A (2 rows of girls and 2 rows of boys)

Room 303A – In front of board 22A

Room 303B – In front of boards 24A and 25B


Room 305 – In front of 25A and to the right of the door to room 352

Room 306A – In front of board 24C

Room 306B – In front of board 24C

Room 307 – Left of fountain and in front of board 26A

Room 308 – Across the hallway in front of board 25A (2 rows of girls & 2 rows of boys)

Rom 309 – Across the hallway and to the right of room 310. Two rows between 311 and 28A

Room 310 – Left of board 27


Fourth Floor Locations

Room 401 – In front of bulletin board 30A

Room 402 – In front of board 29A

Room 403 – Across from door 404 and to the right of bulletin board 29

Room 404 – In front of bulletin boards 30B & 29D

Room 405B – In front of board 30C, close to door of 406

Room 406 – In front of board 30D

Room 407 – Across from bulletin board 31A and in front of board 31A, near door of 407

Room 408 – Across hallway, in front of door 408 & bulletin board 31C

Room 409A – In front of board 32C

Room 409B – Right of board 32A

Room 410 – Left of fire extinguisher and left of board 33

Room 411 – Right of bulletin board 32A

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Room 412 – Right half of board 33 and right of door 410

Room 413 – In front of board 32 (2 rows of boys, 2 rows of girls)

Basement Locations

Gym – Inside auditorium against back wall, closest to gym

Cafeteria – Inside auditorium, against back wall near cafeteria, and against walls on bothsides.

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CODE BLUE PROCEDURES

If you observe or a student informs you about an adult or child who passes out or becomes unconscious, call the office immediately. Give details of the occurrence and indicate the exact location of the person. You will immediately hear “CODE BLUE.” This is a code that will mobilize the AED/CPR Team to provide intervention. Keep all students inside the classroom so they will not interfere with the emergency assistance.

Teachers throughout the building will hear “CODE BLUE” if such an emergency occurs. It is critical that you keep students inside the classroom and close the door so as not to be distracted by the movement in the hallway.

Your cooperation is greatly appreciated.

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CODE BLUE PROCEDURESPost Near Door

1-The key to the AED Unit will be kept in the main office in the labeled draw in the black file cabinet near the copy machine. This is needed to turn off the alarm inside the white box storing the AED Unit after it has been opened. A back up key will be kept in Ms. Mason’s office.

2-The office is informed to announce “CODE BLUE” with the location because someone has passed out or is unconscious. The receiver will relay the announcement to all office staff. Secretary/Aides will announce “Attention Staff” twice. “CODE BLUE” with the location over the public address system twice. Direct all students to return to classrooms and remain inside.

3- Ms. Pelzer/Para/Aide will get key. 3-The Team and nurse will goMs. Cabrera or Ms. McGill to the location immediately.will call 911 upon the direction of the The first to arrive will determine if team at the emergency site. The ill 911 is needed. If needed, he/she will person’s emergency contact will be direct the team to request 911 via office.

called. .

4-The available Safety Agent will remove an AED unit from its box and bring to the code blue location.

5-Ms. Williams, Ms. Wilson 5-All AED Team members willand Pre-K paras will meet the Agent. immediately go to the site.One of latter will give box key to Agent Three members will remain. to turn off alarm. The first to get the Others will remove students or equipment will take it to the location. viewers to rooms and record. locations.

6-Safety Agent will inform EMS of location. 7-All team members will remain with the victim until EMS arrives.

In the case that one Safety Agent is absent, Ms. Beninati will cover the front desk during a Code Blue emergency or drill.

AED/CPR TEAM MEMBERSB. Edmeade E. Grandison F. Jeffrey-Allen Agent Davis B. AddoP. Williams F. Wilson R. Schubert D. Pelzer A. CabreraDOH Nurse C. Jackson A. Johnson Back-Up Persons for AED Unit, All Aides and Pre-K - Paraprofessionals

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INTRUDER ALERT

Please be advised that all schools must have safety procedures and protocols in place should an intruder impede the safety and security of the school building. That being said, please be advised that when an intruder is discovered in our building, a coded PA system alert will notify the staff. The “alert” is:

DR. PEPPER.

In response to this announcement, teachers must immediately:

Check the hallway and take in any students in the hall near your classroom.

All teachers will lock their classroom doors and will not issue any passes.

The principal and wardens will conduct a building sweep to locate the intruder.

When the intruder is found and the situation is stable or if the intruder leaves the building, an ALL CLEAR message will be made over the PA system. The “all clear” message is: John Hopkins.

In the event that the building PA system is inoperable, the following procedure will be in effect:

Specified staff will circulate throughout the building, notifying teachers of the impending problem. All doors will be checked, the SSA will notify the necessary

authorities and supervisors.

At the conclusion of this sweep and before the Security Team leaves, the School Safety Officer in charge will confer with the Head Custodian and

Principal Mason that the building is now secure.

If immediate evacuation is required you will be notified and will follow the attached emergency evacuation plan

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LOCK-IN DRILL PROCEDURE

As you know schools participate in fire drill procedures periodically to make sure that staff and children are prepared to evacuate the building immediately in case of fire. We also need to be prepared in the event that we are notified of an unsafe occurrence outside the building. In that case, ALL exits must be locked to protect our students and staff. Absolutely no one will be allowed to enter or leave the building until we receive clearance. This is known as the “Lock In Procedure.”

Therefore, we will have periodic “Lock In Drills.” During these drills, no one will be allowed inside or out of the building. The drill will last no more than 2 minutes.

However, when they occur, all school functions will proceed as usual except at the basement level. You will hear 1 long whistle to notify you of the beginning of the drill.

1. All supervisors, School Safety Agents and specified staff will lock and secure all outside doors.

a. Proceed to the following positions and lock the assigned outside doors. Main entrance: Agent Davis/Security Desk PersonExit 2: Ms. F. Wilson Exit 3: Ms. Blakeney (Backup—)Exit 4: Ms. Beninati (Backup—)Exit 5: Ms. Torres (Backup—)Exit 6: Ms. Williams (Backup—)Exit 7: Ms. Grandison Exit 8: Ms. McGill (Backup—)Exit 9: Mr. F. Lopez

After securing doors, proceed to the lobby to inform Ms. Jeffrey and/or Agent Davis. They will inform Ms. Pelzer at the top of the steps. Ms. Pelzer will inform Ms. Mason in the main office.

2. Classes in the gymnasium will enter the auditorium and be seated in the front rows on the left.

3. Classes in the lunchroom will be directed by adults to proceed directly into the auditorium and seated by class in the back rows until they are told it is “All Clear.”

Help us keep our staff and children safe!

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EMERGENCY PASS

Each classroom will be given a new red emergency pass to be used only in case of emergency.

Examples of emergencies: A student/staff member has trouble breathing A fight erupts in class and you cannot get to the phone to call the office for help The teacher faints and needs help

Direct a student to take the red emergency pass to the teacher next door who will summon help.

THIS PASS IS ONLY USED IN CASE OF EMERGENCY

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1. Staff Issues:

1.1 Absences and/or Lateness

Student success in school is predicated, in part, on your own good attendance and punctuality. Teachers are expected to arrive in school prior to 8:30. All students must be picked up in the designated arrival location by 8:30 A.M. Teacher hours are 8:30-3:271/2 Monday-Thursday and 8:30-2:50 on Friday.

In the event of reporting an absence or lateness a staff member is expected to use the Subcentral System. In the event of an unexpected emergency, one must use the Subcentral System and call the school between 7:00a.m. and 7:30 a.m. (718) 345-1223 the day of an absence. If you are aware by the close of the school day prior to your absence, please inform the principal and the school secretary. Every absence is to be accompanied by the completion of the OP 198, OP 201, or OP 221.

Request for “Personal Business” days must be approved by the Principal prior to taking the absence. Where possible notify the Principal in writing 2 weeks in advance. It can only be granted for such business that cannot be conducted on other than a school day and during school hours. Proper forms must be completed and submitted to the payroll secretary for Principal’s approval.

Absences that extend weekends, holidays, or recesses, are considered suspicious absences and may lead to disciplinary action, including, but not limited to, an unsatisfactory rating for the school year, and deduction from pay. Please PLAN your affairs appropriately. If unexpected situations arise, please inform the principal prior to taking these absences. Remember that ALL absences impact on your colleagues and the tone of the school. Every effort must be made to schedule medical and dental appointments after school hours.

If notified for jury duty, you will be expected to bring the “Notice of Jury Duty” to school several days in advance of your scheduled date

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of service. We will provide you with a letter to be excused from jury duty.

Teachers may not leave the building during preparation period except on official business with approval from the principal, whereupon they are to clock out.

REMINDER: Absences and/or lateness exceeding 11 or more times are justifiable reasons for an unsatisfactory rating. Fractional absences will be recorded and calculated. Payroll deduction will be made for lateness after an accumulation of three hours and twenty minutes. Staff members late more than three times during a month may be placed on the clock.(Standard Department of Education policy).

If situations arise, please see the principal so that your needs and those of the school may be met.

Teachers’ Attendance Log Book/ Time Cards

Supervisors, teachers, paraprofessionals and school aides will indicate they are present for the day by moving their time cards. All staff members are REQUIRED, on a daily basis, to sign out when leaving the building during regular school hours. This includes leaving the building for lunch. No staff member may sign “in or out” for another staff member.

You will be considered late if you arrive after 8:30 a.m. Staff that arrives late must sign in with the secretary, as well as punch your timecard.

If you do not sign in, we will approximate your time of arrival and indicate it in the Attendance Log Book. If you are leaving, only with the principal’s approval, before the official end of the school day, you must sign out in the Teacher’s Attendance Log Book. Teachers requesting to leave early must complete the Request for Early Release form, which may be obtained from the payroll secretary. This form must be approved by the Principal.

Excellent teacher attendance is encouraged and appreciated. Monthly 100% attendance will be recognized and publicized on our teacher recognition board and our teacher attendance incentive program.

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Department of Education employees are expected to find alternative means of reporting to work whenever public transportation failures occur. Please fill out the transportation delay form, which can be obtained from payroll secretary. Each situation will be evaluated on its own merits.

1.2 Per SessionPer Session activities are posted throughout the year on the side bulletin board in the main office. Interested individuals are to apply according to posting specifications.Employees must use a time clock (if a time clock is not available, a daily attendance report should be used) to document his/her service.

An employee may not work on ANY per session activity during his/her regularly scheduled work hours.

Applications and waivers (if applicable) should be utilized prior to per session employment. Per session waivers must be completed by individuals working multiple per session activities.

1.3 Preparation and Professional Periods

During the professional period, staff is not permitted to leave school building without authorization from the principal or assistant principal. When granted authorization to leave you are required to sign the Teacher’s Attendance Log Book when exiting and returning to the building. Professional periods are to be designated on the schedules. Appropriate forms are to be used and are to be submitted to supervisors when requested.

In the event of a lost prep, teachers are to complete a lost prep form and submit it to Ms. Pelzer. Preps will be made up as soon as possible. Preps not made up within a timely manner will be paid at the contractual rate.

1.4 Telephone

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The use of school telephones for other than school related business is STRICTLY forbidden. Personal incoming calls are unacceptable and only messages will be taken, unless it’s an emergency. If the call pertains to an emergency the caller must identify it as such; otherwise the call will be treated as a personal phone call, and a message taken.

When a telephone call must be made, use the telephone on the desk next to Ms. Cabrera. Do not at any time sit at the secretaries’ desks. Long distance calls are for official business only. They must be approved by a supervisor and logged in the main office.

Teachers are not to call parents during instructional time. All calls to parents MUST be made during preparation periods or other available times.

Cellular phones are NOT to be on or used during instructional time under any circumstance; this includes making phone calls to parents for disciplinary issues.

1.5 Injuries/Incidents

All injuries and incidents are to be reported to the main office immediately. Any staff member who has suffered an injury must personally (if possible) bring it to the attention of the principal or assistant principal as soon as possible or definitely by the end of the same school business day in which the injury occurred. A written report of any injury or incident must be submitted to the main office within 24 hours. (Form may be obtained a the school secretary)

1.6 Staff Mailboxes

Mailboxes are to be checked in the A.M. and P.M. and/or during the day for important notices requiring immediate attention.

1.7 Posting of Notices

Morning messages are communicated daily. All staff is expected to be informed of all information posted on the daily message board.Any notices, except UFT notices, will be posted in the main office. Any staff member wishing to have a notice posted must submit it to the secretary for principal’s approval prior to posting.

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1.8 Main Office

The tone of the main office MUST always be reflective of a professional environment. Staff should not socialize or congregate in the main office. The office is never to be left unattended. The phones must be answered immediately. Staff members answering the phones must identify the school and themselves. Messages are to be properly recorded including the date, time and name of the caller, and forwarded to a secretary or office personnel.

There is to be NO eating or drinking in the main office.Visitors and staff to the main office are to be taken care of in a timely and courteous manner.

1.9 Duplicating Equipment

Machines may not be used by other than authorized personnel. The assistant principals or principal must approve all requests for duplication or copies in writing. You must submit the appropriate form indicating the date and the number of copies needed. When approved, this form should be submitted to designated school aide at least two (2) days prior to date needed.

1.10 Faculty Conferences

The first Monday of each month a Faculty Conference will be held during both lunch periods. When a faculty conference is not held on the first Monday due to a holiday, it will be held on Tuesday. Contractually, attendance is MANDATORY. Prior permission is required if you cannot attend a particular faculty conference. Please inform the principal prior to 9:00 a.m. of the conference day. All pedagogues, guidance counselors, psychologists and social workers are expected to attend the conferences and be prompt.

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Materials distributed during faculty conference have the effect of policy. It is incumbent upon every staff member to read materials distributed since they are intended to facilitate instruction and the school organization.

1.11 Parent-Teacher Conferences

Attendance is mandatory for each Parent-Teacher conference: Fall 2010 Tuesday, November 09, 2010 Afternoon

Wednesday, November 10, 2009 Evening

Spring 2011

Tuesday, March 15, 2011 EveningWednesday, March 16, 2011 Afternoon

An Open House is scheduled for Wednesday, September 29, 2010 from 5:00 - 7:00pm. All staff is invited to attend. This serves as an excellent

opportunity to meet parents and get the year off on a positive note.

All school staff is encouraged to actively join together to encourage parent involvement in all school-related activities and to make our school a welcoming environment for all parents.

1.12 Observations

Pre and Post-observation conferences will be scheduled with individual teachers or grades being observed. It is incumbent upon you to take advantage of this opportunity. This does not preclude other informal or spontaneous types of observations that may occur as supervisors visit classrooms. At all times you are required to be prepared with lesson plans. The intent is to support classroom instruction by identifying specific needs of teachers and students. At all times, post-conferences/discussions will be conducted with the teacher. Staff development will be presented based on common observed staff needs. Each teacher will be scheduled for a “Professional Instructional Plan” conference during September. At that

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time there will be a collaborative discussion to set professional goals for the year, review evaluation criteria and identify areas for additional support and assistance. All professional instructional meetings will use the Professional Teaching Standards as the criteria for ongoing evaluation.

Observations may be made at anytime by any assistant principal, principal or superintendent. Your lesson plan must be available at the time of the visit.

1.13 Coverages

In the event of an emergency, a teacher’s assignment to coverage must provide the appropriate, challenging and stimulating instruction. Games or “free time” is NOT permitted. The coverage period is a perfect time to provide test sophistication instruction. 1.14 Lesson Plan Books

EVIDENCE OF PLANNING IS REQUIRED OF ALL TEACHERS.

Weekly lesson plans are required. The format of those plans is determined by the teacher. Although Lesson Plan Books are not collected, they will be reviewed periodically. Lesson plans must be available for review upon request by the principal, AP, Supervisor or Monitor.

Lesson Plan Books may be developed in accordance with individual styles but should provide for a daily approach and contain the essential elements of a good lesson. They should address: the skill being taught, the STANDARD(S) being addressed, evidence of data or student needs to justify instruction, connections to previously taught lessons, assessments, and activities that provide for lesson internalization, individualization, anddifferentiated instruction. All planning must be driven by the Essential Questions and Big Ideas generated during unit planning.

Lesson Plan Books may include notations to indicate SETTS students and English Language Learners in the class. Planning should also reflect small group instructional focus and accommodations and/or interventions made to meet the needs of the “at-risk learner.” Plans should also include opportunities for the “accelerated students”.

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All lesson plans must be dated.

Appropriate, up to date lesson plans must be available for substitute teachers in the event of an absence. Substitute lesson plans must be forwarded to the main office. Plans are to be replaced after each absence.Lessons that are unaccompanied by a plan will be rated unsatisfactory.

1.15 Audio-Visual Materials

Audio-visual materials are available to enrich the curricula topic being covered during a lesson.

Request of such materials may be made of the Facilitator a minimum of two (2) days prior to date needed. Audio-Visual materials used MUST be instructional. Films need to be previewed for appropriateness of content.

1.16 Collection of Funds/Selling of Merchandise

No item of any kind is to be sold in the building without permission from the Principal. Money cannot be collected in the school or in the name of the school without the approval or knowledge of the Principal or immediate supervisor. All approved and collected funds must be turned over to the School Treasurer for deposit in the school account. Disbursement of these funds will be monitored so adequate records of each transaction are available for audit.

1.17 Eating/Drinking in Designated Areas

Drinking coffee/tea or other beverages in the presence of the students is prohibited during instructional class time. Please refrain from the carrying of hot beverages in the passageways or in the presence of students.

The eating of food is to be done in the designated areas of the school building. This will ensure that our school remains vermin free.

1.18 Classroom procedures No food or drink is permitted in the classroom. No gum chewing is permitted. Teachers should require students to comply with school rules.

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Attendance is to be recorded on the Scan Sheet daily in pencil. Teacher’s signature must be in ink. ATS Scan Sheets are to be sent down to the main office by 9:00 a.m. Teachers are responsible for notifying the main office of late students’ whose attendance need to be changed. Each classroom teacher is responsible for maintaining absolutely accurate records on their back-up attendance forms. These forms will be provided by Ms. Cabrera at the beginning of every month and returned to Ms. Mc Gill at the end of the month.

All outer clothing is to be removed and hung in the student closet/hook, etc. Students are not permitted to wear outer garments in the classrooms.

Students should be dressed in school uniforms.

UNIFORMS ARE MANDATORY.

No student is permitted in the hallways/bathroom/office without an official pass. Teachers will be expected to keep a sign-out /sign-in folder or notebook for students leaving the classroom. This will aid in holding students accountable for their movement and teaching them time management and responsibility.

It is expected that teachers will have students clean up their desks and the classroom during and at the end of each day. It is the responsibility of the homeroom teachers to make certain that their students leave the classroom in order.

1.19 Arrival/Dismissal Procedures

Arrival: The doors will open for breakfast at 8:00 a.m. Breakfast will be served from 8:00 to 8:20 a.m. All other students will be admitted into the building at 8:25 a.m. Pre-K students will go directly to the classrooms. Pre-K Parents will be given a special pass to escort their children to their classrooms. Grades K-5 will be seated in the auditorium in designated rows. Ms. Jeffrey will supervise their arrival. Grades 6-8 will go directly to the gym. Mr. Addo will supervise their arrival. Morning routines will begin promptly at 8:30 a.m. All teachers are expected to be in the line up areas at that time.

Dismissal:

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Parents of Pre-K students will pick-up their children from the designated location between 2:40-2:50 p.m. Kindergarten classes are to be taken to the auditorium at 2:45 p.m. Pre-K and Kindergarten teachers are to report to their designated 37½ locations immediately following dismissal of their students. Teachers of grades 1&2 must escort classes to the street exit (Alabama Ave), dismiss their classes, and proceed to their 37½ minute assignments. Special Education classes are dismissed from the lunchroom onto their buses on Williams Avenue. Mr. Chrust and Ms. Singleton supervise their dismissal. Special Needs Walkers are dismissed at 2:45 p.m. Grades 3-8 are dismissed through the cafeteria on to Williams Avenue and must be escorted to the outside exit. Teachers of grades 4-8 are to meet tutorial (after school) students in the cafeteria.

Late students in grades Pre-K and K not picked up after the 2:50 p.m. dismissal are to be escorted to the cafeteria, supervised by the paraprofessionals in charge. Late students in grades 1-2 not picked up during the 2:50 p.m. dismissal are to be given to Mr. Lopez and the paraprofessionals in the gymnasium who will escort and supervise them in the cafeteria. All students not picked up after 3:27 ½ p.m. will remain in the cafeteria where they will be supervised by Ms. McGill or other designated staff.

After-school students are to be escorted into the cafeteria. Klinsky staff members will supervise those students.

Please note classes that classes are not to be dismissed prior 2:50 p.m.

CAUTION: Students in grades Pre-K-3 should never be released by themselves. The teacher must always insure that the child has been released to the proper parent, guardian, older sibling or other caretaker.

ALL STUDENTS MUST BE ESCORTED BY A TEACHER OR STAFF MEMBER AND NEVER LEFT UNATTENDED.

1.20 Lunch Procedures

Periods 5 & 6 are the designated lunch periods for both students and staff.

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It is of the utmost importance that teachers bring and pick up their class to the lunchroom on time. Teachers are to escort their class to the appropriate area. No student is to be denied lunch. Every student must have the opportunity to eat a full lunch.

If you would like to meet with a student during his/her lunch period, you must make certain that the student eats lunch in the lunchroom. You will then escort the student from the lunchroom and return the student to the lunchroom at the end of the lunch period. The student will not be permitted to leave the cafeteria with a lunch tray and he or she will not be permitted to leave the lunchroom alone with a pass. You must pick up and drop off that student.

1.21 Lunch Applications

Lunch applications must be filed for EVERY student who is on register. SCHOOL FUNDING IS BASED UPON THE NUMBER OF COMPLETED FORMS. The school will be billed for unpaid lunches. Therefore, it is very important that procedures for processing lunch applications are strictly followed. Students Meal Eligibility Forms will be distributed during the first few days of school. An SD-1041 form must be on file for each student. Teachers are to collect the completed forms and keep a record of any student who has not returned this form. Please ensure that the forms are collected since they mean funds for the school.

Specific information related to current/updated procedures will be provided to assist in this matter.

1.22 Fire Drills

The Department of Education regulations requires that a minimum of twelve fire drills be conducted during the school year. Please read the fire drill notice carefully. Adherence to fire drill procedures is a MUST! Please review all fire drill procedures with your class carefully and in detail.

Your backup attendance roster MUST be taken on all fire drills should you have to account for pupils in an actual fire emergency. Fire signals are as follows: 2-2-2 Gather clothing

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3-3-3 Exit building via route, quickly and silently

Support services/cluster teachers will have fire drill assignments. In the event of a 3-3-3 signal, cluster teachers with a class in their charge will escort the pupils out of the building via the established route.

Be prepared to use alternate routes in a fire drill.

All classrooms must have a fire drill sign indicating the signals for fire drills and the appropriate exits, including alternate exits. Please see Mr. Addo should you require a Fire Drill poster.

During the course of the year we will also practice shelter drills.

All school personnel must exit the building during a fire drill. (See fire drill schedule attached.). Floor wardens are to ensure that all classrooms/floors are vacated.

1.23 Passes and Student Movement

No student, except in an emergency, should be out of the room before 10:20 a.m. to go to the bathroom. There are to be no students out of the room during the designated school wide literacy blocks.

All Pre-K and K students require appropriate supervision when using the bathroom.

Grades K to 1 may conduct whole class bath rooming. Teachers should work out a schedule to avoid unnecessary loss of instructional time in this activity.

Grades 3-4 can send children in pairs at the appropriate time with a pass. Grades 5-8 are not to be sent in pairs.

When students are out of the room they must have a signed, written pass indicating the name of student, class, date, time and destination. Teachers must sign passes. Only one student on a pass is permitted. Please use only an official class pass.

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Students requesting to use the bathroom excessively are to be referred to the counselor for home contact to follow up on possible medical causes.

Students leaving the room must sign-out and sign-in on the designated sign-out book. This allows the teacher to know what students have left the room and how often. This maintains a sense of orderliness in the school. Passes also hold students accountable. Teachers must be cognizant of the number of students out of the classroom at any given point. Note: There should be no more than 2-3 students out of a classroom at ant time!

Children are not to be put out into the hallway as punishment. AIS teachers who “pull out” students are to pick up and drop off their students. DO NOT send students back by themselves.

Teachers will drop off and pick up students at the cluster teacher’s room.Children are never to be sent upstairs alone to meet a teacher before or after school, or during the lunch hours. 2. Student Issues:

Discipline, instruction and learning go hand-in-hand. We cannot accomplish one without the other. Therefore, it is incumbent upon all staff to enforce and insist on good discipline, high expectations and exemplary behavior from our students. Good discipline and exhibited good behaviors should be rewarded and acknowledged by the teacher(s), staff and the entire school community.

2.1 Discipline – (Good order precedes learning)

DISCIPLINE – THE BY WORDS ARE “INSISTENT”, “CONSISTENT”AND “PERSISTENT”

Disruptive students must be held accountable for their behavior.

Each teacher is to maintain an anecdotal record for each student. Each anecdotal record should detail the date, time, incident, and any follow-up actions. When entering anecdotal data, be specific and avoid the use of abbreviations. The anecdotal book may be collected periodically for review by the Principal and/ or Assistant Principal(s). Teachers are not to use instructional time for the purpose of generating anecdotals.

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TEACHERS MAY NOT SUSPEND, OR EVICT, A STUDENT FROM THEIR CLASS. If an uncontrollable situation occurs please contact the Guidance Counselor, Crisis Intervention Staff, or Family Assistant immediately. Pupils may not be placed in another classroom without the permission of a supervisor. If and when a child is officially suspended from your class (last resort), each teacher is responsible for providing work assignments to be completed in the S.A.V.E. room. All assignments must be collected upon the student’s return. All exams and quizzes are to be made up by the student upon his/her return.

EACH TEACHER WILL BE FORMALLY NOTIFIED WHEN A STUDENT HAS BEEN OFFICIALLY SUSPENDED. A suspended student will be placed in the S.A.V.E. room. Teachers are required to follow all procedures outlined in the Chancellor’s Discipline Code (Blue Book).

Students are NOT to be placed in the hallway or sent elsewhere as punishment without a written statement of the infraction.

The following ladder of referral is to be adhered to before referring the student to the Assistant Principal:

1. Teacher- Student Conference2. Teacher- Parent Contact (telephone)3. Teacher-Parent Conference (face-to-face) with conference form

completed4. Teacher and Guidance conference with student and parent with

conference form completedAfter the guidance conference with the parent, future infractions should be referred to the Assistant Principal. Guidance and administrator will involve the School Assessment Team (SAT) and/or implement the appropriate disciplinary response. It is imperative that you keep accurate anecdotal records. These records will ensure that we follow all guidelines in terms of student discipline.

Be reminded teachers are not to use instructional time for the purpose of generating anecdotals.All staff members are required to comply with the strategies and approaches outlined in the Intervention Protocols prior to referring a student to the PPT (see all attachments). Referrals to the PPT must be accompanied by the following:

Completed Parent Conference Forms

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Samples of interventions used from the Behavior Intervention Manuals

3 page referral document (PPT item) Supporting documents from other staff members who interact with

that student Intervention services provided to students Guidance support

2.2 Pupil Personnel Support Team/Child Study Team

This committee meets regularly to discuss students in need of support. If you wish to refer a student to the Team, complete the proper form and submit it to the Guidance Counselor, Ms. Grandison for grades Pre-K-3 and Ms. Simmons for grades 4-8. Teachers will be invited to attend the meeting when the referred student appears on the agenda.

Be aware that anecdotal must accompany any referral and teacher interventions must be documented before the team will confer on any student.

2.3 Corporal Punishment

Disruptive behavior by a student must never be punished by use of physical force.

All alleged incidents will be reported first and investigated later in accordance with Chancellor’s Regulations A-420 on Corporal Punishment and A-421 on Verbal Abuse. Proven allegations can lead to significant disciplinary action and constitute grounds for dismissal.

Any action or behavior (physical or verbal) that causes a student “excessive fear or physical or mental distress” constitutes corporal punishment. This includes, but is not limited to placing students in the hallway, making students stand for long periods of time, calling students hurtful names such as “Stupid,” “Dummy,” etc., and belittling and/or ridiculing students.

This policy will be strictly enforced.

2.4 Students Injuries

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Immediate attention is to be provided to the affected student(s). Immediately notify the main office of any such injuries. An accident form must be submitted for each injury. The teacher in charge of students at the time of the accident is responsible for completing the accident report form, and collecting statements from the injured student and witnesses. If an injury occurs, where police or EMS is to be summoned, the principal or designee must be notified. In such a rare case that no supervisors are present, the guidance counselor will handle emergency situations. In all cases a parent/guardian must be notified immediately. Teachers must not leave the building without handing in appropriate forms even if the accident occurs at dismissal time.

In the event that a child has to be sent home due to an injury or accident, the classroom teacher is to notify Ms. McGill or Ms. Singleton for attendance purposes. The school nurse will make notifications for all injuries sustained during lunch.

2.5 Supervision of Pupils’ Classroom and Hall Activities

All classes should be supervised by a teacher at all times. If it becomes necessary for a teacher to leave the classroom, please inform the office immediately so that arrangements may be made to cover the class.

Teachers, please be aware: If an accident occurs while a class is unsupervised, the absent teacher is personally responsible.

Any injury that is a result of teacher negligence can lead to disciplinary action which may include dismissal and/or termination.

2.6 Attendance ProceduresEvery child should attend school every day. Classroom teachers are expected to implement a class incentive program in addition to the school-wide program. After one or two days of absence, teachers are encouraged to make home contacts.

After three consecutive days of unexplained absences, the teacher will notify the family assistant in the main office. She will investigate and provide the teacher with feedback.

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After five consecutive days of unexplained absences a Form 407 will be issued. If a Form 407 is sent out, please record the date it was issued on the back of the attendance card.

Children with irregular patterns of attendance should be brought to the family assistant’s attention. Any information a teacher obtains concerning a child’s absence or attendance should be forwarded to the family assistant. The family assistant should be informed when a child returns to school after an attendance referral has been made.

An absence note must be brought from home after every absence by a student. For any long period of absence, i.e. 3 or more days in a row, a doctor’s note should be presented to the teacher. Children, who continually fail to return absence notes and the parent forms, are to be referred to the family assistant/attendance coordinator.

Ms. Simmons, Ms. Singleton and Ms. McGill will coordinate the attendance procedures and work closely with all staff to promote student attendance. Teachers can contact them regarding any attendance needs or problems. They will closely monitor all active attendance (chronic absence and lateness) related-cases. Please feel free to contact Mr. Addo should the attendance problem continue after intervention by the attendance team.

2.7 Other Student Related Issues.

Personal Errands: No student may ever be used to render personal service to a teacher.

Dismissal of Students: No student may be sent home during the school day without an authorized, designated adult picking him/her up-as stated on the “blue” emergency card. No parent will be permitted to pick up a student from the classroom. Parents are to be advised that they must sign their child out of the building in the main office (parent sign-out book).

Student Property: Student or parent must be provided with the opportunity to retrieve confiscated personal property. Note that staff confiscating property will be responsible for them item, while in their possession.

Detention: Students are not to be detained after the official close of the school day without providing 24 hour advance written notification to

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parents. A dated copy with parent acknowledgement of this notification must be maintained on file in the teacher’s documentation file. If a teacher is going to detain a class, the office must be notified. In addition no student may be detained more than 20 minutes.

Leaving Building: Students are not to be taken out of the school building without permission of the Assistant Principal or Principal and NEVER without a parental consent form (on file).

Child Abuse: Suspected or reported allegations of child abuse are to be brought to the attention of the Guidance Counselor immediately; the Guidance Counselor has the responsibility of notifying the Principal after any actions are taken. (Refer to Chancellor’s Regulations) Note: Every individual working within a NYC public school is a mandated reporter and as such is responsible for reporting all suspected cases of abuse/ neglect.

Student Dress: The standards of dress and grooming for students should primarily be the responsibility of the parents, with the understanding that students shall wear the mandated standard uniform.

2.8 Student Recognition: Awards (Praise, Motivation, Positive Reinforcement)

Positive behavior and achievement should be recognized and reinforced with praise from the teacher.

Commendation Cards may be used by each teacher.

Students of the Month - each classroom teacher will select a Student of the Month in recognition for the following criteria:

Academic Excellence or Improvement Citizenship Service Attendance

Names of award recipients are to be given to Ms. Torres on the due dates indicated on the administrative calendar. Award recipients will receive a pin, certificate and an invitation to “Create your own Sundae Party” each month.

“Acts of Kindness”- Incentives are in place to encourage positive behavior.

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Honor Roll - After each report card marking period, pupils in grades 6-8 will be placed on the honor roll based on achievement and behavior. They will be recognized by having their names appear in the school newsletter and by receiving a certificate. Photographs may be taken.

Star Student

Each classroom teacher will select one student each month in recognition of exemplifying the value of the month. Students will be awarded with a certificate and Star Student Award at the monthly assembly program.

2.9 Metro Cards

The pupil personnel secretary will maintain a Metro Card distribution log; log should include the following:

Student name and signature MetroCard number Replacement information (if needed)

Students requiring a Metro Card are to see Ms. Cabrera.

3. Instructional Issues:

Educational Excellence is our number one priority. All actions are to be guided by this principle.

3.1 Literacy – Meeting the Standards

Literacy improvement is a priority. Appropriate instructional strategies are to be utilized in all subject areas. All lessons must indicate the literacy skill or strategy and standards being addressed. Objectives, skill and standard must be used for each content area being taught in the course of the day.Classrooms must reflect current methods of teaching. They must also reflect the celebration (i.e. print rich environment) of the learning and teaching taking place in the classroom.

Classroom work on display must be current (can be weekly/monthly). Bulletin boards are to be renewed every month. They must indicate the

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following: Title, task, rubric, standard(s) and a short synopsis of the how and what students accomplished. LET THE WORK SPILL OUT OF YOUR ROOMs AND ONTO THE WALLS OF THIS SCHOOL. LET US CELEBRATE OUR GOOD WORKS!

3.2 School Wide Initiatives 2010-2011School Word WallPrincipal’s Book ClubBook of the MonthMonthly Math ProjectsMath word problem of the day/Problem of the weekFamily Math NightsLiteracy FairScience FairArts Fair BonanzaCareer DayDance FestivalField DayLadies and Gents NightInner City OutingsMovie Night

College Now

3.3 Classroom InstructionAttachment to follow

3.4 Bulletin Boards

The hallway bulletin boards are “windows” by which visitors see our school in action. We, of course, want to give the viewer a visual treat and leave a favorable impression. Bulletin boards are to reflect student work and or accomplishments (NO TESTS). All students’ work MUST be free of any errors. Please follow the deadlines as indicated on the monthly administrative calendar. 3.5 Homework

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Homework is a meaningful extension of classroom activities. Rote activities should have little or no place in homework. Teachers are to review all work done at home. If work at home is to be meaningful, students need to know that their teacher is going to review their work as an extension of their work day. Homework is assigned each day including Fridays and holidays. All students in grades 2-3 must have a homework pad or notebook where the day’s homework is recorded. Grade 4-8 students will utilize the student daily planner.

3.6 Textbooks

Teachers are to check that textbooks are covered, since they are expensive to replace. Teachers must implement an accountability system for the distribution and return of all textbooks.

Discuss with each class the students’ responsibility in caring for and securing all textbooks. Parents are to be notified immediately of their child’s lost textbook. Inform students and parents that payment for lost texts must be made before obtaining a replacement. Please see Ms. Knecht for the cost of a lost textbook

3.7 Marking Books

All teachers are to maintain a Marking Book indicating students’ grades, SCORES, DATA – for all assignments. Periodically, Marking Books may be collected and reviewed by the supervisors. They are to be available during Parent –Teacher Conferences.

3.8 Report Cards !!!!!!!!!!!!!!!!!!!!!!!!

The following dates are tentatively designated as report card marking periods for grades Pre-K-6. Grades 6, 7 and 8 to be determined. Due dates for scan sheets to be announced.

TENTATIVE SCHEDULE:

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1st Reporting Period - September 09 – October 29, 2010Enter grades week of November 01, 2010

Reports due to Supervisors November 05, 2010Distribution of report cards to parents

Parent-Teacher ConferencesTuesday, November 09, 2010, AfternoonMonday, November 10, 2010, Evening

(Progress Reports)Complete and submit Student Potential Holdover Report

Parent Notification – Week of January 24, 2010Parent Notification and Progress Reports due to parents Friday,

January 28, 2011

2nd Marking Period – November 01 - February 26, 2011Enter grades week of March 01, 2011

Report cards due to Supervisors on March 11, 2010Distribution of report cards to parents

Parent-Teacher ConferencesTuesday, March 15, 2009, Evening

Wednesday, March 16, 2009 Afternoon

3rd Marking Period - March 01 – June 28, 2011Enter grades week of June 13 Grades Pre-k-6

Grades 7 and 8 TBDReports cards due to Supervisors June 17, 2010

Note: List of potential holdovers is due to the principal by January 15, 2010. This is a must, given the promotional policies set forth by the central board.* PLEASE NOTE THAT THE 1ST AND 3RD PERIOD REPORT CARDS MUST BE GIVEN TO PARENTS DURING PTC.

Teachers are responsible for administering teacher-generated assessments during each marking period. For self-contained classrooms, assessments are to incorporate all content areas.

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Copies of all assessments (tests, quizzes, etc.) are to be forwarded to your immediate supervisor. Assessments may be a product of grade collaboration.

A student’s grade in a subject area will be based on a combination of teacher assessment, projects, class work, homework, etc. Teachers in grades 3-8 must maintain a grade book. All middle school staff is expected to adhere to the school-wide grading policy.*** Special Education- All test modifications and accommodations must be implemented per the student’s IEP. NO exceptions!!!

3.9 Being a Good Neighbor

Children must understand they are occupying a classroom on a floor with other classes, therefore, please insist on these rules:

a) Classes must move silently and in a line as they walk through the building. Teachers are asked to insist on cooperation. Students should be given specific instructions when moving (i.e.: “Proceed to the next landing and stop.” Students should line up in size order.

b) Please close classroom door when a class activity may cause a distraction to neighboring classes.

c) Class movement on the stairway must be silent.

3.10 Trip Policy and Procedures

Field trips can help teachers broaden and enrich the curriculum. Teachers are expected to plan appropriate curriculum related trips. A well-planned trip can leave a lasting impression on our students while deepening their understanding and appreciation of the subject. This provides an excellent opportunity to enhance student experiences and build background knowledge of a subject or theme. Introductory and follow-up activities related to the trip are to appear in your lesson plans and be evident in classroom activities.A trip form, along with a lesson plan, must be completed for each intended trip and submitted to the immediate supervisor.

All trip forms are to be approved by the assistant principal or the principal.

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Trip form(s) must be completed and submitted to the principal at least 2 week prior to the scheduled trip(s). If transportation is needed request form(s) must be filed at least 4-6 weeks before the scheduled trip(s). Site and location of authorized trip may not be changed without the knowledge and consent of the principal.

Requests for buses and or transportation arrangements should be forwarded to Mr. Chrust, Trip Coordinator once a teacher has obtained supervisor approval. All planned trips are to be entered on the trip board located in the main office.

A signed consent slip (no verbal consent accepted) must be on record for each child going on the trip. Consent slips should be collected at least three (3) days prior to the trip date.

Trips to amusement parks and areas containing large bodies of water are prohibited.

No contracts are to be signed with any facility where money is needed unless approved by the principal. .

Please note that the deposits and/or advance payments for class trips arranged by the teacher remains exclusively the responsibility of the teacher if the trip does not take place.

Neighborhood walking permission slips can be used for the entire year. The neighborhood is limited to the area around the school.

Since trips are extensions of classroom activities and/or learning, children cannot be excluded from trips. You may request that an adult accompanies a student who has proven to be a behavior problem in school or that student has been disruptive on a prior trip.

Students not participating are to be placed in another class with approval of the assistant principal(s). The supervisor is to be given the names of students not attending. Attendance/ATS scan sheet and trip roster must be submitted prior to departure on the morning of the trip.

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No field trips are to be scheduled for days of standardized testing or during the preceding week unless approved by the principal.

Encourage parent volunteers to accompany class on trips in order to maintain a 10:1 student to adult ratio.Reminder: All trips need prior authorization and approval and must be recorded on trip calendar in main office. Please note that a trip may/will not proceed as planned if the entire class is not participating.

3.11 Assembly/Extracurricular/Extended Day Activities

Teachers on assignment are to actively supervise their area of assignment or responsibility. Teachers are responsible for the behavior of the students within their area. School rules are to be rigidly and vigorously enforced.

3.12 Open House Night – Wednesday, September 29, 2010 from 5:00-7:00 pm

Parent involvement impacts on student achievement when that involvement is meaningful to parents. To this end, we will continue the successful tradition of an Open House Night. We need every staff member on this important occasion. YOU MAKE THE DIFFERRNCE AT P. S. /M.S. 174.

4. School Safety Issues:

Having a safe and orderly environment helps to set the tone for school. We must work together to maintain an environment that is conductive to teaching and learning.

4.1 Familiarize yourself with the school’s safety plan (copy on file in the main office).

4.2 As a result of domestic disputes, you may have a child in your class who under no circumstances should be released or visited by one or both of the natural parents. Check with the main office or guidance. Such court papers usually have an expiration date.

4.3 Know your emergency signal system.

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4.4 We must all be vigilant about security/safety.

4.5 Do not allow parents into your room without office authorization/escort.

4.6 Staff wishing to remain in the building after the close of school day MUST notify the principal prior to the close of the school day. The building closes at 6:00 p.m. and may change some on days. All staff is to exit the building at that time.

4.7 On days when school is not in session, no staff may be in the building without written authorization from the principal.

4.8 No property belonging to the school (including Teacher’s Choice purchased items) may be removed from the school building without the written authorization from the principal.

4.9 No cash money is to be left in the classroom. You may request securing it in the school safe.

4.10 The school will not be responsible for personal property left unattended in school.

4.11 Our school safety officers will frequently patrol each floor of the school building and the outside perimeter of the school building.

4.12 No visitor should be received unless he/she has an Office Pass which indicates the visitor has signed in at the front desk and the main office. No person is permitted to visit or walk within the school without proper authorization from the main office.

Note: Please do not encourage personal visitors during working hours.

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4.13 When an intruder is spotted in the building, immediately notify the main office. School safety will be directed to investigate and an intruder alert with be conveyed via the PA system. Please be aware of emergency procedures.

4.14 Staff on duty at the front desk is not permitted to eat, or socialize with those entering, leaving, or on duty in the building. This practice is “fraternization”. It is unprofessional and unacceptable!

4.15 Furniture containing glass or other objects that can cause harm to students is to be removed immediately from the classroom. Please call the custodial staff for emergencies.

4.16 Teachers are to be cautious about being in a locked classroom or office with individual students.

4.17 Teacher programs are to be displayed in the right hand side of the door window. Avoid blocking the view of the inside of the classroom from the outside. It is considered a safety hazard. DO NOT COVER THE GLASS!!!

4.18 Classroom doors are to be locked when the teacher leaves the classroom. During the instructional periods and whenever students are present in the room, doors are to be unlocked.

4.19 Each classroom should have posted in the front of the room, a sign/chart indicating the school, Principal, Superintendent and Network Leader

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5. Custodial Issues:

5.1 Unsafe physical conditions (broken desks, protruding panels, water/food spills, etc.) should be reported in writing to the main office and to the Custodial Engineer.

5.2 Do not place any furniture or stack books in the corridors since it causes a safety hazard. Please provide a written request for the removal of such bulk items to the principal. Specific time will be designated for their removal from the classroom by the custodial staff.

5.3 Any act of vandalism is to be brought to the attention of the Principal or Assistant Principal(s) immediately.

5.4 Any request requiring the assistance of the Custodian must be submitted to the principal in writing.

On file in Main Office: Safety Plan/ Attendance Plan/Discipline Plan/CEP

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Protocol for Intervention Strategies for All Staff Members

Step 1 For Teachers - Establish a rapport with student- Meet with students to develop a plan of action/intervention- Maintain daily anecdotal accounts on any child exhibiting academic and behavior challenges.- Contact parent to develop a partnership between home and school community

Step 2 For Teachers - Monitor and reinforce action plan/intervention- Modify intervention / action plan according Appendix A (academic and behavioral strategies)- Consistent and appropriate classroom consequences and action provided by teacher- Teacher holds parent intervention meetings in person (Complete parent conference form.)

Step 3If problem continues:- Notify supervisor, provide anecdotals, used intervention strategies and information of prior parent conference - Parent Conference – Complete a parent conference form and have it signed by parent- School Intervention: Guidance and or Dean a- Complete Student Support Form and submit to guidance b- Case manager / Agent identifies and interviews child, teacher/parent c- Case manager / Agent meets with guidance and develops initial intervention plan d- Teacher and parent are notified of initial plan e- Case manager/ Agent brings case, findings and initial plan to PPT/ LRE f- PPT / LRE supports or modifies plan with continuous monitoring

Pupil Personnel Team (PPT) services general education studentsLeast Restrictive Environment (LRE) services special education students

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SCHOOL DISCIPLINE PLANCLASSROOM BEHAVIOR

1. Students will demonstrate respect for one another and their teachers.2. Students will raise their hands when volunteering an answer or asking a question.3. Students will ask permission before leaving the classroom and use the sign-out

book in grades 2-8.4. Unless there is an emergency, students will use the bathroom a maximum of twice

a day. If more is required, a written request accompanied by a doctor’s authorization must be presented and documented.

5. Students will respect all school property and property belonging to others.6. Students will always leave the classroom with an official pass and walk quietly to

and from their destination. 7. All absences require a note from the parent or guardian.8. Students will not bring candy, gum or sunflower seeds to school. Any candy,

gum or seeds taken from the student will be disposed of at the end of the day if not retrieved by a parent or guardian.

9. Students will not bring radios, video games, walkman, cell phones and other electronic devices to school. Any of the aforementioned items will be returned only to the parent or guardian. Male students will not be allowed to wear do-rags or pants below their waist line.

10. Students will resolve whatever differences they have with others in a verbal manner. They will seek the help of the adult(s) in charge. Physical fighting is not permissible and will always require that a parent or guardian come to school.

11. Any student leaving the room without authorization, will be escorted to the proper staff member at which time a parent or guardian will be notified and required to come to school to confer with the appropriate staff.

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BREAKFAST BEHAVIOR

Breakfast will be served from 8:00 a.m. until 8:20 a.m.

1. Student not participating in the breakfast program should not arrive at school prior to 8:25 a.m. Upon arrival, students are to proceed directly to their line-up area.

2. Students should be made aware that lunchtime rules also apply to breakfast.

3. Students will show respect to their teachers, the cafeteria workers and their peers alike.

4. Food will not be taken from the cafeteria to the schoolyard or elsewhere in the school building.

LUNCHTIME BEHAVIOR

1. Students will show respect to their teachers, the cafeteria workers and their peers alike.

2. Students will speak to those seated next to them in a conversational tone.

3. Students will remain in their assigned seats until lunch is over.

4. Students will not run in the cafeteria.

5. Students will be courteous to others and exhibit good table manners.

6. Students will not throw food or beverages.

7. Students will respond quickly and appropriately to lunchroom and school yard signals.

8. As students enter the school yard they are to line up in the appropriate location.

9. The rules of safety are reviewed with each group by Lunch Supervisors.

10. Students are instructed about which groups will be able to play in designated areas.

11. Students are not allowed to reenter the building without permission.

12. If a student is injured he or she should report the injury to the supervising adult with a clear description of the occurrence and what part of their body has been wounded.

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13. Students should be made aware that the rules on fighting apply in the cafeteria and school yard as well as the rest of the school building and that the possible consequences are the same. ( NYC Citywide Standards of Discipline and Intervention Measures)

14. Students will assist each other in cleaning up after having lunch.

15. During inclement weather, students will follow the appropriate rules.

16. Students who do not exhibit appropriate behavior in the lunchroom and school yard will be given warnings and a parent will be notified of the unsatisfactory behavior. A behavior plan will be implemented which may include exclusion from communal lunch.

Homework 1. Homework must be completed daily. It must be done on the appropriate paper

and in the appropriate book.

2. The school heading must be on all homework in grades 2-8.

3. If homework is incomplete or not signed, the student must bring in a written explanation signed by the parent or guardian. Homework is to be signed by parent or guardian when required.

Please see pages 108-109 on Homework Policy

Hallway Behavior

1. Students will use the designated hallways and stairways only except when accompanied by a teacher.

2. Students will walk in front of teachers when moving through hallways.

3. Students will stop at landings before going through doorways. Care should be taken when moving through doorways.

4. When moving through hallways, students will keep to the right.

5. When moving through crowded hallways, students will be instructed to stop at designated areas.

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RIGHTS

● To be safe● To be respected as an individual● To be treated fairly and without prejudice● To learn without disturbance or distraction● To have personal property respected and protected● To express views and be heard● To be challenged with materials and instructional techniques adapted to their learning styles● To be free from harassment

RESPONSIBILITIES

● To attend school regularly● To avoid violent behavior● To take education seriously● To dress and use language appropriately● To show respect in all dealings with peers and adults in the school● To treat others fairly● To obey and comply with school rules● To respect other people’s rights, property and reputations● To contribute a positive and safe school environment● To participate in their own learning● To respect and maintain school property

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I have read the Discipline Plan and discussed it with my child

Signatures Indicating Agreement with the Discipline Plan

Teacher’s Signature _________________________________

Parent’s Signature _________________________________

Student’s Signature _________________________________

State law requires that the school be able to reach you or a legal guardian in the event of an emergency or in regard to other school matters. To make this possible, please fill out the form below and return it to your child’s teacher. In the event that one of the numbers should change, please provide the school with the updated numbers.

Parent/Guardian’s Name ______________________________

Student Name _____________________________ Class _____________

Home Phone # _________________ Work Phone # ________________

Cell Phone # _____________________

If we are unable to reach you at either of the above phone numbers, please designate two names to be contacted.

Name Phone #

______________________________ _____________________________

______________________________ _____________________________

Sincerely,

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Ingrid Mason, Principal

Instructional Bulletin #1“ How to” Establish a Code of Behavior For Your Classroom

I-Create a classroom discipline planEstablish Rules: Make sure to develop “observable” rules with your students.

Choose rules to use through the day.

Examples: 1) We will follow directions the first time they are given 2) We will raise our hand and wait to be called upon before speaking. 3) We will keep hands, feet and objects to ourselves. 4) We will be seated unless we have permission to get up. 5) We will have all our materials for a good working day.

Establish a Rewards System: Give positive reinforcement CONSISTENTLY!!!!!

Example: 1) Praise: not just “good job”. Recognize specific positive Behavior [ie. “Your writing is

very neat.”] 2) Special Privileges- Special Art Activity, Time with Teacher, Reading Favorite Book/Magazine, Special Monitor Assignment, Extra Gym Period, etc. 3) Behavior Awards: Class/ Individual 4) Tangible Rewards

Example: Stickers, Celebrations, ‘Grab Bag’, Trips, ‘Open Store Time’, School Supplies, Books, Good Letters Home, Certificates, Bookmarks, etc.

Guidelines for determining your positives:positives you’re comfortable withrecognition should be meaningfulrecognition should be provided as soon as possiblepositives should be provided consistentlyPlan ahead for times which specific appropriate behaviors

merit recognition (Praise efforts, not just achievements)

Determine Consequences for Your Classroom

Guidelines for choosing consequences for your classroom:

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Determine something students don’t like; but this must never be physically or psychologically harmful.

Examples – temporarily change seat, make-up assignment, loss of monitor job, self-written note home.

- Present the consequence as “their choice”, the responsibility lies on the student.

Consequence does not have to be severe to work. Minimal, but consistent consequences are effective and easiest to implement.

Sequential Examples:1) First Time : Verbal warning. (Call the student privately. May or

may not send a note home. Negotiate with student.)2) Second Time : Remove from group activities for a period

of time (Change of seat) until he/she shows appropriate group behavior. (Send a note home or call parent)

3) Third Time : Talk with the Dean or Guidance Counselor for advice. Loss of favorite activity or privilege- monitor job, Gym class (specific minutes), recess time, special art project, etc. (Call parent to come in for a conference.)

4) Fourth Time : Conference and visit to the Dean’s office.(Write or call parents. They may be asked to have a conference with the teacher, the Dean and the child)

5) Fifth Time : Referral to the Dean; who may consult Supervisor. *After-school Detention should be arranged with parent notification.

(Severe Clause – health or safety risks)Parents and school personnel will meet with Supervisor to take immediate action!!

II. Communicate your plan with parentsA) Send a copy of your plan to parents.B) Have a copy of the phone and address list for your class. C) Share good news with parents regularlyD) Contact parents at first sign of a problem (note, phone or

conference)E) Work with parents to solve behavior problemsF) Show your appreciation for parental support.

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III. Teach the Discipline Plan to your studentsA) Plan a lesson to develop the discipline with your students.

1) Discuss why we need rules in the classroom. (Connect to real world!)

2) Make a classroom discipline chart:

3) Explain and discuss each rule.4) Check for understanding.5) Show and explain that the plan will be in effect at all times and must be

followed on a daily basis. 6) Discuss the rewards.7) Explain why there are consequences.8) Discuss and explain how the consequences will be implemented.9) Check for understanding.10) Express your confidence in students’ ability to make appropriate choices.

IV. Implement specific routines/directions for your classroom

A) Morning Routines: Establish a procedure for what children do when they enter the room. Example: “Go to your seats, unpack your book bags, take out your notebooks and pencils, copy the heading, put your pencils down, and wait for instructions”;

or “ Go to your seats, stand behind your desk and wait for instructions.”;

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Classroom Rules1_______________2_______________3_______________4_______________5_______________

Rewards1________________2________________3________________4________________5________________

Consequences1________________2________________3________________4________________5________________

or “Go to your seats, unpack your book bag , hang your book bag on the back of your chair, sit and wait for your table to be called to put your book bag in the closet. Come and sit on the rug properly.”

B) When going from one activity to another: Children should put materials away, clean their area and know your signals for taking out the materials for the next subject or for moving to the next area.

C) When leaving the classroom as a group: Children should stand by table group; push their chairs in and line-up inside the classroom when signaled; quietly.

D) Walking in the hallways: Review expected hallway behaviors. The group will follow the “Line Leaders”. Boys and girls should line-up by size order. They should go through the “Green Doors” to facilitate traffic. Children should stop at designated spots and wait for teacher’s command to proceed. Students should walk cautiously, quietly – and be taught to keep their hands and legs to themselves.

E) Going up and down the stairs: Line leaders should stop at the end of each designated landing. The teacher will give the command to proceed. Children should walk quietly.

F) Lunch Time: Children should enter the cafeteria quietly. The teacher should escort them to their table. When lunch is over, teachers should reinforce that students leave their table clean. Children will line-up by size order and walk back to their classroom quietly.

G) During Assembly: Children should be encouraged to wear their uniforms. The students will enter the auditorium silently. Students will seat in the designated area for the class. Students must stand for the National Anthem and Pledge of Allegiance. Given a signal, students should sit down quietly.

H) During a Fire Drill: “Students will follow the line leaders out of the classroom. Line leaders should know the exit and place to go during the drill. Students should be quiet during the exercise. Teacher will lead the class outside the building. Teacher should have the attendance record / the class roster with the children’s address and phone numbers during this exercise and/or any real emergency. Children come back to the building in the same way once the ‘all clear’ signal has been given.

J) Test Taking: Desks should be apart. Students should bring two or more #2 pencils and an eraser. A monitor will sharpen the pencils before the test begins. There will be no talking during the test. Students will raise their hands if they have a question. Papers should be distributed to all students at the same time. Students will wait for the teacher’s command to begin. At the end of the test, the teacher will give a “5 minute warning” to let the students know that they need to prepare to end the exam. Paper monitors can collect the test, if appropriate, and give it to the teacher. Students will re-arrange the classroom to its original appearance.

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K) Visitor in the classroom: When a visitor comes to the classroom, students should greet the visitor courteously; then continue doing their work.

L) Working in groups: There should be a set of “Norms”/Guidelines to work cooperatively. There must be a leader or monitor in-charge of the materials for the table. Each child should have a role and will be accountable for the group work. Group members should clean before leaving the working/meeting area.

M) Leaving at the end of the day: Cleaning monitors should be attending to the classroom and make sure that everything is in order. Children should go to the closet by tables and get ready for dismissal. Chairs should be lifted and put on top of tables/ desk to facilitate custodial duties. Teacher are to inspect the classroom before students leave. Class should line-up inside the classroom before exiting into the hallway. Teacher moves when the class is quiet and every child is ready to go.

V. Redirect Disruptive Behavior- walk to student or move closer to their vicinity; possibly pat

his/her back or touch the arm- mention student’s name while teaching - praise one or more other children to let that student know you’re

looking for appropriate behavior

VI. Use Consequences for Disruptive or Continual Off-Task Behavior

- State consequences in calm, matter-of-fact manner.- Be consistent .- Keep a record of consequences throughout the day.- After student receives a consequence, recognize positive behavior

at the first opportunity.- Change student’s seat as many times as needed. Combine boys

and girls at tables. Change seating arrangement once in a while to create a different atmosphere.

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EXPECTEDCLASSROOM BEHAVIOR

Cooperate with your teacher at all times.

Act respectfully towards yourself and others.

Make a sincere effort to understand and complete all

your work.

Organize your desk, books,

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EXPECTEDCAFETERIA BEHAVIOR You must get permission to leave your

seat.

WALKWALK …AT ALL TIMES!

Cooperate with kitchen and

lunchroom staff.

Act respectfully towards yourself and

others.

EATEAT – it’s food for the mind!

All trays must be emptied before your

class leaves the table.

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EXPECTEDHALLWAY BEHAVIOR

Listen for directions.

Follow the class line leaders.

If you have a pass…go directly to your destination!

Walk carefully – keeping your hands and feet to yourself.

Walk quietly – remember other classes are at work. ☻

Phillis Wheatley Public School/I.S. 328K330 Alabama Avenue

Brooklyn NY 1120

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EXPECTEDAUDITORIUM

BEHAVIOR

♫ ♫ Follow all instructions.

Use appropriate audience responses - listen silently.

- clap when performer is completely finished.

Keep your feet on the floor. Treat others respectfully!

Instructional Bulletin #2Planning for Effective Instruction

“ Planning by teachers is a critical element in the education of our students”

“A good teacher plans, an excellent teacher prepares, prepares, prepares.”

Although the physical aspects of the lesson plan are appropriately within the discretion of the teacher, all lesson plans should act as a “Road Map” of instructional activities. They should allow you to see, at glance, where you are and, more importantly, where you intend to go. Plans should be current, available, sequential, developmental, clearly written and easily understood.

“The development of lesson plans, by and for the use of the teacher, is a professional responsibility vital to effective teaching.”

When planning, you should refer to the following resource materials:

English, Math, Science, Social Studies, Applied Learning, and Arts NYS StandardsBalanced Literacy & Math & Science PrototypesMath Pacing Calendar - NYS Math Process Strands and Content StrandsCore Science Pacing Calendar – Inquiry & Process StrandsSocial Studies Pacing CalendarReading First Instructional GuidesCore Knowledge InitiativesLeveled Library and Thematic Libraries (Modules) to select: Read Aloud, Shared Reading, Guided Reading, and Independent Reading books.Everyday Mathematics (K-5th) and Impact Math (6th-8h) Guides and ComponentsCurriculum Guides in all major subject areasDOE Comprehensive Binders / On-line sites - Literacy and Math“Month by Month Phonics” / Word Study ComponentsWhen appropriate: Test-Prep Guidelines and Schedules

Establishing a Positive Classroom Climate

Classroom Climate is the “feelings and beliefs students have and the cumulative patterns of behaviors that result from those feelings and beliefs regarding community and mutual support, risk taking and confidence, and influence and control.

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Community and mutual support are defined as an individual’s feelings in relation to a group-feeling of acceptance, inclusion, membership and possibly friendship.

Risk taking and confidence represent an internal, personal dimension that is influenced significantly by the reactions of others to one’s behavior.

Influence and control represent the dimension of class climate that pertains to personal efficacy, defined as one’s power to produce effects.

All three of these dimensions of classroom climate matter for student learning. The studies show that “students’ cognitive, affective, and behavioral outcomes are related to student’s perceptions of psychological characteristics in classrooms. Those basic psychological needs are safety, self-control, affection, inclusion, self-esteem, recognition, self-actualization and freedom and fun” (Chavez 1984; Battistich et al. 1995; Maslow 1962, Dreikus and Gray 1968; Schutz 1967; Glasser 1965, 1994).

Climate for High Achievement of Students

Community and Mutual Support

Confidence and Risk Taking

Influence and Control

“I feel accepted and included in this group. People are on my side and want me to do well. I can help others and they will help me.”

“It’s safe to take a risk. If I try hard, learn from errors, and persist, I can succeed here.”

“ I can have some influence on the way things go here. I can have some say. I matter.”

Excerpted from “Skillful Teacher” by Jon Saphier and Robert Gower

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“The Building Blocks of Self-Esteeem”Helping Students Feel Capable Helping Students Connect

Give students the five A’sMaking mistakes is okay

Talk about mistakes Equate mistakes with effort Minimize the effect of making

mistakesBuild Confidence

Focus on improvement Notice contributions Build on strengths Show faith in students Acknowledge the difficulty of the

task Set the limits on tasks

Focus on past success Analyze past successes Repeat past successes

Making learning tangible “I can” cans Accomplishment albums Checklist of skills Flowchart of concepts Talks about yesterday, today, and

tomorrow Recognize achievement

Applause Stars and stickers Awards and assemblies Exhibits Positive time-out Self-approval

Acceptance Accept sincerely and unconditionally Accept students’ personal style

Attention Greet students Listen to students, spend time

chatting Ask students about their life outside

school Mention what you’ve talked about

before Invite students to eat in your room Attend school events Get involved in a project with

students Schedule individual conferences Recognize birthdays Send cards, messages, homework to

students Show interest in students’ work or

hobbiesAppreciation

Describe the behavior accurately Use three part appreciation

statements Focus only in the present Give written words of appreciation

Affirmation Be specific Be enthusiastic Acknowledge positive traits

Affection Show kindness, and it will multiply

and be returned Show caring

Helping Students ContributeEncourage students’ contributions to the class.

Invite students’ help Invite students’ project/learning choices Ask students’ input for rules

Encourage students to help other students. Peer tutoring, counseling, recognition.

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From “Cooperative Discipline”By Linda Alpert

“Causes of Misbehavior”Causes of Behavior Solutions/Interventions

AttentionSome students choose misbehavior to get extra attention. They want to be the center of stage all the time, and constantly distract the teacher and classmates to gain an audience.

-Minimize the attention Ignore behavior Stand close by Mention the student’s name while

teaching Send a secret signal Give an “I-message”

-Do the unexpected Lower or change your voice Stop teaching temporarily Turn out the lights

-Distract the student Ask a direct question Change the activity

-Notice appropriate behavior Thank students Write the well-behaved students’

names on the chalkboard-Move the student

Change the student’s seat Send the student to the thinking

(time-out) chair

PowerSome students misbehave in a quest for power. They want to be the boss-of themselves, of the teacher, sometimes even of the whole class. At the very least they want to show others that “you can’t push me around”. They refuse to comply with the classroom rules or teacher request, and often disrupt the established order.

-Make a graceful exit Acknowledge student’s power Remove the audience Table the matter Make a date Change the subject

-Use time out In the classroom, in another

classroom, in a special room-Set the consequences

Loss or delay of activity, use of equipment

Required interaction with school personal

Avoidance of FailureSome students want to avoid repeated failure. They believe they can’t live up to their own, their teacher’s, or their parent’s expectations. To compensate for this feeling of failure, they choose withdrawal behaviors that make them appear

-Modify instructional methods Use concrete learning materials Teach one step at a time

-Provide tutoring Peer tutoring Extra help from teacher

-Teach positive self-talk

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inadequate or disabled. Their hope is that everyone will back off and leave them alone so they won’t have to be reminded that they aren’t making the grade.

Post positive classroom signs Encourage positive self-talk before

beginning tasks-Make mistakes

Equate mistakes with effort Minimize the effect of making

mistakes, focus on what was learned

-Build confidence Focus on improvement Notice contributions Build on strengths Set time limits on task

-Focus on past success-Make learning tangible-Recognize achievement

Applause Awards and assemblies

The ChatterboxSome students distract others with nonstop talking

-Give a positive direction or reminder. The key is to focus on the desired behavior, rather that the misbehavior. Example: “Maria, continue working on your math, thanks!”-Try a strategic pause. A pause communicates the expectation that students look toward you, listen, and subsequently respond.-Keep the focus on the primary issue by knowing how to redirect. Example: “But we were only talking about the work,” argues the student. “That’s OK, right now we are facing the front and listening,” responds the teacher.

The ClingerThis dependent child can’t do anything without the teacher’s immediate help and attention.

-Start with tactical ignoring. Keep the focus on the lesson, or on acknowledging and reinforcing students who follow the rules and ask for help at appropriate times.Example: While you are conferencing with one student, ignore the child pulling on your arm and wanting to look at his story. When he sits down and waits quietly, go to him and enthusiastically reinforce his appropriate behavior.-Combine simple directions and reminders with hand signals. Example: ”Hands up, no calling out, thanks.”

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-Give children alternatives. Example: An established routine such as “Ask three before you ask me” works well.

The BoycotterSometimes children simply refuse to do their work, pulling teachers into a power struggle.

-Give students a choice- with consequences attached. Example: “If you choose not to do the work now, you will need to do it during free time.”-Provide take-up time. This refers to the time students have to respond to corrective discipline. Example: If you turn briefly to respond to another student or survey the room, this gives the child a chance to save face while complying, and it eliminates a prolonged confrontation.-Reestablish the relationship. Example: After a child has complied, a simple smile or positive comment reassures the child that you aren’t holding a grudge and his relationship with you is still secure.

The DebaterThis student challenges everything a teacher says or does. With him or her, every small primary issue escalates into several major secondary ones.

-Distinguish between primary and secondary behavior. A student’s words, tone of voice, body language, and “attitude” often distract us from the original, often minor infraction. Example: “Bradley, I notice that you haven’t started your work,” the teacher asks politely. “Yeah, well, I haven’t got a pen”, Bradley snarls in reply. Ignore this secondary behavior in the heat of the moment.-Avoid unnecessary power struggles. It’s tough not to over-react and get defensive when students’ attitude and body language are hostile. But over-reaction only extends the conflict. Instead, remain assertive, but civil, and redirect the student to the primary issue.-Plan follow-up. While it usually works better to ignore secondary behavior in the heat of the moment, plan an after class discussion with the children who habitually exhibit such behavior.

The SulkerLike the “debater”, the sulker’s secondary behavior is usually worse than the primary problem.

-Schedule an after class chat. A private discussion helps the student to understand that the habitual secondary behavior is unacceptable. Such chats are most effective early in the year to “nip in the bud” the

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problem and send the message that you will always follow up on such behavior.-Time your invitation effectively. Inform the student of an after class chat before the recess bell, or just before the class ends. That avoids any prolonged discussion of, “What have I done?”-Keep your presentation positive. Avoid threatening body language or tone of voice. A pleasant demeanor will help repair strained relationships.

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Instructional Bulletin #3Components of a Developmental Lesson

Learning Objective: A statement of activities that the students will be expected to demonstrate or “do” as a result of this lesson. The learning objective is written in behavioral and measurable terms. The learning objective should be written on the board while the lesson is in progress. [NYS Standard(s) identified]

Materials: A list of materials to be used in this lesson.

Motivation: Activities that promote mental preparedness and get students excited and interested in the lesson.

Lesson Development, Content, Pivotal Questions: This is the structural part of the lesson. It should state step-by-step all you plan to do to enable students to reach the stated learning objective. Pivotal questions should be listed as well as any key statement that you intend to make. The lesson must have a beginning, middle and an end.

Modeling: The use of a variety of visual, auditory, kinesthetic and tactile activities to demonstrate the behavior, content and thought processes required of students during guided and independent practice.

Guided Practice: Activities that require students both the content and behavior called for in the learning objective with close teacher monitoring and assistance.

Independent Practice: Activities that require students to perform the behavior and demonstrate knowledge of content as called for in the learning objective with minimal teacher assistance. Homework is one form of independent practice.

Summary: Concepts or generalizations derived from lesson experiences.

Evaluation: Experiences/Activities that help you answer the questions: Which students mastered the objective? Which students need a re-teaching of the lesson (mini-lesson)? Which students need more guided practice? Can we move on to the next sequential objective?

Follow-up: Activities/Experiences which will connect to other curriculum areas and which will allow students to demonstrate new knowledge and skills.

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Instructional Bulletin #4Learning Objectives- Bloom’s Taxonomy Across the

Curriculum

One of the most important components of any educational plan is the learning objective.

Learning Objectives state what the students must know before the lesson begins what tasks they are responsible for.

Learning Objectives are written in behavioral and measurable terms.

Personalize your Learning Objective to help create a sense of communal learning. Begin your Learning Objective with: “Let’s…”, or “We will…”.

Select a verb from the Bloom’s Taxonomy. Learning Objectives at the start of a unit may tend to be taken from the knowledge and comprehension levels of understanding. However they should progress through application, analysis, synthesis and evaluation. Always strive to reach higher levels of understanding.

Lesson plans must:o Be pupil oriented and meet the needs of the individual studentso Reflect the goals and objectives of each curriculum areao Include learning activities that meet performance standardso Assess instructional outcomes and student progresso Implement and enrich curriculum through appropriate developmental

methodology as measured by the teacher and supervisory assessment and student products.

*Office of the Chancellor, Special Circular #28, 1990-1991

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Levels Verbs Sample TasksKnowledge

Learn terms, facts, methods,

Procedures, concepts

Define ChooseFind IdentityKnow LabelName ReciteUnderline Write

1- Define the following poetry terms: simile and metaphor.2- Recite a favorite line from a book you have read.

ComprehensionUnderstands uses and implications of

terms, facts, methods,

procedures, concepts

Describe DiscussExplain ExpandPrepare RecognizeRearrange RewriteTell in your own words Give examples of

1- Explain how to diagram a sentence properly.2- Give examples of a topic sentence, a supporting sentence, a transitional sentence, and a concluding sentence from a book you are reading.

ApplicationPractice theory,

solve problems, use information in new

situations

Classify Locate informationComplete ParticipateDevelop Perform Distinguish between PlanInterpret Use

1- Locate information about mythological characters in Greek and Roman history.2- Interpret the famous poem “The Road Not Taken” by Robert Frost.

AnalysisAnalyze structure,

recognize assumptions and

poor logic, evaluate relevancy

Categorize Draw ConclusionsCompare and ContrastRelate Criticize Recognize DebateSeparate DeduceMake inferences about

1- Compare and contrast the antagonist and the protagonist in a novel of your choice.2- Distinguish statements of fact from statements of opinion in a newspaper article.

SynthesisWrite theme,

present speech, plan experiment, put information

together in a new and creative way

Compile Make upCompose ProduceCreate WriteFormulate DesignImagine Invent

1- Formulate a plan to sponsor a writing or public speaking contest.2- Write a set of original sentences for each of your spelling words.

EvaluationSet standards,

Argue GradeAssess JudgeAward Recommend

1- Critique a new nonfiction book from your media center by writing a review of its content.2- Recommend the ten best

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Bloom’s Chart for Communication Arts

judge with purpose, accept or reject on

basis of criteria

Critique SupportDefend Summarize

fiction books for students of your age to read based on a set of predetermined criteria.




Draw RecognizeCount ReproduceGroup StateMemorize TabulatePointFollow Directions

1- Recognize the many places we still find Roman numerals in use today; such as on clock and watch faces, on monuments and buildings inscriptions, and on official papers, magazines and books.2- Point out examples of symmetry nature.




Change MeasureClassify Put in OrderConvert ShowEstimate SuggestInterpretExpress in other terms

1- Round off and estimate a variety of whole number problems. Work the problems to determine the accuracy of your estimated answers.2- Express in monetary terms what you think the following money-related talk really means: “break the bank”, “two bits”, etc.



situations

Calculate ManipulateCompute OperateConstruct PracticeDerive ProveGraph Solve

1- Compute a set of measurable conversion challenges to show the efficiency of the metric system over the English system.2- Graph the results of a survey which you have conducted using at least two of the following types of graphs; bar graph, pictograph, or circle graph.




Break Down GroupDeduce OrderDiagram SeparateDistinguish SimplifyFormulate Sort

1- Break down a group of words problems according to the type of operations required to solve them correctly.2- Select a mathematical principle, skill, or concept and simplify it in terms that a younger student could understand through illustrations, diagrams, explanation, and examples.


present speech, plan experiment, put

Construct PredictDerive PrepareDocument ProposeGenerate SpecifyIntegrate Tell

1- Derive how you think different mathematical theories have been used and are applied in the real world today.2- Integrate mathematics with another subject or course you are taking through the development of a creative report or project

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Bloom’s Chart for Mathematics

information together in a new and creative way

that includes skills and concepts from both disciplines.

EvaluationSet standards, judge with purpose, accept or reject on basis of

criteria

Appraise DescribeChoose EvaluateCompare JustifyConclude MeasureDecide Validate

1- Contrast the measurement terms used at sea and the measurement terms used on land.2- Evaluate the mandatory use of the metric system over the English system of measurement in business and industry throughout the United States.




Acquire LabelDefine ListDistinguish MatchDraw ReadFind Record

1- Define each of these scientific terms related to the study of the atmosphere: exosphere, thermosphere, mesosphere, stratosphere, and troposphere.2- Draw a diagram of an eye or an ear.




Compare GroupDemonstrate OutlineDifferentiate PredictFill in RepresentFind Trace

1- Compare an invertebrate with a vertebrate.2- Use a set of symbols and graphics to draw and represent the water cycle, the carbon and oxygen cycle, and the nitrogen cycle.



situations

Convert ExamineDemonstrate ExperimentDifferentiated betweenPrepare DiscoverProduce Discuss Record

1- Convert each of these work/energy related formulas into a real-world word problems: velocity= distance/time; power= work/time; acceleration= change in velocity/time.2- Experiment with batteries and bulbs to create a series of alternating and direct current patterns.




Classify IllustrateDetermine SelectDiscriminate SurveyForm generalizationsTake part TransformPut into categories

1- Illustrate examples of nutritious meals that include all four groups.2- Take apart (dissect) a frog, crayfish, and grasshopper to examine their body parts.


present speech, plan experiment, put

Arrange OrganizeBlend PlanCreate PresentDeduce RearrangeDevise Rewrite

1- Create a scientific demonstration to show chemical properties and reactions of various materials.

2- Devise a method to teach others about the magic of magnetism.

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information together in a new and creative wayEvaluation

Set standards, judge with purpose, accept or reject on basis of

criteria

Argue JudgeAward MeasureCritique SelectDefend TestInterpret Verify

1- Defend or negate this statement: “Natural disasters are nature’s way of maintaining order in the environment”.2- Judge the value of requiring all students to take a life science , physical science, and earth science class during their middle school years.

Bloom’s Chart for Science

Bloom’s Chart for Social Studies




Fill in Quote Indicate RecallLocate RepeatOutline SelectPick Trace

1- Locate the seven continents and the major bodies of water on a world map.2- Outline the major battles of the American Revolution, the Civil War, World War I, and World War II.

ComprehensionUnderstands uses and implications of terms,

facts, methods, procedures, concepts

Account for GeneralizeConclude IllustrateDescribe ParaphraseDefine SimplifyExtend Summarize

1- Conclude what major contributions were made to the evolution of society by Ancient Egypt, Ancient Greece, Ancient Rome, Ancient India, and Ancient China. 2-Extend your understanding of the Early African Empires by studying the accomplishments of the Ghanians, the Malians, the Songhai, the Zant, and the Zimbabwe peoples.

ApplicationPractice theory, solve

problems, use information in new

situations

Apply OrganizeConstruct Put into actionInterview RestructureInvestigate TrackMake Utilize

1- Track the voting patterns in your own community over the past several years and suggest ways to improve voter turnout and support in these local elections.2- Utilize a globe atlas, or word map to show someone how to read a map and interpret different types of geographic information about a

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specific locale.


recognize assumptions and poor

logic, evaluate relevancy

Analyze InferCategorize InspectDetect SearchDifferentiate SubdivideExamine Uncover

1- Detect what factors led to the escalation and the decline of the Cold War with the USSR.2- Search for ten art facts that could be placed in a time capsule because they best represent the lifestyle of today’s teenager.

SynthesisWrite theme, present

speech, plan experiment, put

information together in a new and creative

way

Build PerformCombine PrescribeDevelop ReviseForm SupposeOriginate Synthesize

1- Prescribe a method for resolving a hurtful social issue.2- Suppose you could have a personal appointment with a world leader: “Who would you want to meet and what would you say to him or her?”

EvaluationSet standards, judge with purpose, accept or reject on basis of

criteria

Consider RateCritique StandardizeDetermine RelateDiscriminate TestDistinguish Validate

1- Critique the advertisements shown during the prime-time television and describe which ones are most effective in their message.2- Rate the actions being taken to protect the environment of your local community.

Instructional Bulletin #5Principles of Learning- Connections to Instructional Practice

Organize for EffortAn effort-based school replaces the assumption that aptitude determines what and how students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort. High standards are set, and all students’ curriculum is geared to these standards. Providing all the time and expert instruction that each individual needs to meet established expectations sends the message that all students are expected to meet or exceed high standards, and that they should work as hard as they need in order to reach those standards.

Clear ExpectationsIf we expect all students to learn at high levels, we need to define what we expect students to learn. These expectations need to be clear- to students, to parents, to school professionals and to the community. With visible accomplishment targets to aim toward at each stage of learning, students can participate in evaluating their own work and setting goals for their own effort.

Fair and Credible Evaluations

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Long-term effort by students calls for assessment practices that students find fair. Fair assessment practices mean that tests, exams, and classroom assessments are clearly geared to the standards and curriculum being studied. It also means using assessments that are grades against absolute standards rather on a curve, so that students can clearly see the results of their learning efforts. At the same time, evaluations must be credible to parents and the public; otherwise, student work will not be recognized and honored outside the school.

Recognition of AccomplishmentClear recognition of accomplishment that meets the expectations is a hallmark of an effort-based school. This recognition can take the form of celebrations of work that meet standards. Progress points should be organized so that every student meets real accomplishment criteria often enough to be recognized frequently. People who matter the most to students- their families, community members, peers- should participate in these celebrations. Student accomplishment is also recognized when their meeting of standards is related to opportunities at work and in higher education.

Academic Rigor in a Thinking CurriculumThinking skills will be the new “basics” of the 21st century. The standards are built on the principal that there can be no effective thinking skills or problem-solving capabilities without knowledge. Knowledge and thinking must be intimately joined throughout the curriculum. This implies a curriculum that is organized around major concepts in each discipline that the students are expected to know deeply. Teaching must engage students in active reasoning about these concepts.

Accountable TalkTalking with others about ideas and work is fundamental to learning. For classroom talk to promote learning, it must have certain characteristics that make it accountable. Accountable Talk seriously responds to and further develops what others in the group contribute. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. Accountable talk uses evidence in ways appropriate to the discipline or situation (e.g. proofs in mathematics, data from investigation in science, textual details in literature, documentary sources in history or civics). Finally, it follows established norms of good reasoning. Accountable Talk sharpens student thinking by reinforcing their ability to use and create knowledge. Teachers can create the norms and skills of Accountable Talk in their classrooms by modeling appropriate forms of discussion and by questioning, probing, and directing conversations.

Socializing IntelligenceIntelligence is much more than a collection of bits of knowledge and quick reasoning tricks. Intelligence is equally a set of beliefs about oneself - one’s right and obligation to understand and make sense of the world, and one’s capacity to figure things out over time. Functional intelligence is, in short, both a set of problem solving and reasoning capabilities and the habits of mind that lead one to use them regularly. This kind of intelligence is eminently learnable. Intelligent habits of mind are learned by means of the daily expectations placed on the learner. By calling on children to use the skills of

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intelligent thinking and by holding them responsible for doing so, educators can teach intelligence. This is what teachers normally do with students from whom they expect much; it should be standard practice with all students.

Self-Management of LearningHelp students develop the skills of self-monitoring and managing learning. These skills include formulating questions, exploring concepts, evaluating feedback, reflecting on prior knowledge, anticipating learning difficulties, recognizing when they don’t understand something and taking corrective action to remedy the situation.

Learning as ApprenticeshipFor many centuries, most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for real audiences. This kind of apprenticeship-learning allowed students to learn the knowledge, practical abilities and appropriate forms of social behavior that went with high levels of skilled performance. It also allowed them to learn complex skills that drew on many branches of knowledge. Learners were motivated to do hard work by the value placed on their products by people who bought objects, attended performances, or requested that important community work be done.

Much of the power of apprenticeship learning can be brought into school through appropriate use of extended projects and presentations of finished work to interested and critical audiences, and by organizing learning environments so that complex thinking and production are modeled and analyzed. Although apprenticeship forms of learning are particularly suitable for applied learning or for school-to-work programs, the basic strategies of apprenticeship can be used to redesign much of in-school classroom practice as well.

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Instructional Bulletin #6Homework Policy

Homework is for reinforcement of a skill that was learned in class; informs parents of the child’s academic progress in skill acquisition and concept development; as well as assesses and prepares the student for new challenges. It provides opportunities for students to develop good study habits, responsibility and discipline. It allows students to practice and master a skill in depth. Parents are to be involved, and provide support to the student at home.

Homework assignments serve to:

Increase the time spent on academic tasks, thus enhancing the academic growth of students.

Enable parents and other family members to become familiar with the instructional program of the school.

Meet the needs of individual students through the use of differentiated assignments.

Help prepare students for future class participation (re-organizing material studied helps students develop new insights).

Reinforce concepts taught in areas of academic need.

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Homework assignments should:

Reinforce, extend and enrich skills and knowledge learned in school. Stimulate and further individual interest thus forming a basis for productive use of

leisure time. Develop independent study skills to foster initiative, responsibility and self

direction. Be an outgrowth of classroom instruction. Be clear and definite. Be evaluated/graded using a rubric clearly understood by all students.

Teacher’s Responsibility

All teachers are to assign daily literacy, math and subject related homework [art, science, social studies, ESL, technology, etc.]

All teachers are to set a standard of excellence for homework (presentation, cleanliness, format, rubrics, and parent signature); exhibit and discuss excellent models with students.

All writing assignments must be self-graded against rubrics across the grades. The rubrics are to be posted in the students’ homework notebooks and/or folders.

Students are allowed to take the textbooks home to complete any assignments. The homework assignments must be varied, age appropriate and relevant to what

is being taught. All students must maintain homework folders and/or notebooks in class. Homework must be corrected with specific positive comments that

provide feedback to the student. Parents should sign the homework assignment every evening. Parents will

receive a copy of the standard grading policy.

Suggested daily amount of homework by grade:

Grades TimeK-2 10 - 20 minutes3-5 30 - 45 minutes6-8 60 minutes

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Homework Grading PolicyHomework is to be checked for quality

every day. The grading rubrics must be

introduced to the students, discussed in depth

and posted in the room.

1 not completed, not signed, sloppy2 partially completed and signed3 missing the heading, but completed accurately 4 completed to satisfaction (heading, accuracy, signed, completed task, neat, good presentation).

* Place copy requests in the basket assigned in the Main Office. Please plan ahead! Students should not be used as messengers to duplicate or collect materials.

Instructional Bulletin #7Room Appearance Checklist

___Do you have a Literacy, Mathematics, Science, Social Studies and Technology area (thematic library) which would indicate an ongoing program of instruction?

__ Are all the elements of Balanced Literacy posted?

___Do you have a good display of children’s work in all subject areas?

___Do you have current bulletin boards? Displays changed every 2-3 weeks.

___Do you have Word Walls and experience charts which exactly indicate your units?

___Are the books in the Library corner in order; are they leveled and labeled?

___ Is your room a print-rich environment? Is it clean and organized? Are papers and/or books on the floor?

___Is the Schedule/Program-of-the-Day posted?

___ Is your register and attendance for the day posted?

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___Do you have an “Out of the Room” sign-out book/sheet; and passes?

___Is your class program in view? Is it posted on the door or wall outside the door?

___ Do you have a note/indicator/circle chart on the door explaining where your class is?

___Is the room engaging, embodying an atmosphere that indicates that some worthwhile teaching is going on?

___ Are class rules, with rewards and consequences, or the code of conduct chart on display?

___Do you have plants, an aquarium or a terrarium?

___Are the signs and charts in your room neatly printed and lettering large enough for students to see?

___Do you have maps and/or a globe?

___Are the “Standards” posted in the room?

___Are there rubrics posted in the room for Literacy, math, other subject areas, H.W.?

___ Are students’ folders and portfolios visible and available?

___Is your room an inviting place for students to learn?

___Is your homework policy posted in the room?

___ Do you have one-third of your library leveled?

___ Does your library show collections of books by genre ?

___ Does your library show Author- Study books?

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Instructional Bulletin #8Components of Balanced –Literacy

Read Aloud/ Accountable TalkWord StudyShared Reading/WritingGuided Reading/Strategy LessonWriting WorkshopIndependent/Partner Reading

Evidence of Balanced-Literacy Checklist

________1- Students actively engaged in authentic reading and writing activities.

________2- Students engaged in lively accountable talk as they construct meaning from text; post- its, charted rules, strategies and observations.

________3- Classroom Libraries including books for Read Aloud, Shared Reading,

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genre study, and baskets of leveled books for Independent and Guided Reading.

________4- Meeting Area with book/chart stand and/or overhead projector for Read Aloud, Accountable Talk, Shared Reading/Writing, and Word Study.

________5- Writing Center with variety of paper and writing implements, individual writing notebooks or folders for “work in progress” and for collections of student work, stapler, tape, alphabet/word charts, student friendly rubrics, etc.

________6- Word Walls including purpose, for example: high frequency and irregularly spelled words, content vocabulary, word families, etc.

________7- Evidence of independent/partner reading (reading workshop), for example: book baggies, post-its, partnership charts, reading response logs, etc.

________8- Evidence of student’s writing progress over time in folders, in computer folders, and on bulletin boards.

________9- Evidence that teachers are conferring with children individually and providing differentiated instruction, for example: system for recording conferences, conference notes, etc.

_______10- Evidence that teachers are using data binder to group children and to design instruction (DIBELS, ECLAS-2, PPVT, Terra Nova, CARS, Item Skills Analysis, City and State Formal Test Results, Interim Assessments, Informal Reading Inventories, Running Records, Math Unit Tests, Conferences Notes, Checklists, etc.). _______11-Evidence of children reading and writing independently and in partnerships.

_______12- Evidence that children are using active reading strategies, for example: charts stating strategies and skills the children are working on.

_______13- Evidence that children are working towards the ELA standards, for example” ELA Standards posted in student friendly language, reading and writing rubrics aligned with the Standards and with specific performance tasks.

_______14- Evidence that children are bringing home a book each night.

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‘The most valid and important evidence is gathered as we watch teachers teaching and children learning and we engage in conversations with them - about what they are doing and why.’

Instructional Bulletin #9CLASSROOM POSTING CHECKLIST

____ Mission Statement____ Administrators/Teacher name sign____ “Principles of Learning” ____ “Conditions for Learning”____ English Language Arts Performance Standards____ Mathematics Standards / Content & Process Strands____ Content Area Standards - Guides/Prototypes____ Core Knowledge thematic evidence [involving interdisciplinary planning]____ Fire Drill Chart____ Child Abuse Notification Sheet____ School/ Class Rules____ Reading Chart (25 books)____ School Heading____ Plan/Schedule For The Day

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____ Sign-Out Book/Sheet; Pass ____ Register and Attendance____ Plan Book____ Learning Work Stations____ Learning Work Stations/Guided Reading Group Schedule____ Pull- Out Programs Schedule____ Flag/Pledge of Allegiance____ Bulletin Boards (Classroom/Hallway current pupils’ ‘standard’ work)____ Program Card (by outside of room door)____ Bus List____ Substitute Teacher’s Folder (with grade appropriate work/activities)

Instructional Bulletin #10Promotional Portfolios

Students in grades PK-8 will be creating showcase portfolios as part of their standards-based learning and as an alternative means of assessing their eligibility for promotion and/or graduation. Not all students perform well on standardized assessments. It is, therefore, unfair to determine promotion based solely upon one or two of these assessments. Some students, because of a particular talent and/or learning modality may perform well when given a special project or assignment.

Promotional portfolios will allow us to place a greater emphasis on work performed in the student’s dominant modality. The showcase collection will serve to demonstrate progress toward or achievement of standards level work in language arts, mathematics, social studies and science.

Included in these portfolios should be:

Evidence of reading 25 books or book equivalents.

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1-2 pieces of finished work in the four major areas (per month). This work should reflect standard or near-standard work. It should be the student’s best effort.

The classroom teacher collaborating with the student and the supervisor should select the work to be placed in the promotional portfolio. The work should move from the student’s work folder to the portfolio monthly. The promotional portfolios should be kept in a visible area in the classroom and should be handled by students when conferencing with teachers about portfolio goals, when adding chosen pieces, and when exhibiting selections to classmates, parents, and visitors.

What can go into a promotional portfolio?

Memoirs; School Year Goals

Essays; Reports

Letters that indicate a student’s knowledge of audience, purpose and format

Poetry and other creative writing

Literary responses demonstrating the use of imagination, comprehension of story

lines, understanding of characterization, ability to make predictions, and establish

continuity of relatedness of theme

Responses that also demonstrate conventions: use of grammar, punctuation, etc.

Problem statements followed by selected process/steps followed/procedure/

vocabulary/solutions

Response logs, Reviews, Reflections

Journal entries

Interviews

Posters/Artistic Media

Collaborative work samples

Reading lists and Book Reviews

Benchmark running records

“Foldables” – various presentation formats

POD [Problem of the Day] with written mathematical explanations

Diagrams, graphs, drawings, surveys

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Beginning of the Year Inventories/ Pre –Assessment Tests

Unit Tests/ Quarterly Tests/ Mid-Year Evaluations

Year-End self-evaluations

)

Instructional Bulletin #11Learning Displays (Bulletin Boards)

Hallway Learning Displays:

Hallway Learning Displays are an essential element to PS/IS 328’s exciting teaching/learning environment. The displays serve as the “window” to the creative strategies being utilized by the teacher, the curriculum being covered by the grade and the standards-setting work produced by the students. Commercially prepared decorations should be kept at a minimum. Seasonal decorations should be removed soon after the holiday has ended. Spelling, grammar, penmanship, attractive-ness, and standard-level of work should be considered when selecting work to be displayed. Bulletin boards must reflect the following components: Title, Task, Standards, Rubrics, ‘Specific’ Comments, Teacher’s Name and Class. A schedule for outside bulletin board assignments will be issued. Bulletin boards must be changed monthly (the first Friday of each month) and must reflect current student work. Seventy-five percent (75%) of the students in a class should be represented in the display; equivalent to 12-16 pieces for Cluster Teachers’ boards.

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Inside Classroom Bulletin Boards:

Bulletin Boards inside the classroom are meant to display students’ finished work or students’ in-progress work that represents a developmental step in a specific skill or assignment. The display should include: title, task, standard, rubric and teacher’s comments. Work on inside boards must be updated every 2-3 weeks in all subject areas.Core Knowledge classrooms should reflect evidence of content area inter-disciplinary, thematic work products.

Instructional Bulletin #12Promotion Standards

SCHOOL GRADING POLICY

The guidelines for our school’s grading are as follows:

GRADES PRE-K – 2: EMPHASIS MUST BE PLACED ON LITERACY & NUMERACY (MATH SKILLS)

READING, MATH, SCIENCE & SOCIAL STUDIES:Data –Driven Analysis: ECLAS-2, DIBELS periodic assessments, monthly practice tests, teacher’s informal observations, journals and portfolio entries).

Classwork: 20% (participation and completion of assignments.) Homework: 20%Portfolio work: 20%Teacher-made tests; assessments based on ECLAS, Literacy Standards, EPAL [based on a 4-point rubric]: 40%

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II. GRADES 3-8:

ELA, MATH, SCIENCE & SOCIAL STUDIES:

Classwork: 20% Homework: 20%

Portfolio Contents: 20%Data - Driven Analysis:Teacher- made tests; Curriculum Program assessments;

NYS Testing; Interim Assessment results; DOE Standards): 40%

Exit Projects for students in Grade 8 must be reflected in the overall grade for science or social studies.

OTHER CURRICULUM SUBJECTS: (ESL, Music, Art, Technology and Physical Education)

Classwork: 20%Homework: 20% Portfolio Contents: 20%Teacher-made and/or Curriculum Program tests: 40%

Students scoring on Levels 1 & 2 on Standardized Reading or Mathematics tests should not get above 65% or D in their class grades/final grades. These students must be identified early-on and interventions, tutoring and AIS services must be provided throughout the academic year.

Each marking period students will have to demonstrate their understanding in one area of the Core Curriculum by producing an authentic, performance- based project in the areas of: (Writing, Math/Science/Tech, Social Studies, and Multicultural Arts). This grade is to represent 10% of their quarterly grade. Therefore, the portfolio contents grade will be a combination of this, plus 10% of other portfolio entries submitted for the quarter.

A student does not receive a failing grade for truancy or excessive absences! He/She will receive an “A” for absent. A student having more than 18 unexcused absences is considered to be “at risk” for promotion/graduation.

A “55%” or below represents a NON- PASSING grade. Comprehensive Mid-term Examinations are to be administered to students in

grades 6-8. Results will be 20% of test averages for first and second marking periods.

Numerical and Letter Grade Equivalents for Students in Grades 6-8:55 F Failure to meet minimum standards

U Unsatisfactory in Behavior

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N Needs Improvement I Improvement

65 D Barely Passing66-79 S Satisfactory for promotion/graduation80-89 G Good90-100 E Excellent

Grading Rubrics: For grades K-5, Four “Levels” [(1)Below-Level, (2)Approaches, (3)Meets, (4)Exceeds Standards]

For grades 6- 8, Numerical grades are to be given in multiples of “5”. Any grade higher than “90” may be reflected in units of one; such as 91, 93, etc.

Instructional Bulletin #13Exit Projects

Teachers will be required to have students in grades K through 8 produce exit projects during the school year; for science, social studies, and/or math/science/technology. Our students should be familiarized with the process before they reach the eighth grade. The projects will be showcased in classrooms, hallways, and other areas; scheduled through the year. These projects will also form part of the promotional portfolios. Teachers should anticipate having their students prepare their work for display to the school community.

The following is a suggested outline to use when planning an exit project:

I. Outcomes: What will my students understand long after they leave my class?

What can they do to demonstrate how deeply they understand?

II. Essential Question(s): This question should be challenging, overarching, and of a higher-order level. This

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question can be responded to in a reflection selection.

III. Standards: What NYC/NYS standard(s) are being addressed in the project? One or two are enough.

IV. Activities: What will the teachers and students do to support and facilitate student learning of content and skills necessary for desired outcomes? (Your lesson plans!)

What will students do? What skills do they need to know/do to reach enduring understanding?

V. Materials & Resources: Decide on materials and technical assistance you will need.

VI. Assessment(s): Pre-assessment and ongoing activities to inform instruction and planning:

1. Teacher-made tests/quizzes 2. Informal observations 3. Questions aligned with city/state standardized assessments

4. Rubrics: These should be used for the authentic task. Ideally, there should be standardized rubrics for ELA, content area, and the specific authentic task addressed. Principle of Learning - Clear Expectations

VII. Authentic Performance Task: What “real-world”, authentic activity can the students do to demonstrate their deep understanding? Think

GRASPS. Consider the following statements as

you construct a performance task scenario. Resist

the temptation to fill in all of the blanks:

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Goal –Your task is, the goal is to, the problem is, the obstacle to overcome ____________________Role–You are, You have been asked to, Your job is __________________________________ .

Audience –Your client is, The target audience is, You need to convince _______________________Situation – The context you find yourself in, The challenge involves dealing with_______________Product/Performance and Purpose – You will create a___ in order to ____; You need todevelop____so that _____________________________________ .

Standards & Criteria for Success – Your performance needs to, Your work will be judged by, Your product must meet the following standards, A successful result will________________________

VIII. Reflection(s): This is where the student can respond to the Essential Question and reflect on his/her performance and next steps necessary for reaching a higher level of understanding and skill outcomes.

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Instructional Bulletin #14Instructional Data Binders

Over the last few years, effective systems for consistently gathering data have been put in place throughout our school. This year all teachers will be required to maintain a data binder for the students assigned to them. Constant monitoring of student progress will be documented utilizing both informal and formal assessments. School-wide instructional initiatives, A-I-S services, grade planning and individual teacher planning will all be driven by conversations surrounding our analysis of the data. Goal setting and improvement plans for student achievement will focus on selection of programs, materials, and best practices to use with whole groups, small groups and individual students. Re-visiting student progress periodically will enable administrators and teachers to analyze strategies for effectiveness and to search for additional resources as needed. Dissemination of key data to our school community will continue to be on-going.

Grade Potential Data Binder contents…

Pre-K Class List, ELA skills checklist, Mathchecklist, Social skills checklist,Gross & Fine Motor checklist, etc.

K – 3 Class List, Reading First benchmarks, Progress Monitoring, progress graphs,ECLAS reports, PVVT, Terra Nova,running records, conference notes(guided reading & writing), readingand math unit assessments (includingmid-year and end-of-year testing), science tests, etc.

4 – 8 Class List, 06-07 State Test results, SRI, Interim assessments, CARS and

STARS analysis, running records, conference notes (guided reading &

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writing), Content Area unit testing and teacher-made tests, checklists, etc.

Helpful References

Interdisciplinary Curriculum: Design and Implementation

Jacobs, H.H. (1989); Alexandria, VA: ASCD.

Understanding by DesignWiggins, G. & McTighe, J. (1998); Alexandria, VA: ASCD

Differentiating Instruction in the Regular Classroom

Heacox, Diane Ed.D (2002); Free Spirit Publishing

Getting Excited About DataHolcomb, Edie L. (2004); Corwin Press

Strategies that WorkHarvey, S. & Goudvis, A. (2000); Stenhouse Publishers

Craft LessonsFletcher, R. & Portalupi, J. (1998); Stenhouse Publishers

Scaffolding Young WritersDorn, L. & Soffos, C. (2001); Stenhouse Publishers

Spelling K-8Snowball, D. & Bolton, F. (1999); Stenhouse Publishers

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Classroom Discussions Using Math TalkChapin, O’Connor & Anderson (2003); Math Solutions Publication

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Documents

#119k174.pbworks.com/f/Faculty+Handbook+2010-2011.doc · Web viewIngrid Mason, Principal. Frances Jeffrey-Allen, Assistant Principal. Bernard Addo, Assistant Principal. Faculty