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General John Stricker Middle School Faculty Handbook
General John Stricker Middle School
Faculty Handbook
7855 Trappe Road
Baltimore | Maryland 21222
Phone: 410 .887. 7038 | FAX: 410. 285. 1864
Kathleen Owens, Principal
Michael McWilliams, Assistant Principal
Bryan Thanner, Assistant Principal
General John Stricker Middle School Faculty Handbook
General John Stricker Middle School
Faculty Handbook
Table of Contents
Section I | Calendars, Schedules, & Directories
Page 1 | Mission Statement| GJSMS Beliefs| | Teacher’s Creed
Page 2 | GJSMS Background
Page 4 | Baltimore County Public Schools Quick Reference
Page 5 | GJSMS Staff Directory
Page 9 | GJSMS Homeroom List
Page 10 | System/GJSMS Calendar
Page 13 | Bell Schedules
Page 17 | Co-Planning Times
Page 18 | Alternative Schedules | Emergency Closing Information
Page 20| Student Support Team Schedule | Faculty Meeting Schedule
Section II | Administrative & Faculty Duties/Information
Page 22 | Administrative Responsibilities
Page 23 | Grade Level Coordinator Responsibilities
Page 24 | AFD Schedule
Page 25| Cafeteria Supervision
Page 29| Late Arrival/AM Supervision
Page 31| PM Supervision
Page 33| Hall Supervision/Chaperone Duties
Section III | School Procedures & General Information
Page 35 | Principal’s Expectations for Teachers
Page 36 | Appropriate Dress
Page 37 | GJSMS Student Dress Code
Page 38 | Attendance Policy for Teachers | EAMP
Page 39 | Substitute Coverage Procedures | Emergency & Substitute Lesson Plans Page 40 | Smartfind Express System Instructions Page 41 | Resources for Sub. Plans/Communication
Page 42| Attendance/Lateness/STARS Directions
Page 45 | Tardy Procedures/Announcements
Page 46 | Record Keeping/Visitors/Assemblies/Late Bus/Extracurricular Activities
Page 47 | Copy Room/Custodial Services
Page 48 | Technology Policies & Resources
Page 51 | Multimedia A/V Equipment & Procedures
Page 53 | Library Media Center and Computer Labs
Page 55 | School Store/ Phone Operations
Page 56 | Emergency Procedures
Page 57 | PBIS
Page 59 | Money Handling – Quick Reference
Page 60 | Money Handling Procedures
Page 65 | Guidance and Counseling
Page 67 | Student Service Learning
Page 68 | Health Suite Information [Nurse]
Section IV | Special Education
Page 71 | Special Education | Individualized Education Program [IEP]
Page 73 | Classroom Modifications
Page 74| Differentiated Instruction
Page 75 | Co-Teaching
Page 76 | Guidelines for Student Reports
Page 78 | Inclusion
Page 79 | ADHD
Page 81 | ADD
Page 84 | Student Support Team
Section V | Instruction
Page 89 | Sample Annotated Lesson Plan
Page 91 | Differentiated Instruction
Page 94 | Bloom’s Taxonomy/Multiple Intelligences
Page 97 | BCR Information
Page 99| Student Evaluation Guidelines/Homework Policy/Grading Policy
Page 100 | Parent-Teacher Conferences
General John Stricker Middle School Faculty Handbook
Table of Contents [Continued]
Section VI | Forms
Page 104 | Coverage Request Form
Page 105 | Conference Form
Page 106 | Tax Exempt Certificate
Page 107 | Money Collection Envelope
Page 108 | Check Request/Voucher
Page 109 | Transportation Pledge
Page 110 | Discretionary Medication Form
Page 112 | Substitute Teacher Forms
Page 118 | Student Support Team Referral Form
Page 120 | Student Daily Progress Sheet
Page 121 | Parent Contact Log
Page 122 | Field Trip Forms
General John Stricker Middle School Faculty Handbook
1
General John Stricker Middle School’s Beliefs:
ALL students can and want to learn.
Teachers and parents partnerships are vital to the academic success of our
students.
Implementation of technology into instruction enhances students’ interest
in and understanding of material taught.
ALL students should be held to high expectations and provided a quality
education.
Teachers and students should be provided an environment conducive to
successful teaching and learning.
General John Stricker Middle School Vision Statement:
Our school aims to provide all of its students with access to a
quality education that will afford them the needed skills and
knowledge to be 21st Century learners that are able to compete
globally with their peers and ultimately be college or work force
ready.
General John Stricker Middle School Faculty Handbook
2
Section I
BCPS 2013-2014 Calendar
August
Friday 16 Administrative & Supervisory Personnel Meeting
Monday 19 Teachers on Duty
Tuesday,
Wednesday
20 or 21 System wide Professional Development Activities - Common Core State Standards. Teachers will
participate on one of the two Scheduled Days
Monday 26 Opening Day for Students
Pupil Days 5
Teacher Days 10
September
Monday 2 Labor Day—Schools and Offices Closed
Thursday 5 Rosh Hashanah – Schools and Offices Closed
Pupil Days 19
Teacher Days 19
October
Monday 14 Columbus Day*
Friday 18 Professional Development Day/ MSEA Convention – Schools Closed for Students
Thursday 31 First marking period ends – Schools Close 3 Hours Early for Elementary and Middle School Students – Grade Reporting and Data Analysis – Teachers on Duty**
Pupil Days 22
Teacher Days 23
November
Friday 1 System wide Professional Development for All Schools – Schools Closed for All Students
Monday 11 Veterans Day*
Thursday 14 Distribution of Report Cards (secondary)- PS-3 & PK Conference Day, No PS-3 or PK A.M. or
P.M. Sessions – Teachers on Duty
Friday 15 Elementary Conference Day – Schools Closed for Elementary Students-Report Cards Distributed at Parent Conferences
Monday-Friday 18-22 American Education Week
Thursday-Friday 28-29 Thanksgiving Holiday—Schools and Offices Closed
Pupil Days 17-18
Teacher Days 19
December
Sunday 15 Bill of Rights Day*
Friday 20 Christmas Holiday/Winter Break Begins at End of School Day
Pupil Days 15
Teacher Days 15
January
Thursday 2 Schools Reopen
Wednesday 15 Dr. Martin Luther King, Jr.’s Birthday
Friday 17 Second Marking Period Ends- Schools Close 3 Hours Early for Elementary and Middle School Students – Grade Reporting and Data Analysis – Teachers on Duty**
Monday 20 Dr. Martin Luther King, Jr.’s Birthday Observed—Schools and Offices Closed
Tuesday 21 System wide Professional Development —Schools Closed for all Students – Teachers on Duty
Pupil Days 20
Teacher Days 21
February
General John Stricker Middle School Faculty Handbook
3
Monday 3 Distribution of Report Cards
Wednesday 12 Lincoln’s Birthday*
Monday 17 Presidents’ Day—Schools and Offices Closed
Saturday 22 Washington’s Birthday*
Pupil Days 19
Teacher Days 19
March
Tuesday 25 Maryland Day*
Friday 28 Third Marking Period Ends - Schools Close 3 Hours Early for Elementary and Middle School
Students – Grade Reporting and Data Analysis – Teachers on Duty**
Monday 31 System wide Professional Development – Schools Closed for All Students – Teachers on Duty
Pupil Days 20
Teacher Days 21
April
Thursday 10 Distribution of Report Cards
Friday 11 Easter Holiday/Spring Break Begins at the End of School Day
Tuesday 22 Schools Reopen
Pupil Days 16
Teacher Days 16
May
Monday 12 PreK/K Conference Day – No PS-3, Pre-K or Kindergarten Sessions
Friday 23 Last Day for Seniors
Monday 26 Memorial Day Observed—Schools and Offices Closed
Tuesday-Saturday 27-31 Commencement Exercises Begin
Pupil Days 21
Teacher Days 21
June
Monday-Thursday 2-5 Commencement Exercises
Friday 13 Assessment Day****: High Schools close 3 Hours Early; Teachers on Duty
Saturday 14 Flag Day*
Monday, Tuesday 16,17 Assessment Day****, Grade & Data Recording/Analysis***: All Schools Close 3 Hours Early, Teachers on Duty
Tuesday 17 Last Day of Classes for Students
Pupil Days 12
Teacher Days 12
Total Pupil Days: 187
Total Teacher Days: 196
June
Tuesday 24 Primary Election Day
Friday, Monday 27 or 30 Summer School Teachers on Duty (Teachers choose either day)
July
Friday 4 Independence Day – Schools and Offices Closed
Monday 7 Summer School begins
August
Friday 1 Summer School ends
*Schools open with appropriate exercises OR appropriate exercises to be scheduled on the school day prior
** GRADE & DATA RECORDING, DATA ANALYSIS -- principals and teachers will have time for grade & data recording, data
analysis/progress assessment
****ASSESSMENT DAY – High schools will have the opportunity to administer traditional final exams or to use alternative assessment
procedures.
General John Stricker Middle School Faculty Handbook
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If schools are closed seven days due to emergency conditions, it may be necessary to alter the school calendar. Additional days may be
scheduled as required at the end of the school year. Depending on the use of emergency full day closures, delayed openings or early
dismissals, the calendar may be adjusted as needed to meet the minimum required days/hours. One-half days may be modified. Teacher
duty days will not exceed 191. End-of-year adjustments to the school calendar will be announced as soon as feasible.
General John Stricker Middle School Faculty Handbook
5
General John Stricker Middle School 2013 – 2014 Staff Directory
Office Suite Kathleen Owens Principal Michael McWilliams Assistant Principal Bryan Thanner Assistant Principal Lisa Fox Administrative Assistant Sharon Murray Guidance Secretary Dawn Krug Front Office Secretary Bonnie Funk Front Office Secretary
Room Name Assignment_____________ Sixth Grade 43 Janette Adams Reading 44 Peter Brown Language Arts 46 Maria Hernandez Science 52 Rachel Jennings Reading 49 Maria King Social Studies 40 Mary Larichiuta Science, Team Leader 51 Becky Kelly Mathematics 47 Steve Nobles Social Studies 50 Ashley Silvernail English 42 Sarah Valenti Mathematics 39 Deborah Hall Reading Seventh Grade 19 Steve Barth Science, Department Chair 13 David Backert Social Studies, Team Leader 14 Lisa Culler Reading 17 Michele Cymek Language Arts 13 Carol Moore Social Studies,
Department Chair 29 Sarah Paul Lang Arts/Reading, Department Chair 12 Justin Bowersox Mathematics 6/7 21 Michelle Russell Science 6 Siobhan Skinner Mathematics,
Department Chair 15 Alex Haywood Mathematics 6/7 10 Gretchen Smith Language Arts 45 Jessica Smith Reading
General John Stricker Middle School Faculty Handbook
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Eighth Grade 24 Kate Dowling Language Arts 30 Joan Faust Social Studies, 26 David Hong Science 35 Heather Karwacki Mathematics 6, 8 33 Salli Waraksa Mathematics 6, 8 31 Carol Moore Social Studies,
Department Chair 32 Jason Kuppler Language Arts 36 Lindsey Rattet Mathematics, Team Leader 10 Gretchen Smith Language Arts/Reading 44 Salli Waraksa Mathematics 25 Steve Barsotti Science 28 Dolores Martin Reading
Modern Languages 34 Kellee Parrott Spanish, Department Chair 37 Lisa Roth Spanish Health and Physical Fitness Gym Kelly Steele Physical Education/Health
Department Chair Gym Evan Dougherty Physical Education/Health Gym Chad Hall Physical Education/Health Gym Ms. Priscilla Tallon Physical Education/Health Visual and Performing Arts 54 Jason Adams Instrumental Music,
Department Chair 53 John Wright Vocal Music, 55 Ms. Katelyn Hunt World Music, Strings 6 18 Ms. Caitlin Wilson Art, 6th, 7th, 8th,
Department Chair
41 Ms. Christella Potts Art 6th, 7th, and 8th
General John Stricker Middle School Faculty Handbook
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Special Education, Inclusion and Contained Programs 9 Kristen Biscoe IEP/Special Ed. Dept. Chair 2 Andrea Chryst Communication and Learning Support 28 Dolores Martin Inclusion, Math 6/8, Self Contained 3 Sara Mertens Communication and Learning Support 6 Michele Neuman Self Contained 4 Florence Okehie Behavior Intervention 20 Chrishawn Caloway-Small Self Contained 5 James Thayer Self Contained 1 Lisa Zanti Functional Academic Learning Support 22 Jessica Heinlein Self Contained/Inclusion 7 Christopher Fenlon Self Contained/Inclusion 23 Christina Watts Self Contained/Inclusion 8 Kevin Vasile Self Contained/Inclusion Guidance Mrs. Mary Jones Department Chair, Guidance Grade 6/ Part of Gr. 7th A thru H Mrs. Diana Beales Guidance Grade 8/ Part of Gr. 7th I thru Z Support Services Anna Conner Library / Media Services Officer William Schmitt School Resource Officer Janice Phillip-Christian School Nurse, Health Services Karen Mosco Health Assistant Michelle Riddle Speech-Language Pathologist Tina Soderhamn School Social Worker Dr. Lori Gallup School Psychologist ParaEducators Betty Bowman Inclusion Marsha Bradley Inclusion Alice Brown Alternative Learning Center Mary Beth Cuddy Inclusion Judy Greenlow Inclusion Donna Hutchinson Library/Office Assistant Linda Sather Inclusion Dawn Schulten IEP Chair Assistant/Third Party Billing Fran Sprouse Inclusion Kim Yarworth Inclusion
General John Stricker Middle School Faculty Handbook
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Additional Adult Support: Arnold Barrah Julia Dembeck Shannon Holgan Cheryl Rosendale Monica Martin Katie Foy Donovan Brubach Elizabeth Barcikowski Miranda Brzozowski Dawn Watson Barbara Day Norma Czyzewski Custodial Services Ronald Dotson Building Operations Supervisor Margaret Brazzle Assistant Building Operations Supervisor Steve Quickley Sandra Dudley Barbara Reed Shirley Wheeler John Smith Geary Robert Stephen Leash Food Services Rose Wilson Cafeteria Manager Nancy Boehl Pamela Browne Sharon Harris Debbie Manno Wanda Middleditch Carolyn Shackleford Mary Staigerwald Phil Nelson
General John Stricker Middle School Faculty Handbook
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General John Stricker Middle School Homeroom Sections 2013-2014
Section Teacher Room #
01 Mr. Brown 44
02 Mrs. Adams 43
03 Mr. Nobles 47
04 Ms. Larichiuta 40
05 Ms. Kelly 51
06 Ms. Silvernail 50
07 Ms. Watts 52
08 Mrs. King 49
09 Ms. Hernandez 46
10 Mrs. Valenti 42
11 Ms. Heinlein 07
12 Mr. Fenlon 22
13 Ms. Hunt 55
14 Mrs. Cymek 17
15 Ms. Smith 10
16 Mr. Bowersox 12
17 Mrs. Karwacki 35
18 Ms. Culler 14
19 Ms. Russell 21
20 Mrs. Neuman 06
21 Mr. Wright 53
22 Mr. Kretzschmar/Mr. Smith 11
23 Mr. Platt 05
24 Mr. Backert 13
25 Ms. Parrott 34
26 Ms. Rattet 36
27 Ms. Faust 30
28 Mr. Kuppler 32
29 Mr. Vasile 08
30 Ms. Dowling 24
31 Ms. Williams 20
32 Mr. Waraksa 33
33 Mr. Hong 26
34 Mr. Barsotti 25
35 Mrs. Chryst 02
36 Ms. Mertens 03
37 Ms. Zanti 01
General John Stricker Middle School Faculty Handbook
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General John Stricker Middle School
BELL SCHEDULE AND MOD CONVERSIONS
8:00-8:10 Entry into Building
8:10-8:25 Locker Usage/Movement to Homerooms
8:25-8:35 Announcements
Sixth
Grade
Seventh
Grade
Eighth
Grade
MOD 1 8:35-9:25
Period 1 8:35 – 9:25
Period 1 8:35 – 9:25
Period 1
8:35 – 9:25
MOD 2
9:25-10:15 Period 2
9:25 – 10:15
Period 2 9:25 – 10:15
Period 2
9:25 – 10:15
MOD 3
10:15-11:05 Period 3
10:15 – 11:05
Period 3 10:15 – 11:05
Period 3
10:15 – 11:05
MOD 4 11:05-11:35
LUNCH
11:05 – 11:35
Period 4 11:05 – 11:55
Period 4 11:05 – 11:55
MOD 5 11:35-11:55
Period 4
11:35 – 12:25
MOD 6 11:55-12:25
LUNCH
11:55 – 12:25
Period 5 11:55 – 12:45
MOD 7 12:25-12:45
Period 5 12:25 – 1:15
Period 5 12:25 – 1:15
MOD 8 12:45-1:15
LUNCH
12:45 – 1:15
MOD 9 1:15-2:05
Period 6
1:15 – 2:05
Period 6
1:15 – 2:05
Period 6
1:15 – 2:05
MOD 10 2:05-2:55
Period 7 2:05 – 2:55
Period 7 2:05 – 2:55
Period 7 2:05 – 2:55
A DAYS = Even calendar days B DAYS = Odd calendar days
General John Stricker Middle School Faculty Handbook
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GENERAL JOHN STRICKER MIDDLE SCHOOL
TEACHER’S SCHEDULE
Teacher:_____________________Homeroom Section:_________Room #_____
A DAY
B DAY
Homeroom/AM
Duty
8:10 – 8:35
Mod 1
8:35– 9:25
Mod 2
9:25 – 10:15
Mod 3
10:15 – 11:05
Mod 4
11:05 – 11:35
Mod 5
11:35 – 11:55
Mod 6
11:55 – 12:25
Mod 7
12:25 – 12:45
Mod 8
12:45 – 1:15
Mod 9
1:15 – 2:05
Mod 10
2:05 – 2:55
Include: Weekly meetings, AFDs, and lunch time on your
schedule.
PM Duties:
General John Stricker Middle School Faculty Handbook
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GENERAL JOHN STRICKER MIDDLE SCHOOL
TEACHER’S SCHEDULE
Teacher: _____ Homeroom Section: Room #: __ ____
Monday Tuesday Wednesday Thursday Friday
Homeroom/
AM duty
8:00 – 8:35
A B A B A B A B A B
Mod 1
8:35 – 9:25
Mod 2
9:25 – 10:15
Mod 3
10:15-11:05
Mod 4
11:05-11:35
Mod 5
11:35– 11:55
Mod 6
11:55 - 12:25
Mod 7
12:25-12:45
Mod 8
12:45– 1:15
Mod 9
1:15– 2:05
Mod 10
2:05 – 2:55
Include: Weekly meetings, AFDs, and lunch time on your schedule.
PM Duties:
General John Stricker Middle School Faculty Handbook
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Grade Level Co-Planning Times
2013 - 2014
Grade Subject Teacher Mod
6 Language Arts
Brown
Silvernail
Martin
3
6 Reading
Adams, Janette
Jennings
Heinlein
3
6 World Cultures King
Nobles 9
6 Math Watts
Kelly 2
6 Science Larichiuta
Hernandez 9
7 Language Arts
Cymek
Smith, G.
Vasile
10
7 Reading Culler
Fenlon 2
7 Science
Barth
Russell
Neuman
2
7 Math Bowersox
Haywood 3b
7 Math Karwacki
Skinner 2 (as needed)
7 Math Rattet
Skinner 1
7 World Cultures
Backert
Smith, B.
Calloway-Small
10
8 Language/Arts
Reading
Kuppler
Dowling
Paul
1
8 Math
Waraksa
Valenti
Calloway-Small
8
8 Science Barsotti
Hong 8b
8 America’s Past Faust
Moore 6/7
General John Stricker Middle School Faculty Handbook
14
ALTERNATIVE SCHEDULES - EARLY CLOSINGS
Half Day Schedule (3 Hour Early Dismissal)
8:00 – 8:10 Entry into Building
8:10 – 8:25 Locker Usage/Movement to Homerooms
8:25 – 8:35 Homeroom/Announcements
Sixth Grade Seventh Grade Eighth Grade
Period 1 8:35 – 9:15
Period 1
8:35 – 9:15
Period 1
8:35 – 9:15
Period 2 9:15 – 10:00
Period 2
9:15 – 10:00
Period 2
9:15 – 10:00
LUNCH 10:00 – 10:30
Period 3
10:00 – 10:45
Period 3
10:00 – 10:45
Period 3 10:30 – 11:15
LUNCH
10:45 – 11:15
Period 4
10:45 - 11:25
Period 4 11:15 - 11:55
Period 4
11:15 - 11:55
LUNCH
11:25 – 11:55 11:55 End of Day – Eighth Grade Dismissed from Cafeteria.
Two Hours Early Dismissal
8:00 – 8:10 Entry into Building
8:10 – 8:25 Locker Usage/Movement to Homerooms
8:25 – 8:35 Homeroom/Announcements
8:30 – 9:25 Period 1 – All Grades
9:25 – 10:15 Period 2 – All Grades
10:15 – 11:05 Period 3 – All Grades
Grade 6 Grade 7 Grade 8
Periods 6 & 7 are omitted 8th grade will dismiss from the cafeteria
One Hour Early Dismissal – School Ends at the conclusion of period 6 – 1:55 pm.
11:05 - 11:35 Lunch 11:35 - 12:15 Period 4
12:15 - 12:55 Period 5
11:05 - 11:45 Period 4 11:45 - 12:15 Lunch
12:15 - 12:55 Period 5
11:05 - 11:45 Period 4 11:45 - 12:25 Period 5
12:25 - 12:55 Lunch
General John Stricker Middle School Faculty Handbook
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ALTERNATIVE SCHEDULES - LATE OPENINGS
In the event of a late opening, students will always report to their homeroom. The
following revised time frames will be used.
One Hour Late (to be used on a rotating basis) 9:00 – 9:10 Entry into Building
9:10 – 9:25 Locker Usage/Movement to Homerooms
9:25 – 9:35 Announcements
Schedule A Schedule B Schedule C
Period 1 – 9:35 – 10:05 Period 2 – 9:35 – 10:05 Period 1 – 9:35 – 10:05
Period 2 – 10:05 – 10:35 Period 3 – 10:05 – 10:35 Period 2 – 10:05 – 10:35
Period 3 – 10:35 – 11:05 Period 1 – 10:35 – 11:05 Period 3 – 10:35 – 11:05
Two Hours Late (to be used on a rotating basis) 10:00 – 10:10 Entry into Building
10:10 – 10:25 Locker Usage/Movement to Homerooms
10:25 – 10:35 Homeroom/Announcements
Time Schedule A Schedule B Schedule C Schedule D 10:35 – 11:05 Mod 1 Mod 1 Mod 3 Mod 2
11:05 – 11:35 Mod 4 –A lunch Mod 4 –A lunch Mod 4 –A lunch Mod 4 –A lunch
11:35 – 11:55 Mod 5 Mod 5 Mod 5 Mod 5
11:55 – 12:25 Mod 6 – B Lunch Mod 6 – B Lunch Mod 6 – B Lunch Mod 6 – B Lunch 12:25 – 12:45 Mod 7 Mod 7 Mod 7 Mod 7 12:45 – 1:15 Mod 8 – C Lunch Mod 8 – C Lunch Mod 8 – C Lunch Mod 8 – C Lunch 1:15 – 2:05 Mod 9 Mod 2 Mod 9 Mod 9 2:05 – 2:55 Mod 10 Mod 3 Mod 10 Mod 10
Emergency Closing of School
If school is closed due to inclement weather, teachers are not required to report to school.
It is expected that they will use this time to engage in professional activities such as
planning, grading papers, and conferring with parents via email and/or phone (their choice).
Unless the school system announces it is closed, all Baltimore County schools are expected
to be open on inclement weather days. Twelve-month administrators and clerical personnel
are expected to staff the schools. Teachers who are able to come to school safely are
welcomed on such days but it is not expected.
General John Stricker Middle School Faculty Handbook
16
Student support Team Meeting Schedule
2013 – 2014
The student support team will meet each month for the purpose of screening student
progress. All staff members are asked to be cognizant of these scheduled days as you
may be asked to provide input regarding a student’s progress in your class.
September 19
October 17
November 14
December 19
January 16
February 20
March 20
April 24
May 15
June 5
Reserved Meeting Dates
All Mondays are reserved on the Master Calendar. Dates will be scheduled for faculty
meetings, content meetings, grade level/interdisciplinary team meetings, and committee
meetings. Reminders of meeting dates will be posted in the Faculty Bulletin. The
approximated scheduled time for meetings is 3:10 – 4:10 P.M. Please avoid scheduling
doctor appointments, conferences, and any other commitments on Monday afternoons.
General John Stricker Middle School Faculty Handbook
17
Available For Duty 2013-2014
CLASSROOM COVERAGE
MOD TEACHERS ON CALL HR
8:10 – 8:35
Dougherty (not Q1), Martin (not Q2), Potts (not Q3), Chad Hall
(not Q4), Wilson, Tallon, Steele, Moore, Skinner, Paul, Barth
1
8:35-9:25
A Day: Vasile, Faust, Moore
B Day: Barth, Skinner, Hong
2
9:25-10:15
A Day: Backert, Kretzschmar/Brendan Smith, Cymek, Smith
B Day: Backert, Cymek, Kelly, Newman
3
10:15 – 11:05
A Day: Hernandez, King, Rattet, Nobles, Bowersox
B Day: Adams (Janette), Brown, Nobles, Platt
4
11:05-11:35
A Day: Dougherty, Paul, Watts
B Day: Karwacki, Hunt, Steele
5
11:35-11:55
A Day: Dougherty, Paul, Biscoe
B Day: Karwacki, Hunt, Steele
6
11:55-12:25
A Day: Dowling, Parrott, Kuppler,
B Day: Haywood, Parrott, Barsotti
7
12:25-12:45
A Day: Dowling, Parrott, Kuppler,
B Day: Haywood, Parrott, Barsotti
8
12:45-1:15
A Day: Wright, Heinlein, Hunt(Sem1)/Wilson(Sem2)
B Day: Waraksa, Hall, Smith (Jessica)
9
1:15-2:05
A Day: Kelly, Silvernail, Brown, Jennings, Janette Adams,
Valenti
B Day: Jennings, Silvernail, Hernandez, King, Bowersox
10
2:05-2:55
A Day: Culler, Russell, Barth, Jason Adams
B Day: Culler, Russell, Smith, Kretzschmar/Brendan Smith
General John Stricker Middle School Faculty Handbook
18
2013– 2014 Administrative Responsibilities
Kathleen Owens
Assume responsibility for the total school
program
Supervision of instructional program and
staff
Coordinate instructional resources
Organization, staff assignments, and
Master Schedule
Staff Development
Appraisal of all staff-specifically all
positions of leadership within the school
Member – School Progress Team,
Instructional Leadership Team
Michael McWilliams, Assistant Principal –
Grade 7
Supervision/Appraisal of instructional staff
Master Schedule
Grade Reporting Process – uploads,
attendance, student service learning,
interims, and report cards
Transportation
Attendance
LAN Supervisor
Lockers
Building Security/Keys
Fire Drills/Emergency Drills
Materials/Supplies
Purchase Orders and requisitions
7th Grade Lunch Duty
6th Grade - Last Names I - Z
School Finances
PTSA Board Member
Community liaison and liaison with Gen.
John Stricker feeder system
Faculty Meetings
G/T Programs
Faculty bulletin
Establish and maintain schedule of
meetings
Attend meetings called by Superintendent
and/or Designees
Bryan Thanner, Assistant Principal -
Grade 8
Supervision/Appraisal of instructional staff
SST Chair
Testing Coordinator
Master Calendar
Faculty Handbook
Duty Assignments
Emergency Schedules/Plans
Field Trips
Coordinate/Administer School Fundraiser
Substitutes/Class Coverages
School Pictures
Free and Reduced Lunch
6th Grade Orientation/Opening Day
8th Grade Lunch Duty
6th Grade – Last Names A - H
General John Stricker Middle School Faculty Handbook
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General John Stricker Middle School Faculty Handbook
20
Grade Level Team Leaders
Grade 6 - Ms. Mary Larichiuta
Grade 7 – Mr. David Backert
Grade 8 - Ms. Lindsey Rattet
Role of the Grade Level Team Leader
NOTE: In extreme situations when it becomes necessary to switch your duty and planning time, you will be
given as much notice as possible. Thank you in advance for your cooperation.
ALL STAFF WILL BE AFD FOR BUS DUTY DURING QUARTERS IN WHICH THEY aRE NOT ASSIGNED REGULAR BUS DUTY
Cafeteria Supervision
Breakfast Duty
General John Stricker Middle School Faculty Handbook
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Teachers assigned to breakfast duty are asked to arrive on duty by their assigned time. Please be
sure to open the door leading out of the cafeteria into the back hallway. Students will exit from this
door into the back hallway and proceed to their homeroom.
o Allow students to enter at 8:10 a.m.
through the lobby doors only.
o Students should be directed to a serving
line to retrieve their “Grab And Go”
breakfast.
o Once students receive their breakfast,
they are to immediately exit the cafeteria
through the back entrance near the
detention room and move to homerooms.
o Students should NOT be permitted to sit
in the cafeteria to eat.
o Entrance to “Grab and Go” breakfast will
be closed at 8:22 a.m.
o Students entering homeroom after 8:25
will NOT be marked late. Their breakfast
will be their pass to homeroom.
o Please plan to stay on duty until 8:30
a.m.
Teachers on Duty 2013-2014: **** (8:00), **** (8:10)
Lunch Duty
Lunch is a time for students to eat and socialize after a morning of academically focused activities. It is
therefore expected that students will be permitted to talk at an appropriate level but not engage in
endless roaming.
Students may bring their lunch from home or purchase a full lunch or Ala Carte items. Students are
expected to carry their trays to their tables and to deposit their trash in the appropriate receptacles.
Students are responsible for keeping the floor and table areas clean.
Students are expected to conduct themselves appropriately as they travel to the cafeteria, as they eat
their lunches, and as they travel from the cafeteria. Teacher supervision in the hallway is
extremely important and expected.
Cafeteria Procedures:
1. Students are to enter through the main corridor doors adjacent to the front lobby and will be
assigned tables by class sections.
2. Any students arriving late must have a pass.
3. Students must keep their assigned tables and areas clean.
4. Students wishing to use the lavatory during lunch must obtain permission from the teacher near
the cafeteria doors. Students must sign the log, and obtain a pass from the table near the door.
5. Students must have a pass from the teacher who initiated or approved a request for them to be
permitted to leave the cafeteria after finishing their lunches. The pass must have been issued
prior to the beginning of the lunch period. Students will not be given passes to classrooms
by the Administrator/Teacher-In-Charge!
6. Students must be seated and quiet when announcements are made.
7. Students should dispose of their trays and clear all trash from the table and floor area prior to
dismissal.
8. Students are to be seated at all times unless they are purchasing food or throwing away trash.
9. Students will be dismissed from the cafeteria by the administrator/teacher-in-charge.
General John Stricker Middle School Faculty Handbook
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Lunch Duty
Duty Position Assignments:
A - Arrive promptly for duty
Monitor the deli serving line
Prevent students from cutting into line
Monitor assigned rows of tables
At dismissal, remain in the cafeteria to assist with students as they exit from this area.
B - Arrive promptly for duty
Monitor the left hand side of the inside serving line
Prevent students from cutting into line
Monitor assigned rows of tables
Assist with dismissal as needed and then take a position in grade level hallway
C - Arrive promptly for duty
Monitor the right hand side of the inside serving line
Prevent students from cutting into line
Monitor the detention room when serving line is complete
At dismissal, take your position at the last general.
D - Arrive promptly for duty
Monitor the side outside snack line
Prevent students from cutting into line
Monitor the entrance to the cafeteria/check passes/issue bathroom passes/assigned
rows of tables
At dismissal, take your position at the first general by the entrance to the cafeteria.
E- Monitor the Behavior and Learning Support Students or as assigned.
**Refer to diagram for position assignments**
General John Stricker Middle School Faculty Handbook
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General John Stricker Middle School
2013-2014 Cafeteria Duty
Administrator: A Day B Day
A Lunch 6
th Grade
11:05 – 11:35
Thanner A Steele Dougherty
B Waraksa Wright
C Karwacki Paul
D Jones Jones
B Lunch 7
th Grade
11:55-11:25
Adams
A Tallon Dowling
B Hong Faust
C Fenlon Kuppler
D Martin Moore
IA CALS/FALS IA CALS/FALS
C Lunch 8
th Grade
12:45-1:15
McWilliams A Hall, Chad Williams
B Barsotti Valenti
C Haywood Rattet
D Beales Beales
BLS/ALS BLS/ALS
Position Assignments: A – Deli Line; B – Serving Line/Machines; C – Serving Line/Detention Room; D
– Door/Snack Line
Windows
A Deli Line
A A A A A
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LATE ARRIVAL PROCEDURES
2013-2014
Late Arrival Procedures:
1. Issue late passes to the students when they arrive.
2. Enter the student’s arrival time into STARS and indicate the reason for their lateness.
Stage
Servin
g Lin
es
B
C
D
Sna
ck L
ine
Cafeteria
Entrance
Detention
Room
A A A A A
A A A A A
D D
D D
D D
D D
B B B
B B B
B B B
B B B
B B B Admin
in Chg Admin
in Chg
Admin
in Chg Admin
in Chg Admin
in Chg Admin
in Chg Admin
in Chg
General John Stricker Middle School Faculty Handbook
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3. For every 4 times that a student arrives late to school, submit an office referral to the
appropriate administrator and document that the referral was issued.
4. Place attendance slips in homeroom order, paperclip them, and put them in the box located
on the counter in the main office.
Dawn Krug – Front Office Secretary will be in charge of attending to students arriving late to
school.
AM SUPERVISION 2013 - 2014
Please note: Staff members in locations #1 thru #4 should report to their duty locations at 8:00 a.m. All
other staff members should report to their AM locations by 8:10.
In addition to the above designated posts, all other staff members are
expected to report to the hallway outside of their classroom to provide
supervision of students beginning at 8:10.
Post # Location
/Description Name Post #
Location
/Description Name
1 Outside, beginning of bus
loop Haywood 8
7th
Grade hall
Intersection #2 Culler
2
Outside/End of sidewalk
near drop off zone
(8:00 – 8:20)
Dougherty-Q1
Martin-Q2
Potts-Q3
Hall, C.-Q4
9
Hallway Outside
Speech Room
Brown, A.
3 Front Door(Open for
students)/Inside in lobby Vasile 10
6th
Grade Hall
Intersection #1 Nobles
4
Intersection by Main
Office (Release students @
8:09)
Biscoe 11
Hallway Opposite
room 45 and
Courtyard
Hernandez
5 Intersection @ Nurse
Okehie 12 8
th Grade Hallway
near room 23/32 Kuppler
6 Sp. Ed. Intersection with
main hall Calloway-Small 13
8th
Grade hallway near
room 31 Dowling
7 7th grade main hall
Intersection #1 Backert 14
Music/TE Hallway Adams, Jason
General John Stricker Middle School Faculty Handbook
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Chryst and Zanti – Breakfast Duty
AM SUPERVISION POSTS
3
4
4 5 6
7
8
9 10 11 12
13
14
Nurse
48
4
6
5
2 1
General John Stricker Middle School Faculty Handbook
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PM SUPERVISION 2013 – 2014
All staff members are expected to assist in supervising students at the conclusion of the school day. Staff should either supervise students in the hallway outside of his/her classroom, or report to their assigned duty location for dismissal (quarterly). Supervision will terminate when all students have exited the building and all busses have
departed the campus (no later than 3:10).
Bus Supervision Responsibilities and Procedures
Designated teachers (quarterly) will assist the administrator in charge of transportation during the arrival and dismissal of students. Teachers will be assigned positions that will facilitate the best possible supervision of the loading / unloading areas. Supervision will terminate when all bus students have arrived / departed. If a teacher is
unable to be present for his/her assigned bus duty, the secretary in charge of coverage must be informed as soon as possible. Teachers assigned to afternoon dismissal should report to their duty areas immediately following the dismissal bell. IT IS EXPECTED THAT ALL STAFF REMAIN OUTSIDE WITH BUSSES UNTIL 3:10.
AFD for PM bus duty: All Staff members will be on call for bus duty during the quarters in which they are NOT
assigned bus duty. This will be rotated throughout the year.
Teachers on duty should enforce the following procedures at all times: 1. Students are not permitted in the driveway and should not be allowed to cross the driveway. They should
always stay on the sidewalks and crosswalks. 2. Students should board the buses in an orderly manner after the bus has come to a complete stop. All
students must be seated before the bus leaves the loading area. 3. Teachers on duty should shift to another loading station to assist once their bus has gone.
Assigned Staff Member
Post Location
/Description Quarter 1 Quarter 2 Quarter 3 Quarter 4
1 End of sidewalk at
Loading station #1 Smith, G. King Calloway-Small Hernandez
2 Loading Station #2 Culler Okehie Watts Barth
3 Loading Station #3 Fenlon Faust Skinner Biscoe
4 Loading Station #4 Dowling Smith, B. Bowersox Barsotti
5 Loading Station #5 Peter, B. Backert Beales Heinlein
6 Loading Station # 6 Cymek Parrott Waraksa Zanti
7 Loading Station #7 Martin Chryst Smith, J. Wright
8 Loading Station #8 Hunt Nobles Rattet Hong
9 Loading Station #9 Jennings Moore Mertens Larichiuta
10 Loading Station #10 Silvernail Potts Kelly Neuman
11 Loading Station #11 Paul Wilson Valenti Russell
12
On sidewalk by beginning of
bus loop
(Retrieve/Return Walkie
from/to Mr. McWilliams)
Kuppler Calloway-Small Karwacki Adams, Jason
13 Parking Lot by Tennis Courts Hall, C. Tallon Steele Dougherty
14 Inside Main Door /
Front Entrance Yarworth Bowman, B. Sprouse Bradley
15
Main Office Hallway
(Intersection near cafeteria
restrooms)
Sather Jones Cuddy Greenlow
General John Stricker Middle School Faculty Handbook
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PM SUPERVISION POSTS
14
15
1
2 3
4 5 6 7 8
I
13
9
48
Nurse
6
5
4
12
10 11
General John Stricker Middle School Faculty Handbook
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Hall Supervision
All staff members are responsible for monitoring students in the halls during change of classes.
Teachers should bring timely conclusions to their lessons and begin hall supervision as soon as
students have been dismissed. In order to promote the most effective supervision, staff members
are expected to:
Encourage students to walk to their right in the hallways.
Stand where their view includes their classrooms.
Stand in the center of the halls that cross one another.
Supervise locker areas especially in the mornings and at dismissal.
Remind students that they should only use lockers four times a day, before & after school,
and before & after lunch.
Chaperone Duties
According to the Master Agreement between the Board of Education of Baltimore County and the
Teacher’s Association of Baltimore County, each teacher is responsible for attending evening and night
student activities approximately four (4) times per year (10.7.3). Teachers will be given the opportunity
to sign up for the duty of their choice at the beginning of each school year. Every attempt will be made
to accommodate the choice made by each teacher. In the event that a teacher is unable to attend
his/her evening duty, it is the teacher’s responsibility to find a replacement and report the name of their
replacement to the administrator in charge of assigning/arranging duties.
General John Stricker Middle School Faculty Handbook
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Section III
School Procedures
&
General Information
General John Stricker Middle School Faculty Handbook
31
What is Appropriate Dress for Staff?
Teachers and professional staff at General John Stricker Middle School are expected to
dress in a professional manner at all times. Dress for Respect.
Clothing may not make a person, but it can be a contributing factor in unmaking a person.
Whether we want to admit it, our appearance affects how we are perceived and received
in definite ways. Clothing has nothing to do with students liking a teacher. But clothing
definitely has an affect on students’ respect for a teacher, and respect is what a teacher
must have if learning is to take place.
Research reveals that the clothing worn by teachers affects the work, attitude, and
discipline of students. You dress for four main effects:
1. Respect
2. Credibility
3. Acceptance
4. Authority
The effective teacher uses these four traits as assets in relating to students, peers,
administrators, parents, and the community. If you exemplify these four traits, you have a
much greater chance of influencing young people to learn than someone who lacks these
four traits.
You can be sure that students notice how their teachers are dressed, in the same way that
they notice the appropriateness of their own and each other’s dress. Furthermore,
students see how their parents go to their jobs each day and make comparisons between
their parents and their teachers.
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32
When you dress, you are making a statement about yourself to the world!
What is Appropriate Dress for Students?
General John Stricker Middle School’s
Dress Code
NO hats of any kind (NO hoods as well)
NO large bags/totes/purses that are large
enough to hold a 3 inch or larger binder
NO backpacks
NO shirts/blouses/pants/dresses, etc. that
show a student’s undergarments (pants should
appropriately cover the entire seat area)
NO shirts/blouses/pants/dresses, etc. that
General John Stricker Middle School Faculty Handbook
33
are considered revealing and/or inappropriate coverage
(strap shirts should be a minimum of
two fingers in width) (shorts, skirts, and dresses should be
mid-thigh in length)
NO shirts/blouses/pants/dresses, etc. that display
inappropriate language and/or pictures
NO slippers
NO pajama pants
General John Stricker Middle School students are expected to dress in such a manner
that does NOT interfere with the educational process, cause a disruption and/or
present a safety/health hazard.
General John Stricker Middle School Faculty Handbook
34
Attendance Policy for Teachers STOP
Teachers are expected to be on duty each day from 8:10 am until 3:10 pm. Upon arrival at
school, teachers are expected to take note of any information posted on the office bulletin
board and to initial the time sheet on the bulletin board.
When any staff member is absent, the absence must be registered with the Smartfind Express
(SFE) System. This can be done up to 90 days in advance of the absence. Additionally, the
front office secretary must also be informed as soon as possible to assure proper class
coverage.
For personal leave absence, please obtain a leave form from the administrative secretary,
complete and return to the administrative secretary’s mailbox. The form will be reviewed by
the principal and returned to your mailbox.
When requesting time immediately before or after a holiday, permission must be granted by the
Assistant Superintendent. Please keep in mind that we at Stricker are striving to achieve a 96%
attendance rate for all teachers, which is in alignment with Goal number eight in the Blueprint
for Progress.
Employee Attendance Monitoring Program (EAMP)
The Employee Attendance Monitoring Program (EAMP) was created to assist with the
achievement of the mission, goals, and objectives of the school system found in the
Blueprint for Progress. The EAMP supports the Master Plan and was developed to attain
the achievement of Goal 8.9 which states, “The BCPS employee attendance rate will
meet or exceed the county standard.”
The purpose of the EAMP is to work with employees and supervisors to encourage regular
attendance to work, and to meet or exceed the BCPS Employee Attendance Standard (EAS) of a
96% attendance rate.
The EAMP is designed to provide counseling and corrective action for those employees
not meeting or are at risk of not meeting the EAS. The program recognizes and
differentiates between the legitimate and medically documented use of leave for personal
illness and family illness and continued absences that do not meet the EAS for which no
appropriate medical documentation is received. The initial phases of the EAMP are
aimed at identifying and meeting with employees whose attendance is not meeting or is at
risk of not meeting the EAS and have not provided appropriate medical documentation
for the absences. The subsequent phases are aimed at evaluating continued absences and,
if necessary, taking proper corrective and/or disciplinary action to improve the
employee’s attendance.
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Substitute/Coverage Request Procedures
1. As soon as you are aware that you will need a substitute or teacher coverage for your class,
notify the front office secretary in charge of coverages/substitutes.
For planned absences, complete a substitute/coverage slip and give to secretary. You
must complete a coverage slip for each day that you plan to be out.
2. In addition to notifying the secretary, you must call SFE. SFE is an automated system which
records your absence and can notify substitutes of the need for a substitute in the building.
3. Ensure that your substitute plans and seating charts are clearly marked for each period and
that they are left in a secure but locatable place for your substitute. Do not include plans
that require students to use computers, or that require extensive technology.
4. Substitutes and coverage will not be provided for field trips, unless that substitute is being
paid out of substitute funds. Teachers must find their own accommodations for their
students who are staying back from a trip or activity.
5. Whenever possible, avoid requesting substitutes and coverages on Fridays, Mondays, and
any day before or immediately after a holiday. Remember that there are limits in place on
how many teachers can be out of the building for field trips or conferences at one time.
Please secure the permission of the principal before completing the request for a substitute
or coverage for such activities.
6. Upon return to school, review the list of teachers who covered your class. Locate them to
thank them for their help and inquire if any students need to face behavioral consequences.
Emergency Lesson Plans
Five full sets of emergency lesson plans and seating charts are to be kept on file in your
classroom for situations in which you are not able to provide prepared lesson plans. These
lesson plans should be ready to use at a moment’s notice, including enough work for every
student, every period, without having to do additional photocopying. If used, these must be
replaced. Teachers must inform their Department Chairperson, as well as the Grade
Level Coordinators, of the location of their plans. TEACHERS ARE EXPECTED
TO REPLENISH EMERGENCY PLANS AS THEY ARE USED IN ORDER TO HAVE 5 SETS AVAILABLE AT ALL TIMES.
Thank you in advance for your cooperation and adherence to these procedures.
(See Section IV for forms)
General John Stricker Middle School Faculty Handbook
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Using the Smartfind Express System
1. Baltimore County requires that employees enter their own time in to the system. Please do
not ask the secretary in charge of coverage/substitutes to enter your time. You may enter
your time via phone or internet as soon as you know of your absence.
PHONE INSTRUCTIONS:
a. Access the system using the following phone number: 410-427-3031
b. Enter your access code and ID (if you do not know this information, please contact
the help desk at 410-887-8954)
c. Enter your reason for absence and respond to the prompts
d. Listen for the job number assigned to the job. This verifies that the job has been
recorded.
INTERNET INSTRUCTIONS:
a. Enter the following web address: sems.bcps.org
b. At the log in screen, enter your access code and ID (same as phone access)
c. Enter your reason for absence, date, time, etc.
d. Save and verify that the job has been recorded
Reasons for Absence
1. Personal Illness
2. Illness in Family
3. Vacation (used by 12 month employees)
4. Urgent Business requires pre-notification
5. Religious Holiday requires pre-notification
6. Death in Family
7. Legal Summons requires pre-approval
8. Other Board Business requires pre-
approval
9. Other Board Business LDPR Required
10. Worker’s Comp
11. Resignation
12. Military Leave
13. Unapproved/Unpaid
50. IEP Team Coverage
51. Local School Staff Development
52. Field Trip
Communication – Mail Boxes/ Email
Teachers are assigned a mailbox in the front office and are expected to check their mailboxes several
times throughout the day for important information. Do not send students to the office to retrieve
your mail. Items in teachers’ mailboxes may be of a confidential nature and should not be viewed by
students.
In addition to your school mailbox, please check your email account regularly for important
information and updates.
General John Stricker Middle School Faculty Handbook
37
Student Attendance / Lateness Procedures
Attendance Reporting
Homeroom teachers are responsible for reporting accurate and completed attendance on a daily basis.
The STARS system is to be used to record absences, tardies, and early dismissal times for students.
The Homeroom teacher is responsible for completing the attendance in the following manner:
STARS – HOW TO TAKE ATTENDANCE
Step 1: Login to STARS: https://stars.bcps.org using your Baltimore County issued
user name and password.
Step 2: From the ―Attendance‖ menu, select ―Daily Attendance‖
General John Stricker Middle School Faculty Handbook
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Step 3: Choose the date desired (current date is the default date) and homeroom desired -
SEARCH
Step 4: Before marking anyone absent, choose ―Mark All – P‖ to mark everyone present.
Step 5: Mark the appropriate students ―A‖ for absent. Change the ―unknown‖ reason to
―Other Unlawful (21)‖ until you receive a note from the student.
Step 6: SAVE – or your data will not be recorded!
General John Stricker Middle School Faculty Handbook
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Step 7: Double check that you saved! Did your ―X‖ turn to ―‖???
REMEMBER: for a HAPPY office
X for an UNHAPPY office
Step 8: For security purposes, LOG OFF! and return to your desktop
Attendance Reporting (continued)
General John Stricker Middle School Faculty Handbook
40
At 8:25 each morning, students are to be in their homeroom class. The Pledge of Allegiance will be
given with students in each class joining in the salute to the flag. The day’s announcements will be
made. Attention to the announcements is to be strictly required by each homeroom teacher.
Absence notes must be kept on file by the homeroom teacher for each student until the end of the
school year. Homeroom teachers will be required to turn the notes in at the end of the year as part of
the school closing/checkout procedures. Insist on absence notes for all absentees. Be certain to
CODE the student’s absence in STARS when an absence note is received.
Tardy Procedures
Students entering the building after 8:25 A.M. must report directly to the main office. A secretary will
record the student tardy and issue a pink late pass.
If a student is “late to class,” the teacher is to administer appropriate consequences for that student.
Do not send a student to the office for a late pass or to the last teacher to “get a pass.” This only
allows time for students to “Walk The Halls.”
Student tardiness is something that must be addressed and handled at the teacher’s level first. If a
student is chronically tardy to your class, a completed referral (not the student) should be forwarded
to the Grade Level Team Leader. For this infraction, suggested consequences are as follows:
First Tardy Teacher Warning
Second Tardy Teacher Phone Call
Third Tardy Teacher Detention
Fourth Tardy Team Leader Referral (Administrative Detention)
We all understand that good grades are indicators of good attendance; therefore accurate
documentation must be kept on student tardiness. Repeated unexcused absences and repeated
tardiness constitute truancy and will be handled accordingly by grade level team leaders. A student
being sent to the office is not an intervention for being tardy to class.
Announcements
Announcements should be placed in the announcement folder prior to the morning announcements
being made. Please make sure that all pertinent information is clearly indicated on the form. See one
of the front office secretaries to obtain a form.
Record Keeping Responsibilities
Complete the daily attendance for your homeroom and each class.
General John Stricker Middle School Faculty Handbook
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Grade books/Grade program should contain evidence of student achievement in the categories of
homework, class work, and assessments.
Issue a green hall pass whenever a student leaves your room. Special passes will be given to
students if they are to report to the guidance office, nurse, front office, or any other activity.
Keep accurate records of contact with parents/guardians. This should be done on a contact log for
each class.
Visitors in the Building
All visitors MUST report to the front office immediately upon entering the building to obtain a visitor’s
pass. The orange visitor pass will indicate his/her destination within the building. The pass should be
visible throughout his/her stay in the building. Visitors who have not followed these procedures and
do not display a visitor’s pass are not to be in the building. Should you encounter someone without a
pass, please redirect that person to the front office, and then alert the front office staff and/or the
SRO. Visitors must always sign in and out at the main office and present a proper photo ID.
Late Bus
A late bus is available after school two days/week for students who stay after for coach class or after
school clubs/activities (specific days will be announced). The bus arrives at GJSMS between 4:15 –
4:30 pm. There is a binder in the front office which is used to reserve seats on the bus. Teachers who
need to reserve seats should write their name on the sheet and block out the number of seats needed
(this should be done at least one day in advance).
Extracurricular activities/opportunities
Extracurricular activities provide an opportunity for students to express themselves and help to create
the memories that students will hold on to far beyond their middle school days. Clubs are run based
on student and teacher interest. If you are interested in starting or sponsoring a specific after school
activity, ideas should be discussed with the principal. Be mindful, however, of the time involved in any
activity you wish to sponsor so that it does not interfere with the time needed for instructional
preparation for your classes.
Copy Room Procedures
1. The copy room is located near the faculty room across from the courtyard. In addition to the
copy machines, it is equipped with materials and supplies for community use. Please refrain
from removing these materials and supplies from the room.
2. Be sure to use the correct transparencies in the school copiers and printers.
3. Copiers and supplies are to be used for school use only. An administrator must clear any
other usage.
General John Stricker Middle School Faculty Handbook
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4. If a machine breaks down, please place a note on the copier. Immediately notify Kelly Ray or
Donna Hutchinson by obtaining a repair form from the copy room, completing it, and placing it
on her desk indicating the problem. Do not attempt to repair the copier.
5. Never use force when handling the machines. Most parts of the machine are plastic or metal
that will bend or break.
6. You will be issued an OCE code to activate the machine. This machine is to be used for large
print jobs. A copy limit per teacher per quarter will be issued.
7. The Savin copier is to be used for small jobs. It is to be used for single and/or two sided
copies. Transparencies should only be made on this machine.
8. Gestetners should be used to run 35 or more copies.
9. When running two sided copies on the Gestetners, slow the machine down to its lowest setting
when copying the second side. This procedure will prevent jamming, and skipped pages.
10. Pages with heavy/bold print near the top, large illustrations, and dark borders cause the
machines to jam. Lighten the originals, trim, or cover those features that jam the machines.
11. Please plan in advance for your copy needs. Make copies the day before they are needed. The
best time to make copies is before and after school. Machines will be checked at various times
of the day, but there may be times that immediate repairs will not possible.
12. Please keep the copy rooms free of trash and excess copies. The space is shared with your
colleagues, so lets be respectful to the next person. If you use all the paper, simply replace the
machines with more paper.
13. Students are not to use the copiers. Do not send students to the copy rooms during
instruction to retrieve copies for you.
Custodial Services
Custodians are here to provide vital services to the school. Each person has an assigned workload.
Therefore, all requests for custodial services must be channeled through the assistant principal. Every
effort will be made to honor your request as soon as possible.
Technology Policies and Resources
GJSMS Technology Support Team:
Instructional Technology Liaison, Tech Committee Chair: Steve Barth
Instructional Technology Liaison Alternate & Tech Committee Co-Chair, Multimedia Coordinator: Jason
Adams
Technology Committee members: Janette Adams, Steve Barsotti, Diana Beales, Anna Conner, David
Hong, Katie Hunt, Heather Karwacki, Lindsey Rattet, Kelly Steele
1. BCPS Policies and Forms
BCPS Technology Support Services (TSS): Forms and Policies Index
Employee Email Request/Change and Acceptable Use Forms (online forms)
Telecommunications Acceptable Use Policy for Employees | Email Application | Email Change
General John Stricker Middle School Faculty Handbook
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Telecommunications Access to Electronic Information, Services and Networks:
Personnel Policy 4104P | Personnel Rule 4104R
Electronically Stored Information (ESI) Policy
Protocols for Using Online Collaborative Tools for Teaching and Learning
Notes regarding Classroom Wikis:
o You must use the BCPS Campus Edition of PB Works. See Wiki Training and Upgrade
Options to create a classroom wiki or upgrade an existing wiki to Campus Edition.
o You must invite the principal to your wiki.
o Send your wiki URL via email to Kelly Ray for listing on our school website directory.
Telecommunications Acceptable Use Policy for Students
Dell K-12 Employee Purchase Program form
BCPS Software Work at Home Agreements
o If you are not currently using Office 2007 or above at home, please submit the
Work at Home form to install Office 2007 on your home computer!
2. Educational Technology Standards for Students, Teachers, Administrators, Office Professionals
3. TECH SUPPORT & TUTORIALS: Software, Web-based Apps, Hardware
For trouble with your computer: Contact Kelly Ray or Steve Barth
o We will need your computer model (on front of CPU), Dell Tag (on label on side of CPU),
room number, and a detailed description of the problem or exact error message.
o DO NOT call BCPS Tech Support (a.k.a. “Help Desk”) before consulting Kelly or Steve.
For “How to” information: Please consult the HELP menu available in most applications or
the resources below for help before contacting us with a “how to” question.
Tech Support Resources:
Tech Support resources will be provided via the Tech Resources Shared drive folder and the
GJSMS School Wiki @ http://bcpsgeneraljohnstrickerms.pbworks.com (under construction)
Software Knowledge Base (TSS) - Includes: AccessTrax | Destiny (online Library Catalog)
HP printer support | MS Office 2003 (Word, PowerPoint, Excel, Publisher, Outlook)
Windows XP | Software Evaluation Process | Work at Home Agreements
Windows 7 and Office 2007 Support: DPD Resources index | TSS Resources index
Email Support Knowledge Base (TSS) – Outlook email manual, tips, & tutorials
Office/Administrative Knowledge Base (TSS) – Includes: Advantage Financial | AIM | Citrix
STARS (includes home access instructions) | TieNet
EASI (Education, Assessment & Student Information) Teacher’s Guide
A/V Support Knowledge Base (TSS) - Includes: ELMO Document Camera | Interwrite Pads
Promethean/ActivInspire | Safari Live (web conferencing) | Safari Montage | Turning Point
Instructional Software Resources and Tutorials (OIT): Assistive Technology |Audacity
Flip Cams | ImageMate (software for ELMO TT02) | Inspiration | PhotoStory | VoiceThread
Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, & Digital Content (LIS)
4. Technology Professional Development Opportunities
Department of Professional Development (DPD) Technology Training Program
o Check the Workshops and Inservice Course Catalogs; pull down the Office menu to
Professional Development to see their offerings.
Office of Instructional Technology - Professional Development Opportunities
o Check the Workshops or Inservice Course Catalogs; pull down the Office menu to
Instructional Technology to see their offerings.
Office of Library Information Services – Check Catalogs for Workshops and Inservice Courses
o Check the Workshops and Inservice Course Catalogs; pull down the Office menu to
Library Information Services to see their offerings.
GJSMS Technology Committee may offer school-based technology professional development for
the entire staff, specific departments, or other groups. We can also arrange for PD from our
General John Stricker Middle School Faculty Handbook
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assigned OIT Resource Teacher. Contact Steve Barth, or another Tech Committee member to
suggest technology topics for school-based professional development.
5. BCPS EMAIL
BCPS Email Etiquette | TSS Email Support Knowledge Base
Configuring Outlook for the first time on a school computer (Windows XP/Outlook 2003):
These directions must be followed the first time you click on the Outlook icon after logging on.
If you make a mistake when you try to configure your Outlook profile, use these directions to
Fix Outlook Domain Profile.
To access BCPS Outlook Web Access from home: Go to http://email.bcps.org
To access the GJSMS Master Calendar in Outlook at school: See Add GJSMS Outlook Calendar on the Shared drive in Tech Resources Tech Support Email Support folder.
To access the GJSMS Master Calendar from home, type this URL into your Web browser:
https://email.bcps.org/owa/[email protected]/?cmd=contents&f=calendar.
GJSMS Calendar items must be submitted to Shannon Parker; other staff cannot add items to
the GJSMS Master Calendar in Outlook.
6. EMAIL DISTRIBUTION LISTS
Please use group Distribution Lists to email a specific group of staff members.
Use GJSMS Plus to email the entire staff. DO NOT email the entire staff unless the entire staff
needs the information. Group distribution lists will be available on the Shared drive in the Tech Resources Tech
Support Email Support folder, and may also be emailed to appropriate staff members.
To add school distribution lists to your Outlook Contacts:
o Delete old distribution lists from your Contacts first; then open the new list you need
and click on Save and Close.
Below are the required and available school distribution lists for your Outlook Contacts:
o GJSMS Plus 2013-14 – ALL STAFF must add this list to Contacts!
o Emergency 2013-14 – ALL STAFF must add this list to Contacts!
Includes instructions under NOTES for using in the event of a Lockdown
o Homeroom Teachers Only – Add to correspond with only HR teachers
o 6th, 7th, 8th Grade lists – Add list(s) for grade level(s) you teach
o Department lists – Add list for your own Department
o Committee lists – Add list for your own Committee
o TABCO and Faculty Council lists – Add if needed to correspond with members
Tech Liaison will create and update the GJSMS Plus and Emergency, and Homeroom lists.
Other lists should be created and updated by Grade Level Coordinators, Department Chairs,
Committee Chairs, and TABCO/Faculty Council Reps.
To create an Email distribution list for a staff group: See How to create an Outlook Distribution List in Tech Resources Tech Support Email Support folder.
9. PRINTERS and PRINTING GUIDELINES
All staff is expected to follow the School Printing Policies.
o Non-compliance may result in network printers being uninstalled from your
computer.
For Printer trouble, installation, or to request replacement toner cartridges contact
Kelly Ray or Steve Barth. Include the printer location and model or cartridge number.
o DO NOT open printer panels to troubleshoot or replace toner yourself!
All teachers should have the Copyroom Canon and Faculty Room network printers installed.
o Other hallway network printers or stand-alone inkjet printers may already be installed
on classroom computers; however, the school will no longer be purchasing ink/toner for
those printers. Check with hallway colleagues about availability of ink before printing.
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Use these Directions for Configuring Copyroom Canon for Network Printing to set up
your computer to send print jobs to your Canon Mailbox. Your Dept.ID/PIN and Mailbox number
were provided to you on a paper copy of these directions. Please file this in a safe place for
future reference. See Donna Hutchinson regarding your Dept.ID/PIN or copy limits. If you
forget your Mailbox #, login to the Canon with your Dept.ID/PIN, select Access Stored Files >
Mailbox, and scroll down to find your mailbox # beside your name. Canon print jobs are
retained in your Mailbox for 24 hours.
Set your DEFAULT printer by opening Printer Settings from the Start menu, right-click on the
printer, and click Set as Default.
Deliver EMPTY ink/toner cartridges to the Recycling Center in the Library Lobby.
7. MANAGING FILES
Save files ONLY to your H: drive (username drive) on the school server. DO NOT save files
to your My Documents folder or to the Desktop.
o Files saved to your My Documents folder or Desktop will be LOST if your
computer crashes or is re-imaged.
o MS Office programs will default to save to your My Documents folder. On your school
computer, you can re-direct files to send them automatically to your H: drive: Open: My Computer Hard drive C: Users folder Your Username folder
Right click on your My Documents folder and select Properties Click Location tab Find Target and navigate to your H: drive; Click Apply OK
8. CREATING DESKTOP SHORTCUTS
Your Desktop should contain only Shortcuts to applications, drives, folders, or files.
o To create a Desktop Shortcut to a drive, folder, or file: Right-click on the drive, folder, or file Create Shortcut
Recommended Shortcuts: H: drive and frequently-used Shared drive folders
o To create a Desktop Shortcut to a Website: Open the Website in Internet Explorer; pull down the File menu to Send Shortcut to Desktop.
You may want desktop Shortcuts to these Websites:
STARS https://stars.bcps.org
EASI (Education, Assessment & Student Information) http://easi.bcps.org
Multimedia (AV) Equipment & Procedures
1. Classroom Multimedia Equipment & Support
All classrooms will be equipped with an LCD projector, ELMO document camera, splitter
box, and speakers; most classrooms have also been issued a presentation remote control.
o All cables and cords must be taped down flat using ONLY special cable tape
o Remote controls for TVs and ceiling-mounted LCD’s are located in a drawer labeled “R”.
o Keep presentation remotes and other remote controls secured.
For trouble with an LCD projector, ELMO, or other Multimedia equipment:
Contact Steve Barth, Jason Adams or another Technology Committee member with the
equipment model number, your room number, and a detailed description of the problem.
2. LCD Projectors:
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Do not place any items of any kind (papers, etc.) on top of LCD projectors.
Do not prop up LCD projectors on piles of books, etc.
Do not put the lens cap on while the lamp is on.
Do not move the LCD projector/cart while the bulb is on or still hot. This blows bulbs!
Turn off the lamp when not in use. Do not disrupt power unless the fan is finished running to
cool off the bulb. This blows bulbs! Replacement bulbs cost up to $450!
3. ELMO document cameras
TTO2 model (with one arm) may be connected via USB cable to your computer CPU
(if located within about 8 feet of CPU) or via VGA/RCA cable to your LCD projector.
Older model ELMO (with two arms) will be connected via S-video or VGA cable to your LCD
projector; these do not necessarily need to be together on the same cart.
You do NOT need to stand in front of the screen as you did with an overhead projector; think
about where you can position your ELMO cart for presenting to class.
4. Circulating Multimedia Equipment:
Teachers may reserve and borrow the following equipment for short-term use. Make a reservation in advance on the Shared drive in Tech Resources Equipment Reservations
o Digital Camera or Camcorder - Digital cameras/camcorders should be reserved and
picked up a day in advance in order to charge the battery.
o Flip Cams (single or set) or Web Cam
o Audio Headsets (single or set) or Microphone Headsets (single or set)
o Computer Microphone (single)
o CD Boom Box
o Turning Point Student Response System
o See Kelly or Donna to pick up this equipment, which is kept in a secured location.
o Keep this equipment secured and return by hand-delivering to Kelly or Donna.
Teachers may reserve the following equipment for short-term or long-term use.
For short-term use, make a reservation on the Shared drive in Tech Resources Equipment
Locations & Reservations. Contact Steve Barth or Jason Adams to arrange long-term use.
o Audio Cassette Player/Recorder or Listening Station w/Audio Headsets
o VCR or DVD/VCR combo (for connection to LCD projector or TV) or TV cart
o TView or EZ PC-to-TV unit (for display from computer to TV monitor) See connection instructions in Tech Resources Tech Support or Steve Barth
or Jason Adams to for help with connecting.
Circulating equipment MUST BE RESERVED BEFORE IT IS PICKED UP and MUST BE
RETURNED PROMPTLY at the end of the reservation time.
o Make sure you are returning all included cables, cords, manuals, and parts.
Familiarize yourself with multimedia equipment operation before allowing students to
use the equipment in class!
Replacement batteries for Flip Cams, Turning Point response cards, and remote controls are
available; see Anna Conner or Donna Hutchinson for batteries.
5. TVs and VIDEO PLAYERS
Wall-mounted TVs
o Science Rooms are equipped with wall-mounted plasma TVs connected to a video
player installed at the teacher’s table; remote controls for the TV and video player are in
a drawer labeled “R” at the teacher’s table. Keep all remote controls secured.
o Rooms 5, 47, 48, 60, & 61 are equipped with a wall-mounted plasma TVs which can
be connected to the computer via a TView or EZ PC-to-TV unit if desired; contact
Steve Barth or Jason Adams if you want to requisition a unit or need help with
connecting one.
o All Wall-mounted TVs (if connected to video drop panel via coaxial cable) have access to
three live Cable channels delivered through the Media Retrieval System as follows:
Channel 2 – The Weather Channel
Channel 3 – CNN News
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Channel 4 – The Education Channel (BCPS)
Contact Anna Conner if you wish to have short-term access to a different
channel.
TV carts
o TV carts available for short-term or long-term use in the classroom:
TV monitors with or without VCR/DVD player
PC-TVs with built-in connection for display from computer
o TVs connected via coaxial cable to the video panel in your classroom can access DVDs or
VHS tapes and live Cable channels via the Media Retrieval System.
o For short-term use, make a reservation on the TV/Video Player Reservations sheet on the Shared drive in Tech Resources Equipment Reservations.
o Contact Jason Adams to arrange for long-term use.
DVD players
o Use with the DVD player on your computer and your LCD projector to show DVDs.
o If your computer does not have a DVD drive or your DVD drive isn’t working,
contact Jason Adams to requisition a DVD player to connect to your LCD projector.
o You may also use the player #4 on the Media Retrieval System to show a DVD on a
TV monitor, or on TV monitors in multiple rooms at the same time; see the Media
Retrieval System section below.
VCRs – Equipment available for sign-out to teachers who need to show VHS tapes:
o VCR or DVD/VCR combo for short-term or long-term use with your LCD projector.
o TV cart with DVD/VCR combo for short-term or long-term use in the classroom.
o For short-term use, make a reservation on the TV/Video Player Reservations sheet
on the Shared drive in Tech Resources Equipment Reservations.
o Contact Jason Adams to arrange for long-term use.
Media Retrieval System
o You may use the combination DVD/VHS player (bottom unit #4 ONLY) on the Media
Retrieval System:
To show a DVD or VHS tape on a wall-mounted TV or a TV on a cart (connected
via coaxial cable to the video panel in your classroom), or
To show a DVD or VHS tape on TV monitors in multiple classrooms at the same
time.
o Instructions for using the Media Retrieval System to view a DVD/VHS tape are
available on the Shared drive in the Tech Resources folder and on a reference sheet in
the Video Room; contact Anna Conner if you need assistance.
Library Media Center and Computer Labs
Anna Conner, Library Media Specialist (LMS) | Donna Hutchinson, Library Secretary
School Phone: 410-887-7022 | Inside Line (White Phones): 081
1. School Websites & Wikis:
GJSMS Website: http://www.edline.net/pages/gjsms
GJSMS Staff Wiki: http://bcpsgeneraljohnstrickerms.pbworks.com
GJSMS School Library Website: http://generaljohnstrickermslibrary.pbworks.com
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2. DESTINY Library Catalog – Available from school or home 24/7
From any school computer: Click DESTINY desktop icon | From home: http://destiny.bcps.org
3. BCPS-licensed Databases, eBooks & Digital Content Filepath from all school computers (teachers & students): DESTINY Databases
Home access: http://destiny.bcps.org GJSMS Databases; click the PASSWORDS link to
access passwords required for home access.
BCPS Online Research Models for Middle School
4. Checking out Library Materials (Teachers & Staff)
All teachers and professional staff have a DESTINY Library account.
All Library materials MUST BE CHECKED OUT AT THE CHECKOUT DESK!
o Use the paper Teacher Check-out Log on the Check Out desk if Library Staff is not
available to scan your materials. DO NOT TAKE MATERIALS WITHOUT CHECKING OUT!
o A collection of print materials for student use may be reserved for use in the Library, or
checked out by the teacher and taken to the classroom on a cart. Please ensure that all
books used by students in the classroom are accounted for at the end of each class.
The following materials are available for teacher loan:
o Books, Reference Book/Encyclopedias, Videos, Magazines, Professional Journals
o See our extensive Professional Collection on the back wall of the Library Office for
books on pedagogy, classroom management, specific content, reading strategies,
reproducables, and more; professional journals; BCPS and MSDE publications.
5. Video Resources
Use curriculum-aligned videos available via Safari Montage; DVDs or VHS tapes available in
the school Library video collection; or appropriate Web-based video.
Teachers are responsible for ensuring that video content is used in compliance with BCPS
policies, including:
o BCPS Rule 6202 - Instruction: Telecommunications Access to Electronic Information,
Services, and Networks
o BCPS Rule 6002 - Instruction: Evaluation and Selection of Instructional Materials
You Tube is accessible to teachers only for downloading appropriate curriculum-aligned videos
in compliance with BCPS policies.
To search for videos in our Library’s video collection using our school’s DESTINY Library
Catalog: Narrow your Keyword Search to Material Type – Video.
See BCPS Rule 1101.1 Copyright and Intellectual Property for video copyright restrictions.
Safari Montage Video (on-demand video resources and other BCPS digital content)
o Access our school’s Safari Montage server at school via the desktop shortcut or type
http://10.6.3.214 into Internet Explorer.
o Access Safari Montage from home @ http://safari-home.bcps.org
o If you are unable to access Safari Montage, clear the password field and type it in again.
o See these Safari Montage support resources: Safari Montage Frequently Asked
Questions (FAQ) | Safari Montage Home Access | Safari Montage Media Player Software
Safari Montage Portal | Safari Montage Protocols and Standards
6. Cable TV
o If you have a wall mounted TV or TV cart connected via coaxial cable to the video panel in your
classroom, you may access the following Cable TV Channels through the Media Retrieval
System: Ch 2- The Weather Channel | Ch 3- CNN News | Ch 4- The Education Channel (BCPS)
Contact Kelly Ray if you wish to have short-term access to a different channel or would
like to have a curriculum-related program recorded from any Cable TV Channel.
7. Scheduling Classes for Library or Computer Labs
Make a reservation on the appropriate reservations sheet in the Library Media Center &
Computer Labs shared drive folder; you may reserve Library Areas, Computer Labs, and
Library Services (see below).
Library instructional areas and Computer Labs available for reservations:
General John Stricker Middle School Faculty Handbook
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o Library Area A (36 seats) or Area B (36 seats)
o Library Computer Lab (36 student stations)
o Library Mini Lab (18 student stations)
o Computer Lab 59 (36 student stations)
o Computer Lab 22 (14 student stations)
Follow all procedures outlined in the Library and Computer Labs folder shared drive folder for
preparing for and using the Library or Computer Labs
o Complete the Teacher Computer Lab Checklist procedures for every visit to every Lab.
o Ensure compliance with GJSMS Technology & Computer Rules.
o Students must have their Computer ID Card and use their own username/passwords.
8. Library Services
Services available from the Library Media Specialist:
o 21st century literacy instruction or readers’ advisory for students (by reservation)
o Collaborative planning with teachers for Library or Library Computer Lab lessons (by
reservation)
o Creation of online Research Pathfinders (targeted digital content & websites) and
DESTINY Resource Lists (print materials and/or websites); please give sufficient notice.
Services available from the Library Secretary:
o Student/class Library book exchange (by reservation)
o Collection of print materials from DESTINY Resource List; please give sufficient notice.
9. Sending unsupervised students to the Library
During Homeroom: Students must first go to their locker and report to Homeroom teacher;
students must have a Library Classroom Pass. Students must return to Homeroom by 8:25.
During Class: Students must have a Library Classroom Pass and sign in.
o Students may not use computers without supervision; Library Media Specialist or Library
Secretary may not be available to supervise students on computers.
o Students are responsible for watching the time and reporting back to class promptly.
After School: Students may visit the Library to read or check out books; or use Library Mini Lab
computers for school assignments, personal research, databases, or approved game sites,
under supervision of Ms. Ray or a teacher.
o Library open until 3:30 PM/4:00 PM on Late Bus days unless otherwise announced.
10. Student Overdue Notices
Students with overdue Library materials or unpaid Library Fines will be issued notices
distributed through Homerooms.
HOMEROOM TEACHERS ARE ASKED TO DISTRIBUTE OVERDUE/FINE NOTICES TO
STUDENTS IN A TIMELY MANNER and send students with notices to the Library.
Students with overdue Library materials will not be allowed to participate in extra-curricular
activities or attend Book Fairs; may be assigned detention; and will have Yearbooks held.
11. Student Handbook Pages
Student Library Procedures
School Technology & Computer Rules
Using Student Computer Accounts and Handling Files
School Store
The school store, located behind the stage next to the men’s restroom, is open daily from 8:10 – 8:25
am. Students who wish to purchase items from the school store may do so during these times. Items
such as general school supplies and various novelty items may be purchased from the school store.
Students may use cash, and in some cases, general stars to purchase items. For more information
related to the school store, please see the teacher in charge of the store.
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Intercom Operating Instructions
Classroom Phone Basic Operation
Calling the Office- 401 or 402
When a teacher needs to call the office, pick up the receiver (wait for a dial tone) and dial 401 or 402.
This will connect you to one of the front office secretaries.
Emergency -
In the event of an emergency and you need immediate assistance; click the phone hook four times in
succession. It will set off a buzzer in the office which will indicate the phone number from which this
call is made.
Calling another Classroom -
When calling another classroom, pick up the receiver (wait for a dial tone) and dial the classroom
number.
Making an outside call
Dial 9 then 8. Wait to hear the internal dial tone. Dial 9 again followed by the area code and
remainder of your number. When using the classroom phone to call another Baltimore County Public
School you must dial the complete 887 # not just the last four digits as you do when using the black
phones.
There are two lines dedicated for making outside calls. If you get a busy signal, try again later. The
phones designated throughout the building for teacher use can still be used. They use different lines
than the ones dedicated to the classroom lines.
Contacting People on Black Phones with 3 digit codes
From your classroom phone, dial 9 then 8. Wait to hear the internal dial tone then dial the three-digit
code.
Receiving a Transferred Phone Call
To receive a transferred call from the office, the office will first call and tell you a call is parked (ie,
parked on 101). To access that call, dial 9, then 8, wait for the dial tone and then hit the number
where your call is parked. For example, if you are told it is parked on 101, dial 101; if it is parked on
103, dial 103 (after dialing 9 and 8 first).
Contact an administrator
immediately if a student is missing
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General John Stricker Middle School Student Pledge
Generals Salute:
“As Generals, we are Prepared, Respectful, and Responsible”
Rules Classroom Hallway Bathroom Cafeteria
Prepared -Have materials ready
-Start drill immediately
-Study daily
-Have Pass visible
-Use locker at
scheduled time
-Have Pass visible
-Bring only necessary
materials
-Bring appropriate
money or bagged lunch
-Get all utensils and food
before sitting at table
-Sit 8 to a table
Respectful -Enter quietly
-Participate positively
-Raise hand to be
recognized
-Keep hands, feet, and
objects to self
-Use encouraging, polite
and kind words
-Use indoor voice
-Keep hands, feet, and
objects to self
-Use appropriate
language
-Use encouraging,
polite and kind words
-Be polite and respect
privacy
-Keep hands, feet, and
objects to self
-Be quick and quiet
-Use bathroom
equipment appropriately
-Use encouraging, polite
and kind words
-Keep hands, feet, and
objects to self
-Keep area clean and
throw away trash
-Silence during
announcements and
dismissal
Responsible -Take seat promptly
-Have homework and
classwork completed
-Accept consequences
without arguing or
complaining
-Keep to the right
-Take the most direct
route to class
-Accept consequences
without arguing or
complaining
-Flush
-Wash hands
-Throw away trash
-Return to class promptly
-Accept consequences
without arguing or
complaining
-Take direct route to
lunch
-Remain seated
-Accept consequences
without arguing or
complaining
GJSMS recognizes students for following the school’s code of conduct throughout the school
and in the community. General Stars will be presented to students for displaying good
behaviors. Faculty and Staff will distribute Stars to eligible students. Students may use their
Stars to win prizes, purchase items in the General Store, School Store, attend PBIS events
and more.
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52
BCPS Office of Internal Audit
Money Handling Procedures
Quick Reference
Money Handling
With the onset of the new school year, it is time to review your school’s written money handling procedures with your faculty and staff. Please be sure to include the following: Safeguarding of funds – DO NOT LEAVE MONEY IN CLASSROOMS Use money envelopes and cash collection forms Deliver funds to office by the designated time Only staff may deliver funds – not students All expenditures should be pre-approved by the principal Completed check vouchers and original receipts/invoices are required
for expenditures Use a BCPS tax exempt card when making purchases for supplies Individuals may not be paid for services with a school check Sponsors should maintain their own financial records Sponsors should review reports monthly Review procedures for pricing field trips Review fund raising procedures Place copies of the procedures in the faculty handbook
For assistance please contact Gail Peterson, 410-887-4345, ext. 343, [email protected], or Cheryl Dabkowski, 410-887-4345, ext. 381,
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BCPS Office of Internal Audit
Money Handling Procedures
Many Principals are beginning to think about updating their faculty handbooks for the next
school year. Information about proper money handling should be included in faculty
handbooks to provide clear direction to the faculty and staff. Additionally, this is an area
that is reviewed during a School Activity Fund audit.
The following information, at a minimum, should be included in your written money handling
procedures.
1. All funds collected by faculty and staff must be properly safeguarded. Under no
circumstances is money to be left overnight in classrooms or taken home. Additionally,
funds must be safeguarded while in the classroom. Faculty and staff must not leave
money in unlocked desk drawers or cabinets.
2. Money envelopes must be used when submitting funds. At the end of the school year
or at the end of the activity, money envelopes must be submitted to the Administrative
Secretary/Bookkeeper and retained for a period of three years.
3. Faculty and staff must count all funds before submitting them.
4. Funds must be submitted to the Administrative Secretary/Bookkeeper on a daily
basis. A money collection time should be established; for example, all money must be
submitted before 1 p.m.
5. An alternate person must be designated to receive the funds and safeguard them in
the event that the Administrative Secretary/Bookkeeper is absent.
6. Faculty and staff must maintain their own records of money collected and bills paid
for each activity that they sponsor. Additionally, official BCPS receipts must be retained
by Faculty and staff for a period of three years.
7. All purchases must be pre-approved by the Principal.
8. Appropriate documentation, such as original store receipts or original invoices, must
be attached to check vouchers.
9. Faculty and staff must be provided with a monthly financial summary report for their
activity (ies). They should reconcile these reports to their own financial records and
promptly discuss any discrepancies with the Administrative Secretary/Bookkeeper.
*See Section VI for Forms
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Money Matters
A Reference for Teachers and Support Staff
Part I
This handbook supplement explains specific guidelines for the administration and control of
school activity funds. Teachers and support staff have an important role in the proper
process for collecting, processing and use of school activity funds.
School Activity Funds (SAF) should promote the general welfare of all the students and
facilitate the normal extracurricular activities of the school. “Projects which produce or
disburse funds in support of school activities must contribute directly to the
educational experience and/or morale of the students.”
There are two basic types of SAF, general and specific. General funds are for the benefit
of the entire student body. Specific funds are for the benefit of a particular group
and their use is restricted in this manner: i.e., chorus, instrumental music, school store,
discretionary, etc.
Part II
Board Policy precludes the following:
1. School Activity Funds are not to be used for games of chance, even though the
purpose of such games is to raise funds for educational related purposes.
2. School Activity Funds are not to be used for personal loans to employees nor are the
records to be used to record any personal transactions of employees.
3. No school may borrow funds from a lending institution, vendor, or others. The only
obligations of a school should be those incurred in the normal purchases from
vendors, and these should be on a short-term basis and paid when due.
4. No school may enter into a partnership agreement with third parties.
Maryland Retail Sales Tax
Schools are not required to pay sales tax when purchasing items for instructional or
operational purposes. The vendor must be furnished with the Board’s Tax Exemption
Certificate Number 3000111-0*. It should be noted, however, that items such as flowers
and hospitality gifts purchased through the Faculty Account are subject to sales tax.
The school is responsible for remitting the tax it collects for items sold, excluding
food (but including candy and soda), to the Maryland Retail Sales Tax Division on a
periodic basis. Tax must be remitted at a rate of .05 on all taxable sales.
Items sold for instructional purposes and as personal property, such as a uniform
or musical instrument item must be taxed.
*See Section IV for Forms
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Part III
Receipts – When Money is Received
When money is collected from students, parents, and others by a teacher there are specific
duties the teacher is responsible for completing on the same day and as soon as possible.
1. Each student’s money must be counted and placed in a collection envelope*
which is labeled to identify the reason for the funds. The students name
must be entered and the amount collected recorded with a notation to show if the
funds were cash or check. Record the total amount of money collected for that
day before giving the money envelope to the bookkeeper. If more than one
collection is in progress at the same time, a separate envelope must be used for
each collection.
2. All collected money must be taken to the school bookkeeper as soon as possible
and no later than midday on the same day. Teachers cannot keep money in the
classroom. Money cannot be kept in the school safe. All money must be
deposited at the bank daily.
3. Cash cannot be kept back for any activity. All funds must be accounted for in
the accounting system
4. The school bookkeeper is responsible for counting the money you have
submitted and issuing a receipt to you on the same day. Keep your receipts
with the records for the school sponsored activity.
*See Section IV for Forms
Part IV
Field Trips
1. School field trips require special attention. The money collected must equal the
specific amount required for the field trip requirements, such as transportation
and entrance fees. Field trip funds cannot be used to supplement other
activities for which they were not intended when requested.
2. Field Trip funds must be turned into the office daily.
3. Prior to the trip, the teacher in charge should request a completed check from
the bookkeeper for the exact amount of any entrance fee or similar expense. A
blank check cannot be issued. It is the responsibility of the field trip sponsor to
have the exact information needed in order for the bookkeeper to issue the check.
The sponsor must turn in a receipt for any issued check upon returning to school.
4. School funds and or collected money can not be given as tips to bus drivers or
tour guides. Any contract requiring a tip will not be approved.
5. Field trip contracts must be reviewed by the school principal and signed by the
principal.
Part V
Fund Raisers
1. Teachers considering a fund raiser project must submit a proposal in writing
explaining the purpose, fund raiser details and vendor contract if applicable prior to
any binding contract. The principal must review all contracts and contracts must be
signed by the principal.
2. Approved fund raisers must be advertised to the parents/public as a fund raiser and
a copy of the fund raiser advertisement must be submitted to the bookkeeper to file
for audit
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3. Any items sold during a fund raiser which are normally taxable items according to
the Maryland Retail Tax Code must be taxed and reported to the bookkeeper in order
to prepare the Retail Sales Tax and Use Report Form.
4. Teachers conducting a fund raiser must maintain a record of purchases/expenditures
and received funds for their records. At all times you should be able to verify the
funds available and expenses for any fund raising activity for auditing purposes.
Part VI
Check Vouchers*
1. Check vouchers are used to authorize payment to a vendor for supplies, equipement
and services. If a teacher has requested a check, the teacher is the sponsor and
must complete the voucher sections: Amount, Pay TO, Account Number and Name,
and Explanation. The check voucher requesting the funds must be signed by the
person making the request.
2. Once the materials or services are received by the teacher/sponsor, the teacher
must sign the voucher indicating the materials/services were received. These
vouchers will be filed for audit.
*See Section IV for Forms
Part VII
BCPS Procurement Card Program
BCPS has established a procurement card program for authorized BCPS employees. The
card enables employees to make low dollar purchases that are necessary for BCPS
operations, procure goods quickly and reduce paperwork. This program is available to
teachers and staff who manage operation budget accounts.
The account manager at General John Stricker Middle School is the principal. The account
manager determines the monthly limit on each card and single transaction dollar limit. An
employee may have one card to allow purchases from different operating budget accounts.
Each card holder must
Complete a BCPS training session prior to being issued a card
Complete monthly records for verifying statement accuracy and to reconcile logs with
statements
Complete dispute forms if records are incorrect
Report lost or stolen cards immediately
Abide by BCPS Policies and procedures related to accounting and ethics
Use the care correctly or lost the privilege
Additional information and procedures for the procurement card program will be made
available during the required training session.
Pat VIII
Helpful Hints
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57
1. Never keep funds in your classroom. Turn funds in daily and early.
2. Keep your own records for audit and liability
3. Never HOLD CASH BACK for any purpose
4. Never take money home
5. Keep our receipts and submit them to the bookkeeper as soon as possible.
6. Tax cannot be reimbursed if it is a tax exempt purchase.
7. Equipment and supplies purchased for school use with school funds are property of
the Board of Education and are to be inventoried and used for school purposes.
8. The school bookkeeper has many daily duties to perform in order to be in compliance
with Sate, County and BCPS codes policies, and procedures; therefore, it is
important to complete money matters promptly, accurately and to avoid last
minute requests.
It is important to follow these policies and procedures at all times. This is a part of
record keeping management competencies as identified in the Evaluation of Teacher
Progress under the Management Competencies section.
If a reminder is needed regarding these procedures, it will be given in writing with
a copy for the teacher’s file and a copy filed for Audit.
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Visiting the Counseling Office
Students Must Have a Pass to Visit the Counseling Office
Frequently Asked Questions:
1. When can a student sign up for a guidance appointment?
Students may sign up for a guidance appointment:
a) Before school – Students must have a pass from their homeroom teacher before
going to the guidance office.
b) After school
c) Before lunch
2. If an emergency arises during the day and a student needs to speak to a
counselor, what do I do?
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If an emergency arises during the day, a classroom teacher may issue a green pass
when appropriate.
3. How does a student make an appointment with a counselor?
When a student turns in a request to see a counselor, a guidance pass will be issued
to the homeroom teacher. Students must secure permission from the appropriate
teacher before reporting to the Guidance Office. A teacher may decide to keep the
student in class. It is the teacher’s right to make that decision. Remember, students
may not enter the Counseling Office without an official written pass.
4. What about the work a student misses when they have an appointment with
their guidance counselor?
Whenever a student misses class to go to the Counseling Office or to attend group
counseling, it is the responsibility of the student to get the make up work from
his/her teacher[s]. It is also the student’s responsibility to complete that work and
turn it in to the teacher in a timely manner.
Student Service Learning
Teaching our Students Compassion, Character, and Citizenship
Student Service Learning Contact for General John Stricker Middle School:
Mr. Steven Nobles
What: Student Service Learning is a Baltimore County graduation requirement that
obligates students to engage in a minimum of 75 hours of meaningful service to the
community, with a curriculum based learning component, by the end of their senior year
of high school.
Student Service Learning vs. Volunteering
Preparation
Action Action
Reflection
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Student Service learning requires that students identify a real community need,
develop a plan, implement that plan, and then evaluate it.
Why: BCPS maintains a commitment to producing life-long learners and productive
citizens. Student Service Learning allows students to participate in the democratic
process and teaches character and compassion.
Who: Both teachers and students have responsibilities under this Baltimore County
requirement.
Teacher Obligations: Baltimore County requires that students be exposed to service
learning opportunities in the classroom through the use of infusion activities. By engaging
in service learning opportunities in the classroom, students can be empowered to engage
in independent service learning opportunities. The middle school schedule for Service
Learning Infusion activities is as follows:
Sixth Grade: Health, and Social Studies
Seventh Grade: Art and Technology Education where offered
Eighth Grade: Science and Health
After completing service learning infusion activities, teachers must keep a record of the
project hours and participants. A Service Learning Curriculum is available to assist
teachers with these activities. A choice of two lesson plans is outlined for each content
area. See the Service Learning Coordinator for a copy of the Service Learning Curriculum.
Infused Hours will be added when the teacher completes the Final Grades in STARS.
Student Obligations: Students are expected to participate in the independent service
learning projects outside of the classroom to complete the 75-hour requirement. These
hours must include a preparation component, an action component, and a reflection
component. Students must document these hours and submit them to the service
learning coordinator to receive credit for them. Students should submit a Pre-approval
Form to the Student Service Learning coordinator prior to the independent project.
When: Students can begin accumulating hours as early as the 6th grade and they have
until the end of the 12th grade to complete the required 75 hours. The middle school
infusion plan calls for eight (10) hours per course in up to ten (6) middle school courses.
School Health Services
Policies and Procedures for visiting the Health Suite
The school nurse has among other responsibilities, the obligation to promote a healthy
school environment and to provide immediate care for illnesses and injuries which occur in
school. The following information is intended to assist teachers in making referrals to the
Health Suite.
We all must listen to a student’s needs/complaints and are capable of making prudent
decision as to whether to allow the student to visit the Health Suite. Not every child that
asks has a legitimate request. You are not “liable” for determining that a child cannot leave
your room to visit the nurse.
When too many referrals are made to the Health Suite:
Students who are truly ill do not receive the proper attention, and
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Students remain out of class too long and lose valuable instructional time.
The following guidelines should be considered prior to writing a referral to the Health Suite:
The nurse is not the initial screener – the teacher is.
Please consider the following in assessing a student’s request to “go to the nurse.”
1. Does the student have known health concerns?
2. Is the student ill enough to go home?
3. Doe this student just need some individual attention?
4. Is this student trying to get out of class for some reason other than illness?
5. With your prior knowledge of this student, do you feel the student is ill/has a
legitimate complaint?
It may be helpful:
1. To ascertain the problem privately and, if a Health Suite visit is necessary, be sure
to write the complaint on the green pass: make the student accountable for that
specific compliant.
2. To ask the student what he expects the nurse to do for him?
3. To inform students (in general) that you will check with the nurse on a regular
basis so that they will at least think you know who is a Frequent Health Suite
Visitor!
Automatic Health Suite referrals include:
1. Head Injuries
2. Eye injuries
3. Known diabetics
4. Know seizure disorders
5. Bee Stings
6. Any seizure activity
7. Communicable diseases
8. In school injuries
9. Bleeding
10. Breathing difficulty
Care for the following should be administered before/after school:
1. Injuries which occurred at home
2. Sunburn without additional concerns (fever, nausea, headache)
School Health Services
Policies and Procedures
Health Suite Procedures:
1. Health Suite is closed first period and last period daily (except for emergencies), and
between the hours of Noon and 1:00 pm for medicines, lunch
2. Students must have a written pass (including date and time) for admission
to the Health Suite with the exception of severe emergencies.
3. Students without a pass will not be admitted between classes or at the end of their
lunch periods.
4. If a student is to return to the Health Suite later in the day, he/she will be given a
pass to do so.
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5. Injuries occurring in Phys. Ed. Class must be reported to the Phys. Ed. Teacher and
the referral to the nurse must be made by the Phys. Ed. Teacher.
6. If the Health Suite door is closed, students must return to class (in the case of an
emergency, the student should be directed to the main office)
7. Emergencies consist of problems which would become life threatening if not
immediately attended to.
8. Please send only one student at a time from any one class.
9. A physician’s order is necessary for the administration of medication or medical
treatment by the school nurse. Signed parental permission is required for specific
non-prescription drugs.
10. The school nurse should be notified when a student is absent due to illness or injury
for a period of three consecutive school days.
11. Students absent from school due to illness or injury for five (5) or more consecutive
days should report to the school nurse the day they return. All notes from doctors
are attached to the student’s health folder.
12. The school nurse is available to faculty and staff for consultation and counseling
regarding student or personal health problems.
13. Vision/hearing screening is to be completed for all 8th graders, self-contained
classes, and any students new to Baltimore County.
14. When planning a field trip, contact the nurse about students needing any medical
attention while out of school. Medication to be given on a field trip must be given by
the child’s parents, teacher or a BCPS employee. Medication can NOT be given by
another child’s parent or chaperone.
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Section IV
Special Education Information
“Children who learn together, learn to live together”
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Special Education Programs
Students with an Individualized Education Program (IEP) are serviced in a variety of ways at
General John Stricker Middle School. We have a strong inclusion program for most of our
students, an Autism Class, and self-contained classes to meet the various needs of the
students with IEPs.
Most of the special education students at General John Stricker Middle School are inclusion
students, which means these students attend classes in a regular education setting and are
supported by either the classroom teacher in conjunction with the special education teacher
or an instructional assistant. Most often the special educator or assistant works directly
with the regular education teacher in the classroom setting. There are occasions when the
special educator or assistant might pull out an individual student or a group of students in
order to reinforce a concept, provide additional instruction and remediation, or work on
organization skills.
For those students whose IEP recommends a more restrictive environment, self-contained
classrooms are available. For those students who have more challenging behaviors,
additional supports are available through behavior management plans, and on-going
individualized support. In addition, related services such as speech therapy, occupational
therapy, and others are provided when necessary.
General John Stricker Middle School also offers a Functional program for students in grades
six through eight whose IEP requires a self-contained, adaptive environment. These
students participate in the ALT-MSA, and earn a certificate upon graduation from BCPS.
Although these students attend class within their own setting, they also participate in
assemblies, field trips, and other activities with age appropriate peers.
Individualized Education Program Team
Overview
The Individualized Education Team Program [IEP] team serves the functions specified by the
Individuals with Disabilities Education Act [IDEA] and the Code of Maryland 13A.05.01. This
team facilitates the screening, assessment, placement, and monitoring of all students with
educational disabilities from birth through 21 years of age.
Participants in IEP team will vary with the nature of the student’s disability. Required
participants include an administrator, a special educator, parents, and a regular educational
teacher. Other participants include those trained in the area of the disability, those involved
in diagnosis, and those who have been or will be involved with the case.
Functions
The major functions of an IEP team are:
To screen all students who are potentially in need of special education
To decide if a student needs to be assessed to determine the existence of a disability
which would require special education intervention
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To identify that a student has a disability and a corresponding educational disability
which requires an IEP to address unique needs
To approve or modify an IEP
To determine placement in the least restrictive environment
To determine the need for extended school year [ESY] or extended school day
[initially and annually]
To review student progress in special education annually or more frequently, if
necessary.
To review/re-evaluate the disability every three years, which does not necessarily
mean conducting formal assessment
To determine the relationship between a student’s behavior and disabling condition
To dismiss students from special education programs when services are no longer
needed.
Code of Maryland Regulations provides maximum time allotments for the IEP team
process.
Individualized Education Program Team Process
[Time Lines]
Written IEP team referral
[Screening Request]
Screening completed and reviewed by IEP team
[Assessments Recommended]
Assessment Completed
IEP team meeting
[Written Assessment Reviewed]
IEP Developed
IEP Implemented
IEP Reviewed Annually or More Frequently, as Needed
Note: Parents must receive notification of all IEP meetings at least ten calendar days prior
to each meeting [or waive their right to the ten day notice] and must receive a written
summary within ten school days after each meeting.
90 Calendar Days
30 Calendar Days
As Soon As Possible
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Easy Modifications and Strategies to
Implement in Your Classroom
Below are processing deficits exhibited by learning disabled students. Underneath each
deficit are strategies that will assist you and your students.
Compensating for Auditory Discrimination
Deficits [Not able to tell the differences
between sounds]
Seat student near the front of the room
Use visual cues
Have students repeat directions
Dictate words slowly and clearly
Stress key words through voice intonation
Use silent cueing
Make eye-contact with student
Compensation for Auditory Memory Deficits
[Not about to remember what is heard]
Give students a checklist
Break material down into small parts
Encourage list making and note taking
Use visual graphics
Provide check-off sheets for extended
direction
Allow longer response time
Repeat directions and important material
Avoid lengthy verbal directions
Compensation for Visual Discrimination Deficits
[Not able to interpret what is seen]
Use and give graph paper to line up
numbers
Use highlighting or color coding
Minimize busy looking worksheets or hand-
outs
Divide worksheets up by drawing lines
Compensation of Visual Memory Deficits [Not
able to remember something seen in the
environment]
Allow student to use spell checker or
dictionary
Give open notebook tests
Use graphic organizers for attaining
information
Give teacher written notes to the student
Use verbal repetition of information
Read all information presented in class
Compensating for Written Language
Deficits
Use organizers and webs
Allow students to use a word processor
Give sentence starters
Use peer editing
Teach structured proof reading
strategies
Allow students to answer in short
answer when testing for
comprehension
Allow student to tape what they want
to write, and transcribe
Use dictated responses for severely
disabled students
Give a model of a completed written
assignment
Give students spell checkers and
dictionary
Provide a FAT-P, rubrics and critical
squares
Stress ideas and content, not
mechanics.
Strategies to Improve Organization
Check homework planner of
completeness
List materials needed for class
Do a notebook check
Give a work folder
Give time for copying homework
assignments
Give a time frame for completion of
assignments
Have students paraphrase directions
or assignments
Monitor work production
Make explanations clear
Placement of assignments should be in
a consistent placement
Model note-book
Check assignments on a short and
consistent basis
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Differentiated Instruction
Elements of Differentiation
The general education classroom teacher and the special educator: a. focus on the essentials b. attend to student differences c. engage students in respectful work
d. collaborate in lesson preparation e. work together flexibly
Examples of Differentiated Instruction:
Flexible grouping Ongoing assessment/adjustment in
alternative formats such as orally or on a computer
Tiered lessons Varied questioning strategies
Taped material Learning contracts Small group instruction Varied homework Carried texts Varied supplementary materials
Varied prompts Multi option assignments [orally, posted on
wall, written in assignment books, etc] Provide well established daily routines Use multiple signals and cues to prepare
students for changes in activities Use proximity and touch to help a student
refocus model appropriate behaviors Provide study guides, clearly defined course
requirements, assessment/assignments dates
Provide clearly written materials provide illustrations, handouts and visual aids.
Recruit volunteer note takers in the
classroom Provide alternative ways for students to
complete a task such as dictating or oral presentation
Allow use of a computer with spell check and grammar checking software
Break information into small steps when teaching many new tasks in one lesson; including objective, review of previous lesson[s] and summary
Allow time for feedback and
clarification/interpretation of directions and essential information
When teaching a new task, relate the concept to a similar task or procedure already learned
Repeat or give additional examples of instruction
Provide advance notice to changes in assignments or test dates
Provide extended time for tests and assignments and proctor when necessary
Provide study guides or review sheets for assessments
Allow time in advance for students to think about items to be covered in class. Provide plenty of pre-discussion, prewriting, pre-reading lead time and other pre-teaching
activities Students might be assigned to read complex
materials in pairs or small groups Have students read the documents in small
pieces, assign small groups one paragraph to read and then paraphrase for others in the class
Enlarge the text for student with low vision Have students “turn and talk” after reading
each paragraph Let students use highlight pens Pre-teach difficult vocabulary Encourage the use of dictionaries Have some students read the material on
tape so others can listen to time Encourage students to take notes as they
read. After reading a sentence or two, students will write comments about the meaning of the text
Have students engage in cooperative written
sentences, everyone adds one sentence to a paragraph
For certain writing requirements, give students a template or model to follow
Allow students to draw pictures or use
magazine photos instead of writing Share a writing assignment ahead of time or
give students a head start by writing the first few sentences for them.
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Co-Teaching
Regular educators and special educators working together effectively
"Co-teaching is defined as two or more professionals delivering substantive instruction to a
group of students with diverse learning needs. This approach increases instructional options,
improves educational programs, reduces stigmatization for students, and provides support
to the professionals involved. Co-teaching is an appropriate service delivery approach for
students with disabilities who can benefit from general education curriculum if given
appropriate supports. Teachers and related service professionals who are flexible and have
good judgment are likely to be successful in this role. Co-teachers need preparation,
administrative support, and opportunities to nurture their collaborative relationships.
Deliberate and ongoing communication among everyone involved is essential.
Co-Teaching Arrangements
Complementary Instruction
General Educator
Primary
responsibility for teaching specific subject matter
Content area Specialist [What]
Special Educator
Provides
instruction to class that helps them learn the content [How] to abstract key points from article in English, solve problems,
etc
Small or whole group instruction
Includes academic and social skills
Benefits all students in the class
Supportive Learning Activities
General Educator
Responsible for
delivery of essential content of instruction
Identify areas for support
Special Educator
Responsible for
developing and implementing agreed upon supplementary and a supportive materials and
activities learning
activities study, and guides giving tests orally
Small or whole group instruction
Addresses different learning styles
Supplement/enriches content
Team Teaching
General Educator
Joint responsibility
for planning and teaching academic subject content to all students
Special Educator
Joint responsibility
for planning and teaching academic subject content to all students guides giving tests orally
Small or whole group instruction
Teacher divides segments of curriculum
Capitalize on individual strengths.
Structuring a Co-Teaching Environment
While you have the students
1. Maintain commitment to co-planning time
2. Update Co-Teaching Plan, as necessary
3. Complete subsequent Unit Co-Planning Sheets – determine and/or redefine curricular modifications
4. Complete subsequent Daily Lesson Co-Planning Sheets
5. Determine and obtain staff development follow-along
6. Develop a plan for parent/teacher conferences
7. Monitor the progress of all students.
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Guidelines for Completing Student Reports
The main office and Guidance Office are requested to obtain information for certain students
for various reports. The information provided on these reports may be used for reports to
the superintendent’s designee, pupil personnel worker, the Board of Education, court,
special placements, etc.
These reports are considered confidential and teachers are to treat the form and student
with that regard. All information on the report must be accurately competed. Do not use
checks to indicate actions that have been taken; rather use dates instead. Time is of the
essence with these reports, so please strictly adhere to the given due dates on the
form.
The following are strategies to use when completing SST, IEP, and Student reports
for expulsion hearings.
Description of Behavior
Express factual objective observations of
behavior:
Runs daily in halls
Talks constantly
Throws objects at least three times a week.
Avoid judgmental comments
Student is hyperactive
Student is out of control
Student likes to socialize
Use professional expressions:
Shouts negative criticism about my teaching
Frequently challenges direction of teacher
Avoid expressing personal feelings, and
slang.
He obnoxious
She’s mouthy
Student is a motor mouth, an itch
Use specific examples of observable
student behavior:
Pulling girls hair
Making sexually explicit drawings
Do not employ psychological/diagnostic
terminology to describe behavior.
Student is emotionally disturbed
Student is paranoid
When pertinent, express actual
quotes of the student.
He said, “You’re Crazy”
Avoid:
Student used foul language
Avoid use of hearsay or rumors
regarding student’s behavior.
I have observed that the student is
often tired, eyes reddened, sleeps
in class.
I hear that this student has been
involved in drugs in the community
When appropriate, express
positive characteristics of
student’s behavior and scholastic
progress.
Johnny has shown marked
improvement this week; Johnny is
very creative
Johnny is beyond hope; Nothing
will ever change this child
Avoid expressing
recommendations regarding
outcome of suspension hearing.
I feel that an expulsion would be
harmful
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State Steps taken to correct student’s
current behavior
Student parent conferences
Phone conferences with parent
Student Support Team Conference
Scholastic Performance
Estimate percent of time student
participates in class and completes
homework.
Completes class work 90 % of the time
Never does anything
List subjects and test grades.
Has a 60% average in English
Student does poorly/is failing
Estimate number of days or percent of
time homework is not completed.
Completes Homework 85% of the time
Never does anything
Describe inadequacy of preparation for
class relative to having books and other
material.
Comes to class prepared about 50% of the
time
Never brings a pencil
Express academic strengths and
weaknesses.
Is capable and could be doing well in
math, but seldom meets class
requirements
He’s terrible in math!
Attendance
Be specific in expressing dates and
number of absences and class
truancy.
Johnny has been absent five days
this quarter – Feb. 2, 8, 10, March 3, 4
He’s never here
Be specific on dates and number of
lateness to class occurrences.
Johnny has been late three times
this quarter – Dec. 3, 4, Jan. 13
He’s always late for class
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Inclusion
Inclusion is a term used to describe regular classroom services for students identified as having special
instructional needs.
The primary difference between the two federal statutes is that Section 504 requires reasonable
accommodation to ensure non-discrimination, while IDEA provides a sort of Affirmative Action for
students who qualify under the Act.
Individualized Education Program (IEP)
The Individualized Education Program (IEP) is a legally binding document. It establishes a plan for an
individual student who is identified as having one or more of the 13 disabilities defined in IDEA. The
document should contain:
The student's disability,
A statement of the student's present level of performance,
Long and short term instructional objectives,
Evaluation procedures, and
A statement of the Least Restrictive Environment (LRE) for that student.
The complete IEP process includes identification and intervention, the Multi-Factored Evaluation, development of the IEP, implementation of the IEP and an annual review.
The Process for Identification and Interventions to Determine Special Needs:
Step 1. Referral - by parent(s) or teacher(s).
Step 2. Intervention - with a written intervention plan.
Step 3. Develops a plan that includes strategies and intervention in the classroom.
Step 4. A timeline for the intervention needs to be established.
Development of the IEP
An IEP meeting will be scheduled at a mutually acceptable place and time.
Maximum amount of time from beginning of MFE testing to IEP development is 90 days. The following people shall be included in an IEP meeting:
Additional individuals who may attend are: Appropriate service provider, Other individuals
chosen by the parent(s) or school district.
During the IEP meeting team members will:
o Review evaluation results.
o Review the current IEP.
o Determine the area(s) of strengths and needs.
o Write goals and short-term objectives.
o Determine services needed and the duration of services. If the student is 14
years old or older, the IEP must include a description of transitional services.)
o Determine the least restrictive setting in which to deliver the services.
o Ensure that the student participates to the maximum extent appropriate.
o Consider the need for extended school year.
o Review criteria for evaluation and. o Develop a written plan.
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Inclusion and Individualized Education Program (IEP)
An Overview of Learning Disabilities
The term "learning disability" describes a neurobiological disorder in which a person's
brain works or is structured differently. These differences interfere with a person's
ability to think and remember. Learning disabilities can affect a person's ability to
speak, listen, read, write, spell, reason, recall, organize information, and do
mathematics. Because learning disabilities cannot be seen, they often go undetected.
Recognizing a learning disability is even more difficult because the severity and
characteristics vary.
A learning disability can't be cured or fixed; it is a lifelong issue. With the right support
and intervention, however, children with learning disabilities can succeed in school and
go on to successful, often distinguished careers later in life. Parents can help children
with learning disabilities achieve such success by encouraging their strengths, knowing
their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.
What is ADHD?
The Diagnostic and Statistical Manual of Mental Disorders describes ADD/ADHD as a
persistent pattern of inattention and or/ hyperactivity /impulsivity that cause impairment in at
least two settings (i.e. at home and at school). There is clear evidence of interference with
developmentally appropriate social, academic or occupational functioning.
Individuals with ADHD engage in behavior that can be labeled into three different categories:
Inattention
o Fail to give close attention to details
o Make careless mistakes in schoolwork or other tasks
o Work is often messy and performed carelessly and with out considered thought
o Difficulty sustaining attention in tasks or play activities
o Difficulty persisting with tasks until completion often appear as if the mind is
elsewhere
o Maybe frequent shifts from one uncompleted activity to another
o Often do not follow through on requests or instructions
o Fail to complete schoolwork, chores, or other duties
o Difficulties organizing tasks and activities
o Unpleasant or markedly adverse reactions
Hyperactivity
o Fidgetiness or squirming in one's seat
o Excessive running or climbing in situations where inappropriate
o Difficulty playing or engaging quietly in leisure activities
o Appears "on the go" or "driven by a motor"
o Excessive talking
Impulsivity
o Impatience
o Difficulty in delaying response
o Blurting out answers before questions have been completed
o Difficulty awaiting one's turn o Frequent interrupting or intruding on others
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What To Do If You Suspect A Child In Your Class Has ADD/ADHD?
Teachers play a critical role in the team of professionals required to make an accurate
diagnosis. The best qualified professionals to make a diagnosis of ADD/ADHD are the child's
Family Physician or a Clinical Psychologists. Teachers are often the first professionals to
suspect a problem. The type of information teachers should focus on collecting for the team in
making a diagnosis and subsequent interventions include:
Type of work being done in the class
Child's performance level in relation to the rest of the class
Types of behavior occurring in the class
Strategies that have been implemented in the classroom
Quality of the child's peer relationships
Frequency of problems and when they occur during the day (e.g., during a specific lesson, specific time of the day, or specific days).
As the teacher is consulted in the evaluation process, it is imperative that all documents
requested, i.e. SST, Behavioral Checklists, etc., be completed and returned to appropriate
personnel in a timely manner. Also remember that when completing the documents, refrain
from sharing personal opinions and report only the facts. These documents are shared with
the parent and student during the time of team meetings, or through the evaluating Physician.
Effective Interventions in the Classroom
Successful schools and teachers have used several methods in teaching children with
ADD/ADHD. The most used and most effective are programs that are based on individual
student behaviors and academic needs, rather than on presumed characteristics of the group
of individuals with ADD/ADHD.
Effective interventions revolve around ...
1. Structure - Limit distractions, give clear instructions paired with written materials, and
provide checklists of work to be accomplished.
2. Rewarding good behaviors (strength based) - Focus on frequency of reinforcement
while making it very clear to the child what they are being rewarded for, and be
consistent! The most important reinforcer, is one that the child recommends for his, or
herself, so ask them.
Some very effective reinforcers are:
Official class pencil sharpener
Computer time
Free time
Library helper
Care for classroom pets
Teach the class a lesson
Free homework pass
Positive note home
Positive phone call to the parents
Choose the game in P.E.
Intercom announcer Teacher's helper
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3. Avoid angry and emotional responses or sarcasm towards the child. Yes, there will be
times when on the tip of your tongue rest a deluge of verbal daggers aimed at the
source of your frustration. Resist! Don't do it. Remember, there is a reason this child is
acting this way. It is not personal. Keep it professional and remember that this child is
probably the most valuable experience you have in the class and you will be a much
better teacher for it. If you survive!
4. Most importantly, keep strong team efforts running. Don't let yourself become isolated
from the feedback and support of the team. Often, it is the teachers on the front line who are isolated from support and feedback.
Tips to Help Students with Attention Deficit Disorder
As all good teachers know, every student has unique interests, abilities, and learning
styles. In a successful classroom, this individuality is respected. In fact, teachers use what
they know about each individual to help students learn. This same care and respect can
help the growing number of students with Attention Deficit Disorder (ADD) overcome
some of the educational challenges that they face.
Distinguishing ADD from the normal range of childhood activity is difficult and requires the
help of a trained professional. There is no cure for ADD. However, you can use strategies
like the six below to help students with ADD find success in your classroom.
o Establish a calm, structured classroom
Set up regular routines and clear, consistent rules. While this classroom structure need
not come at the expense of creativity or excitement, students with ADD are usually most
comfortable in classrooms where procedures, expectations, and limits are explicit.
Provide a "stimuli-reduced study area" in a quiet, low-traffic area of the classroom.
Encourage students to use it.
Seat students with ADD away from distractions and close to you. Students who have trouble
staying in their own spaces can benefit from clear physical boundaries, such as on the floor
with colored tape.
o Always be clear and concise when giving instructions.
Repeat yourself! Students with ADD flourish in classrooms where reminders and previews
are the norm. Be sure that students know what to expect, and give them frequent
updates.
Maintain eye contact when giving verbal instructions and make sure that students
understand the instructions before they begin the task. You may want to have students
repeat directions back to you.
Simplify complex instructions, and break large tasks into a series of smaller, more
manageable parts. Provide older students with written instructions for multi-step projects.
Review these instructions orally to be sure that students understand.
Use non-verbal cues to communicate with the students; for example, quiet the class by
raising your hand or blinking the lights. Give private cues when students are off-task, like
sending a signal to re-focus by placing your hand on the shoulder of a chatting or
distracted student. If a student is struggling with written instructions, print simple, easy-
to-understand icons in the margins of the page in order to draw attention to key points.
o Help students to become better organized. Provide students with an easy-to-use
assignment log.
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In this log, clearly list the day's assignments on a clear, standardized homework schedule.
Be sure to include a checklist of all books and supplies that students will need to complete
the assignments. If possible, students should make these homework schedules on their
own. Remind all students to consult this notebook at the end of each day and to make
sure they understand the assignments.
o Take advantage of technology
Encourage students to do writing assignments on computers or word processors that have
a spell-checking feature. Students can also use hand-held, computerized spellers. Of
course, these aids should not replace good, comprehensive training in these basic skills.
However, for projects that emphasize content mastery, technology can be a very valuable
tool! Students who can demonstrate their knowledge without worrying about spelling or
handwriting can feel pride in their accomplishment and enjoy a great boost in self-esteem.
o Give frequent and specific praise
Be sure to tell students how much you value them. Praise all good behavior and
outstanding academic performance or improvement in front of classmates or in private. Be
specific – tell students exactly what they accomplished!
o Share good news with family members
Tell family members about their children's accomplishments. Don't limit home-school
communication to difficult periods or crisis situations.
There are no easy solutions to ADD, but a classroom environment that is rich in structure,
support, and encouragement can nurture success in all students.
How to Manage ADD Behavior
Children with ADD respond well to a behavior management system in which rewards are
given for good behavior. Reward systems encourage students to work toward earning
privileges or rewards by gaining points for desired behavior and losing points for undesirable
behavior. If you use this system with younger children, you may want to make charts or use
tokens or stickers to show students the consequences and positive results of their behavior.
An effective management system concentrates on a few behaviors at a time, with additional
behavior patterns added when the first ones are mastered. The reinforcement is something
the student is willing to work for (or to avoid). The teacher gives or removes points
immediately, according to the behavior, so the child understands why he or she is being
rewarded or punished. While older children may be willing to work toward a deferred reward,
younger children may need immediate reinforcement.
You can help children with ADD behave in a disciplined manner in the classroom by
establishing a few rules, which result in immediate consequences when they are broken. Give
the child specific rules that are phrased positively in terms of what the child should do. When
you praise and reward the student for good behavior and punish for inappropriate behavior,
the child can see you apply the rules fairly and consistently.
Another proven strategy used by teachers is to provide a specified time-out location to which
the student can go when he or she is not in control. This should not be seen as a punishment
but as a place for the student to go for a few minutes to calm down. Older students can be
taught to sense when they are getting out of control and go to the time-out area on their
own.
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For hyperactive children, you may want to establish active tasks such as cleaning the
blackboard or leading the class to the lunchroom as rewards for good behavior.
Since children with ADD have difficulty understanding different rules for different places,
parents and teachers benefit from working together to develop a consistent set of rules and a
similar management system. When teachers and parents communicate with each other about
a child with ADD, they increase the likelihood that he or she will be able to learn effectively.
Did you know...?
3 to 5 percent of school age children are estimated to have ADD/ADHD.
Boys diagnosed with ADD/ADHD outnumber girls in a range from 4 to1 to 9 to 1.
On average, one child in every classroom in the U.S. may have ADHD.
It is believed that many girls displaying typical characteristics are never diagnosed.
10 to 33 percent of ADHD children have learning disorders.
There is no cure for ADD.
Medicine can temporarily moderate its effects.
Meds are effective in 70 to 80 percent of children who use them.
There is no evidence of long-term benefits with the use of medications for ADD/ADHD.
Medications have only limited short-term benefits on social adjustment and academic
achievement.
ADD/ADHD continues into adolescence in 50 to 80 percent of children.
Between 30 to 50 percent of those children still have ADD/ADHD as adults?
ADD is a disability under Section 504.
Resources: Maryland State Department of Education IDEA
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The Student Support Team Model
The Student Support Team Model is pre-referral intervention process, which is designed to
gather and organize information about a student from at least four sources:
Referring teacher and other teachers
Parents
Other professionals
Educational records
Suggested activities to be used during the Student Support Team process include:
Review of student records
Identification of student strengths and weaknesses in various skill areas
Establishment of onset of educational problems
Investigation of standardized test results beyond global percentile or grade equivalent
scores
Review of anecdotal parent and teacher reports
Brainstorm appropriate intervention strategies
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Monitor and evaluate the effectiveness of interventions
Documentation of interventions and results is required
Information used during the Student Support Team process may include the following:
In reviewing educational performance – teacher comments, teacher analysis of learning
difficulties, performance on classroom tests, work samples, and results of adjustments
attempted by the teacher
In reviewing the records – test record cards, attendance information, results of prior team
conclusions, previous report cards, prior assessment results, supportive services provided,
hearing and vision screening results, and health-related problems.
Student Support Team
The Student Support Team is an organized means of combining the thinking of various school
personnel and other consultants to construct a plan to deal effectively with complex problems
of individual students. Additionally, the Student Support Team works together to assist the
school in solving a variety of school climate and group educational problems that are
preventative and/or remedial in nature. The Student Support Team considers cases and
school wide issues that were previously screened by the interdisciplinary team and which do
not appear to have the need for special education services. Referral to the Student Support
Team may be initiated by parents.
Major tasks of the Student Support Team include the following:
Gathering comprehensive information about a student, including description of specific
learning, social, emotional, health and behavioral patterns
Obtaining insights form individual areas of expertise, analyzing and synthesizing these
interdisciplinary findings into meaningful patterns
Identifying issues affecting groups of students as determined by the School Improvement
Plan
Deciding upon courses of action which may work toward the prevention, amelioration, or
solution of problems
Developing a follow-up procedure to ensue that the suggested courses of actions were
appropriate
Accepting referrals fro the Student Assistance Program which, due to their complexity,
require an interdisciplinary approach
Agenda items for the Student Support Team may include the following:
Individual Case Referrals
Individual case referrals to the Student Support Team will originate in screening teams.
Only those students whose situations have not been effectively addressed byt eh local
school’s resources of cases of compelling urgency and/or complexity should be addressed
by the Student Support Team.
Examples of appropriate individual case referrals to the Student Support Team could
involve any of the following area, which affect student learning and/or behavior:
Learning/Academic
Poor school attendance
Retention
Sharp decline in achievement
Inconsistent school performance
Lack of continuity in student’s school program because of transience
Inability to deal with school routines
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Physical /Health
Complicated or chronic health problems
Significant weight loss or gain
Failure to thrive as indicated by deteriorated
appearance and/or chronic fatigue
Impulsive, hyperactive or distracted behavior
Sensory acuity deficits
Physical problems
Social/Emotional
Changes in the family system
Family-related problems [i.e. abuse or neglect]
Changes in peer relations
Changes in affective behavior [i.e. mood swings]
Fearful behavior, unrealistic anxieties,
obsessions
Difficulties in relationships with authority figures
Behaviors
Changes in sleep patterns
Changes in eating habits
Drug abuse-related behaviors
Changes in interpersonal behaviors [acting out
or withdrawal behaviors]
Section 504 of the Rehabilitation Act of 1973 Issues
Students who are disabled or suspected of being disabled under Individuals with Disabilities Education
Act [IDEA] are evaluated through the IEP team process. Some students who have physical, mental and emotional impairments, which substantially limit one or more major life activities, but do not qualify for IDEA, may be considered “disabled” under Section 504 of the Rehabilitation Act of 1973. These students
are to be evaluated through the Student Support Team.
If a student is determined to be or is suspected of being disabled under Section 504 of the
Rehabilitation Act of 1973, any action with respect to the suspension or expulsion of that student shall conform to the procedures outlined in the IDEA Manual. The responsibility of processing the suspension/expulsion of 504 disabled [non-IDEA] students rests with the Student Support Team. It is required that parents be notified of and invited a timely fashion to attend the suspension/expulsion team conference. At the time of the Student Support Team meeting, the Individual Student Plan should be examined and amended, if necessary.
School-wide Issues
Items that address school-wide problems are placed on the team agenda as requested by the principal and/or the TSST. Schools may wish to set aside a portion of team agenda to address these items. Examples of such cases might include the following:
Absenteeism
Substance abuse issues within the school community
Drop-out rate
Excessive number of Student Support Team referrals
High number of Student Support Team referrals
Issues of school safety affecting students and/or staff membvers
Community-related problems
Achievement issues
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Outcomes of the Student Support Team could include the following:
Suggestions for modifying a student’s program
Suggestions for modifying interpersonal staff’s techniques in responding to a student’s needs
Consultation with family
Consultation with appropriate teaching personnel/supervisors to plan a course of instructional behavioral action
Referral to the school counselor
Referral to the school nurse and/or public health nurse or other health-related services
Referral to the pupil personnel worker or school social worker
Referral to the school psychologist
Referral to local Student Assistance Program when appropriate
Referral to agencies external to the public school system for individual, group or family counseling
Referral for appropriate assessments
Referral to the IEP team
School climate initiatives
Community involvement in problem solving
Business partnerships to address local concerns
Development of an Individual Student Plan to meet the need odf a student considered handicapped until Section 504.
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Section V
Instruction
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General John Stricker Middle School Formal Observation Lesson Plan
Teacher: Date: Mods: Grade/Content: Indicator: Objective: Should Be Aligned With the State Curriculum- Should Be Clear, Concise, and Measurable (and aligned with
lesson’s assessment)
Materials: Vocabulary: What Vocabulary will Be Addressed During the Lesson? How Will it Be Addressed? Differentiation: How Will You Differentiate Your Instruction to Address Students’ Varying Ability Levels While
Expecting All of Your Students to Learn the Same Content? (Remember, differentiation is NOT strictly for struggling students, it is for advanced students as well.)
Lesson Drill: Should be Connected to the Lesson -Ex. Vocabulary that will be Used in the Lesson’s Instructional Text
Motivation (Engagement): Mind Jog-How Will You Get Your Students to Begin Thinking About The Planned
Instruction? Ex. Anticipation Guide, Illustration, Cartoon, etc.
Direct Instruction (Exploration): Teacher Directed /Modeled Instruction and Use of a Think Aloud
Guided Practice (Explanation): Opportunity for Student Collaboration during instructional activities
Independent Practice (Extension): Instructional Activity To Be Completed On The Students’ Own In Order To
Monitor Individual Student’s Understanding of What is Taught and Time for Students to share with the class
Formative Assessment (Evaluation): How Will You Collect Evidence That Your Students (individually) Grasped
The Intended Learning in Today’s Lesson?
Homework: The Homework Assignment Should Be a Review of What Was Taught in Today’s Lesson.
Closure/Next Steps: Revisit the Lesson’s Objective and Ask Your Students to Verbally Summarize What They Learned
in Today’s Lesson. What Will You Do for The Students Who Did Not Master the Objective?
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Differentiated Instruction
Differentiated instruction is an approach to planning so that one lesson is taught to the entire
class while meeting the individual needs of each child. Differentiated classroom provides
different avenues to acquiring content, processing or making sense of ideas, and developing
products.
Specifically, differentiated instruction is:
· Proactive
· More qualitative than quantitative
· Aimed at offering multiple approaches to content, process, and product
· Student-centered
· A blend of whole-class, group, and individual instruction
Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes
powerful curriculum and engaging instruction. Then they ask what it will take to modify that
instruction so that each learner comes away with understandings and skills offering guidance in
the next phase of learning. Essentially, teachers in differentiated classrooms accept, embrace,
and plan for the fact that learners bring many commonalities to school, but that they also bring
the essential differences that make them individuals. Teachers can allow for this reality in many
ways to make classrooms a good fit for each individual.
The teacher weaves the individual goals into the classroom content and instructional strategies.
The content and the instructional strategies are the vehicles by which the teacher meets the
needs of all the students.
Each lesson:
· has a definite aim for all students
· includes a variety of teacher techniques aimed at reaching students at all levels
· considers student learning styles in presentation of lesson
· involves all students in the lesson through the use of questioning aimed at different
levels of thinking (Bloom's Taxonomy)
· allowing that some students will require adjusted expectations
· providing choice in the method students will use to demonstrate their
· understanding of the concepts
· accepting that different methods are of equal value
· evaluating students based on their individual differences
Rationale:
· Encourages inclusion of all students
· Addresses different learning styles
· Allows teacher to reach all of the students some of the time
· Allows for diversity among students
· Fosters social relations and self-worth
· Meets social, emotional and academic needs
Steps:
1. Identify: Underlying concepts - What is it that all students are to understand. Need to clarify
difference between the concepts and the content used to develop the concepts.
2. Method of presentation: Concept presented in such a way that all students are able to gain
varying degrees of knowledge based on their level of understanding learning styles of student -
auditory, visual, kinesthetic, tactile level of cognitive domain - Bloom's Taxonomy differentiated
participation - based on student's skill level
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3. Method of student practice:
· allowance for assignments based on student's needs
· learning styles of student - auditory, visual, kinesthetic, tactile
· level of cognitive ability - Bloom's Taxonomy
· differentiated participation - based on student's skill level
4. Method of evaluation:
· linked to method of performance
· learning styles of student - auditory, visual, kinesthetic, tactile
· level of cognitive ability - Bloom's Taxonomy
· differentiated participation - based on student's skill level
5. Method of presentation: Adaptations may be necessary to the environment, the materials
and the mode of presenting the information.
Environment
Position in room:
· consider student's senses - vision,
hearing, touch, smell, physical ability
· sit at front of room, back of room,
away from noise, beside teacher,
· change lighting (light on desk, back
to window ...)
Cooperative grouping
· Seating at desk: physically
comfortable, conducive to working,
· General Organization: for easy
access to organized materials:
· have timetable on desk
· reduce excess materials on desk
· color code notebooks
Materials
· vocabulary
· books/lists
· audio/video cassettes
· computer
· calculator
· manipulatives
· overhead sheets over text book to
allow writing
· pictures
· notebooks/duo tangs
· photocopy of notes
· number or alphabet lines on desk or
on notebooks
Adapting page set-up:
· line indicators
· different types of paper - graph, mid
lines, raised lines, red and green
lines
· provide more space for answers
· highlight directions
· cover sections of test/sheets, or cut
sheets and give student only one
· section at a time
· greater contrast ink
· post-it notes
Adapted devices:
· scissors
· chalk holders
· highlighter
· erasable pens
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Presentation:
· use hand signals/sign
· use variety of levels of materials for
whole group
· repeat instructions
· stand close to student
· speak clearly, facing students
· modify tone of voice
· modify pace
· write instructions: on board, on post-
it notes for student
· ask student to repeat instructions
· have a peer repeat instructions
· demonstrate/model, act out
instructions
· complete first example with student
· always put instructions in the same
place
· simplify instructions
· tape record instructions
· use pictures
· use concrete materials
· video for later review
· use different colored chalk/pens
· break information into steps
· give structured overview, have
students fill in blanks, jot notes, etc.,
while listening
· provide additional time to preview
materials, complete tasks, take tests
· photocopy information
· highlight key points in text
· involve students in presentation
· team teaching
· webbing
· use multi-sensory information
delivery:
Students involved in presentation:
· concept mapping
· cooperative learning - heterogeneous
groups
· brainstorming
· webbing
· peer teaching, reciprocal peer
teaching, problem solving, coaching,
Method of student practice:
Where possible provided guided choices for mode of practice
Use Bloom's taxonomy for planning activities
Determine the ability of the child to participate - in the activities
Differentiated Participation:
Differentiated participation may be necessary.
Visual Auditory Others
bulletin boards banners
posters television slides filmstrips
flashcards transparencies
drama graffiti comics objects community events
radio tapes
records television lectures debates
discussions field trips
drama readings interviews letters concerts
taste smell touch: texture temp movement
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Differentiated participation may require adapting how the student participates, adapting how
much the student participates, providing adapted equipment or materials or adapting the rules
or goals for that student. Each student is to participate according to his or her level of skill.
Methods of student practice:
Verbalize Write Create Perform Solve
oral report panel discussion debate open discussion games
brainstorm
oral questions & answers telephone interviews commentary
Theme research paper report workbook chalkboard poems
essays
stories diary books plays cookbook
collage scroll painting model graph pictograph mural
maps
models food timelines clothing bulletin board
banner movie/video time presentation portraits games inventions
simulation role play drama concert model music dance
pantomime
puppet shows radio commercials
puzzles mazes problems equations riddles games brainteasers
scavenger hunt
charades
Bloom's Taxonomy
Knowledge Requires memory only in order to repeat information
Comprehension Requires rephrasing or explaining information
Application Requires the application of knowledge to determine answer
Analysis Requires identifying motives or causes, drawing conclusions, or
determining evidence
Synthesis Requires making predictions, producing original communications or problem solving with more than one possible solution
Evaluation Requires making judgments or offering supported opinions
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Multiple Intelligences
Genetics, emotion and intellectual acuity affect cognitive abilities. However, these are not
the only attributes that shape learning.
In the Learning Center, you will find different ways to actively engage a child's learning so
that he or she can more fully experience the meaning of these stories. We have relied on
Howard Gardner's breakthrough work in multiple intelligences to help design exercises and
projects that shape a child's development.
Over the last twenty years, Howard Gardner at Harvard University's School of Education has
identified and categorized nine different kinds of intelligence. By identifying a child's
particular strengths, successful accommodations and strategies can be defined for each
child in a classroom. The implications of his research have a direct impact on the future of
education. The nine intelligences are listed in the following categories:
1. The visual/spatial learner learns best when presented with visual information that is
presented in an organized manner. These children need charts, maps, outlines, and
illustrations.
2. The verbal/linguistic learner has always been successful in traditional classrooms since
they demonstrate strength in reading, writing, speaking, and listening.
3. The mathematical/logical learner also tends to be successful in classrooms where
teaching is logically sequenced. These learners excel when given numbers, word problems
and tasks requiring problem solving and reasoning.
4. The bodily/kinesthetic learner achieves success when learning is paired with movement,
motor tasks, and games.
5. The musical/rhythmic learner learns best when provided with rhythms, patterns, songs,
instruments and music.
6. The intrapersonal learner tends to be in touch with feelings, values, and ideas. These
children seem intuitive.
7. The interpersonal learner, an outgoing individual, learns best in cooperative learning
situations.
8. The naturalist loves the outdoors, field trips, and animals. These students always display
an understanding of the subtle differences in meanings.
9. The existentialist learner is philosophical in nature and seeks the "big picture."
Method of Evaluation:
· determine a variety of ways students
can demonstrate their mastery of the
· objectives and their level of
understanding of the concepts
· use Bloom's Taxonomy to assess
level of understanding
· criteria for evaluation will be
determined by child's needs and
abilities
Evaluation:
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self evaluation
show knowledge in different ways (see methods of practice)
peer evaluation
work samples
video
spot checks
portfolio
tests
dictate
oral
use calculator
draw pictures
take home
extended or no time line
open book
provide more space
delete some options
consider the environment - may have to take test in another room
enlarge print
tape test directions/questions
teach test taking strategies and vocabulary
present parts of the test separately
Reporting:
give effort/grade comments
attach anecdotal comments
same format as other students
mark based on criteria/goals, not class
curriculum based assessment
focus on growth
Source: Adapted from The Differentiated Classroom: Responding to the Needs of All Learners,
by C. Tomlinson, 1999, Alexandria, VA: Association for Supervision and Curriculum
Development.
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Student Evaluation Guidelines
Board Policy states that “student evaluation shall be based on the three major components of
classwork, homework, and assessments.” Board policy also stipulates that “Classwork will
constitute no less than 50% of the total grade.”
Classwork includes things such as attaining the objective, exhibiting critical listening and
thinking skills, writing, speaking, and performing with clarity of thought, adhering to the
mechanics of writing and composition, completing drills projects and reports accurately and on
time.
HOMEWORK POLICY In Baltimore County, homework may account for 20% of a student’s grade on their report card.
Therefore, it should be assigned on a regular basis in each class. Homework should be
worthwhile and realistically related to classroom instruction, and it must be checked promptly
for quality as well as completion. In grades 6 – 8 Board Policy states that homework should
be an average of 20-30 minutes per subject per day, with approximately 90 minutes
per day for all subjects combined, with the possibility of long-term assignments which may
occasionally require additional time. Board Policy stipulates that homework may be
anticipated 5 times per week with no specific assignments given over holidays.
Prior to assigning homework, teachers should spend a considerable amount of time in guided
practice. This process insures higher levels of student engagement and affords each student
the opportunity to practice their new skills under the direct supervision of the teacher before
reinforcing them independently at home. Homework should be a reinforcing activity that the
teacher has prescribed as a review of the concepts already obtained. Most importantly,
homework assignments are activities that students should be able to progress through on their
own.
Grading Policy
Each department chair, in conjunction with the teachers of the department will determine the
final breakdown of grades for each department. The following is a sample of how some
teachers choose to break down their grades:
50% Classwork
30% Test/Quizzes
20% Homework
100% Total
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Six Goals for Successful Parent-Teacher Conferences
Be honest about the student’s academic performance.
Teachers should notify parents before the conference, by phone or note, if a child has poor
grades. If the teacher waits until the conference to tell parents that their child is failing, their
first reaction may well be to demand to know why they weren’t notified earlier. At the
conference, the teacher should be able to document a student’s performance by showing
parents samples of the student’s work, the student’s cumulative file, and the teacher’s grade
book.
Be honest about the student’s behavior.
Again, parents should be informed beforehand if their child has had numerous referrals.
Teachers should keep a log of the child’s unusual or disruptive classroom behavior, the
consequences, and attempts that have been made to change the child’s behavior. Teachers
should bring to the conference a copy of the school’s behavior guidelines and a record of the
student’s referrals. Conferences will be more successful if the teacher can give parents specific
examples and suggest specific solutions.
Develop an action plan that involves the parents.
Such a plan should establish the teacher and parents as partners, working together for what’s
best for the child. A good way for teachers to involve parents is to say “Give me your
understanding of the situation” and then listen carefully. By paraphrasing the parents’
response before offering any solution, teachers will establish some helpful common ground.
Parents should leave the conference with a clear understanding of what they can do. If the
conference addresses an academic problem, the teacher may give the parents materials to take
home and work on with their child. If it concerns a serious behavior problem, the teacher may
want to give the parents referrals to other services.
Build a relationship of trust and respect.
Teachers can do this be extending simple courtesies and treating parents as equals. Some
examples: scheduling the conference at a time and location that is convenient for the parents;
being on time; getting parents with a handshake and a smile; using adult furniture; and sitting
with them, not behind a desk. Your teachers will earn parents’ respect by listening to their
concerns and answering their questions honestly – even if that means saying “I don’t know.”
And, of course, parents will respect your teachers even more if they present a balanced view of
their child’s performance, pointing out positive areas as well as those that need improvement.
Seek parents’ input on problem solutions.
If a child has a problem, asking parents what they have tried at home may give teachers
valuable insights into possible solutions. Also, asking parents what their child has said about a
particular problem can be helpful by giving the teacher an opportunity see the problem from
the child’s perspective
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Concentrate on the most important concerns.
Discussing a child’s entire history could overwhelm the parents and cause them to be defensive
instead of supportive. Teachers need to have a specific purpose for a parent conference and to
structure the conference around that purpose. The conference will produce the best results if
the teacher can keep t focused on what can and should be done, now, rather than being stalled
and sidetracked by critical comments about what’s happened in the past. If the conference is
taking longer than expected, it is better to schedule another conference rather than rush.
After the initial picture is clear, discuss areas that you would like to see further growth occur.
Again, be clear, provide examples (do not use comparisons with other children in the
class), and show your optimism associated with this objective. Explain how this growth will
come about, the role you will play as the teacher, other available school resources, and the role
the parent can play. Let the parent know what you believe will be the outcome at the end of the
year if your objectives are met. Don't paint a glowing picture, if indeed the prognosis is
extremely difficult or the child is in need of long-term remediation. Use the cues from parent
expressions, questions and responses to assess understanding.
Pre Conference Reminders /Check list
Be sure you receive a master list of conferences, with times, names, phone numbers
Send home reminders with your students (this should provide a brief over view of what
will be occurring. It reduces parent anxiety)
Arrange adult chairs around a table. Make allowances for more than one person
attending.
Chairs outside the room for those waiting (make arrangements for inclement weather)
Room should be clean and orderly
Wear clothing that is professional, comfortable and non-intimidating
Have a clock clearly visible to you
Have a sign on the door indicating room number, teachers name and instructions to wait
until called (written in a friendly tone)
Avoid barriers between you and the parents. Sit on the same side of the table
Review student work/progress and have notes on each child accessible (grade book
attendance information etc.)
Writing materials for note taking
Textbooks and other assigned materials available for reference
Have quickly accessible samples of student work (in folders)
Have some generic TIP sheets to offer parents
Effective Behaviors
Welcome the parent or guardian with a firm handshake or what might be culturally
correct
Be friendly, welcoming and appreciative
Be positive throughout (even if you need be direct)
Use direct eye contact
Control your environment so that the conference is not interrupted
Do not permit other children or adults to be present during the conference
Show respect to the parent
Do not be condescending
Listen completely to what the parent has to say, before responding. Only interrupt when
it is continuously repetitive or moves off track
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Keep discussion on track. Permit discussion of other issues only when they are relevant
to child, family, and home and have an impact to the child's schooling
Use examples of student work, records of grades, attendance etc.
Do not blame anyone
Do not make comparisons with other class members, only to children at a similar grade
level
You need not respond to everything mentioned. Sometimes simply accept without
comment.
Try not to be defensive even if parent appears unhappy with you
Have resources available for referral (school)
Defuse any anger by showing interest, and agreeing with feelings and showing real
concern throughout the conference
Do not use acronyms or jargon that the parent may not understand
Always have hope and maintain a positive approach
Be straightforward but not insensitive
Try to understand what the parent is feeling. Egos are involved
Remember, parents are not our adversaries. Welcome them as a partner
Be as clear and concise as possible. Check for understanding.
Express your expectations for each child. Future success is greater if everyone knows
what is expected and what is possible.
Help children reach their potential
Some Related Issues
Phone calls and notes home during the year establish a positive environment for the
conference
Never allow yourself to be "trapped" in a conference by a parent. Be in control and set
the limits.
Be sure that you and the parent establish a plan for follow though
If you encounter hostile parents, seek assistance immediately. Never put yourself in
jeopardy. Make up an excuse like," We will be meeting in the main office."
Never schedule conferences when you are alone or isolated at the school.
If parents do not show up for the conference, send them a letter (and keep a copy for
your records) requesting that they reschedule. Keep the tone positive.
Remember that you and the parents should have common goals
Understand that conferences may mean hardships on single parents, guardians, parents
that work, or those that do not feel comfortable in the school setting.
If a parent blames you for the problems of their child, inform the principal, and let the
parent know that they can request a teacher change (They almost never do).
Assess your skills as a facilitator of the conference and note what you might do
differently next time.
Be sure to follow up with a note, referral or other resources where necessary.
At the conclusion of your conferences, you should feel that the time and effort was well
spent.
*See Section IV for Forms
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Tax Exempt Certificate
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Money Collection Envelope
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Check Request/Voucher
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Student Transportation Pledge
Dear Administrator’s and Parents, The rules and regulations for riding a Baltimore County Public School Bus to and from school has been explained to me. I understand that riding a school bus is a privilege, and I must conduct myself appropriately. Furthermore, I understand that an administrator will handle any inappropriate behaviors, and I may lose the privilege of riding a school bus, and I could be suspended from school; therefore, I know that I must adhere to the following:
Arrive at my stop 5 minutes before the scheduled pick up time
Show respect to my bus driver, the attendant, and other bus riders
Use only respectful and appropriate language,
as well as speaking voice Follow the bus driver’s and the attendant’s
directions at all time Adhere to bus safety rules Never mar the interior of the bus Sit in my seat at all times Never eat or drink on the bus
Keep my hands and arms inside the bus
Never yell out the window Never throw any objects inside or outside the
bus Respect the property of others while waiting
for the bus
Remain away from the curb until the bus has stopped
Never cross the street until the bus has departed
Stay in a single file line while boarding the bus Never push or shove others to get on the bus Do not chase the bus or run alongside the bus
If any of the following infractions occur;
Use of inappropriate language directed toward an adult on the bus
Fight (either verbally or physically)
Participation in any activity that may cause a safety issue
Throw items from the bus
The consequence for that infraction may result in suspension from the bus, school, permanent suspension or removal
from the bus, or Baltimore County Board suspension. All other lesser infractions will be handled as follows: Conference with the students and administrator, or the administrator’s designee. Phone call to parent.
Conference with the administrator, parent, student, and bus driver. After School detention (no more than three per quarter). I have also been advised that many school buses are equipped with video cameras, and if an incident of any nature occurs, the tape will be reviewed by the school administration. I further understand that if I follow the aforementioned rules and regulations, I will continue to enjoy the privilege of uninterrupted bus transportation and always have a safe, as well as an enjoyable, trip to and from school.
Respectfully,
_____________________________________ _____________________ Student’s Signature Student’s bus number
__________________________________ _______________________
Student’s grade and homeroom Not Applicable/I am a walker.
From The Administration
Please understand that all of the buses are filled to capacity; therefore, special permission for riding a different bus cannot be granted. We regret this inconvenience.
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BALTIMORE COUNTY PUBLIC SCHOOLS BALTIMORE COUNTY DEPARTMENT OF HEALTH
Towson, Maryland 21204 Baltimore, Maryland 21212
Annual Consent for Administration of Discretionary Medications And Health Contact Information
Dear Parent or Guardian:
On the reverse side of this letter is a form that provides the school nurse with updated health information on your child, a list of persons to be contacted in the case of an illness or injury and a section to indicate your consent for the administration of certain nonprescription medications which are available, at no charge, for all students. This form must be filled out each school year.
The nonprescription medication program (called Discretionary Medications) is designed to alleviate minor discomforts and to prevent unnecessary early dismissals from school. These medications are approved by the Chief of School Health Services, Baltimore County Department of Health, and the Coordinator, Office of Health Services, Baltimore County Public Schools.
Your consent must be obtained before any medication is given to your child. Only the Registered Nurse/School Nurse may administer these medications in accordance with established protocols. The consent form lists the medications which may be available. Please complete the consent form, and return it to the school nurse.
Approved discretionary medications are intended for occasional use only. If your child requires any prescription or nonprescription medication on a regular basis, you must obtain a written order from your health care provider and supply the medications.
If you have any questions or would like further information, please contact your school nurse. Sincerely, Deborah Somerville, RN, MPH Lucia Donatelli, MD, FAAP Coordinator Chief Office of Health Services Bureau of Child, Adolescent and School Health Baltimore County Public Schools Baltimore County Department of Health BEBCO 0881-09
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BALTIMORE COUNTY PUBLIC SCHOOLS Office of Health Services
Consent for Administration of Approved Discretionary Medications and Health Contact Information
Student Name:_____________________________________________________Date of Birth:___________________ School:______________________________________________Grade /Teacher:______________________________ Allergies (include medication allergies):_______________________________________________________________ List all medications your child receives on a regular basis:_______________________________________________ __________________________________________________________________________________________________ Medical/Health Problems: Check all that apply:
Asthma ADHD Bleeding Disorder Diabetes Heart Problem Migraines Seizures Vision (wears glasses) Other (describe) ____________________________________
I would like the following medication(s) made available to my child: (please check) For Headache/Fever/Burns/Earache/Muscle Aches/Pain/Menstrual Cramps For Upset Stomach
Acetaminophen (like Tylenol) Ibuprofen (like Advil) Chewable Antacid Tablets (age 12 and older/age 9 for menstrual cramps) (like Tums)
For Mild Allergic Reactions For Coughs/Sore Throats For Diaper Rash
Diphenhydramine (like Benadryl) Cough Drops Zinc Oxide
I do not want any medication given to my child in school. Contact Information
Parent/Guardian 1 Name: _________________________ Parent/Guardian 2 Name: _____________________________
Parent/Guardian 1 Home Phone: ____________________Parent/Guardian 2 Home Phone:________________________
Parent/Guardian 1 Cell: ___________________________ Parent/Guardian 2 Cell: _______________________________
Parent/Guardian 1 Work: ___________________________Parent/Guardian 2 Work: _____________________________
Parent/Guardian 1 EMAIL: _________________________Parent/Guardian 2 EMAIL: ____________________________
Parent/Guardian Home Address: ______________________________________________________________________
Persons to whom student may be released other than parent: Name: ___________________________________________Phone Number(s):_________________________________ Name:___________________________________________ Phone Number(s):_________________________________ I understand that the above medications I have checked will be administered by the Registered Nurse/School Nurse in accordance with established protocols developed by the Chief Physician of School Health Services for the Baltimore County Department of Health and the Coordinator of Health Services for Baltimore County Public Schools. I understand that generic equivalent of medications may be used. My signature authorizes the release of my child to the persons listed on this page.
_________________________________________________ ____________________________________ Signature of Parent/Guardian/Eligible Student Date BEBCO 0881-09
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General John StrickerMiddle School
The Professional Substitute
Substitute teachers are vital members of our educational team at General John Stricker Middle School and
are responsible for continuing the daily education program during a classroom teacher’s absence. To ensure
success, a substitute teacher should be congenial, fair, firm, and courteous. The following guidelines will
help reinforce that each day in the classroom will be successful for each of our students.
Dress professionally. If you have questions concerning the appropriateness of specific attire, check
with a school administrator.
Adhere to school and classroom policies and procedures; avoid instituting unfamiliar procedures for
the students.
Refrain from addressing community concerns or discussing individual students or staff members.
Arrive early so that you have time to review lesson plans and procedures and to prepare for the day. (General John Stricker Middle School students are permitted to enter the building at 8:10AM and
homeroom begins at 8:25AM).
Become familiar with school procedures and ask questions about anything that is unclear.
Follow the lesson plan as written.
Collect materials and student work as directed in the lesson plan. Assign homework as directed in the lesson plan.
Have a positive attitude about the school, the students, and your teaching assignment for that day.
Treat each class as a new beginning; don’t refer to poor work or behavior of students from a previous
period or day.
Treat students with R-E-S-P-E-C-T; be fair and consistent.
Avoid all physical contact with students. Provide written feedback to the teacher about the activities for the day, including any changes you
made, using the forms provided in this packet.
Be responsible for the safety of the students; do not leave students unattended; immediately refer all
injuries, cuts, illnesses, use of medications, etc. to the nurse; monitor closely all student movement
throughout the building. Become familiar with fire drill and emergency evacuation procedures as outlined in the attachments.
Be responsible for the condition of the classroom.
General Procedures
SSIIGGNNIINNGG IINN
Upon entering General John Stricker Middle School to substitute, always report to the Main Office at the beginning
and end of substituting in our school building. This is important for two reasons:
The administration can identify that you are in the building.
The Baltimore County Public School System will protect you with Worker’s Compensation in the event that
you are injured while substituting, if you have signed in.
AATTTTEENNDDAANNCCEE PPRROOCCEEDDUURREESS
Each substitute should become familiar with the following procedures for effective management of the homeroom
period.
The teacher for whom you are substituting should leave directions of attendance expectations for the
students. Please make every effort to follow them.
Students are permitted in the building at 8:10 AM and are expected to be in homeroom by 8:25 AM.
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Daily attendance should be taken during homeroom by the substitute teacher and sent to the main office
immediately at the end of the homeroom period by a responsible student.
The substitute should hold student absence notes/”pink” late passes for the regular classroom teacher,
placing them back in the substitute folder.
Students with “early dismissal” notes should be sent immediately to the main office.
Follow the Daily Attendance Procedures listed below.
DDAAIILLYY AATTTTEENNDDAANNCCEE
Homeroom teachers will take daily attendance.
If a student is absent, please mark “AB” on the class list/seating chart beside their name. If a student is
late, please make certain that they have presented you with a “pink” late pass (place pink late pass in the
substitute folder) with the time that they arrived to school. Mark a “L” beside the student’s name on the
class list/seating chart with the time that they arrived to school. Have the “responsible” student as
identified by the classroom teacher take the attendance class list/seating chart to the main office
immediately at the end of homeroom.
Student and Classroom Management
Successful student management and familiarity with classroom procedures are pre-requisites to effective teaching;
therefore, these guidelines are suggested for your use.
CCLLAASSSSRROOOOMM MMAANNAAGGEEMMEENNTT
Become familiar with the lesson plans before the students enter the room.
When possible, distribute materials on desks before students enter the classroom.
Be present in the hallway outside the room when students enter.
Have students begin the drill before taking attendance; use the seating chart and/or class list to call names
for attendance recording purposes.
Display the drill and objective and activities as appropriate for student reference. (Chalkboard, overhead,
projector, ELMO, etc.)
Have students clear desks of all unnecessary materials.
Talk as little as possible when students are engaged in quiet, seatwork.
Give clear and concise directions.
Have individual students hold questions until the rest of the class has begun work.
Be positive.
BBEEHHAAVVIIOORR MMAANNAAGGEEMMEENNTT
Circulate throughout the classroom. Proximity within the classroom is very important.
Whenever possible, use non-verbal signals to get a student’s attention.
Whisper to or isolate students in order to speak to them.
Avoid criticism of students in front of the class.
Respond to negative behaviors with non-verbal cues, such as a stern look, or a shake of the head or hand.
Reward positive behaviors with General Stars (GJSMS implements PBIS strategies) and/or smiling at
students, giving individual/group compliments, reading a good report left for the teacher, and involving the
class in writing the feedback report.
DDUUTTYY RREESSPPOONNSSIIBBIILLIITTIIEESS
Each teacher is assigned one or more of the following duties in addition to his/her regular teaching assignment.
Substitute teachers are expected to assume these duties on the day(s) they are working in place of the teacher.
Check the plans and/or substitute folder for the duty roster(s).
CCAAFFEETTOORRIIUUMM DDUUTTYY
Please be prompt, alert and observant. Actively supervise and circulate throughout your assigned area
(check with the teacher-in-charge for your position).
The last two minutes will be used for getting students seated and checking table areas and dismissing
students by sections.
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HHAALLLL DDUUTTYY ((Responsibility of everyone at General John Stricker Middle)
During the change of classes, all teachers are expected to be in the hallways monitoring students as they proceed to
their next period class.
BBUUSS DDUUTTYY//SSUUPPEERRVVIISSIIOONN
Supervise the conduct of the students waiting in the bus loop.
Supervise the conduct of the students walking to and from the buses.
Report to A.M. bus duty by 8:00 a.m.
Remain on P.M. bus duty until 3:10p.m.
PM duty begins immediately at dismissal time (2:55p.m.)
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Focused on Quality . Committed to Excellence
General John Stricker Middle School
Substitute Emergency Lesson Plans
In order to provide for successful classroom management/instruction during an unexpected absence, we are asking that you prepare a minimum of
five (5) days of emergency lesson plans suitable for use by a substitute teacher. These should be given to your department chair/content leader to
store. It is NOT necessary to include a set of texts, workbooks, or handouts if they are available in your classroom. However, please include one
copy of each handout and the title(s) of the texts/workbooks that are essential for the specific lesson. The location of your Substitute Folder and any
student handouts/texts/workbooks within your classroom should be cited in your emergency lesson plans so that your substitute can easily access
these materials. Your plans should be written in sufficient detail to allow for the successful completion of the lesson(s) by someone not familiar
with your content.
Please complete this sheet and keep it in your Substitute Folder (placed in your classroom at all times in an easily visible, labeled location).
Teacher’s Name:______________________________________ Room #:___________________________________
Content Area:___________________________________________________________________________________
Department Chair/Content Leader:_______________________ Room #:_________________________________
Grade Level Team Leader:___________________________ Room #:________________________________
Assigned Duties (Please Check):
_____Homeroom Room Number________________________
_____AM Bus Duty Location_____________________________
_____PM Bus Duty Location______________________________
_____Breakfast Duty Location______________________________
_____Lunch Duty Location______________________________
_____Other Duty (Specify) Location______________________________
Additional materials can be located in my classroom (where):
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________
Useful Comments for Substitute:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________
Teacher’s Signature:______________________________________________________________________________
Department Chair/Content Leader’s Signature:_______________________________ _______________________
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Focused on Quality . Committed to Excellence
General John Stricker Middle School
Substitute/Class Coverage Feedback Form: Substitute’s/Coverage’s Name:______________________________ Date:__________________
Substituting/Covering For (Teacher’s Name):_________________ Room #:______ Mod(s):____
Directions: Please √ check area (s) in which you experienced a problem and leave specific
comments for the teacher as to the nature of the problem. Upon completion, please place this
sheet in the mailbox of either Mrs. Parker/AP or Mr. McWilliams/AP.
___Seating chart(s)/class list(s) were readable and up-to-date
___Lesson plan(s) was clearly stated
___Materials (student handouts/texts/workbooks) were easily located AND sufficient quantities
were available for each class
___Handouts/transparencies were clearly printed and legible
___Lesson plan(s) provided enough activities to span the entire class mod
___All classes were able to complete the assigned activities with minimal assistance needed from
the substitute/coverage person
___General classroom supplies were readily available and the Substitute Folder contained all
needed information
___Substitute folder was easily located
___Clear, concise Duty Responsibilities/Expectations were stated (Ex. hall duty, cafetorium duty,
and bus duty)
___Students were engaged throughout the lesson/class mod and exhibited positive behaviors
Any specific comments/concerns to be voiced:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________________________________________________________________
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Focused on Quality . Committed to Excellence
General John StrickerMiddle School
Substitute’s/Coverage’s Checklist Providing Feedback (One copy needed for each class covered)
Prepared by:_________________________________________
(Substitute/Coverage Person)
Date:____________________ Mod:__________________ For:_____________________
(Teacher/Section/Class)
ABSENTEES: LATE ARRIVALS:
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
COMMENDABLE STUDENTS UNCOOPERATIVE STUDENTS
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
CLASS PERFORMANCE
_____Excellent _____Satisfactory _____Unsatisfactory
COMMENTS/CONCERNS
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
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