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2019-2020 #ncsdproud
NEVADA CITY STAFF HANDBOOK
Vision… We envision a district in which all students learn and achieve to the best of their abilities and talents; become life-long, enthusiastic learners; and develop a positive self-concept and sense of responsibility. Mission… The Nevada City School District educates and inspires each student by providing an educational environment in which all students learn and achieve to their full potential. Our educational program is built upon clearly defined standards and uses diverse means of measuring student achievement. We support new, innovative, enriching, and educationally sound programs in response to the needs of our students.
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Absences/Attendance/Aesop ................... 4
Aesop – An automated system .................. 4
Accidents ................................................... 4
Adopted District Materials ........................ 4
Animals on Campus .................................. 5
Assemblies ................................................. 6
Assessment ................................................ 6
Back to School Night ................................ 7
Board Meeting Dates and Times .............. 7
Board Policies: ........................................... 7
Budget – District ....................................... 7
Bulletins ..................................................... 7
California Assessment of Student
Performance and Progress (CAASPP) ...... 7
California Department of Education
(CDE) ........................................................ 7
California School Dashboard .................... 7
California School Employees Association
(CSEA) Chapter #390 ................................ 7
California State Standards ......................... 8
CPR (Cardio Pulmonary Resuscitation) ... 8
Certificated Credentials ............................. 8
Child Care Program Extended Care ......... 8
Child Protective Services (CPS) ~ (530)
273-4291 ...................................................... 8
Civil Rights ................................................ 8
Classroom Care and Maintenance ............ 8
Closed Campus .......................................... 8
Committees................................................ 8
Communicators ......................................... 8
Constitution Day, September 15, 2019 ...... 9
Coordinator of Nondiscrimination ........... 9
County Tournaments ................................ 9
Cumulative Records Folders (CUM
Folders) ...................................................... 9
Curriculum and Lesson Plans ................... 9
Custodial Requests and Help ................... 9
Dress and Grooming ................................. 9
Diagnosis of Reading Deficiencies......... 10
Disaster, Fire Drills, Lockdowns ............ 10
Distribution of Materials ......................... 10
District of Choice .................................... 10
Drug, Alcohol, and Tobacco Free
Workplace ................................................ 10
Early Student Release Wednesdays for
Staff Collaboration: .................................. 10
Electronic Payroll – Direct Deposit ........ 10
Emergency School Closure ..................... 10
Employee Notifications .......................... 10
Employee Use of District Property –
equipment ................................................ 10
Employee Verification ............................. 11
End of Year Classroom Check-Out List . 11
English Language Proficiency
Assessments (ELPAC) in California ....... 11
Facilities .................................................. 11
Field Trips Procedures* .......................... 11
Fire Drills ................................................. 12
504 Accommodations – ........................... 12
Flag Salute/Patriotic Duty ...................... 12
Grading Periods ....................................... 12
Homework ............................................... 12
Individualized Education Program (IEP)
Meetings .................................................. 12
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Instructional Minutes .............................. 12
Keys .......................................................... 12
Local Control Funding Formula
(LCFF)/Local Control Accountability
Plan (LCAP) ............................................ 12
Minimum Days ........................................ 13
Name, Address and Other Changes ....... 13
Nevada City Faculty Association (NCFA)
.................................................................. 13
Nevada County Superintendent of Schools
(NCSOS) .................................................. 13
Nurse ....................................................... 13
Parent/Teacher Conferences .................. 13
Parental Communication and Reporting 13
Physical Fitness Testing ......................... 13
Public School Works ............................... 13
Psychologist ............................................. 13
Security and Video Surveillance .............. 14
Special Education .................................... 14
Staff Meetings .......................................... 14
Student Success Team (SST) .................. 14
Student Transfers-Interdistrict Attendance
Agreements (IAA) ................................... 14
Substitute Teachers ................................. 14
Technology Acceptable Use ................... 14
Timesheets .............................................. 14
Title IX Coordinator ................................ 14
Uniform Complaint Procedure ............... 15
Visitors and Volunteers ........................... 16
Website .................................................... 16
WorkPlace Wellness ................................ 16
Yard Duty ................................................ 17
The California Standards for the Teaching
Profession (CSTP) ................................... 18
2019-2020 School Calendar ...................... 19
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Absences/Attendance/Aesop
Aesop – An automated system
Aesop is for all of the NCSD staff: custodians; Para-professionals; and administrators.
In case of an absence, please use the automated service called Aesop. The Aesop service is available 24 hours a day, seven days a week. Aesop can be accessed via internet and phone.
You can interact with Aesop on the internet at www.frontlinek12.com/aesop. Here, you will be able to enter absences, check your absence schedule, update personal information, and exercise other features such as uploading loading lesson plans for substitutes to view online.
You may also call Aesop toll free 1-800-942-3767. Simply follow the voice menu to enter and manage absences and access other features. It is recommended that you call in to check the computer recording of your name and title. To do this, press option 5 and follow the prompts.
When entering an absence, please wait until you receive a confirmation number before you terminate the phone call or close your internet browser window. Your transaction is not complete until you receive a confirmation number.
Please continue to report any school absence on your employee Absence Request Form while we are in the first year of this new automated system. Please continue to turn this form into your site secretary.
If you have questions, concerns, or comments please contact Jen Pack by phone 265-1821 or email [email protected]
How will we get the most qualified substitutes in the classroom using Aesop? Research shows that between kindergarten and 12th grade, students will have spent the equivalent of 2/3 of a school year with someone other than their regular teacher. So it's important who is filling those absences. Aesop offers a sophisticated set of tools to ensure the best sub is placed each time. For one, you can set up specific skills and requirements to match a qualified substitute to the absence (for example, requiring a "math" skill for a math teacher absence). If you wish, you can also create district-, school- and teacher-level preference lists and exclusion lists to further refine that the absence is pushed out to when. For example, you can set more specific criteria further out and then open the job to a wider pool as the start time gets closer. You can even let teachers specify a list of favorites, too, and you can allow both teachers and substitutes to leave feedback.
Will we lose the personal touch if we switch to an automated system (Aesop)? While it's true that Aesop is not a live person, we've built a lot of options into the system to help you keep a personal touch in your interactions with your employees. For example, many districts are using Aesop's web alerts to send messages to teachers and substitute’s right within Aesop, and others are using Aesop's custom Letter Writer tool to send out helpful communication on a regular basis. We've observed that the districts that proactively send helpful tips to their substitutes often seem to have a more satisfied substitute pool. Does Aesop have an app? Aesop includes mobile-optimized websites for building-level users and employees, making it easier to access critical features on the go from any smartphone, tablet or other internet-enabled device. With the campus (building-level) mobile site, users can approve absences, assign a substitute, and view the daily absence report and more. Aesop mobile also includes all the same permission settings as the full Aesop site for a consistent experience. The teacher mobile site makes it quick and easy for teachers to create an absence. Current users can access their Aesop account at https://goo.gl/1P46fp
Accidents
Both employees and students have accidents. It is important that work and school related accidents are immediately reported to your administrator and school office. Staff: If you have an accident, please fill out the NCSD Accident Form as soon as possible and turn the form into your school site office. You may also call the hotline 24/7 to report your work related injury and receive immediate medical advice. 1-844-691-4111. If it is a life threatening emergency dial 911 immediately. Students: At the beginning of each year, student pamphlets are passed out to students offering accident and sickness insurance program student coverage through Myer Stevens and Toohey
Adopted District Materials
2018-2019
California Studies Weekly Social Studies (K-4)
McGraw Hill Impact California Social Studies (5-8) McGraw Hill
Curriculum Building a Bridge to Your Future (7/8) Academic Innovations
2016-2017:
Sex Education - Positive Prevention Plus 2015-2016:
Big Day TK
Houghton Mifflin Harcourt California Journeys Collection- ELA for Grades K-5
McGraw Hill – StudySync- ELA for Grades 6-8
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2014-15: GO Math! TK-5
Big Ideas Grades 6,7, & 8
NWEA MAP Assessments for grades 5 and 6 2009-2010:
McGraw- Hill Company-Imagine It! K-5 Reading/English Language Arts
2008-09
Math, Grades K-6 Saxon (Harcourt Achieve) K-6
California Math Triumphs (Glencoe McGraw Hill), Intervention Program, Grades 4-8
California Math Triumphs, Intervention Program Grades 1-3
Science, Grades K-5 FOSS
Math, Grades 7 & 8 McDougal Littell 2007-08
Science, Grades 6-8 (Seven Hills)
McDougal Littell Science (Life, Physical, Earth)
2006-07
History/Social Science, Grades K-5 Scott Foresman
Social Studies, Grade 6 Holt California Social Studies (World History, Ancient Civilizations)
History, Grade 7
Teachers Curriculum Institute (History Alive! CA Middle School Program)
2005-06
No new textbook adoptions 2004-05
Spelling Mastery Program, SRA, grades 1-6
Geometry (for Advanced Classes), Holt/Reinhart/Winston
2003-04
No new textbook adoptions 2002-03
Language Arts K-5 Open Court
Health, 5-6 The Great Body Shop 2001-02
Social Studies 6 and 8 Harcourt Brace
Social Studies 8 Holt
Science, 3-5 Harcourt Brace
Social Studies 3-5 Harcourt Brace 2000-01
Science 6-8 Holt Rinehart and Winston
Mathematics 7 Saxon
Literature 6-8 Harcourt Brace
Animals on Campus
Schools Insurance Group (SIG) requires a pre-approval
application for animals on campus:
“Personal pets at school sites except for animals in an
approved class or program and certified guide or
companion dogs pursuant to district policy”
BP 6163.2
Animals at School
Instruction
The Governing Board recognizes that animals can contribute to the district's instructional program by being effective teaching aids to students and by assisting individuals with disabilities to access district programs and activities. In addition, instruction related to the care and treatment of animals teaches students a sense of responsibility and promotes the humane treatment of living creatures. (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 6142.4 - Service Learning/Community Service Classes) (cf. 6159 - Individualized Education Program) (cf. 6164.4 - Identification and Evaluation of Individuals for Special Education) (cf. 6164.6 - Identification and Education Under Section 504) The Superintendent or designee shall develop rules and procedures to ensure that when animals are brought to school, the health, safety, and welfare of students, staff, and the animals are protected. However, the district assumes no liability for the safety of animals allowed on district property. AR 6163.2 Instruction Use of Animals for Instructional Purposes Before any student or employee brings an animal to school for an instructional purpose, he/she shall receive written permission from the principal or designee. The principal or designee shall give such permission only after he/she has provided written notification to all parents/guardians of students in the affected class, asking them to verify whether their child has any known allergies, asthma, or other health condition that may be aggravated by the animal's presence. When a parent/guardian has provided notification that his/her child has an allergy, asthma, or other health condition that may be aggravated by the animal, the principal shall take appropriate measures to protect the student from exposure to the animal. (cf. 3514 - Environmental Safety) (cf. 5141.21 - Administering Medication and Monitoring Health Conditions) (cf. 5141.23 - Asthma Management) All animals brought to school must be in good physical condition and must be appropriately immunized. The
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teacher shall ensure that the species of animal is appropriate for the instructional purpose and age and maturity of the students. All animals brought to school shall be adequately fed, effectively controlled, humanely treated, and properly housed in cages or containers suitable for the species. The teacher shall ensure that cages and containers are cleaned regularly and that waste materials are removed and disposed of in an appropriate manner. (cf. 5141 - Health Care and Emergencies) (cf. 5142 - Safety) The teacher shall ensure that students receive instructions regarding the proper handling of and personal hygiene around animals. (cf. 5141.22 - Infectious Diseases) Except for service animals, as defined below, all animals are prohibited on school transportation services. (Education Code 39839; 13 CCR 1216) (cf. 3541.2 - Transportation for Students with Disabilities) (cf. 5131.1 - Bus Conduct) Use of Service Animals by Individuals with Disabilities For an individual with a disability, service animal means any dog that is individually trained to do work or perform tasks related to the individual's disability and for his/her benefit. For example, for an individual who is blind or has low vision, a service animal would mean a dog that helps him/her with vision, navigation, and other tasks; for an individual who is deaf or hard of hearing, a service animal would mean a dog that alerts him/her to the presence of people or sounds; and for an individual with psychiatric or neurological disabilities, a service animal would mean a dog that assists him/her by preventing or interrupting impulsive or destructive behaviors. (28 CFR 35.104) Individuals with disabilities may be accompanied on school premises and on school transportation by service animals, including specially trained guide dogs, signal dogs, or service dogs. (Education Code 39839; Civil Code 54.2; 28 CFR 35.136) (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 3541.2 - Transportation for Students with Disabilities) (cf. 6159 - Individualized Education Program) (cf. 6164.6 - Identification and Education Under Section 504) The Superintendent or designee may permit the use of a miniature horse as a service animal when the horse has
been individually trained to do work or perform tasks for the benefit of an individual with a disability, provided that: (28 CFR 35.136) 1. The district's facility can accommodate the type, size, and weight of the horse. 2. The individual has sufficient control of the horse. 3. The horse is housebroken. 4. The horse's presence in the specific facility does not compromise legitimate safety requirements of the facility. The Superintendent or designee may ask any individual with a disability to remove his/her service animal from school premises or transportation if the animal is out of control and the individual does not take effective action to control it or the animal is not housebroken. When an individual's service animal is excluded, he/she shall be given an opportunity to participate in the service, program, or activity without having the service animal present. (Education Code 39839; Civil Code 54.2; 28 CFR 35.136)
Assemblies
Assemblies will be posted in the bulletin. Please plan on walking your students to the assembly, sitting with them or having close proximity and then walk with them back from the assembly.
Assessment
Entry-Level Assessment: These are used to determine the proficiency of individual students or groups of students according to a specific standard or prerequisite skill of knowledge. This determination informs the teacher what needs to be included in upcoming lessons or in pre-teaching or re-teaching lessons.
Monitoring of Progress: These assessments focus on the general skills and knowledge according to grade level expectations. Through tests developed by publishers, teachers, or district and arranged as periodic assessments for all students, the domains of the CCSS are assessed at the end of each major set of lessons (every six to eight weeks) to ensure all students are progressing as expected and to provide feedback on the effectiveness of instruction.
Summative Assessment: These assessments include trimester, midyear, and end-of-the year tests developed by the publisher, MDPT Math, and the school district. They are used to determine whether the student has mastered the content and to document long-term growth.
California Assessment of Student Performance and Progress (CASSPP)Summative and Interim Assessments
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Back to School Night
At no other time during the year will we have the majority of our most important, building-level audience on site, ready to engage. Back to School Night is a time for our staff and schools to “shine.” The date and times of Back to School Night are determined by the principal and school site staff and are posted on your schools website calendar. Participation in Back to School Night and Open House are required of all NCFA members by contract.
Board Meeting Dates and Times
The Nevada City Governing Board has scheduled meetings once a month, typically on the second Tuesdays of each month at the district office located at 800 Hoover Lane (District Office). Meetings are scheduled to start at 5:00 p.m. unless otherwise posted. All meetings and related materials are available at Agenda Online. agendaonline.net/public/nevadacity Special Board Meetings: Special meetings will be called as determined by governing board business.
Board Members Term Ends Sandy Hakala, President 2022 Ty Conway 2020 Jim Sperlazza 2020 Jennifer Singer 2022 Seth Leishman 2022
Board Policies: The Nevada City School District has all
board policies and administrative regulations searchable and online, at Gamut Online.
Budget – District
The first thing to understand is that district budgets in California use standardized object codes to classify their General Fund revenues and expenditures. The following represent the main categories into which these are placed. 1000 Certificated staff 2000 Classified staff 3000 Health and Welfare 4000 Materials and supplies 5000 Services and Other Operating Expenses 6000 Capital Outlay 7000 Direct Support/Indirect Costs; Other Outgo 8000 Revenue: Federal, State, and Local A school district budget is more than numbers. It is a record of a district's past decisions and a spending plan for its future. It shows a district's priorities whether they have been clearly articulated or simply occurred by default. And it is a communications document that can tell constituents a lot about the district's priorities and goals. All budget documents are posted on the district website.
Bulletins
Bulletins are for students and staff. Teachers are to read the daily/weekly bulletin and share information from the
bulletin to students. If you would like have anything in the bulletin, please let the office know.
California Assessment of Student Performance
and Progress (CAASPP)
On January 1, 2014, California Education Code Section 60640 established the CAASPP System of assessments. The CAASPP –CDE Web page provides a more detailed overview of the system. Delivery of Smarter Balanced includes
Computer adaptive
California Science Test (CAST)
CAASPP Portal- Latest news, resources and links to all testing modules
English-language arts and mathematics, in grades 3-8 o Available testing window begins when 66
percent of instructional year has been completed and continues through the last day of instruction:
LEAs may select their own testing window each year: Schedule in Test Operations Management System (TOMS) Minimum window of 25 instructional days Must fall within the available testing window. California Science Test: March 20 through the last day of instruction or the end of the selected testing window.
For access to the district CAASPP website link please click here . Please contact Annette McTighe, District CAASPP Coordinator or your site principal if you have further questions.
California Department of Education (CDE)
The CDE website is a valuable resource, providing information about various programs and education links.
California School Dashboard
California School Dashboard is California’s new
accountability and continuous improvement system which
provides information about how local educational agencies
and schools are meeting the needs of California’s diverse
student population. It is an online tool designed to help
communities across the state access important information
about K–12 schools and districts. The Dashboard features
easy-to-read reports on multiple measures of school
success. The Dashboard is just one step in a series of
changes that have raised the bar for student learning,
transformed testing, and increased the focus on equity.
California School Employees Association (CSEA)
Chapter #390
California School Employees Association represents our classified employees in the Nevada City School District.
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For more information please contact Karen Gray, CSEA President. To access the CSEA Contract please click here
California State Standards
The California State Standards define the knowledge, concepts, and skills students should acquire at each grade level. The State Standards were developed through a state-led initiative to establish consistent, clear education standards for English-language arts and mathematics across the nation. The standards are research-based and internationally benchmarked—i.e., they are informed by the practices of academically high-achieving nations around the world. The State Standards are designed to prepare students for success in college and careers not only in the nation, but in the competitive global economy.
CPR (Cardio Pulmonary Resuscitation)
Employees who coach sports team or supervise recess, noon duty, and/or before or during school recess and supervise field trips or have the requirement in their job description, shall have a current CPR/First Aide Certificate on file. Coaches must have their CPR/First Aid Certificate on file prior to beginning coaching.
Certificated Credentials
It is the responsibility of the certificated teacher and administrators to update all appropriate and needed credentials and/or certificates on time as required. Certificated employees are required to supply the district office with a hardcopy of updated and/or new information within a timely manner. The certificated employee shall provide NCSOS as copy as well. Each year between January 1 and February 28, NCFA members will be provided from the district office what credentials the district has on file for each certificated employee. Each member is responsible to check the information for its accuracy.
Child Care Program Extended Care
The Extended Child Care Program is designed to offer a quality, affordable after school experience to students enrolled in the district. Child care is offered at both Deer Creek School in Room 9 and Seven Hills School in Room B-6. The program offers a balance of planned activities and free time every day, to give children the security of a structured environment while still allowing them to relax and unwind after school. There is sheltered time for homework every afternoon and provided support for students who need extra assistance. The staff facilitates each activity for children to play, learn and grow every day. Please contact the director, Karen Gray at 478-8209. The district will cover the cost of childcare to all district staff to the extent of your contracted work day. Contact the Business Office for details.
Child Protective Services (CPS) ~ (530) 273-4291
The purpose of the Nevada County CPS is to provide a consistent response on referral regarding child abuse issues, concerns, and/or investigations. All staff members are mandated reporters. All school employees who suspect a student is a victim of child abuse must do the following:
Initiate and complete the Department of Justice (DOJ) Form/SS8572, “Suspected Child Abuse:
Submit the DOJ form to CPS with a copy given to the principal. Do not send this form to any other agency unless directed
Civil Rights
All school districts receiving any federal financial assistance must comply with the 1964 Civil Rights Act which reads as follows: An act to enforce the constitutional right to vote, to confer jurisdiction upon the district courts of the United States of America to provide injunctive relief against discrimination in public accommodations, to authorize the Attorney General to institute suits to protect constitutional rights in public facilities and public education, to extend the Commission on Civil Rights, to prevent discrimination in federally assisted programs, to establish a Commission on Equal Employment Opportunity, and for other purposes.
Classroom Care and Maintenance
Care and maintenance of classrooms are a joint responsibility of teachers, custodians, and students.
Closed Campus
Students are not allowed to leave campus during the day without being under the supervisor of an authorized adult and having been checked out of the office.
Committees
Everyone is encouraged and appreciated for voluntarily serving on a committee.
Communicators Thursday of each week, Deer Creek and Seven Hills will send home information. Additional information be disseminated through messenger (all call), emails, etc.
Communication It is very important to check your school-mailbox and email daily.
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Constitution Day, September 15, 2019
Each teacher is mandated by California law to provide a lesson/activity to supplement the history/social studies curriculum on Constitution Day.
Coordinator of Nondiscrimination
The Coordinator of Nondiscrimination handles complaints regarding discrimination, harassment, intimidation, or bullying and to answer inquiries regarding the district’s nondiscrimination policies: (Education Code 234.1; 5 CCR 4621). Contact person: Superintendent Monica Daugherty mailto:[email protected]
County Tournaments Tournament Contact: NCSoS 530-478-6400 or email mailto:[email protected]
Tournament/Grade
Date & Time Location
Geography/7 October 10, 2019 9-1 p.m. Chicago Park
Spelling/5&6 November 13, 2019
9-2 p.m. Miners Foundry
Spelling/7&8 November 14, 2019
9-2 p.m. Miners Foundry
Writing/7&8 January 14, 2020 9-2 p.m. Miners Foundry
Speech Prelims-4-8 March 5, 2020 9-12:30 p.m. (grades 6-8) 1-4:30 p.m. (grades 4-5)
Calvary Bible Church
Speech Finals-4-8 March 10, 2020 6:30- 8:30 p.m.
Nevada Theatre
STEAM Expo Grades K-12
Saturday TBD 9-3 p.m. Nevada County Fairgrounds
Tech Test Jr Part of STEAM
Monday TBD Telestream AJA Video
Cumulative Records Folders (CUM Folders)
Please use checkout process when removing a cum folder from the file cabinet
Please remember that Cum Folders should not be left in classrooms overnight and must never leave campus.
Be mindful parents have access to cum folders at anytime.
Grades should be recorded in cum folder. DO NOT WRITE IN CUM FOLDER, “SEE REPORT CARD.” You will need to write specific comments/grades on cum folder.
Let the office know if you would like an Attendance Profile run on any student
Note the number of actual tardies
Note the number of absences
Place Student Success Team summary reports in cumulative folder
Alphabetize CUMs – do not separate boys and girls
Complete report cards: file one in the cum and one copy goes home with the students on the last day of school
Complete the appropriate information on the bottom of last page of the cumulative file regarding teacher’s estimation of student progress, including quality of work, promoted, etc. DO NOT WRITE IN CUM “SEE REPORT CARD”
Return to office file cabinet in alphabet order
Curriculum and Lesson Plans
District adopted curriculum materials must be followed as guidelines for instruction. Lesson plans should be prepared in advanced. Lesson plan books should be on the teacher’s desk accessible via district assigned computer and available for preview by site administrator.
Custodial Requests and Help
Any requests that you may have for repairs and/or special needs for you classroom /work space should be requested according to the site procedures. Please check with your site for procedures.
Dress and Grooming
The Governing Board believes that appropriate dress and
grooming by district employees contribute to a productive
learning environment and model positive behavior. During
school hours and at school activities, employees shall
maintain professional standards of dress and grooming
that demonstrate their high regard for education, present
an image consistent with their job responsibilities and
assignment, and do not endanger the health or safety of
employees or students. All employees shall be held to the
same standards unless their assignment provides for
modified dress as approved by their supervisor.
The district shall allow employees to appear and dress in a
manner consistent with their gender identity or gender
expression. (Government Code 12949) In addition, the
district shall not dismiss an employee, discriminate against
an employee in compensation or in terms, conditions, or
privileges of employment, or refuse to hire a job applicant
on the basis of religious dress or grooming practices.
(Government Code 12926, 12940)
This policy shall be presented to employees upon
employment, through the employee handbook or other
appropriate means, and may be periodically reviewed with
all employees as necessary.
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Diagnosis of Reading Deficiencies
Diagnosis and appropriate instruction are essential to a comprehensive reading program. In transitional kindergarten, kindergarten, first and second grades, the focus of assessment should be on individual diagnosis, including teacher observations and judgment as well as more formal assessment measures. Assessment should be frequent to prevent students from falling behind. Instruction should be planned on the basis of class and individual evaluation. Each subsequent grade requires the use of different instruments that match instructional needs of all students.
Disaster, Fire Drills, Lockdowns
Each school site shall participate in regularly scheduled disaster and fire drills on their site. Each staff member shall have a copy of the school site disaster plan and fire drill evacuation procedures in their classroom. Emergency Plans will be posted by the door.
Distribution of Materials
Prior to the distribution, posting or publishing of any non-school group’s promotional materials or advertisement the Superintendent’s Office will review and make a determination whether to approve the materials. A list of community flyers available will be posted weekly on the District’s website. School site committee items are exempt from this procedure as well as NCFA and CSEA materials (BP 7103).
District of Choice
NCSD is a District of Choice. District of Choice is a California school district that by resolution of the Governing Board becomes one that will accept students from other districts through a special process. Students may transfer to NCSD schools if they apply in the fall before the December 31st deadline, and are selected as part of a random process for enrollment in the fall of the next school year. The NCSD Governing Board annually sets the cap (capacities for schools and the District). Sending districts may not prohibit students from transferring except under certain conditions. For more information on DOC please visit the District Website or contact Annette McTighe at the District Office for more information. 530-265-1827.
Drug, Alcohol, and Tobacco Free Workplace
All California school sites are considered “drug free” workplace. There shall be no advertisement of drugs, alcohol, and/or tobacco on campus. Each school site shall have displayed a notice of “drug free” zone – this is a metal sign usually attached to a fence on campus. NCSD strives to maintain a workplace that is free from the illegal use, possession, or distribution of controlled
substances. Employees found to be in violation of this policy may be subject to corrective action, up to and including dismissal, under applicable district policies, or may be required at the discretion of the district to participate satisfactorily in a Substance Abuse Program.
Early Student Release Wednesdays for Staff
Collaboration:
August 21,28; September 4,11,18,25; October 2,9,16,30; November 6,13,20; December 4,11,18; January 8,15
Electronic Payroll – Direct Deposit
Electronic transfer of your net payroll amount is available to most banks and/or credit unions for employees who are paid at the end-of-the month payroll only. There is no charge for employees to participate. By participating in the direct deposit program, your net pay will be available at your banking institute on payday – the last business day of each month. The direct deposit forms are available through Debbie Ledford at the district office, ext. 1825. Don’t forget to log in and use the Employee Payroll Portal. The portal allows you to see what your net pay would be if you make changes to your tax withholdings, your contributions to your Health Saving Account or 403 (b) plan. Check it out https://nevadaportal.xcoe.online
Emergency School Closure
If snow or other conditions should make bus travel unsafe, schools may be closed. If such an emergency should occur, the emergency will be announced on the district website and on radio stations KNCO 830 AM and 94.1 FM and KCRA, Channel 3. The NCSD will send out an all call as well as post a recorded message on 265-1820, Extension 6.
Employee Notifications
Please view notices that the law requires be provided to all employees. The link below will take you to our board policies that address the required employee notifications. The link is: http://www.gamutonline.net/district/nevadacity/ E 4112.9 (e) E 4212.9 E 4312.9
Employee Use of District Property – equipment
Employees shall use district equipment only for school related tasks. The Superintendent or designee shall ensure that all employees understand that personal use of district equipment is prohibited and that a violation may be cause for disciplinary action (AR 3512). Equipment includes: all electronic equipment, tables, chairs, curriculum and classroom materials, email, tools, vehicles, and consumables, etc.
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Employee Verification
From time to time, you may wish to have your employment verified. The Business Office will do so, but only with your written permission authorizing the Business Office to do release information regarding your employment. Verbal verification will be limited to salary, position, and date of hire. If you are applying for a loan, please advise your creditor that we cannot verity employment over the phone. You will need to sign a release before they mail the verification request to the Business Office.
End of Year Classroom Check-Out List
The following “Classroom Check-Out List” is used district-wide. Your cooperation will not only help our custodian crews this summer, but also our maintenance staff, the ordering of curriculum materials, all teachers who are relocating to another classroom or changing their grade level as well as facilitate at timely and smooth opening of school in the fall. Student Clearance Sign last attendance sheet and turn into the office Turn in Independent Study Contracts to the office Room Clearance
Collect and dispose all consumable materials i.e. workbooks
Students should take home all personal items
“Lost and Found” items/articles turned into office
Student desks should be emptied and cleaned out – wipe out with damp cloth. Tops of desk
Room Key _____ I want to keep my room key over the summer _____ Room key turned into the office Miscellaneous
If you are receiving a summer paycheck it will be mailed to you on payday. If you would rather pick it up from the district office please contact the payroll department before the last day of school. Please note that we are closed the first week of July, during October Break, the week between Christmas and New Year, and Spring Break. If payroll falls within/during one of these weeks checks will be mailed or held until the district office reopens.
Report classroom needs/repairs to your site principal. Your site principal will create a work order to submit to Dale Jones, Maintenance Supervisor.
Complete Instructional Material’s Inventory.
English Language Proficiency Assessments
(ELPAC) in California
The ELPAC is the successor to the California English
Language Development Test (CELDT) as the current
required state test for English language proficiency
that must be given to students whose primary language
is other than English. State and federal law require that
local educational agencies administer a state test of
English Language Proficiency (ELP) to eligible
students in kindergarten through grade twelve. The
California Department of Education (CDE)
transitioned from the CELDT to the ELPAC as the
state ELP assessment in 2018. The ELPAC is aligned
with the 2012 California English Language
Development Standards and is comprised of two
separate ELP assessments. The ELPAC Initial* is only
given once in a student's career, for the initial
identification of students as English learners (ELs).
The ELPAC Summative** will be given yearly to all
English Learners to measure a student's progress in
learning English and to identify the student's level of
ELP. Currently Certificated teacher Maura Halama is
our test administrator and Brynn Bourke is ELPAC
District Coordinator.
Facilities
All use of school facilities (which includes classrooms), must be made in advance to the District Office and must be approved by the Superintendent or designee. The request be made on the approved “Use of Facilities” form and submitted with Insurance Certificate and possible application fee. Teachers should refer questions regarding use of their classroom to the school site office or the District Office at 265-1827. Please refer to the application for use of facilities online. Staff members are not allowed to loan their school keys at any time or give permission for use of their room.
Field Trips Procedures*
BP 6153 All field trips are to be discussed with the principal and at grade-level meetings before making firm commitments. Complete all pertinent information on the permission slips before having students get parental signature. Complete an activity roster for each field trip. For walking field trips, where advance notice has been secured, be sure to send a note home advising parents of each activity as they are scheduled. Completed permission slips and activity rosters must be submitted to the office the day before the field trip. A copy of the completed permission slips for each student must accompany the teacher on each trip. If lunches are required for a field trip, please call Central Kitchen at least one week in advance of the trip. Bus transportation must be submitted to the office immediately after the trip is scheduled. You should call Durham Transportation to confirm availability at 273-2782. *The fourth and sixth grade curriculum related field trips will be expensed through parent donations, fundraising and district support as needed. Submit completed field trip checklist to the office
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* All volunteers for overnight field trips must have a current TB test and fingerprint clearance to participate.
Fire Drills
Fire drills are held throughout the year. When you hear the fire alarm, students are to file out in a single line out of the classroom and proceed to their designated area following the assigned path. Teachers are to carry a roster of their students, turn out the lights and close the door and leave unlocked, on your way out of the classroom. When you arrive at your assembly area, take roll and remain there until you hear the all clear bell or until you receive further directions.
504 Accommodations – 504’s are not a
function of Special Education Students with physical and/or mental disabilities that interfere with the major life activity of learning are provided protections under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). The development of accommodation plans for these students are intended to help these students successfully access the regular curriculum. Students who are provided protections under Section 504 of the Rehabilitation Act and ADA will be placed in the respective grades pursuant to the general requirements of this policy unless the accommodation plan creates an exception to those requirements in response to the effects of the presenting disability. If the student is to be retained, the accommodation plan must specify services and interventions recommended to aid in making the retention effective.
Flag Salute/Patriotic Duty
Education Code requires that the flag salute or some other form of patriotic activity is performed daily. Every classroom must have an American flag on display.
Grading Periods
TK through eighth grade levels are issued report cards at each trimester. Teachers will administer benchmark assessments to students every six to eight weeks for progress monitoring. Curriculum embedded assessments are to be administered as dictated by curriculum adopted materials. See the current school calendar for Trimester dates.
Homework
Board Policy 6154
1) Always ask, "What learning will result from this homework assignment?" The goal of your instruction should be to design homework that results in meaningful learning.
2) Assign homework to help students deepen their understanding of content, practice skills in order to
become faster or more proficient, or learn new content on a surface level.
3) Check that students are able to perform required skills and tasks independently before asking them to complete homework assignments.
4) Consider parents and guardians as your allies when it comes to homework. Understand their constraints, and, when home circumstances present challenges, consider alternative approaches to support students as they complete homework assignments (e.g., before- or after-school programs, additional parent outreach).
Individualized Education Program (IEP)
Meetings
The Individuals with Disabilities Education Act (IDEA) mandates that teachers are required to attend the entire IEP meeting for the students who are on their class roster. NCFA unit members who work beyond the workday in attending IEP after 4:00 p.m. shall be paid additional compensation at the Administrative Extra Duty rate of pay for each hour or any part thereof, or prorated based on the unit embers arrive time to the IEP.
Instructional Minutes
36,000 minimum instructional minutes TK and Kindergarten 50,400* minimum instructional minutes for grades 1 – 3 54,000* minimum instructional minutes for grade 4 54,000 minimum instructional minutes for grade 5 - 8 Physical Education Minutes Grades 1-6 - 200 minutes each 10 school days Grades 7-8 - 400 minutes each 10 school days
Keys
The site principal is in charge of issuing keys for your assigned school site. It is essential that you keep careful track of your keys. Should you lose your keys, please let
your principal know IMMEDIATELY. Keys shall be used only by authorized employees and shall never be loaned to students, parents, or others. The master key shall not be loaned and the duplication of keys is prohibited.
Local Control Funding Formula (LCFF)/Local
Control Accountability Plan (LCAP)
The LCFF is comprised of three components: base, supplemental, and concentrated grants in place of most existing K-12 funding streams. The full implementation of the LCFF will be eight years. The LCAP is an important component of the LCFF. Under the LCFF all LEAs are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d). Staff are encouraged to participate on the LCAP
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committee that meets in late winter. Please let your site principal know if you are interested in representing your school.
Minimum Days
October 31, 2019 - Parent Teacher Conference
November 27, 2019 - Thanksgiving Break
December 20, 2019 - Friday before Winter Break
June 5, 2020- Last day of school. Eighth grade promotion
Name, Address and Other Changes
If you have any changes to your contact information please email Jen Pack or call 530-265-1821. If you are on campus you may dial 1821 to reach Jen.
Nevada City Faculty Association (NCFA)
NCFA CTA/NEA is the organization that represents all certificated, non-administration, employees employed by NCSD. NCFA is unified with the CTA and NEA. NCFA is a fair share organization. Please contact Sherry Chargin President of NCFA for information about NCFA. Click here access the NCFA/NCSD Contract.
Nevada County Superintendent of Schools
(NCSOS)
The NCSoS Superintendent of Schools is Scott Lay. His contact information is: Phone #: 478-6400, Extension 206 Email: [email protected] The Assistant Superintendent of NCSOS is Tina Corker. Her contact information is: Phone #: 478-6400, Extension 205 Email: [email protected]
Nurse
Tracy Larson is our District nurse. Tracy is responsible for conducting health screenings, following up on teacher referrals, and checking on immunizations. Tracy is at Deer Creek School on Fridays and at Seven Hill School on Thursdays. The District Website Health link has valuable health information and contact information.
Parent/Teacher Conferences
October 31, 2019: Minimum day November 1, 2019: Full day/No Students March 20, 2020: Full day/No Students
Parental Communication and Reporting
Staff is expected to be responsive to parental requests for parent and teacher conferences and providing information in a timely manner. Good communication is critical for a successful education program. Please return phone calls and emails within 24 hours. If you need help setting up
your classroom and/or grade level webpage, please email Michelle Albanese or call her at extension 1857 or 277-8010.
Physical Fitness Testing
Purpose and Content
The State Board of Education designated the FITNESSGRAM® as the Physical Fitness Test (PFT) for students in California public schools. The FITNESSGRAM® is a comprehensive, health-related physical fitness battery developed by The Cooper Institute. The primary goal of the FITNESSGRAM® is to assist students in establishing lifetime habits of regular physical activity. Public school students in grades five, seven, and nine are required to take the PFT, whether or not they are enrolled in a physical education class or participate in a block schedule. These students include those enrolled in local educational agencies (LEAs) such as elementary, high, and unified school districts, county offices of education, and charter schools. LEAs must also test all students in alternate programs, including, but not limited to, continuation schools, independent study, community day schools, county community schools, and nonpublic schools. Students who are physically unable to take the entire test battery are to be given as much of the test as his or her condition will permit. (Education Code (EC) Section 60800 and the California Code of Regulations, Title 5, Section 1041).Downloadable resources are available for site coordinators and designated staff administering the PFT test to students.
Public School Works Required training for the 2019-2020 school year for all NCSD employees to be completed by August 31, 2019. .Click here to access the sign in portal.
Blood borne Pathogens for School Employees
Child Abuse Reporting
Sexual Harassment
Bullying Training Module
Acceptable Use Technology
NCSD Staff Handbook
Nevada City Key Board Policies
Student Privacy Rights (FERPA)
Suicide Prevention – (Certificated teachers of grades 4-8)
Additional training may be assigned by supervisor as needed.
Psychologist
School psychologists provide student assessment; identify developmental, learning and behavioral needs of students. They consult with teachers, staff and parents to improve the mental and emotional development and work with
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teachers, staff and parents to provide behavioral interventions and support. District psychologists work year is 191 days.
Security and Video Surveillance
Video Monitoring: The District has installed video cameras
to monitor buildings, interior areas, exterior areas,
including, but not limited to: parking lots, perimeters,
recreation areas, play fields, hallways, and entrances and
exit doors and on school buses operated by the contracted
carrier. These cameras are intended to enhance the safety
of students, staff, and visitors by deterring disruptive,
inappropriate, or illegal conduct. Individuals, particularly
students, should therefore be aware that they may be
recorded while on school property. Video recordings shall
be reviewed only by authorized persons and retained only
when necessary for safety, disciplinary or otherwise legal
purposes
Special Education
Students who are eligible for special education and related services are provided protections under the Individuals with Disabilities Education Act (IDEA). These students have an Individualized Education Plan. Special Education programs are designed to provide special education students an overall foundation for school success. Please contact Brynn Bourke, Student Services Coordinator at 478-8109 or Special Education Secretary Darcy VanSon at 265-1829
Staff Meetings
Staff meeting dates, days, and times are determined by each school site. All NCFA members are to attend staff meetings.
Student Success Team (SST)
Each site conducts Student Success Team meetings as part of the process for ensuring the success of our students. First step for teachers is contacting the Coordinator of Student Services to discuss interventions to implement for the student. If the interventions are not effective after a specific time period, an SST referral should be completed. Upon submission an SST meeting will be scheduled.
Student Transfers-Interdistrict Attendance
Agreements (IAA)
Families often do not notify the office when they move but sometimes mention it to their teacher. Please let the office know as there is a “drop” checklist for families to complete before leaving NCSD.
Substitute Teachers
When you are not able to be at school please have the following ready for a substitute teacher:
Classroom rules and expectations
Lesson plans
Materials and activities
Names of the teacher/s next door
Seating chart
Student helper list
Students individual schedules i.e. speech, special education
Who to telephone for help
Yard and bus duty schedule
Technology Acceptable Use
The NCSD internet will be used in a responsible, efficient, ethical and legal manner and must be in support of the educational objectives and the student behavior guidelines of the NCSD. A signed Technology Acceptable Use form must be signed by both employees and students/parents. Transmission of any materials in violation of any federal or state regulation is prohibited. Unacceptable uses include, but are not limited to the following:
Violating copy right laws
Forwarding of personal communications without author’s prior consent
Using threatening or obscene material
Distributing materials protected by trade secret
Utilizing NCSDnet for commercial purposes
Providing political or campaign information How to get district email when away from school
Use Internet Explorer, Firefox, or Safari. If you have a PC then Internet Explorer works the best. Please go to the district website www.ncsd.school and scroll to staff resources/staff email login. This will prompt you to enter your Google id and password.
Timesheets
A timesheet shall be used for all time beyond any normal work schedule. Timesheets must be handed in by the first day of each month in order to be paid on the tenth of each month.
Title IX Coordinator
The Title IX Coordinator is responsible for monitoring the overall implementation of Title IX for the school district and coordinating the institution's compliance with Title IX in all areas covered by the implementing regulations. The major responsibility is the prevention of sexual harassment and discrimination. The district Title IX Coordinator is Interim Superintendent Monica Daugherty. Site Title IX Coordinators: Seven Hills Sam Schug, ex. 8110 Deer Creek Karen Mix, ex. 8203
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Uniform Complaint Procedure
The District shall follow uniform complaint procedures when addressing complaints alleging unlawful discrimination based on ethnic group identification, religion, age, sex, sexual orientation, gender, color, race, ancestry, national origin, physical or mental disability in any program or activity that receives or benefits from state financial assistance. The District shall also follow uniform complaint procedures when addressing complaints alleging failure to comply with state or federal law, categorical aid programs, migrant education, vocational education, childcare and development programs, child nutrition programs and special education programs. Complaints related to sufficiency of textbooks or instructional materials, emergency or urgent facilities conditions that pose a threat to the health or safety of students or staff, and teacher vacancies and misassignment shall be investigated pursuant to the district's Williams Uniform Complaint Procedure (AR 1312.4). Complaints will be kept confidential. The District prohibits retaliation against any participant in the complaint process. Each complaint shall be investigated promptly and in a way that respects the privacy of all parties concerned. For procedures please visit the District Website Complaint Procedures. The following procedures shall be used to address all complaints which allege that the district has violated federal or state laws or regulations governing educational programs. Compliance officers shall maintain a record of each complaint and subsequent related actions, including all information required for compliance with 5 CCR 4631 and 4633. All parties involved in allegations shall be notified when a complaint is filed, when a complaint meeting or hearing is scheduled, and when a decision or ruling is made. Step 1: Filing of Complaint Any individual, public agency or organization may file a written complaint of alleged noncompliance by the district. (5 CCR 4630) A complaint alleging unlawful discrimination shall be initiated no later than six months from the date when the alleged discrimination occurred, or six months from the date when the complainant first obtained knowledge of the facts of the alleged discrimination. A complaint may be filed by a person who alleges that he/she personally suffered unlawful discrimination or by a person who believes that an individual or any specific class of individuals has been subjected to unlawful discrimination. (5 CCR 4630) The complaint shall be presented to the compliance officer who shall maintain a log of complaints received, providing each with a code number and a date stamp. If a complainant is unable to put a complaint in writing due to conditions such as a disability or illiteracy, district staff shall assist him/her in the filing of the complaint. (5 CCR 4600) Step 2: Mediation
Within three days of receiving the complaint, the compliance officer may informally discuss with the complainant the possibility of using mediation. If the complainant agrees to mediation, the compliance officer shall make all arrangements for this process. Before initiating the mediation of a discrimination complaint, the compliance officer shall ensure that all parties agree to make the mediator a party to related confidential information. If the mediation process does not resolve the problem within the parameters of law, the compliance officer shall precede with his/her investigation of the complaint. The use of mediation shall not extend the district's timelines for investigating and resolving the complaint unless the complainant agrees in writing to such an extension of time. (5 CCR 4631) Step 3: Investigation of Complaint The compliance officer is encouraged to hold an investigative meeting within five days of receiving the complaint or an unsuccessful attempt to mediate the complaint. This meeting shall provide an opportunity for the complainant and/or his/her representative to repeat the complaint orally. The complainant and/or his/her representative shall have an opportunity to present the complaint and evidence or information leading to evidence to support the allegations in the complaint. (5 CCR 4631) A complainant's refusal to provide the district's investigator with documents or other evidence related to the allegations in the complaint, or his/her failure or refusal to cooperate in the investigation or his/her engagement in any other obstruction of the investigation, may result in the dismissal of the complaint because of a lack of evidence to support the allegation. (5 CCR 4631) The district's refusal to provide the investigator with access to records and/or other information related to the allegation in the complaint, or its failure or refusal to cooperate in the investigation or its engagement in any other obstruction of the investigation, may result in a finding, based on evidence collected, that a violation has occurred and may result in the imposition of a remedy in favor of the complainant. (5 CCR 4631) Step 4: Response Within 30 days of receiving the complaint, the compliance officer shall prepare and send to the complainant a written report of the district's investigation and decision, as described in Step #5 below. If the complainant is dissatisfied with the compliance officer's decision, he/she may, within five days, file his/her complaint in writing with the Board. The Board may consider the matter at its next regular Board meeting or at a special Board meeting convened in order to meet the 60-day time limit within which the complaint must be answered. The Board may decide not to hear the complaint, in which case the compliance officer's decision shall be final. If the Board hears the complaint, the compliance officer shall send the Board's decision to the complainant within 60 days of the
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district's initial receipt the complaint or within the time period that has been specified in a written agreement with the complainant. (5 CCR 4631) Step 5: Final Written Decision The district's decision shall be in writing and sent to the complainant. (5 CCR 4631) The district's decision shall be written in English and in the language of the complainant whenever feasible or as required by law. The decision shall include: 1. The findings of fact based on the evidence gathered (5 CCR 4631) 2. The conclusion(s) of law (5 CCR 4631) 3. Disposition of the complaint (5 CCR 4631) 4. Rationale for such disposition (5 CCR 4631) 5. Corrective actions, if any are warranted (5 CCR 4631) 6. Notice of the complainant's right to appeal the district's decision within 15 days to the CDE and procedures to be followed for initiating such an appeal (5 CCR 4631) 7. For discrimination complaints, notice that the complainant must wait until 60 days have elapsed from the filing of an appeal with the CDE before pursuing civil law remedies (Education Code 262.3) If an employee is disciplined as a result of the complaint, the decision shall simply state that effective action was taken and that the employee was informed of district expectations. The report shall not give any further information as to the nature of the disciplinary action. Appeals to the California Department of Education (CDE) If dissatisfied with the district's decision, the complainant may appeal in writing to the CDE within 15 days of receiving the district's decision. When appealing to the CDE, the complainant must specify the basis for the appeal of the decision and whether the facts are incorrect and/or the law has been misapplied. The appeal shall be accompanied by a copy of the locally filed complaint and a copy of the district's decision. (5 CCR 4632) Upon notification by the CDE that the complainant has appealed the district's decision, the Superintendent or designee shall forward the following documents to the CDE: (5 CCR 4633) 1. A copy of the original complaint 2. A copy of the decision 3. A summary of the nature and extent of the investigation conducted by the district, if not covered by the decision 4. A copy of the investigation files, including but not limited to all notes, interviews, and documents submitted by the parties and gathered by the investigator 5. A report of any action taken to resolve the complaint 6. A copy of the district's complaint procedures 7. Other relevant information requested by the CDE The CDE may directly intervene in the complaint without waiting for action by the district when one of the conditions listed in 5 CCR 4650 exists; including cases in which the district has not taken action within 60 days of the date the complaint was filed with the district. Civil Law Remedies
A complainant may pursue available civil law remedies outside of the district's complaint procedures. Complainants may seek assistance from mediation centers or public/private interest attorneys. Civil law remedies that may be imposed by a court include, but are not limited to, injunctions and restraining orders. For discrimination complaints, however, a complainant must wait until 60 days have elapsed from the filing of an appeal with the CDE before pursuing civil law remedies. The moratorium does not apply to injunctive relief and is applicable only if the district has appropriately, and in a timely manner, apprised the complainant of his/her right to file a complaint in accordance with 5 CC
Visitors and Volunteers
Parent and community volunteers are encouraged however all visitors shall sign in and get an ID badge at the school site office prior to going anywhere on campus. This procedure is for both student and staff safety. The goals of our parent and community member volunteers are to help children. By helping on site or in the classroom, volunteers can offer students experiences and support. Classroom teachers welcome the support and the extra set of hands and eyes. By working at a school or in a classroom volunteers will see how schools work. With this new understanding, volunteers can give the school the backing it needs. They will learn more about the classroom while helping children. Volunteers might be able to give the teacher information students from a different perspective. Some volunteers will learn new skills in working with children.
TB certification – must be submitted to the school within 30 days of accepting a volunteer assignment (required if volunteer work will exceed 8 hours per week). For more information please reference Volunteer Assistance BP/AR 1240 Community Relations.
Website – District www.ncsd.school Please use the district website for the most current information about our district. i.e. master calendar, board policies, board meetings, upcoming events, links for Facebook, Twitter and current announcements.
WorkPlace Wellness
The Nevada City School District WorkPlace Wellness
Team is committed to creating a positive environment,
creating fun and a healthy culture within the school
district. Our aim and goal is to offer avenues to our
employees that generate inspiration and creativity at all
levels while infusing wellbeing into the workplace. Please
check out the WorkPlace Wellness website to obtain
recipes and past wellness resources
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Yard Duty
Yard duty is assigned before and after school as well as during the school day. A yard duty schedule will be posted and or given to all staff. Your yard duty responsibilities
should be noted in lesson plans in case the classroom teacher is sick and/or off campus so the duty is covered.
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The California Standards for the Teaching Profession (CSTP)
The California Standards for the Teaching Profession (CSTP) were developed to provide a common language and a vision of the scope and complexity of the profession by which all teachers can define and develop their practice. The standards serve and support professional educators in fulfilling their professional roles and responsibilities from pre-service teacher to experienced practitioner. The standards are intended to guide teachers as they develop, refine, and extend their practice. More recently, the CSTP was revised to address the diversity of students and teachers in California schools today, and reflect a holistic, developmental view of teaching.
THE STANDARDS
Standard 1: Engaging and Supporting all Students in Learning 1.1 Using knowledge of students to engage them in learning; 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, & interests; 1.3 Connecting subject matter to meaningful, real-life contexts; 1.4 Using a variety of instructional strategies, resources, & technologies to meet students’ diverse learning needs; 1.5 Promoting critical thinking through inquiry, problem solving, & reflection; 1.6 Monitoring student learning & adjusting instruction while teaching. Standard 2: Creating and Maintaining Effective Environments for Student Learning 2.1 Promoting social development & responsibility within a caring community where each student is treated fairly & respectfully; 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, & encourage constructive & productive interactions among students; 2.3 Establishing & maintaining learning environments that are physically, intellectually, & emotionally safe; 2.4 Creating a rigorous learning environment with high expectations & appropriate support for all students; 2.5 Developing, communicating, & maintaining high standards for individual & group behavior 2.6 Employing classroom routines, procedures, norms, & supports for positive behavior to ensure a climate in which all students
can learn; 2.7 Using instructional time to optimize learning. Standard 3: Understanding and Organizing Subject Matter for Student Learning 3.1 Demonstrating knowledge of subject matter, academic content standards, & curriculum frameworks; 3.2 Applying knowledge of student development & proficiencies to ensure student understanding of subject matter; 3.3 Organizing curriculum to facilitate student understanding of the subject matter; 3.4 Utilizing instructional strategies that are appropriate to the subject matter; 3.5 Using & adapting resources, technologies, & standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students; 3.6 Addressing the needs of English learners & students with special needs to provide equitable access to students. Standard 4: Planning Instruction and Designing Learning Experiences for All Students 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, & individual development to plan
instruction; 4.2 Establishing & articulating goals for student learning; 4.3 Developing & sequencing long-term & short-term instructional plans to support student learning; 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students; 4.5 Adapting instructional plans & curricular materials to meet the assessed learning needs of all students. Standard 5: Assessing Students for Learning 5.1 Applying knowledge of the purposes, characteristics, & uses of different types of assessments; 5.2 Collecting & analyzing assessment data from a variety of sources to inform instruction; 5.3 Reviewing data, both individually & with colleagues, to monitor student learning; 5.4 Using assessment data to establish learning goals & to plan, differentiate, & modify instruction; 5.5 Involving all students in self-assessment, goal setting, & monitoring progress; 5.6 Using available technologies to assist in assessment, analysis, & communication of student learning; 5.7 Using assessment information to share timely & comprehensible feedback with students & their families. Standard 6: Developing as a Professional Educator 6.1 Reflecting on teaching practice in support of student learning; 6.2 Establishing professional goals & engaging in continuous & purposeful professional growth & development; 6.3 Collaborating with colleagues & the broader professional community to support teacher & student learning; 6.4 Working with families to support student learning; 6.5 Engaging local communities in support of the instructional program;
6.6 Managing professional responsibilities to maintain motivation & commitment to all students; 6.7 6.7 Demonstrating professional responsibility, integrity, & ethical conduct.
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2019-2020 School Calendar
