Faculty Handbook 2007-2008

Oak Grove - Bellemeade Elementary School Faculty Handbook Classroom Instruction and Management

Faculty Handbook 2007-2008

2200 Ingram Avenue Mrs. Jannie Laursen, Principal Richmond, VA. 23224 (804) 780-5008

Website: http://www.richmond.k12.va.us/schools/oakgrovebellemeade_333/index.cfm

Oak Grove – Bellemeade Elementary School

http://www.richmond.k12.va.us/schools/oakgrovebellemeade_333/index.cfm


Oak Grove-Bellemeade Elementary School

FACULTY HANDBOOK

This handbook is designed to provide basic information on the

school’s functions, operations and expectations. If your

concerns or questions are not addressed in this handbook,

please contact any member of the Administrative Team.

TABLE OF CONTENTS

General Information Schedules, Policies and Guidelines Professional Responsibilities and Expectations Classroom Instruction and Management Administrative Responsibilities and Expectations

Professional Development Leadership and Decision Making Miscellaneous Information


CLASSROOM

INSTRUCTION and

MANAGEMENT


Classroom Environment We continue to “spiff up” our facilities; please help us keep them

clean. Establishing regular times for homeroom students to clean the room is encouraged! Students learn school pride through such responsibilities. a. Classrooms should be kept in proper order. At the end of each subject students should

check the floors and desks and make sure the room in an orderly fashion. b. A clean and attractive classroom is important in maintaining a good educational

environment. c. Teachers are encouraged and expected to make frequent and early contact with parents of

their students. Parents can assist with encouraging their child to assist with maintaining a clean classroom and well-disciplined environment. Classroom telephones should enable teachers to make regular contact with parents. Parents themselves are sometimes reluctant to contact the teacher with questions or concerns. In these situations, the school can break the ice by demonstrating a willingness and concern for cooperation. Make an effort to call or speak to as many parents as possible in the school year, with the goal of contacting each one prior to the end of first nine weeks. You might simply tell them that “Johnny” had a particularly good day, or call to see how the year seems to be going for the child from the viewpoint of the home.

ALL CHILDREN

WILL LEARN!

It is up to us

to teach them the “right” stuff.


Curriculum

At our school there is a hidden curriculum, one which is not detailed, but which is a vital part of all that is done and said at the school. Teaching values is our hidden curriculum, and we have evidence of this teaching in the classroom, in the halls, on the playgrounds, at dismissal, on the playground, and in the auditorium. We ask openly that our students be polite at all times; we ask that they respond clearly when spoken to; we ask that they be kind and courteous in word and action; we ask that they listen with care and thoughtfulness; we ask that they take pride in what they do and in how they present themselves; . . . . These values are neither in our lesson plans nor in our texts; they are evident as we strive to encourage moral and ethical behavior in our small environment and thus in their community over time. See Values in the General Information Section: Belonging, Mastery, Generosity and Independence. Also see the Guidance Counselor's Schedule for Character Education on our Intranet. The Virginia Standards of Learning define our academic curriculum. The Standards of Learning are sequence via the RPS Pacing Guide. A total curriculum planning toolkit is available on the RPS INFONET. A large amount of related information is also available there as well as the VA Department of Education website and the Oak Grove – Bellemeade website.

Department Chairs are the primary advocates of the curriculum for their grade level. Other

responsibilities include: 1. To be an experienced spokesman for the curriculum/grade level and work with the administrative team 2. To conduct grade level meetings weekly, and to circulate minutes(put on OGBEE) to administrators, and peer teachers at the grade level 3. To read and make known the professional literature in one’s discipline 4. To help new teachers be successful in the classroom and comfortable in the school 5. To inform new teachers of grading procedures within the department 6. To ensure that teachers are teaching the same lesson plans/materials.


Planning Period Schedule

Time Grade

9:10 – 10:00 K

10:05 – 10:55 1st

11:35 – 12:30 2nd

12:35 – 1:20 4th

1:40 – 2:25 3rd

2:40 – 3:25 5th


QUARTER __________ GRADE ________ TEAM LEAD _______________________________

NINE WEEK SOLs PACING CALENDAR

LANGUAGE ARTS

MATH SCIENCE SOCIAL STUDIES

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9


LESSON PLANS Your lesson plan should be consistent with the RPS Model.

1. Successful lessons occur most often when they are well prepared. This means that conscious decisions have been made before instruction, as to what is to be learned, and how it is to be taught. 2. The written lesson plan should indicate lesson preparation. This means that someone else, other than the teacher, can recognize the decisions that have been made in the planning process. 3. The written lesson plan may be cut and paste from the RPS Compass or an original plan prepared by you. 4. The planning cycle should include the utilization of recommended effective teaching practices.

Lesson plans for the week must be in a black ring binder on your desk at all times. Plans will be checked at each walk-through to assure that all academic areas are being taught with special emphasis on reading and mathematics. Three (3) days of “Emergency Lesson Plans” are due on the OGBEE by September 17, 2007. These plans should be used whenever you have an unexpected absence. The plans should include:

1. Enrollment roster - to include bus numbers, walker, pick-up, and emergency telephone numbers.

2. Seating chart.

3. Classroom procedures, key retrieval and return, discipline plan.

4. Breakfast, lunch, resource and recess schedules and procedures.

5. Lesson Plans for each content area with all worksheets copied and ready to be

distributed to students.

6. Team members along with their room numbers.

7. Emergency procedures – copy of safety codes.

8. Front desk extensions - Oak Grove Dial “110” for Mrs. Stewart and dial 8-195899 for an outside line.

Front desk extensions - Bellemeade Dial “110” for Ms. Thompson and dial 8-195899 for an outside line.

9. Special accommodations for students.

10. Comment/feedback for substitutes.


Grading Scale A Outstanding 92 – 100 B Above Average 83 – 91 C Average 74 – 82 D Below Average 65 – 73 F Failing 0 - 64 Please Note: Each grade level should evaluate students for their report card grades based on participation, tests completed, homework, written assessments, and projects. We are asking each grade level to develop the percentage each category is weighted in order to give students an A, B, C, D, or F grade. Your grading system must be submitted to Mrs. Laursen by September 15th. Upon approval it will be sent home to parents. Grades are to be averaged for each quarter on all grade levels where letter grades are used. The student’s final grade received on his/her report card will reflect an overall average of all grades. Each teacher should keep a folder of students’ work so that a clear profile of the students’ work represent all academic areas of study. Students with special needs will have the IEP progress report attached to report card indicating progress towards weekly IEP goals and IEP objectives.


“USING ONLINE GRADE APPLICATION” When you click on the Grading Application yellow tab, you will be presented with a link to launch the Grading Application, Click the link. Next you will see a screen which allows you to select the appropriate Marking Period. During the practice time you must use MP2. Starting 4/2/04, you will use MP3 and will enter actual grades for your students. For each grading period, you will be informed of the time period that Online Grading is available. You must enter your grades in that time frame for MP3 and procedures for verifying and changing grades will be made available no later than 4/2/04. After you select the Marking Period, the process depends on the grade level you teach. For elementary teachers follow these steps: 1. You will see a list of your students,k complete with ID number and name. If that don’t all fit on one page, you will see Next at the bottom of the screen. Click the Next link to see the remainer of your students. 2. To enter grades for your students, click on the Student ID number. A screen will appear with a place to enter the child’s grades: 3. You may either type the grades in the box or click the drop down arrow to click on the earned grade. You will always put a grade in the status column. You will use the Final Status column only at the end of the year for the Final Grade. As before, you will be using letter grades in the subject line (e.g. Language Arts) and an X when appropriate in the sub subject lines (e.g. Reading.). 4. Scroll down to see all of the subjects. When you have entered all of the grades you have for a child, click the Update button to save the grades. 5. If you didn’t enter every student’s grades the first time you went into the class, or if you want to change something on one of the student’s grades; you can change and add grades until the grading entry dates expires. 6. When you click update, you will be taken back to the list of students in your class. You can choose another student for whom you want to enter grades. Or you can close the window that shows the students (click X in upper right corner of the table window). Then click the Log Out to close the application so that no one can get to your grades. 7. You will receive a grade verification report from the front office as you have done in the past. Note: At this time, elementary teachers will not be able to enter comments in the Online Grading System, just as you cannot enter comments on your bubble sheets. We will add this capability at a later time.


Classroom Expectations Student expectations are posted in each room of the school. These should be discussed with your students the first day of school. The expectations are listed below: The students will: 1. Stay in their seats during instructional activities. 2. Raise their hand for permission to speak. 3. Treat others with kindness and respect. 4. Keep hands, feet, and other objects to themselves. 5. Follow all directions. 6. Respect the property of others. 7. Practice honesty and truthfulness. 8. Complete all assignments.

HOMEWORK Assign homework daily and set your standards high. Homework should be a

review of what has been taught; students should be able to do the work independently. Provide a variety. Post homework each day. Collect and check it daily. Notify parents promptly when homework is not turned in. The following is a guide of time limits for completing homework per grade level: K-2 ½ hour

3 ½ to ¾ hour 4-5 ¾ to an hour

Provide students with an opportunity to evaluate their day’s work. They should be able to relate to their parents the positive events and activities of the day and be aware that they have gained new knowledge.


Each student will prepare and maintain an Interactive Notebook for each subject (Language Arts, Math, Science and Social Studies). The portfolio will contain a sampling of work products for each SOL. There should be at least one work product for each SOL and each sub-objective. Each student in grades 3 – 5 must monitor their own programs in their portfolio. Examples of content include:

1. Journal writing – discussing how a performance task was accomplished.

2. Observation with photo.

3. Performance Task with student prompt, solution, . . . etc.

4. Performance assessment.

The key is to include a variety of student samples. The VGLA and VAAP notebooks that we completed last year are an example of a portfolio. No special labels are required for your student portfolios. Just ensure that the student has included the SOL number on the page. Use the RPS BIG PICTURE CD to introduce a SOL and its content. One issue identified with VGLA and VAAP notebooks across the RPS district was that many notebooks lacked a variety of content. The primary content was worksheets. The portfolio can be used for parent-teacher conferences, for a study guide for students in preparation for quarterly benchmark, and the annual VA SOL Test. It becomes an excellent source for the VGLA/VAAP notebook if a student is identified as a candidate to complete an alternate annual assessment. A portion of your Students’ Portfolios will be inspected at least monthly. RPS Instructional Specialists will expect you to bring several Portfolios to the Grade Level Team meeting if they are visiting with us. How should the Portfolio look for each subject?

1. Standards with objectives.

2. Grade level nine week calendar of the pacing guide for the SOLs.

3. Student Data Collection Form for Grades for each SOL. The form should accommodate a

second grade (make-up test grade) for the SOL if remediation was required.

STUDENT PORTFOLIOS

(Interactive Notebook)


Grades/Progress Reports Grades are a means of informing parents and students of the progress

being made in each subject. Grades should be meaningful and provide an accurate representation of students’ progress in each class. Progress reports are passed out at the mid-term of each quarter when a student is in danger of failing or failing a subject. Even a grade of “C” may be reason to notify parents. Techniques in evaluating student achievement should be thorough and varies, including authentic performance assessment. Keep a careful and detailed record of pupil work as a means to justify the grades you give.

USING TECHNOLOGY IN THE CLASSROOM AT OAK GROVE – BELLEMEADE ELEMENTARY SCHOOL

The computers at Oak Grove – Bellemeade Elementary School are distributed in the various classrooms. You will find 4 to 6 computers in each classroom and several in our Media Center. At this time, we do not have the space to create a computer lab. We have a portable computer lab of 25 IMac Notebooks. It is anticipated that our staff will use the technology to support student achievement in a variety of ways:

1. A variety of Microsoft Office applications are available to assist teachers with the creation of

lesson plans, assessment, reports and presentations. Students may use computers to create

reports and perform research on the internet.

2. The Internet is probably the most widely used application in our school by

students and teachers for research. 3. The RPS intranet (Infonet) is used internally to access our special applications

such as Charting the Course, Payroll, email. 4. A scanner is attached to a special computer to grade answer sheets for our quarterly

benchmark assessment. The answers are uploaded to a website (EDUSOFT) for storage.

EDUSOFT provides many different report formats for quick review and analysis of the data.

5. Compass Learning Odyssey is available to assist teaching with activities and projects that

complement classroom instruction. These activities are correlated to the VA SOLs. (Need

listening devices)

6. Houghton Mifflin provides several CDs to assist with instructional planning and differentiation

of instruction for Math and Reading.

7. RPS has provided CDs to support instruction: The Big Picture for Math and Reading, The

Curriculum Guide for each subject including Test Taking Strategies Presentation. VA

Released SOL test items.

8. RPS has recommended websites that are very useful to classroom instruction. A list is

available in the Miscellaneous section.

Teachers need to continue to integrate technology into all subjects. We need to share new ideas with the team and seek help in our weak areas. A technology committee has been created to expedite our transition to a technology configuration that best supports our students’ achievement needs.

[Type sidebar content. A sidebar is a standalone supplement to the main document. It is

often aligned on the left or right of the page, or located at the top or bottom. Use the Text

Box Tools tab to change the formatting of the sidebar text box.]


COMPASS LEARNING

Compass Learning is a software package purchased by RPS. It will be one of the tools that we will be utilizing to complement our classroom instruction. Compass Learning Odyssey is a standards-based educational solution that provide interactive, self-paced activities. Project-based activities promote exploration, individual and cooperative learning, problem solving, reflection, and real-world connections. It allows us to provide another vehicle for differentiation of instruction. The curriculum covers grades K–8 reading and language arts, math, science, and social studies. Language Arts and Math are correlated to our state standards. Compass Learning contains activities/tasks, assessments that are easy for teachers to review and make decisions on which activities are best to complement instruction or be used as remediation. At least two listening devices will be available for each classroom so that the student can utilize Compass Learning without disturbing the rest of the class.

ACCELERATED READER

Accelerated Reader is a software application that has been set up on most of our computers. Mrs. M. Bailey and Mrs. F. Lewis worked together to set up this program for us. Accelerated Reader helps you create excitement for reading in three easy steps. At the same time, it helps you continuously guide students to books that will maximize growth.

1. Student Reads a Book. Students choose books at their appropriate reading levels and read them at their own pace.

2. Student Takes a Quiz. Accelerated Reader offers more than 100,000 quizzes to help you motivate and monitor increased reading practice.

3. You Get Information. You get immediate information feedback on the reading and vocabulary progress of each student.

DISPLAY CASES/BULLETIN BOARDS

There are two display cases on the first floor. They are part of the first impression that one gains as they enter our building. Each grade level will be assigned a display case/bulletin board near their classroom area for the entire year. The lobby area will be maintained by the Resource Teachers. See the schools’ intranet to view school schedules. UTILIZING TITLE I COACHES AND TUTORS. Tutors will be joining our staff in October to assist with remediation for our students in the areas of Math and Reading. They will be working closely with the Title I Reading and Math Teachers.


DISCIPLINE PLAN

THIS SECTION WILL BE UPDATED TO ALIGN WITH OUR NEW PROCEDURES.

GENERAL DISCIPLINE PROCEDURES We believe that learning takes place in an orderly environment. It is our goal to establish and maintain an orderly environment in which instruction is effective and learning is facilitated. Our policy is to use strategies that will promote the development of self-discipline (self management) and foster acceptance of responsibility for behavior. The RPS Student Code of Conduct provides students, parents, teachers, and administrators an excellent source of policies governing the discipline management system. Teachers handle discipline problems with students. The school will have one set of rules and consequences. These are discussed with the students and posted in the room. SCHOOL EXPECTATIONS: See Discipline Plan CONSEQUENCES: See Discipline Plan A DISCIPLINE REPORT will accompany any discipline matter referred to the principals. Parents are welcome to call the school to discuss the matter or to schedule an appointment with the teacher/administrator.


Introducing: Bear Bucks

The Oakgrove-Bellemeade Elementary Bear Bucks program involves providing unified support to children

throughout the school. Although this is a unified, school-wide program, teachers also use their existing

classroom management systems within their classrooms. Through the Bear Bucks program, every staff member

involved with the school is prepared and able to; promote positive work habits, reinforce skills and behaviors

demonstrated by students, and to teach new forms of behavior that may replace inappropriate behavior at

school.

The “Bear Necessities” details our school-wide behavioral expectations. As Teddy Bears, students are expected

to:

Be on time.

be Eager to learn

Act in a positive manner

Respect myself and others

Set my goals to be successful

Phase 1: Using feedback from faculty, our Discipline Team defined school-wide expectations and the skills

needed to meet these expectations in each location throughout the school. The faculty will review these

expectations periodically and make changes as necessary.

Phase 2: Faculty/Staff will use modeling, direct instruction, and other instructional methods to teach students

how to meet the expectations and to clarify what the expectations look like when they are performed correctly.

Students will sign a contract, along with their teacher and administrators, which states that they understand the

expectations the school has in place. Once the contract is signed, the student will receive a pouch which they

should use to store their, Bear Bucks, which are coupons/tickets they will earn for demonstrating appropriate

behaviors. Teachers may allow students to track their own Bear Buck balance or they may want to use a class

accounting system. Each paw must have the Giver’s (Faculty/Staff member) name and the student should be

encouraged to write his/her name on the paw, as well. We should inform students that paws may not be replaced

and encourage them to take responsibility for their paws. In an extreme circumstance, it will be left to the

teacher’s discretion whether or not to replace lost paws. Students will receive positive reinforcement (verbal

praise, Bear Bucks) as they demonstrate proficiency in the expectations.

Phase 3: During the second quarter, students will attend an assembly in which Faculty/Staff perform skits to

reinforce the Bear Necessities: Student Expectations. Additional reminder/reinforcement sessions should be

conducted at least twice per quarter by the classroom teacher using their preferred method of instruction.

Phase 4: Faculty/Staff will acknowledge students for using the Bear Necessities by giving Bear Paws. It is

imperative that, each time a student is given a paw, the giver must make a clear statement to the student, “You

are getting this paw because you ….(emphasize what they did correctly to earn the Bear Buck).” At various

times through the week, students will be able to use their Bear Bucks in a school store (Paw-Mart). School-wide


events (dances) will also be scheduled and students will be allowed to “purchase” an entry ticket using their

paws.

In the event that a student does not have enough Bear Bucks to purchase a special event ticket, he/she will be

able to participate in a productive Booster Session. Booster Sessions are to be used as interactive, positive

training sessions (not punishment) to give additional support to students who need more help in order to be

successful with the Bear Necessities. Students who participate in Booster Sessions will receive Bear Bucks at

the completion of the session.

Phase 5: Eventually, the “prices” of items in Paw-Mart will be raised as the number of paws each student has

accumulates. Students may also place paws in a “lottery” drawing to win special prizes. All redeemed paws will

be collected and an administrator will hold a Faculty/Staff drawing from those used tickets. This process will

remind and reward Faculty/Staff for distributing Bear Bucks.

Oakgrove-Bellemeade Elementary:

Bear Bucks Guidelines

Important Reminders:

The Bear Bucks program must be proactive and positive. The goal and purpose is to recognize

and reinforce positive behavior instead of punishing the student for the lack of desired behavior.

Once a student earns a Bear Buck, it is theirs FOREVER. Bear Bucks may not be “taken away”

as a punishment.

Faculty/Staff should only give Bear Bucks to students who deserve them.

All students are worthy of receiving Bear Bucks and every student must be recognized and

reinforced through the use of positive feedback, verbal praise, and through the use of the Bear

Buck incentive program.

The Bear Bucks program may be reviewed and refined as needed.

Questions you may have about the Bear Bucks Incentive Program

Why are we giving our Bear Bucks?

Research has shown that greater degrees of behavioral change take place when positive recognition is used to

reinforce desirable behaviors. As many of you may have experienced, negative consequences for inappropriate

behavior rarely lead to any significant or long-term improvement in behavior.

Of course, our ultimate goal is to encourage students to “Do the right thing just because it’s the right thing to

do. “ We will initiate this goal with the use of Bear Bucks. In order to be successful, is necessary to inform the

child clearly, which behavior(s) earned them their Bear Bucks so that they will know which behavior(s) they

should try to repeat.

When do you pass out Bear Bucks?

Bear Bucks may be given any time you see a student exhibiting a specific behavior that matches the

expectations that have been outlined in the Bear Necessities. Bear Bucks may be given out in all settings that

have defined expectations (classroom, bathroom, hallways, cafeteria, busses, auditorium).


How should Bear Bucks be passed out each week?

Faculty/Staff should budget/plan to give each student between 3 and 5 Bear Bucks per day in various settings

throughout the school. Please keep track of the number of Bucks your students have. Students should not

accumulate Bear Bucks beyond the total number required for the most expensive item. Bear Bucks may be

distributed to an individual student when he/she demonstrates and expectation or, they may be given to a

group/class. Faculty/Staff should always encourage students to positively display the Bear Necessities and,

Faculty/Staff must reward students promptly when they do.

When should more Bear Bucks be given out?

If Faculty/Staff need additional reinforcement more frequently to prevent problems before they occur, they may

use Bear “Quarters”. A student must have a full Bear Buck to turn in for use on incentives. Therefore, once the

student has accumulated four Bear Quarters, they may exchange them for a full Bear Buck.

What do you say when you pass out a Bear Buck?

Emphasize the behavior that earned the student their Bear Buck. (and the effort it took the student to be

successful). It’s all about the students. For example, “You remembered to bring a pass to the clinic,” is more

appropriate than, “I like the way you brought your pass to the clinic.”

What happens to the student contracts after they are signed?

Students keep a signed copy of their agreements in their Bear Buck pouch at all times. It may be helpful for the

student to be able to refer to their agreement at various time through the day.

Where are the Bear Bucks going to be stored?

Faculty/Staff will also have a pouch to wear around their necks, which they should fill with Bear Bucks. This

way the Bear Bucks will always be easily accessible for the Giver and visually accessible to the students. Each

student will also have their own pouch and pouches must be turned in to the teacher at the end of each school

day before the student leaves the classroom.

In the event that a student earns a Bear Buck while outside of the classroom, it is that student’s responsibility to

carry their Bear Buck back to class and but it in their pouch.

Teachers may use any effective method of their choice to store the Bear Bucks in their classes. They may use a

class bank, ziplock bags, a file system, or some other method.

How are Bear Bucks redeemed at the Paw-Mart store?

A store inventory and price list will be distributed to teachers. As prices/inventory changes, teachers will get

updated price/inventory sheets. Teachers should post the list in their classroom at all times so that it is visually

accessible to the students. Students should bring a completed order form and their Bear Bucks with them when

they are ready to make a purchase. Note: If you elect to allow students to hold on to their actual bucks,

PLEASE make sure that they are pre-sorted into groups of 10 at the time of redemption to avoid line delays

during store hours. Rain-checks may or may not be available if an item goes out of stock. Of course we want

to see every child get exactly what they want and if we can replenish an item, we will.

How are Bear Bucks redeemed during special events?

The special events will be well advertised in advance so that students will have time to save their Bear Bucks

for the event. Paw-Mart will be closed for one full week before the event in order to support students’ efforts to

save their Bear Bucks before the event. On the day of the event, the student must have enough Bear Bucks (that

day) to purchase a ticket for the event. Teachers will pre-count the Bear Bucks and either the teacher or ONE


designee will be responsible for trading the classes Bear Bucks for the appropriate number of event tickets. This

will eliminate lengthy delays at the entrance of the event.

What do students do if they do not have enough Bear Bucks to buy a ticket for the special event?

Students who have insufficient funds for the special event will attend a proactive/positive Booster Session,

instead. Booster Sessions are mandatory for students who are not participating in the special event. Students

should be allocated one Bear Buck for attending the Booster Session and they should be allowed to earn no

more than two additional Bear Bucks during the session. Bear Quarters may also be used to support students

during Booster Sessions, if needed.

**The “That’s Life” Clause**

Students may only earn Bear Bucks during school time/school activities. In the unfortunate event that a student

is absent from school (excused or un-excused), they should be reminded that Bear Bucks are given for positive

behaviors that are

1) witnessed by school Faculty/Staff during

2) school hours/activities/events.

Why are we doing this, again?

Punishing students for inappropriate behavior has neither encouraged nor enabled students to change or improve

their behavior. We are using researched based strategies that have been shown to yield our desired results. Bear

Bucks will be given to reward students who successfully meet the school-wide behavior expectations that are

outlined in the Bear Necessities. Teachers may consult with a member of the Discipline Team if they have

questions about how to use the Bear Bucks incentive program.

Oakgrove-Bellemeade Elementary

School

Bear Bucks Student Agreement

I will:

Strive to earn Bear Bucks.

Keep my Bear Bucks in my

pouch.

Keep my pouch at school.

Only use Bear Bucks that I

EARNED.

I understand that:

Oak Grove - Bellemeade Elementary School Faculty Handbook Classroom

Instruction and Management

Bear Bucks must be whole to be

used at Paw-Mart

and special events.

Faculty/Staff will give me Bear

Bucks when

I follow the Bear Necessities.

Name:___________________________

Date:____________________________


School


I will:



pouch.



EARNED.

I understand that:


used at Paw-Mart

and special events.


Bucks when


Name:___________________________

Date:____________________________


School


I will:



pouch.



EARNED.

I understand that:


used at Paw-Mart

and special events.


Bucks when


Name:___________________________

Date:____________________________


School


I will:



pouch.



EARNED.

I understand that:


used at Paw-Mart

and special events.


Bucks when


Name:___________________________

Oak Grove - Bellemeade Elementary School Faculty Handbook Classroom

Instruction and Management

Date:____________________________


EXCEPTIONAL EDUCATION

THIS SECTION WILL BE UPDATED SHORTLY. Case Managers (listing incomplete) Bishopl EMR S. Freeman 5th C. Richards X-Category – 4th Gr Hagert SPED. DD – 3rd Gr. Lennon SPED. DD – 2nd Gr. A. Burrell SPED. DD – 1st Gr. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx


Testing Options SOL: Multiple Choice SOL VAAP: Virginia Alternate Assessment Program SOL VGLA: Virginia Grade Level Alternative Program RESOURCES FOR EXCEPTION EDUCATION


Documents

Faculty Handbook 2007-2008