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-5715000Survival HandbookGriffin ElementaryLEARNING TODAY, LEADING TOMORROW2015-201600Survival HandbookGriffin ElementaryLEARNING TODAY, LEADING TOMORROW2015-2016PRINCIPAL: GAIL SILIGASSISTANT PRINCIPAL: ANGIE MOODLIYAR-JONESAugust 17, 2015Dear Griffin Faculty and Staff Members:This handbook is to assist you in understanding and fulfilling your job as a staff member at Griffin Elementary. It has been designed to answer many questions, which veterans, as well as new staff members, sometimes ask. General and specific information is alphabetically provided. Staff members are directed to read this handbook and refer to it as needed. Most questions concerning school policies or operational procedures can be answered by referring to the handbook. If you still are uncertain or have suggestions for change or improvement, please feel free to see your Team Leader, Support Staff Member. You may access the Broward County Schools website at .As a staff member, it is your responsibility to read and adhere to information and directives within this handbook.Sincerely,Gail SiligAngie Moodliyar-JonesGail SiligAngie Moodliyar-JonesPrincipalAssistant Principal Griffin Elementary School Mission StatementGriffin is committed to developing intellectual independence and risk-taking through inquiry-direct experience, and collaboration to promote success in an ever-changing world.Griffin Elementary School BeliefsStudent learning is the chief priority for the school.All students can learn.Students learn in different ways and should be provided with a variety of instructional approaches to support their learning. Each student is a valued individual with unique physical, social, cultural, emotional and intellectual needs.Teachers, administrators, parents, and the community share the responsibility for advancing the school’s mission.114300014414545720086360001371600165100“Tell me…I forgetShow me…I remember Involve me…I understand…”Ancient Chinese Proverb00“Tell me…I forgetShow me…I remember Involve me…I understand…”Ancient Chinese Proverb-114300480695THE PRINCIPAL’S DOZENBe positive and flexible.Honor commitments and meet deadlines.Arrive at school and meetings on time.Provide a neat, organized, print-rich learning environment for children.Provide original pertinent displays and boards.Assume total responsibility for field trips.Abide by school policies; they refer to entire staff.Never leave children unsupervised.Become involved in staff development activities.10. Learn to use multiple resources; don’t allow a text to be the program. 11.Become familiar with and use the teacher handbook. 12.Be an active participant in the life of the school.0THE PRINCIPAL’S DOZENBe positive and flexible.Honor commitments and meet deadlines.Arrive at school and meetings on time.Provide a neat, organized, print-rich learning environment for children.Provide original pertinent displays and boards.Assume total responsibility for field trips.Abide by school policies; they refer to entire staff.Never leave children unsupervised.Become involved in staff development activities.10. Learn to use multiple resources; don’t allow a text to be the program. 11.Become familiar with and use the teacher handbook. 12.Be an active participant in the life of the school.WHO SHOULD I SEE ABOUT:Certification:Office Manager – Linda KressAssistant Principal – Mrs. JonesCertification Department – Broward SchoolsCurriculum Issues: Principal – Ms. Silig Assistant Principal – Mrs. Jones Reading Specialist – Mrs. Perez Team LeadersESOL:Guidance Counselor – Ms. NovackEquipment Checkout:Technologist Specialist – Mrs. SanchezIn-service:In-service Facilitator – Mrs. PerezFaculty Concerns:Team LeadersFaculty Council MembersUnion Stewards – Ms. Goffney & Mrs. Menendez Office Supplies:Team LeadersBookkeeper – Ms. BrysonPayroll Issues:Office Manager – Ms. KressPTA President – Mrs. BalanovichTeacher Liaison – Mrs. AldermanSACChair – Mrs. D’OrioCo-Chair – Ms. ZambranoESE Concerns:ESE Specialist – Ms. CleroRTI Concerns:Guidance Councelor – Ms. NovackText-book Concerns:Mrs. PerezACCEPTABLE USE OF COMPUTER NETWORK AND ONLINE TELECOMMUNICATIONSAll staff members are required to read and comply with the Acceptable Use of Computer Network and Online Telecommunications policy. A form describing the policy must be signed by all staff members and kept on file. ACCIDENTSIf a student, visitor, volunteer or staff member is injured on campus, this must be reported, immediately. An accident form must be completed as soon as possible thereafter, but no later than the end of that day. Every injury, however slight, is to be reported to the office so the victim can receive treatment; parents/guardians can be informed and there is documentation of the incident. This process is a protection for all concerned parties. If a student is injured, the staff member on duty at the time and location of the accident will sign the accident report. In case of a serious injury, the nearest staff member should call the office to let them know that they have a Code Blue, identify themselves and the room where they are located or if outside. If needed, send two students to the office for help. Do not move the victim, if he or she cannot move themself. Staff members who have placed on the Response Team will be called to assist. When a person receives a minor injury on school grounds, the teacher in charge needs to render such first aid help as is advisable under the circumstances, and then immediately call the office, or send students for additional aid, if necessary. IMPORTANT REMINDER: Use universal precautions. In all incidents of student injury, the office personnel will contact the parents. They cannot make this call unless the teacher has reported the incident. If your student was injured away from your supervision, please check with the office to determine whether or not the parents were called. In cases of severe injury, or illness, teachers are encouraged to make a follow up call to inquire about their student's well being. When injury or illness requires a prolonged absence discuss this with the Guidance Counselor. Homebound Education may be necessary. Report all staff injuries as soon as possible. This information must be reported to Workers' Compensation. If an injury to an employee is not reported within twenty-four (24) hours, he/she may not be covered under Workers' Compensation. ACCREDITATIONThe Florida State Department of Education and the Southern Association of Colleges and Schools (SACS) accredit Broward County Schools. Overall school improvement is the underlying reason for school evaluation and self-study projects. Every year, the school will develop goals that relate to the SACS self-study and school improvements.ACTIVITIESAll student or staff activities (assemblies, field trips, presentations, etc.) must receive prior administrative approval. This involves activities during the school day, after school and on weekends.Please note the following requirements for planning a special activity during the school year:-All major activity dates are to be set with administration and posted on the master calendar.-Practice dates and/or a list of chaperones must be established at the time of request.-Notify administration of your plans if you will need special assistance.-Notify the Food Service Manager, if this event will affect the lunch schedule, or if the cafeteria will be used.All field trips must be entered in the school database by the sponsor. The database is housed on the server. A paper copy must be submitted to administration. All activities must be approved by administration prior to the activity taking place.ADULTS ON CAMPUSAll adults who have business on campus are required by Board Policy to report to the office upon entering the campus. This applies to visitors, tutors, and volunteers. If visitors come to your classroom, send them to the office for a STAR System pass. If you see any individual without a tag, please call the front office immediately.AFTER SCHOOL PROGRAMSAn after school program supervised and coordinated by Mr. Davis and Mrs. DelCorral is offered again this year at Griffin Elementary. Staff positions may be available for interested community/staff members. Please direct inquiries to the CoordinatorsPlease refer all parents to the school office for information about Griffin Aftercare. Children of staff members must register and pay childcare fees as any other children in the program. The program is NOT free to staff members' children.ANIMALS/PETS AT SCHOOLAnimals/pets must not be kept in classrooms or brought to school by students, parents, or staff members. The State Department of Education and our Department of Safety and Risk Management are quite specific about restrictions, which require that animals may be used in a classroom only when such is directly related to a specific educational objective and course of study. Fish, baby chicks and ant farms may be exceptions to these restrictions with administrative approval.ARRIVALSStudents in kindergarten through fifth grade are to report directly to the cafeteria starting at 7:30 a.m. No students should arrive on campus before this time due to no supervision. Staff members have been designated to supervise all students in the cafeteria beginning at 7:30 a.m. Some faculty and staff are assigned to a duty post that will begin daily at 7:30 a.m. Students are released from the cafeteria by grade level at 7:50. Teachers are expected to be at their classroom doors at this time. No exceptions! At no time is a student to go to another building or classroom before school without a pass. There is adequate supervision to ensure all students arrive in their classrooms by 8:00 a.m. Students are not to escort their younger siblings from building to building. Any student arriving after the 8:00 a.m. bell shall not be admitted to class without a tardy pass. Tardies are to be indicated in Pinnacle and the student report card. After three tardies, the teacher is to contact the parent and make record of the contact.ASSEMBLIESGeneral assemblies are usually held at the need or desire of the faculty/parents and students, and often evolve from activities begun in the classroom. Specific assemblies will be called by the administration to provide information, or to present special interest groups and performing artists.If a teacher or grade level is interested in scheduling an assembly, they must notify administration and arrange for the use of the cafeteria and/or stage area prior to the appointment and practice times. A master calendar is maintained by the assistant principal to coordinate these activities. This is necessary in order to properly plan and avoid conflict. Notify the custodial staff and cafeteria manager of your plans if you need their help, certain equipment, or materials. It is desirable to invite parents or other interested persons to assemblies. Our goal should be to give every student an opportunity to perform in public.When assemblies are held and your class is invited, discuss proper behavior prior to leaving your room. Teachers are responsible for bringing students to an assembly, supervising during and taking them back to the classroom after the assembly. Staff members are requested to refrain from drinking beverages while supervising students, as well as to refrain from grading papers or doing other such work. Assemblies should be educational and classroom teachers should prepare the students prior to attending the assembly for the topic covered. Follow-up should be conducted upon return to the classroom. It is also an excellent time to discuss and teach proper etiquette. If it is the specials teacher's time with your class, he/she will be responsible for supervision. Please inform them of any special rules you wish enforced.ATTENDANCES AND ABSENCESStaffStaff members are to notify the office manager as soon as possible regarding a planned absence. In addition, the "Certificate of Absence Form" must be signed by the individual staff member indicating the nature of the leave/absence the following day. If unable to contact Sub-Finder, teachers are to notify Linda Kress, Office Manager, before 9:00 PM the night prior to the day they will need a sub or after 5:30 AM on the day of the absence. Please be considerate in this matter.Employees are compensated for approved sick leave, legal commitment (jury duty) and personal reasons leave. An employee may also be absent from work and take personal leave for which there is not compensation. It is the individual staff member's responsibility to keep record of his/her balance of sick leave/personal reasons days.Staff members may not utilize leave days immediately before or after paid holidays and vacations periods (i.e. Labor Day, Veteran's Day, Thanksgiving, Winter Vacation, Presidents' Day, Spring Vacation and Memorial Day). Sick leave and personal reason days may be taken in full (7.5 hours) or half-day (3.75 hours) increments. 7:30 - 11:15 comprises an AM half day; 11:15 - 3:00 comprises a PM half day. An employee must submit a leave request for an early departure or a leave that consists of a day or more.Working hours for instructional staff are 7:30 a.m. to 3:00 p.m. Punctuality is expected. Should an emergency arise and the employee is unable to arrive at 7:30 a.m., the school must be called to inform office personnel of the problem and the expected arrival time. When you anticipate being absent, you must report your absence to Sub Finder utilizing the appropriate procedures. Teachers are required to have Emergency sub plans with Team Leaders.Members of the Broward Teachers Union (BTU) collective bargaining unit shall be granted six (6) days each year for personal reasons leave. However, such absences for personal reasons shall be charged only to accrued sick leave and leave for personal reasons shall not be cumulative. Employees shall not be required to give reasons for personal leave except that the leave is for “personal reasons”. Personal leaves shall not be granted on the day preceding or following a holiday or during the first or last week of school. Faculty and staff members are not to leave campus between 7:30 a.m. and 3:00 p.m. without permission from administration. A record of all such requests will be maintained. All requests must be pre-approved by administration. Staff members must sign out on the Faculty Sign-Out Sheet with the Office Manager prior to leaving campus. Staff members are required to sign-in upon returning to campus. Doctor’s appointments or any other personal appointments are to be made outside working hours. If you cannot make these appointments before 7:30 a.m. or after 3:00 p.m., you need to notify administration Do not request to leave campus during your planning period or lunch time to conduct personal business, unless it is an emergency.StudentsIt is the responsibility of the instructional personnel to keep accurate attendance records for classroom use and for transmission to the front office. Each teacher is required to maintain attendance records in Pinnacle. Tardiness must be documented in Pinnacle for any student who enters the class after 8:00a.m. No student is to be admitted to the classroom without a tardy slip from the front office. It is the teachers’ responsibility to enter all tardy until 8:15a.m. If a child enters after 8:15a.m., the Attendance Clerk will enter the tardy in Pinnacle. The IMT will monitor attendance daily. Attendance must be taken daily via Pinnacle by 8:30 a.m. Parents are to phone in their child's absence or the student should bring a note from parent after being absent. Please submit all notes to the Front Office. The attendance will be updated once the note has been verified. Teachers must call the student's home to inquire about absences if a child is not in school more than three consecutive days. Refer any suspect student absence to Guidance, who will contact the school social worker for investigation. If a child has more than 5 days of unexcused absence for a quarter, an attendance letter will generated by the district and will be sent home to the parent. Parents will be subpoenaed to attend a BTIP meeting at the school.Any excessive or questionable absences should also be reported to administration and referred to the child study team. The parent(s) will be contacted by administration and/or designated individual, concerning absences or tardiness. Please look for patterns regarding tardiness, early dismissal, and absences, and follow up with parents and guidance.AUDIO VISUAL EQUIPMENTTeachers are encouraged to use a variety of technology and multimedia equipment to accommodate various learning styles of students. The Technology Specialist and or Media Teacher serve as the key person in coordinating the materials and equipment. Please ask the Technology Specialist or Media Teacher for instruction in the use of unfamiliar equipment. The Technology Specialist or Media Teacher will conduct workshops for new teachers. Teachers who check out equipment and are responsible for the return of this equipment. Do not loan to another teacher. Return items to media center to be checked out by another teacher.Many materials and services are available through the County Material Center, ITV Center, and the Graphics Department. Discuss any needs or ideas with the Media Specialist or with the Principal. There is a large supply of DVD’s available on loan to teachers through the county film library. These may be ordered by teachers through the Media Center to support classroom mercial videotapes or DVD’s used in classes must be included in teacher's written lesson plans with specific learning objectives in order to comply with copyright laws. All videos used in classrooms must be previewed by teachers and may not contain objectionable material or language. Only G rated movies are considered appropriate for elementary students and even some G rated videos may not be suitable for classroom use.Students should be instructed in the proper use and care of all A.V. materials used within the classroom. Students should never be allowed to move A.V. carts containing heavy equipment.Each teacher is issued numbered pieces of equipment (elmo, projector, camera, etc.) that may be kept in the classroom until the end of the school year. Please avoid using masking tape to label A.V. equipment. Requests for repairs should be made to the Technology Specialist. Please avoid the swapping of assigned audiovisual equipment between teachers, as serial numbers are required in the event of a police report or audit.Faculty members may check out A.V. equipment and other types of equipment to use off campus by completing a property pass and receiving written approval from the principal. Staff members will be responsible for the return of this equipment. Laptops: Please care for this equipment properly; do not leave them in your vehicles. Laptops can be damaged by the heat or stolen. School Board insurance may not pay for items lost, damaged or stolen while signed out to staff members. Be sure that that your homeowner's insurance policy will cover such loss, or be prepared to pay for damages or loss yourself. Never leave your laptop unsecured in your classroom.Maps and movie screens should be checked regularly to make certain that they are securely fastened and are not in danger of falling on anyone thereby causing serious injury. Please do not allow students to roll maps and screens up and down, as they are likely to pull too far, springing the roller.BOMB THREATIn the event that is a bomb threat, procedures are outlined in the CODE BLACK memo effect. Please check your evacuation plan posted near your classroom exit and discuss these procedures with your students. See the assistant principal if your plan is missing or if more information is needed. Cell phones must be turned OFF during a bomb threat. There will be two fire drills and one tornado drill during the first few weeks of the school year. You are to practice an evacuation before we have a drill. This practice should include procedures for leaving, via the primary and the secondary routes that are provided for you. BREAKFASTSelect staff members are to supervise the breakfast program in the cafeteria. Breakfast will be served from 7:30 a.m. until 8:00 a.m. Students are discouraged from arriving on campus before 7:30 a.m. due to lack of supervision. Students who walk to school or who are car riders will not be served after 7:50 a.m. unless they are bus riders. Please reinforce this requirement on a regular basis. If a walker/car rider tells you that he/she has not eaten, please report this incident to administration. We hope to reduce tardiness with this regulation. Teachers who wish to partake in the breakfast program are to do so before 7:50 a.m. Breakfast may not be taken back to the classroom after 7:50.BULLETIN BOARDSDecorating the teaching and learning areas are encouraged. A bulletin board is an instructional and motivational tool. Creative displays reinforce instruction and behavior and can be a cue to aid student memory and generalization. Use tacks, pins, and staples only on the bulletin boards. See the Head Facilities Serviceperson about what type of tape to use on the walls. Do not use regular masking tape. According to fire and safety ordinances, only 20% of the wall space may be covered with paper products. This will be strictly enforced. You will be asked to remove items that do not abide by the above rules.Standards to be maintained for displays and bulletin boards:1.Correct spelling2.Simple, uncluttered3.Pertinent to curriculum or management plete in a reasonable length of time5.Student or teacher made (preferred)6.Remain up for a reasonable amount of time7.Displays may include but are not limited to:a.Classroom management proceduresb.Student of the weekc.Good work papers in all areas of position/Creative writing boarde.Performance Scales and Center activitiesf.Word Walls8.Have titles and borders9.Material should be seasonal10. Cafeteria displays must be of excellent quality Grade groups are to display student work, etc. on hallway bulletin boards or wall with special tape only.BUS TRANSPORTATIONBroward County provides bus transportation for students living more than two (2) miles from the school. It is the responsibility of each teacher to see that students are dismissed at the appropriate time to catch their bus. Students are not to be dismissed from the classroom until bus dismissal is announced. Bus students will be dismissed at 1:50Teachers, it is imperative that bus students be dismissed promptly. You may not hold students for last minute instructions. Paraprofessional in the class will walk Pre-K students to their bus. Kindergarten students will be picked up at their classrooms by the assigned paraprofessional of teacher. Teachers must complete a Dismissal List at the beginning of the school year to indicate how their students will go home.CAB (Communicating Across Broward)This email is designed for professional use only. Be professional in everything that you write, because it becomes legal documents and is permanent. CAB may not be used to post negative comments regarding students, staff members, or the administration. This can be viewed as cyber-bullying, which is unlawful. Only items that adhere to the Professional Standards and Professional Code of Ethics may be posted to the CAB Conference or sent via the CAB system.CAFETERIAAll students are encouraged to turn in a lunch application upon initial entry into the school regardless of qualifying status in the past. Staff is available if the student’s parents need assistance in completing an application for free or reduced meals. Applications maybe completed online by accessing Broward Schools website.Provide a restroom break prior to entering the cafeteria. Please encourage all students to wash their hands. Students may not leave the cafeteria to go to the restroom unless it is an extreme emergency. Please reinforce this requirement by allowing the students to use the restroom before their lunchtime. Students may only enter the kitchen once to be served. Therefore, they should develop the responsibility for remembering napkins, milk, ice cream, etc. At the end of the scheduled cafeteria time, students are to remove trays, lunch bags, and all other refuse from the tables and check the seats and floor for food, etc. These procedures are to be taught by the classroom teacher and reinforced on a regular basis. It is the teacher’s responsibility to take students to the cafeteria and to pick them up at their scheduled time. No child may be denied lunch or milk as a means of discipline. Please inform your students that soda, candy, chips, and junk food (McDonalds or fast food meals) should not be brought to the cafeteria. We strive to be a school of wellness.Students should be reminded each day before leaving the classroom of the cafeteria rules. The following manners should receive classroom attention and reinforcement:-Enter the cafeteria quietly.-Speak in a soft voice.-Keep your hands and feet to yourself.-Stay seated and raise your hand if you need assistance.-Use good table manners.Adults should eat only during their designated lunch, break, or before and after their workday schedule. Meals, drinks or snacks are not to be consumed by staff during instructional time. All food, utensils and paper products taken in the cafeteria must be paid for at the time of selection.Do not send students to the cafeteria to purchase food for staff members at breakfast, lunch or any other time during the school day. Salads are available for students and staff.CAFETERIA PROCEDURES Students may pay for their lunch while on the cafeteria line. Do not send students to the cafeteria to pay for their lunch prior to their assigned lunchtime. All staff members who purchase breakfast or lunch from the cafeteria must use an account number provided by the cafeteria manager. Students are to be reminded to adhere to the cafeteria rules. This is easily accomplished if the teacher reinforces appropriate cafeteria behavior with a reward. The entire afternoon is affected by the behavior of your students in the cafeteria. Teachers are to remind students on a daily basis of the cafeteria rules. Students are not allowed to re-enter the kitchen after they have been served. Therefore, they should accept the responsibility for remembering napkins, milk, ice cream etc. Students are not allowed to leave the cafeteria to go to the restroom. Provide time for students to use the restroom before their lunchtime. Paraprofessionals and support staff must enforce this policy. This will eliminate vandalism and disruptive behavior in the restroom due to lack of supervision. When the classroom teacher arrives at the designated lunch table to dismiss his/her students, students will remove trays, lunch bags, and all other refuse from the tables. Students will also check the seats and floor for trash to be discarded. Classroom teachers must be on time to pick up their students. The breakfast and lunch program is provided to both students and adults at the following cost: Adult meal prices are as follows: Breakfast – 1.80, Lunch - 2.75, Milk, Coffee or Tea - .50 A la carte – as advised by the cashier.Free and reduced price meals will be provided for students who qualify and are authorized by the District. New free and reduced meal applications must be submitted each year to verify qualification in this program. The students who received such meals the previous year will be given a two-week grace period to resubmit the necessary application. After that time the meals will be discontinued if applications are not submitted. Teachers who wish to partake in the meals provided at school must do so before 7:50 a.m. or during their scheduled lunch period. Meals are not to be taken back to the classroom nor consumed in front of students during instruction time. If you wish to eat in your classroom with your students during your regularly scheduled lunchtime, you may do so if it is an incentive for your class. Please obtain large plastic bags from a custodian prior to lunchtime. If you choose to eat at the picnic tables in the environmental center, please remember to take a trash bag and carry it to the nearest dumpster after lunch. The trashcans located near the picnic tables should not be used to dispose of lunch trays or milk. CELL PHONE USE: STAFFStaff members’ cell phones should not be turned on during assigned work hours. If extenuating circumstances arise, please see administration. CELL PHONE USE: STUDENTSStudents are permitted to bring cell phones to school. However, per the Broward County Code of Student Conduct, cell phones are not permitted to be seen, used, heard, or emit sounds of any kind during the school day. If a student violates this policy, all staff members are directed to confiscate the cell phone and turn it in along with the student’s name to administration. CERTIFICATES (PROFESSIONAL) It is imperative that each teacher has an updated copy of his/her teaching certificate on file in the school. Teachers new to the school must bring a copy of their certificate to administration or the Office Manager. Anytime a teacher receives a new updated certificate, please bring it to administration or the Office Manager for copying. As stated in Florida State Statues, it is the responsibility of each teacher to keep his/her certificate current. Failure to do so will result in non-renewal of your contract. CHANGE OF NAME/ADDRESSIf you have any changes in your name, address, etc. please see the office manager to complete a new Personnel Data form and update your information on ESS. You must provide legal documentationCHILD ABUSE REPORTING Florida Statute requires educators to report any alleged or actual child abuse/neglect to the Department of Children and Families (DCF). If you suspect a student is being abused or neglected, you may discuss your feelings or suspicions with the guidance counselor or administration, or you may directly report the case to DCF by calling the Child Abuse Hotline at 1-800-96-ABUSE.The Guidance or Family Counselor is our child abuse contact with the county level officials. Either counselor or an administrator can assist you in telephoning in an abuse case and completing the necessary forms. It is the responsibility of the individual reporting the incident to call the Abuse Hotline. CHILD STUDENT TEAM (COLLABORATIVE PROBLEM SOLVING TEAM (CPST) An RTI, formally known as the Child Study Team (CST) provides multi-disciplinary services to the teachers and students in order to help ensure greater success on the part of students. The RTI meets on a regularly scheduled basis to address identified problems and suggest possible interventions. The team may include the Principal, Assistant Principal, School Psychologist, Social Worker, District personnel, Guidance Counselor, Exceptional Student Education Specialist, Curriculum Specialist, and other school personnel as the need arises.Any staff member, a parent or anyone who has observed a need makes referrals to the RTI. The referral forms process is explained and discussed during preplanning week and/or during the month of September.Rationale for the referral may include but not be limited to:?Academic concerns?Behavioral concerns?Emotional concerns?Health concerns?Need for social services?Possibility of retention?Improper placement of a student CHILDREN OF STAFF MEMBERSStaff members who have children on campus must be responsible for their supervision before and after school hours. Children should not pass through or work in the staff lounge, while staff members are on break or lunch. Children may participate in the After School Program provided they have registered and paid all fees associated with it. All rules and regulations that apply to the student body also apply to children of staff members. Children may not sit in faculty meetings, faculty lounge or the front office. The content may not be appropriate for children.CLASSROOM CAREAll teachers are responsible for the physical condition of the classroom. Displays and bulletin boards should be pertinent to classroom instruction and should be changed frequently. Always turn off the lights when leaving the room. It is the responsibility of instructional personnel to establish a neat, attractive environment for learning, and organized methods for student cleanup. This will encourage proper pupil respect for neatness and order. Teachers should have all books, workbooks, scraps of paper, or pieces of crayons picked up by students before dismissal time. Teachers should maintain an orderly classroom by having students keep books and materials off the floor. While students are not to do deep cleaning, they certainly may wipe up spills and pick up after themselves. These little things help to make the rooms easier to clean. All chairs should be stacked and papers picked up off the floor before students leave. This is part of teaching respect and responsibility. Counters and desks need to be neat and clean.Please be sure, when changing bulletin boards that staples are not left on the floor. If glue is used in the classroom and accidentally spills on the carpet, please notify the custodial staff right away so that it may be removed before it dries.Students should not put their feet on the walls. Also, students should not mark on/in their desks. When this occurs, it is an appropriate consequence that the student cleans the area/desk. Make sure the parent is notified.Remind students that all four legs of the chair should be on the floor. A number of chairs are broken due to students tipping or leaning back on them. This is also a safety factor.All chairs should be placed in a down position during the entire school day. This should be done first thing in the morning.Our custodial staff is charged with the responsibility of maintaining our building in a clean and attractive manner. The majority of the custodial staff arrives at 1:30 p.m. to work after the instructional day. They are on campus until 9:30 p.m. Students should not be asked to empty garbage cans because of danger to them by using the garbage dumpster. Please first address concerns with the Assistant Principal who will then give approved requests to the Head Custodian. Maintenance requests should be in writing using the appropriate form. Only ask for immediate assistance in an emergency. Any concerns need to be discussed first with the Assistant Principal and put in writing. CLASSROOM INTERRUPTIONSUnder no circumstances should a teacher send a child out of the classroom without a proper pass indicating a particular designation such as the clinic, restroom, etc. Use the buddy system. CLASS ROSTERSA current class roster is to be maintained at all times. Student names are to be arranged alphabetically without regard to sex, race, creed, or national origin (Title IX). Class rosters are to be posted outside the classroom for the first week of school. CLASSROOM SUPERVISION CHILDREN ARE NEVER TO BE LEFT UNSUPERVISED. In an emergency notify the office. Noise and conversation tend to magnify over the intercom system. Teach children to get quiet immediately when you are called by the office. Children are not to answer for the teacher. An intercom call is to be answered only by the teacher. As visitors come to the room, children should have an established procedure to follow when the teacher is interrupted. CLINICStudents who become ill or are in need of medical attention should be sent to the clinic with a clinic pass escorted by another student. Teachers must complete a clinic referral. When necessary, the office will contact the parents and the teacher will be notified if the child is to go home. Names of all students who are sent to the clinic will be entered on the clinic log. The type of treatment/medication will be noted.Any child who is dismissed early because of illness must be picked up in the office and signed out by a person whose name appears on the registration form or clinic card. The teacher will be notified if a student is being dismissed.No medication (including cough drops) for students should be kept in the classroom. The nurse or a designee in the front office may only dispense medication. This is done only upon written consent from the student's parents and physician on an authorization for medication form. General first aid, for an emergency situation, is available for any student or employee of the school. All personnel must wear latex gloves when attending injured students. Universal Precautions must be used when dealing with body fluids. Contact the front office for all emergencies.CLINIC PROCEDURESStudent use of the phone during school is prohibited. The office staff will make calls for students in emergency situations. Children who become ill or need medical attention must be sent to the office with a clinic card. A student sent to the office without a card will be returned to the classroom unless it is an obvious emergency. Do not send several students with the injured/ill student. In K and 1st grade, send one helper. Foreign objects are not to be removed by any school personnel. Students are not allowed to take medication in the classroom. This includes but is not limited to: prescription drugs, cough syrup, cough drops, aspirin/Tylenol, etc. If a student brings medication to school, it is to be sent to the office immediately. Do not call a parent or advise a student to call his/her parent to come and pick up their child due to illness or injury. The necessity to do this will be determined by the office staff or the school nurse. CODE OF ETHICS (SEE PRINCIPLES OF PROFESSIONAL CONDUCT) COFFEE/SODA/BEVERAGESStaff members should not consume coffee, soda, food items, etc. during instructional time in front of students. Such items may be taken to the classroom before or after school hours or during breaks or planning periods when students, parents, or other visitors will not be present. Staff members should also be aware that the Safety Department does not permit coffee pots, microwaves or hot plates or space heaters to be used in classrooms.COLLECTION OF MONEY All requests to collect money from students must be approved by administration prior to the collection. Money collected by a teacher must be receipted by the Bookkeeper and turned in daily. All monies collection envelopes must be turned in to the bookkeeper on a daily basis. The monies are tracked by the auditor and therefore, they must be completed properly and not lost. If there is a problem with your money collection envelope, notify the Bookkeeper MITTEES/PLCs Committee assignments are normally made at the beginning of each school year. Committees are formed and should promote a cooperative approach to goals, objectives, problems, and needs. These responsibilities should be shared among the faculty and all staff members. All staff members will be serving on at least one committee. COMMUNICATION All staff is responsible for checking their e-mail and mailboxes several times a day. In addition, check your voice mail in the morning and afternoon for phone calls that are received during the day. Check cab conference for updates and school-wide information.Regular staff/faculty and grade/department group meetings are important for coordinating activities in a well-organized school. Staff meetings will normally be held on afternoons and/or will be called as needed. Please check the school calendar via the CAB of any meetings.Each staff member is expected to attend meetings unless there is an excused absence by administration. If you miss a meeting, it is your responsibility to obtain the information disseminated and discussed at the meeting. A staff meeting is a professional meeting and your actions and conduct should always be professional. Routine information is passed on to teachers by regular weekly staff updates, grade chairpersons, posted announcements, or MUNICATION TO PARENTSOur newsletter to parents is distributed to students in grades Pre-K-5 quarterly. It is also available on the school Website. Each grade level will be asked for contributions to the newsletter.All communications such as letters to parents, field trip notices, etc. must be cleared though the administration before being sent home. A copy will be kept on file with the front office staff. At the beginning of the school year, each teacher or team is to send home a syllabus to the parents of their students specifying the following:grading policyhomework policyschool-wide behavior planCONFERENCES Conferences are an important part of reporting pupil progress to parents and can be a great help in furthering home-school understanding. Establishing and maintaining a respectful cooperative relationship encourages successful student progress.Please insure the privacy of parents and students by having conferences in a private area. Do not discuss students in the front office or public places.School Board Policy #5104 states "Conferences with parents or guardians are required as part of the reporting system. Teachers will request at least two (2) conferences per year per student. The school shall request a conference between the classroom teacher and the parent on or before May 1 for each student being considered for retention." Therefore, teachers should hold conferences with all parents and the conference form should be completed and signed by all persons in attendance at the conference. One conference must be held during the first semester. Conferences involving unusual concerns may call for the attendance of a support staff or administrative member. Consult with the appropriate staff member. Please arrange for a mutually agreeable appointment for proper planning to avoid conflict. Please be courteous and respectful to our parents by being on time, and well prepared for a scheduled conference.Documentation of at least two (2) conferences must be placed in the cumulative folder. Arrange conferences at school where you can sit down and show work samples, textbooks, and discuss the child’s progress in-depth. These may be scheduled on teacher planning days and before / after school. If parents are unable to come into the school, phone conferences should be documented and sent home to obtain the parent’s signature. At the end of the school year, conference forms will be filed inside the cumulative folder. CONFIDENTIALITY Confidentiality of staff and student information should be observed at all times. Teachers should not discuss a student's behavior, academic progress, or problems in the staff lounge or other social places. Grades should not be humiliating to any student. GRADES OR TEST SCORES SHOULD NOT BE READ ALOUD IN CLASS. This is considered a violation of the Code of Ethics. CONTAGIOUS DISEASES No one may attend school with a contagious disease. This includes, but is not limited to: eczema, Florida sores (impetigo), ringworm, chicken pox, head lice, scabies, and conjunctivitis (pink eye). A student or staff member suspected of having a contagious disease is to be sent to the office immediately. Many of these diseases spread rapidly and are not recognized by parents. Teachers are not to diagnose such disease, but must report all suspected cases immediately. Diagnosis is to be done by the appropriate medical personnel. Persons who have been absent due to a contagious disease may not return to school without clearance from the appropriate medical personnel and the school office. If a student enters your classroom he/she is to be sent to the office immediately and not re-admitted without approval from the office, please be sensitive, do not humiliate the student.Do not put yourself in jeopardy of contracting these contagious diseases by not following these procedures. All staff members are required to wear latex gloves when treating any injury involving body fluids, blood, or contagious diseases. Please contact the front office immediately.Teachers should attempt to recognize symptoms of skin disease or other communicable diseases. Any lingering condition that is suspicious should be reported to the front office immediately. The Health Nurse does have a mailbox and usually visits Broadview Elementary once a week. COPY MACHINES Any materials that teachers may want to have copied through outside resources must also be submitted to the principal through the team leaders prior to duplication. Be very careful when requesting that materials be duplicated. We must observe copyright requirements. Another consideration is the appropriateness to student needs. Include copies of all materials utilized for student instruction that is not a part of the state-adopted text in your lesson plan book. You must also indicate the materials used in your lesson plan book. COPYING MATERIALS Teachers will submit material to be copied with a Copy Request Form to designated personnel. PLAN AHEAD. Do not request an item on the day it is needed. Examine material to be duplicated. Use both sides to save paper when possible.COPIESAll teachers must strictly adhere to the copyright laws. Reproduction of copyright material without prior written approval of the author or publishing company is a violation of copyright laws and can be extremely costly to the person doing it. When submitting published newsletter articles, be sure to include a “permission to reproduce" notation. A copy of the law is available from the front office. If you have any questions after reading these laws see the administration.CORRESPONDENCE All written communication must be submitted for administrative approval. Correct spelling and sentence structure are essential. Always be tactful. Good public relations will make your job more effective and pleasant. All report cards, interim reports, class letters and parent correspondence must be reviewed with school administration prior to distribution. CUMULATIVE RECORDSCumulative folders and pupil progression records must be maintained in compliance with School Board Rules and Policies (FCGR #1). These are documents that, if subpoenaed, would provide information in court concerning the child’s academic progress, educational history, and attendance. Each teacher must have a cumulative folder for each student enrolled in his/her classroom. Requests for records of students transferring from public schools in the county or within the state are made through the school office. A Florida Cumulative Record must be completed for students enrolling from out of the state of Florida. Teachers should complete a Broward County Cumulative Folder as soon as out-of-state records arrive, or within five (5) days after entering our school. When a student officially withdraws from your class, please submit his/her completed cumulative folder to the office within two (2) school days.The registrar will review all cumulative folders to ensure that all documents are present and accurate before sending them to another school. Procedures for completion of cumulative folders are determined by School Board policy. General procedures are: 1. A cumulative folder should be kept up-to-date and maintained in an orderly manner. 2. Cumulative folders are considered legal documents and must be transferred in either two ways: a. To another county public school, if the student moves within the county. b. To our microfilm center, if the child moves from the county or to a school within the county.3. Cumulative folders are open to parent’s scrutiny. Please remember this when writing information that goes inside them such as interim reports or conference forms. 4. At the end of the year, the folder must accurately show attendance, grades, and reading level. 5. Standard test data must be properly recorded. 6. If a student leaves our school for another county school, all entries such as grades and attendance are recorded in pencil so that the receiving school may compile or revise for the entire year. 7. A list of the items to be included in the cumulative folder can be found on an attachment. Do not keep cumulative folders in your classroom. They are to be kept in locked files in the front office. If you wish to sign out the Cum Folder, please fill out the necessary documents in with the registrar. Folders are not to be kept out for more than two days. All folders must be returned to the office by 2:00 p.m. on Friday or the last day of the school week. Cumulative folders are never to be taken home. The IMT/Registrar will make a list of students with special health problems or concerns. The office, and the classroom teacher will be informed of health problems or concerns. A complete list of students with health problems will in the clinic.The Registrar will complete a Broward County Cum Folder as soon as out-of-state records arrive or within five (5) days after entering our school. The Guidance Counselor or Administrative Designee, and also the classroom teacher will review the Cum Folder. The classroom teacher will return the file after review for filingWhen a student officially withdraws from your class, please complete the CUM Folder within two (2) school days. The completed cum will be turned in to the Guidance Department for review of completeness and accuracy before sending it to another school.CUM FOLDERS ARE TO REMAIN IN SCHOOL AT ALL TIMES AND ARE TO BE KEPT LOCKED.The County Office issues procedures for completion of the Cum Folders. General procedures are as follows:A cum folder should be kept up-to-date and maintained in an orderly manner.Cum folders are considered as legal documents and transferred in two ways:To another county public school, if the student moves within the county. To our microfilm center, if the child moves from the county or to a private school within the county. Cum folders are open to parent's scrutiny. Please remember this when writing information that goes inside them such as interim reports or conference forms. Standard test data must be properly recorded. If a student leaves our school for another county school, all entries such as grades and attendance are recorded in pencil so that the receiving school may compile or revise for the entire year. A copy of the report card with estimated grades and accurate attendance will be completed. Included in the cum folder should be: Cumulative Record ReportData FolderStandardized Test Results/School AssessmentsHealth Records - immunization record, physical exam, height/weight chart, and vision/hearing screening formsParent Conference FormsInterim ReportsReport CardsStudent Code of Conduct FormLast Registration FormThe Guidance Counselor and/or Administrative Designee will be reviewing all cum folders as soon as they are received. They will check to make sure all records are in order and complete. Each teacher should review cum records as soon as students are assigned or received.CURRICULUM Class schedules must be posted . The schedule should show each curriculum area, day per week, and number of minutes devoted to that curriculum areaCurriculum Standards of Service as set forth by the Broward County School Board should be incorporated in your plans. A student day shall consist of 300 minutes of regularly scheduled instruction in the basic skills areas required by state statutes (reading, writing, mathematics, language arts, science, social studies, health, physical education, art, and music and computer education). Indoor/outdoor physical activities shall be provided daily. Critical thinking skills shall be included in the content areas where applicable.Each teacher will be responsible for instructing three hundred (300) minutes a day. Each teacher will perform such other duties and assignments as required.The Individualized Education Plan (IEP) staffing and review committee may modify the standards of service for an individual exceptional student if it is determined that modification would be in the best interest of the student. A decision to modify the standards of service shall be documented on the student's IEP.Appropriate units of instruction in substance (drug/alcohol) education will be required at each of the elementary grade levels.All elementary students will receive instruction in computer education basic skills as defined by the district.District adopted basal textbooks shall be used as a resource for the instructional program. Other instructional materials may be used as supplementary resources.Accountability procedures shall be established through a district-wide management system, standardized tests, state testing, and other accountability procedures.Student instruction will focus primarily on Reading, Writing, Mathematics, and Science. An integrated approach to curriculum instruction is fostered at Griffin Elementary. Therefore Science, Health/Safety, and Social Studies instruction will focus on the acquisition of the basic skills. Teachers are encouraged to be creative and use multi-sensory instructional strategies such as the arts, physical movement, and cooperative learning techniques to actively engage all learners. When curriculum objectives are integrated across subject areas student skill internalization is maximized. All students in grades K-5 are to receive a minimum of 30 minutes of Physical Education each day; 150 minutes a week. ** Changes in the basic school curriculum are not to be made without prior approval from the principal. It is recommended that you confer with the District’s curriculum specialists before submitting this written request. Approval or denial will be given in writing. Please note, all curriculum must be tied to the Florida Standards. CUSTODIAL SERVICES The cleanliness of the building can greatly influence both student’s and teacher’s attitudes about the school. This is a cooperative program that must exist and the teacher plays a vital role in any custodial program. Custodial requests must be made by E-mail to the Assistant Principal of the Head Custodian.Teachers must help in monitoring the daily classroom cleanliness of his/her students. Teachers are to contact Head Custodian (initially) and the assistant principal if their rooms are not being cleaned properly (consistently not being cleaned). If repairs are necessary, please email Head Custodian with a cc: to the assistant principal.Cooking utensils are the teacher’s responsibility to clean. Food, either for cooking or for art projects, is to be stored in airtight containers to avoid insect and rodent infestation. Cleanliness, organization, and neatness should be considered as part of the education process. Students should clean their desks daily. Refrigerators will be cleaned out each Friday. DAILY SCHEDULE Teacher Work Day 7:30 AM – 3:00 PM (7.5 hours)BELL SCHEDULE7:55 AM – First Bell – All teachers are to be in their respective classrooms unless assisting in supervision. Activity should be ready for students as they enter the classroom.8:00 AM – Second Bell – All students are in their classes and working on the morning activity.1:55 PM - First Afternoon Bell (bus dismissal) 2:00 PM – Dismissal Activities7:30 – 7:50 – Breakfast; All students arriving after 7:30 must go to the cafeteria whether they are eating breakfast or not.8:05 AM – WGESLunch – Follow lunch schedule2:00 PM – DismissalDISCIPLINE Discipline guidelines are established in Policy #5301 as follows:The assistant principal, or designee, shall have the responsibility for maintaining overall discipline within the school setting. The assistant principal shall share with the teacher the responsibility for maintaining proper school conduct and morale. Further he/she may delegate to the teacher such responsibility for control and direction of the students he/she considers desirable. When and where such responsibility has been delegated, the teachers shall be supported in any reasonable action they may take.Each student in a school, during the time he/she is being transported to or from school at public expense, during the time he/she is attending school and during the time he/she is on the school premises, shall be under the authority of the principal or principal designee, and under the immediate control and direction of the teacher or other member of the staff or of the bus driver to whom such responsibility may be assigned by the principal.The Board shall do everything within its power to protect and support the principal and teachers in their disciplinary role. This shall include legal support in accordance with Florida Statutes, Section 230.234. In addition, the Board shall assist members in bringing about penalties for the disruption of school funds or assault upon the instructional staff as set forth under Florida Statutes Sections 231.06 and 231.07.Corporal punishment will not be utilized to discipline children by anyone employed by the School Board of Broward County. All suspensions or expulsions shall be made in accordance with Florida Statues and Board Policy #5006.The following rules shall be observed:A teacher may not suspend a child from class or school. However, in cases where an emergency situation develops, the teacher will take such steps as are reasonably necessary to protect the students. The use of reasonable force necessary to isolate a disruptive student from the classroom shall not constitute corporal punishment as defined in accordance with section 232.27 Florida Statues, and shall not be used as a basis for the suspension of any member of the school staff holding anyone liable for such an act unless force used is degrading or unduly severe as to its nature. It is recommended that teachers remove other students from a situation when a student becomes out of control and call the office for assistance. The teacher's first responsibility in this case is the safety and wellbeing of the students who are not disruptive. This does not mean that the disruptive student is to be left totally alone, but it does mean that all other students must be removed from danger. After the students are safe, the office is to be contacted.Teachers are not to contact parents to come and pick up a child for inappropriate behavior. There is no such thing as an informal suspension. All suspensions, internal or external, are to be decided by administration after following proper procedures, including teacher committee recommendations. Teachers are to contact parents and inform them of inappropriate behavior before a referral is sent to the principal’s designee. Only in cases of emergency is there to be an immediate referral made to the principal.A Crisis Prevention/Intervention Team (CPI) shall be established to deal with extremely disruptive behavior. This team shall be utilized only when a situation arises that endangers a disruptive student, one's classmates, or the staff of the school.A teacher may not deprive a student from attending their special (art, lunch, music, PE, computer, etc.) for disciplinary reasons. The teacher may not deny a student from attending a field trip. Please see the administration is you need clarification.All discipline referrals will be electronic this year. Do not send a student to the office with his/her referral and expect office personnel to keep him/her. File the electronic referral, the administrator will respond within 24-48 hours. If it is critical incident, notify the office immediately of the situation. Though the assistant principal has the responsibility to maintain overall school discipline, the teacher must handle the majority of his/her discipline problems. Sending students to the office weakens the teacher's leadership. When a referral must be sent to the office, the teacher must fully explain the reason for the referral. Do not advise the student of the action that will be taken by the principal/assistant principal. All areas of the referral are to be filled out. (Incomplete referrals may be sent back to the teacher to be completed.) Consequences will be determined by administration based on the county’s discipline matrix. Teachers are to spend the first weeks of school teaching their students the school and class rules and building relationships. Modeling of behavior is to be used as well as other techniques. Parents are notified of the Student Code of Conduct as well as the school/class discipline plan during the first week of school. Parents must sign the acknowledgement forms and return it to the classroom teacher. Each student must have a school and county acknowledgment on file in his/her cum folder. Without this acknowledgment, the teacher is leaving himself/herself open for criticism and the parent has the right to claim lack of knowledge of the rules.The first weeks' lessons plans are to reflect the techniques used for teaching school, class rules and social skills. Rules are to be re-taught and reinforced on a monthly basis. This is to be included as a part of your lesson plans.All students are to be given a copy of the rules that are sent home during the first week or when the student enrolls at Griffin Elementary. An acknowledgment is also required of these students. Parents of new students are to be informed of the rules, consequences and rewards as well.Menu of Possible Proactive StrategiesPositive interactions with teacher or other staff memberStudy skills trainingGoal settingSocial skills trainingAcademic help with volunteer, peer or small groupTracking gradesStructured practice of desired behaviorRelaxation practiceContractMental RehearsalWeekly conference with adultTraining in positive self talkDaily debriefing with teacherTraining in how to interact with teachersAssigned a mentorSelf-monitoringIntermittent reinforcementGive student responsibilityPoint system - school basedDaily report cardPoint system - home basedOtherSchool-wide discipline techniques shall include but not be limited to the following:Talk with student.Confer with parent(s).Responsible consequences. Consequences shall not be degrading, or unduly severe.Counseling with Guidance Counselor."Time-out" or “ Cool Down” corners established within the room or another classroom.The student will be referred to administration, if the problem persists, as a last resort.Administration will use appropriate procedures from the district matrix:Talk with studentDetain student in the officeHave parent conferenceIn-school suspensionSuspension from schoolUNACCEPTABLE DISCIPLINE PROCEDURES INCLUDE:Ridiculing a child, placing a child outside with no supervision, hitting about the head or shoulders, assigning meaningless written work, depriving of natural needs, pinching, putting a child in restroom or closet, screaming continuously in classroom, extreme physical exercise, or depriving total special activity period.Menu of Possible ConsequencesPreliminary StrategiesDiscussionsEmotional ResponseGentle verbal reprimandsClassroom ConsequencesTime owedTime outRestitutionBehavior improvement formParental contactsReduction of points (If point system is used)Sent to another classStudent writes own plan or dictates the plan into tapeRestriction from privilegesIgnoring** Discipline guidelines are established in Policy #5301 as follows:The principal, or in his/her absence, the person in charge of the school, shall have the responsibility for maintaining overall discipline within the school setting. The principal shall share with the teacher the responsibility for maintaining proper school conduct and morale. Further, he/she may delegate to the teacher such responsibility for control and direction of the students he/she considers desirable. When and where such responsibility has been delegated the teachers shall be supported in any reasonable action they may take. The Board shall do everything within its power to protect and support the principal and teachers in their disciplinary role. This shall include legal support in accordance with Florida Statutes, Sections 230.234. In addition, the Board shall assist members in bringing about penalties for the disruption of school functions or assault upon the instructional staff as set forth under Florida Statutes Section 231.06 and 231.07.Corporal punishment will not be utilized to discipline children by anyone employed by the School Board of Broward County. At no time is a student to be hit or threatened. Do not grab, hit, or man-handle a student. When one loses his/her cool, the student wins and the angry parent can raise legal issues with the school board. All suspensions or expulsions shall be made in accordance with Florida Statutes and Board Policy 5006. Please fill out the proper form when referring a child to the principal or assistant principal. The principal or the assistant principal is the only individuals on campus that may suspend students. Other individuals may recommend suspension and must supply supporting documentation. The following rules shall be observed: 1.A teacher may not suspend a child from class or school. However, in cases where an emergency situation develops, the teacher will take such steps as are reasonably necessary to protect the students. The use of reasonable force necessary to isolate a disruptive student from the classroom shall not constitute corporal punishment as defined in section 232.27 Florida Statutes, and shall not be used as a basis for the suspension of any member of the school staff holding anyone liable for such an act unless the force used is degrading or unduly severe as to its nature. It is recommended that teachers remove other students from a situation when a student becomes out of control and call the office for assistance. The teacher’s first responsibility in this case is the safety and well-being of the students who are not disruptive. This does not mean that the disruptive student is to be left totally alone, but it does mean that all other students must be removed from danger. After the students are safe, the office is to be contacted. Teachers are not to contact parents to come and pick up a child for inappropriate behavior. There is no such thing as an informal suspension. All suspensions, internal or external, are to be done by administration following proper procedures. Teachers are to contact parents and inform them of inappropriate behavior before a referral is sent to the office. Student discipline referrals are to be filled out by teachers in hard copy form. Referrals will be accessed and handled by the administration, guidance counselor, or administrative designee. It is the responsibility of the teacher to provide access to paper referrals to substitute teachers. All referrals will have a prompt turn-around. DO NOT SEND STUDENTS TO THE OFFICE WITH REFERRALS. ONLY IN CASES OF FIGHTING OR PROFANE LANGUAGE WILL RESULT IN IMMEDIATE REMOVAL OF A STUDENT FROM THE CLASSROOM. 2. A teacher may not deprive a student from attending art, music, P.E., guidance, computer, etc. for disciplinary reasons. 3.Do not send a student to the office with his/her referral and expect the office staff to keep the student. Send the referral to the office with another student and an administrator will call for the student within 24 hours. There is not adequate space to house disruptive students in the office. Though the principal has the responsibility to maintain overall school discipline, the teacher is the primary disciplinarian for students. Sending students to the office weakens the teacher’s leadership (Discipline with Dignity, p. 111). When a referral must be sent to the office, the teacher must fully explain the reason for the referral. Do not advise the student of the action that will be taken by the principal/assistant principal. All areas of the referral are to be filled out. Incomplete referrals may be sent back to the teacher to be completed. Consequences will be determined by the administration based on the child’s previous referrals. Teachers are to spend the first week of school teaching their students the classroom rules and school-wide procedures. A routine should be established for students to follow. This will increase your classroom management efficiency and decrease time spent on disciplinary actions. Parents are to be sent a copy of class rules, consequences, and rewards by the end of the first week of school. A copy of these items is to be submitted to the office at the same time. A parent acknowledgement form will be given to you by the office. Each student must have a school and county acknowledgement form on file in his/her cumulative folder. Without this acknowledgement, the teacher is leaving himself/herself open for criticism and the parent has the right to claim lack of knowledge of the rules. Students new to the school are to be given a copy of the rules that were sent home during the first week. An acknowledgement is also required for these students. Parents of new students are to be informed of the rules, consequences and rewards as well. All referrals require documented parent contact on a student’s prior behavior. DISMISSAL Encourage students to leave school grounds promptly at dismissal time. Students who remain past dismissal time should do so only upon teacher's request and with parents' written permission.Students are not to be dismissed early or released to the custody of anyone without clearance from, or knowledge of, the principal's office. Adults coming to remove a student from school are asked to sign a sign-out sheet in the office. In the event of an emergency, the Superintendent of Schools makes the decision for early dismissal. All schools are notified of this decision and local media (radio/television) makes a public announcement to parents and the community. Each student in your classroom should have an emergency dismissal form. Please discuss with your students the instructions given by their parents as to where the students are to go if there is an emergency dismissal. The Emergency Dismissal forms should be filed in a separate folder, properly labeled, and placed in the front of your file cabinet for easy access.Walkers, car riders and Griffin Aftercarewill be dismissed at the 2:00 bell. Their teacher will take all car riders to the designated pick up area. Pre-K ,Kindergarten and 1st Grade bus riders will be picked up by a designated paraprofessional and escorted to the appropriate pick-up location. Children are not to be dismissed early without clearance from the front office, by using the STAR system. Parents must also sign a sign-out log maintained in the front office. Children are NOT to be released from classes to parents. If a parent picks up a student earlier, then the office will call into your room and you are to send the student to the office with all their necessary belongings.Teachers need to maintain a dismissal list of how each child is to get home. They may not allow students to change established routine without written permission from home or verification by phone. If a student is not picked up, the front office will try and contact the parent. DRESS CODEWe are a mandatory uniform school with the exception if parents sign a waiver within the first 10 days of the new school year.It is generally accepted that neatly groomed, appropriately dressed students tend to behave better than in cases where no attempts are made to encourage proper dress. Students will be expected to adhere to the Student Discipline Code and Conduct Booklet in matters of dress. Students must always wear shoes when in the classroom or outside on the playground. Teachers are to check for uniform compliance each morning (Monday through Thursday). Students that are not wearing a school uniform must be documented , unless on a waiver. Teachers should also make calls home to inform the students’ parents that they came to school out of uniform. If the situation persists, please contact administration.We teach by example. Staff members who represent high standards of education and culture neither dress sloppily nor speak poorly. Children learn through seeing and listening as well as reading. They tend to mimic adults; therefore, it is expected that staff will set a good example for children to follow. Be conventional when dressing for work. School Board policy establishing dress codes, as described in the Discipline Code book, also apply to staff members.Please dress for success. Jeans can be worn on Fridays. Teachers may also participate in Spirit Fridays. DRUG FREE WORKPLACEAll staff members are responsible for reading School Board policy 2400 regarding Drug-Free Workplace.EARLY RELEASE DAYS The School Board has approved “early release” time for all Broward Public Schools. The purpose of the release time is to plan and implement School Improvement Plan objectives, and to provide professional development opportunities for staff, focusing on their School Improvement Plan. The District has scheduled Early Release days. There will be 20 minutes Specials classes on these days. Classes will eat lunch in their rooms. Early release time will be at 12:00 noon. On these dates, it will be the responsibility of the parent to pick up their child/children at that time. Teachers must attend all scheduled meetings/professional development on early release days unless the principal deem it is not necessary.EMERGENCY ACTION PLANCode Red – Full Lockdown - No movement in the building other than police/fire department and/or those designated by them.Code Yellow – Lockdown – No movement other than by Crisis Response Team and others authorized.Code Orange – Evacuation - All persons leave the building according to established routes or specific instructions by Command Post Coordinators. Turn off all fans, lights, etc.Code Black – Bomb Threat – Key Issue: Electrical signals may trigger explosive devices. Turn off all walkie-talkies, cell phones, pagers and radios immediately. Leave all lights, fans, etc. as they are, on or off. Use of the intercom, bells and tones may be discontinued. Depending on the situation, CODE BLACK will be followed by one or more of the following: full lockdown, Crisis Response Team activation or evacuation. Code Brown – Threat/Incident inside the facility - Limited movement other than the School SAFE TeamCode Blue – Major Medical EmergencyCode Green – All ClearAmber Alert – Missing StudentEmergency Procedures:1.Call office for assistance, specify code color, any additional info, followed by your name and location.2.Office staff or team member will acknowledge and announce appropriate code and location to crisis team.3.Crisis Team responds by going immediately to the area.4.School communications restricted to emergency use only. Please exercisediscretion when giving details via the radio.5.End emergency situation. IMPORTANT: Everyone must remain calm throughout this emergency situation in order to provide the best possible service to the person needing assistance. An Incident Report must be completed. Administration will determine if 911, the area office and SIU (Special Investigative Unit) need to be called. Please do not call 911, contact the front office for all emergencies.EMERGENCY INFORMATION LISTEach teacher is to maintain a current list of all students’ names, phone numbers and addresses of their class. In case of emergency, the information will be readily at hand to contact the parent. Keep this information up to date. A Copy should be in your attendance/plan notebook, we must also have a copy of this emergency information in the school’s clinic.EMERGENCY INFORMATION - STAFF All staff members are to have a current address and telephone number on file in the office with the Office Manager. If you move or get a new telephone number, this information must be reported to the office as soon as possible. Make sure that we have at least one current number where we can reach someone in the event of an emergency. EMPLOYEE ASSISTANCE PROGRAM (EAP)The Employee Assistance Program (EAP) is designed to help employees solve personal problems that may or may not affect job performance. The School Board recognizes that employees experience problems such as marital or family conflict, abuse of alcohol and/or drugs, stress and many other difficulties. Any employee may call EAP for assistance at any time. Administration need not be consulted or advised of such calls.With help, most employees can solve their problems and lead happier, more productive lives. Supervisors are encouraged to refer employees to the EAP for humanitarian reasons and when work performance problems arise that do not seem to be caused by the work situation itself.The offices are located at 4100 S. Hospital Drive, Suite 205, Plantation, Florida 33317. Phone Number is 954-797-4755. All referrals are in the strictest confidence. There will not be any reference to an EAP referral on an Employee Evaluation or Record of Counseling.END OF YEAR CHECKLIST It would be advantageous to begin thinking about end-of-the-year responsibilities early in the fourth quarter. You will receive a list of exact requirements during May. The following list will give you a general idea of the requirements.Cumulative Folders are to be updated. Grade books/ Pinnacle Grades, attendance information, and lesson plans are to be turned in to the office. Prepare student articulation cards and submit to the office. Rooms are to be left neat and orderly to facilitate summer term and cleaning. All displays are to be removed from the bulletin boards. Bookshelves are to be free of any material or books. Student and teacher desks are to be thoroughly emptied and cleaned. All building keys are to be turned in on the last day of school.ENGLISH SPEAKERS OF OTHER LANGUAGES (ESOL) ESOL strategies must be documented in lesson plans on a daily basis. In the back of the lesson plan book there should be an individual sheet of ESOL strategies for each student. Please see the assistant principal for the ESOL strategy code sheet. EQUIPMENT REPAIR The county maintains a department that repairs school board property. Do not take items home to be repaired, or take items to outside shops to be repaired. If you have audio/video equipment that has been checked out from the media center that is in need of repair, please submit it to the Media Specialist. Other equipment that is in need of repair should be given to the Tech Specialist. If you are uncertain of which person should handle the specific repair, ask administration. ESOL CLASSES All grade level teachers must complete the five ESOL courses (300 points) for the endorsement within their timeline. Failure to do so will result in non-renewal of the teaching contract. Special teachers must complete one ESOL course (18 to 60 points depending on certification). ESOLIdentificationStudents that are tested for possible placement in the ESOL program is based upon 3 parent questions on the registration form:Is a language other than English used in the home?Does the student have a first language other than English?Does the student most frequently speak a language other than English?If “Yes” is answered for ANY of the questions then they are assessed.Students that do NOT test into ESOL are identified as CZ.Students that do test into ESOL become LY. There are ONLY 5 active classifications of ESOL students: A1 LY, A2 LY, B1 LY, B2 LY, C1 LY. LF- are students that have exited ESOL and are being monitored for 2 years.LZ- are students that are exited and finished the 2-year monitoring period. C2 LF or C2 LZ are NOT ESOL and do not receive accommodations and modifications or ESOL services.The ONLY ESOL students that are active are those with an LY behind the code regardless of what is in front. For example, a B2 LF is NOT ESOL.English Language Learner (ELL) Grading Best PracticesGrading ELLs can take some adjustment because teachers must separate the students’ content area knowledge from their knowledge of English. Teachers should assess what students know and can do rather than their ability to express themselves in English. Therefore, no ESOL LY students should be given a D or F (intermediate) or a 3 (primary) based on English proficiency. ConsiderationsWhen grading and reporting the progress of ELLs, teachers should consider that the student’s level of English proficiency might affect his or her ability to communicate content knowledge. Also, the student’s previous educational background, including native language literacy level, may impact current functioning. Please refer to each individual student’s English Language Learner Student Education Plan (ELLSEP) folder for more information about his/her prior academic experience.Instruction and AssessmentThe Florida META Consent Decree requires that teachers provide comprehensible instruction to ELLs. The ESOL Instructional Strategies Matrix offers a plethora of strategies to support instructional personnel in this endeavor. To accurately measure ELLs’ academic progress, a variety of assessments should be considered in lieu of the more traditional language-based assessments used with non-ELLs. The table below includes common alternative assessments, as well as ways to adapt assessment format and delivery according to students’ language proficiency. Statewide testing accommodations are also included.ESOL Assessment PracticesAlternative AssessmentsAdaptationsAccommodationsChecklistChoose Key/main ideas for assessmentHeritage Dictionary- must be used during instruction all year to be used during testing ********LabelingSimplify directionsOral AssessmentModify question stems and formats based on language proficiencyFlexible SettingOral PresentationSupply word banks for testsPortfolioProvide context-embedded textResponse CardsSentence FramesFewer questions/words i.e spelling lists Visual RepresentationShortened assignmentsThinking Maps/graphic organizersGrading GuidelinesTeachers must explain grading criteria and expectations to ELLs and provide them with samples of quality student work, as well as non-examples. Grading should be a combination of process and product for all students. Grades should reflect a variety of performance-based tasks, such as participation, projects, portfolios, and oral explanations. Teachers should recognize students for their success, effort, and progress toward meeting learning objectives, which are an equally legitimate and relevant part of the criteria for grading.Because classroom assessment should be authentic and ongoing, teachers should incorporate both formative and summative assessments in order to monitor academic progress and plan for instruction. The grading of ELLs must be based on the knowledge and skills that the students are able to demonstrate when the teacher implements the appropriate curriculum, materials, adaptations, and instructional strategies. For more information about teaching and assessing ELLs, please visit to access the revised ESOL Instructional Strategies Matrix and AddendumParent CommunicationIt is important for school personnel to explain grading criteria and expectations to parents of ELLs. Parents must be informed that grading reflects their child’s academic achievement, based on his or her language proficiency, through curriculum accommodations and the use of ESOL instructional strategies. This must be documented on report cards, interim reports, and/or parent conference forms. Parents of ELLs must be informed in a timely manner when their child is not performing/achieving according to standardized grade level assessments. For information regarding promotion or retention of ELLs, refer to School Board Policy 6000.1.ESOL Instructional Matrix and StrategiesPlease use the ESOL Instructional Matrix when creating your lessons. According to the ESOL handbook: Section 4, the corresponding codes must be documented in your plan books under each lesson in which you are using them. If administration or District ESOL personnel review your plan book, they will be looking for these codes. The Matrix and codes are provided for your reference.EVACUATION PROCEDURES FIRE DRILLSProcedures for emergency exit should be posted in each room and should be understood by the faculty and student body. The signal of an evacuation drill will be a loud continuous buzzing sound and students will exit according to evacuation chart.The teacher should assign a student to close the door or do so themselves and be the last person to leave the classroom. Teachers must take their grade-book, clinic card and emergency dismissal forms, which would include telephone numbers. Attendance should be taken once the students are lined up outside. Turn off lights.If your exit is blocked due to fire, use the nearest exit. Teachers should discuss alternate routes with students. Students will be instructed to give immediate attention to their teacher for instructions on the proper exit routes to be used. Students and teachers are to wait for the all clear signal before proceeding back into the building. If a fire occurs during the lunch period, students should leave their lunch trays in place and file out through the nearest exit.Fire drills are conducted once a month and tornado drills are conducted twice a year. The first evacuation drill shall be held within the first week of school. Each teacher is to walk his/her students through fire drill procedures the first day of school.Tornado DrillsAll personnel on the school premises should be assembled at the far side of the classroom, away from the large windows.All personnel in portables, or on the playground at the time of a tornado alert, should proceed immediately to the nearest building of permanent type construction.Students will get down under their desks on their knees with their hands over their heads (duck and cover) and wait for an all clear signal. Try to have students stay away from the window area.The public address system or sound horn will be used for this drill. The following announcement will be made: "All students and staff, report to your assigned areas. This is a tornado drill. Everyone down."EXCEPTIONAL STUDENT EDUCATION It is the responsibility of the school personnel to help screen and identify exceptional students. Students with suspected exceptionalities may be referred by parents and teachers to the ESE Specialist. Documented and dated anecdotal records must accompany referral forms. There must be documented evidence of two interventions tried with the student. Two parent conference forms must be completed. Referrals and related data must be completed promptly so that testing is not delayed.Florida State Department of Education guidelines and District Procedures must be met before a student is accepted into any exceptional student program. Feel free to discuss any concerns you may have about referring a student with the exceptional student education specialist, curriculum specialist, guidance counselor, assistant principal, or the principal.A child’s assignment to an ESE program is a vital part of the curriculum. It is legally required that the child attends regularly. The teacher may not use denial of attendance as a means of discipline.FACULTY COUNCIL A Faculty Council is established to help solve problems at the school site through discussion of problems among the council. Problems along with a reasonable solution are to be submitted in writing to the Union Steward. The submission will then be discussed among the Faculty Council and if need be will be submitted to the principal for consideration. FACULTY MEETINGSFaculty/Staff development activities will be held on the first Tuesday of the moth and as needed basis. The school wide calendar will indicate the dates set-aside for staff meetings. All faculty members are expected to attend. If you cannot attend, administration must be notified. If you are absent, it is your responsibility to discuss the agenda items with your Team Leader or Administrator. FACULTY LOUNGEParents and volunteers will occasionally use the lounge to purchase a soft drink or snack. This is the only place available to them. Please be aware of their presence. Teachers and staff are not to discuss students nor students’ parents in the faculty ments taken out of context have a way of getting back to the community. Students are not allowed in the faculty lounge. The soda machine is solely for adult use. Eating or drinking in front of the children during instructional time is prohibited. Art, Music, P.E., Media, periods are planning/conferencing periods and should be used as such. If parent conferences are scheduled during planning time, the office must be notified that you are expecting a parent. Do not leave valuables in the lounge. Label your lunches. Clean up after yourself. The microwave ovens located in the lounge are to be kept clean by those staff members that use them. Please cover your food before heating it up in the microwave. Please respect the property of others. Remove all food, drinks, etc. from the lounge refrigerator the last day of each school week. The refrigerator will be cleaned on Friday nights. Anything left in the refrigerator will be discarded on Friday, even if labeled. FAX MACHINEThe FAX machine should only be used for official school business. No personal materials may be faxed unless you have prior permission from administration. Confidential materials, such as psychological reports, IEP's and school records, may only be faxed with the principal/assistant principal's or ESE Specialist permission and an identified person at the receiving end.FIELD TRIPS All field trips will be completed using the electronic database. If needed, please see administration for assistance.Field trips should occur only as an outgrowth of, or supplemental to, some aspect of the curriculum. An educational field trip is one that has value in meeting educational objectives. These objectives are a part of the teacher’s current unit of study. Teachers' judgment should be employed in deciding whether or not an excursion is desirable in terms of distance, expenses, and ease of supervision. Written parent permission must be obtained on an Authorization for Trip Form. Students will not be permitted on a field trip without parent permission. These forms must be on file prior to departure from school for the field trip and must be kept for audit purposes. Field Trip Parent Permission Forms must be signed prior to the closes out of the field trip.Requests for bus service must be made several weeks in advance. County buses are available, but times are usually between 9:00 a.m. and 1:00 p.m. County bus charges are approximately $38.00 per hour. Allow one half hour before and after in your calculations.The use of private school bus companies is discouraged, but if a private bus company is used it must appear on the Board Approved List and insurance validity must be checked with Risk Management.In order to have correct information for billing, Transportation has requested that an administrator or school designee sign a form provided by the driver. This will include the time that the bus left and returned to the school. A list of students for each bus shall be provided to the driver immediately prior to departure for the trip (School Board Policy #6303). The driver may not leave school unless a list is provided.There must be a minimum of one (1) chaperone for every ten elementary students. Siblings of chaperones are not permitted on field trips. Responsibility for student behavior rests entirely upon the chaperones. Only in emergency situations should the bus driver need to be concerned with the students' conduct. Chaperones must fill out a volunteer application prior to the field trip. This usually takes two to three weeks for approval from downtown. Volunteer applications are good for two years. A new application must be filled via the . website. “getinvolved”If private cars are used, planning and coordination are very important. A driver must be properly insured, present a valid driver's license, show proof of insurance to the principal's office, and must be a responsible adult.Be sure to obtain administrative approval before plans are finalized and students informed. Final plans must be submitted in writing to administration before students and parents are notified and money collected. In order for your field trip to be approved, field trip requests must be submitted on Field Trip Authorization Forms.. Field trip packets can be accessed on the server and some components must come from the bookkeeper.Funds collected by teachers from students must be recorded, according to county auditing procedures, and all monies must be turned in to the bookkeeper two weeks prior to the trip. All monies collected must be accompanied by a Report of Monies Collection form, which is kept for auditing purposes. All monies will be turned in to the bookkeeper before 10:00 A.M. on a daily basis.Advise the cafeteria manager at least two (2) weeks in advance if your field trip plans will take you from the school during your regular lunch time. This will allow the cafeteria staff to order special items for bag or box lunches if needed and prevent over ordering the regular lunch items. On the afternoon before the trip, please let the cafeteria know exactly how many bag lunches (students and adults) and how many milks you will need. The cafeteria should be involved in your planning.If you have any problems concerning the inability of any child to pay for the field trip, please see administration. Teachers must provide supervision arrangements for students not attending the field trip. Teachers must also notify the office, through a list, of those going on the trip, those absent and those staying on campus along with where they are. Prior to planning a field trip, be sure to read and be in compliance with School Board Policy #6303.FIRE DRILLS Please see the map posted in your classroom for the route you are to follow in the event of an evacuation. Fire drills will be held ten times throughout the school year. Two will be conducted the first two weeks of school. The evacuation map is to be placed in each classroom in a conspicuous place near the door. Fire drill procedures are to be rehearsed with the students during the first week of school. Appropriate behavior must be maintained to ensure safety. Students are to be kept quiet and in line. Teachers are to take lesson plan books with them when an alarm is signaled. Teachers must have emergency contact information with them when evacuating the building for any reason. In addition, teachers shall bring with the RED/GREEN cards. All windows and doors are to be closed when leaving your classroom, but not locked. Once students and teachers have reached the designated “safe area,” the teachers must count all students. Teachers should then check to ensure that their numbers coincide with their attendance for that particular day. Once all students are accounted for, teachers must display their green, all clear sign. If students are not accounted for, the red sign should be displayed. Do not re-enter the building until the “all clear” signal is given. This signal will be the sounding of three (3) short bells. FIRE PROCEDURES The following procedures must be followed in case of a fire in the buildings: ? Call main office immediately (if possible) Administration will do the following: ? Dial 911 ? Go to nearest fire alarm pull station and activate alarm ? Evacuate buildingFORBIDDEN ITEMS IN CLASSROOM Any appliance such as a microwave, toaster oven, candle warmer is forbidden inside of a classroom. Formative AssessmentsTraditionally, we have used assessments to measure how much our students have learned up to a particular point in time. This is called "assessment of learning" — or what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher. These summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. Although assessments of learning are important if we are to ascribe grades to students and provide accountability, teachers should also focus more on assessment for learning. These types of assessment — formative assessments — support learning during the learning process. Formative assessment is a purposeful process that provides teachers and students with descriptive feedback concerning students’ literacy. Teachers use formative assessment to inform instruction. When engaging in formative assessment, teachers and students share responsibility for learning. The International Reading Association supports formative assessment as an integral component of a comprehensive approach to literacy instruction and assessment.? Formative assessment is purposeful. It provides information that can be used in setting learning goals and understanding how well those goals are being met.? Formative assessment is collaborative. Both teachers and students play active roles in formative assessment.? Formative assessment has a dynamic nature. It is an active, ongoing process that provides multiple insights into student learning. It occurs during teaching and learning, is interwoven into lessons, and accommodates the nature of the lesson.? Formative assessment provides descriptive feedback to teachers and students. Teachers use descriptive feedback to adjust their planning and teaching. Students use feedback from teachers to improve their learning.? Formative assessment supports continuous improvement. Teachers and students use the descriptive feedback to make meaningful adjustments in teaching and learning. Formative assessment happens throughout the school day and the school year as teachers teach and students learn.Types of Assessment StrategiesThere are a variety of quick ways for you to check for understanding and gather "evidence" of learning in your classroom.Summaries and Reflections Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their meta-cognitive skills. These require that students use content-specific language.?Lists, Charts, and Graphic Organizers Students will organize information, make connections, and note relationships through the use of various graphic organizers.?Visual Representations of Information Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing."?Collaborative Activities Students have the opportunity to move and/or communicate with others as they develop and demonstrate their understanding of concepts.A variety of Formative Assessment Tools is provided for your reference on the Literacy Cab Conference or contact the Reading Specialist.GRADE BOOKS Grade books are to be maintained through the Pinnacle system. It is essential that accurate record keeping is kept at all times, as these web based grade books are visible to parents and relatives. Grades are to be recorded clearly and an indication of the specific assignment is to be made. Make sure that the date the grade was given for a specific skill/page correlates with the date the skill/page was indicated in your lesson plan book. It is expected that appropriate grading weights are assigned to assessments versus class work and that a minimum of NINE grades be present, per student, per subject, per quarter. Administration recommends that one/two grades exist for each student per week. Be sure that the quarterly grade averages in your grade book correlate with the grades indicated on your report card. Teachers are to submit grades to the administration with report cards upon the completion of each quarter. Grade books are legal documents and should be maintained neatly and accurately. GRADE CHAIR (TEAM LEADER) RELEASE DAYS All Grade Chairs must submit TDA’s and call sub finder at least ten school days in advance (see calendar for dates). If your substitute does not show up, you will have to remain with your class and obtain the notes from the meeting. Grade Chair Release Days will be held once a month. Grade Chairs will sign-in and plan to take notes to share at their grade meetings. All Grade Chairs must be present. If the Grade Chair is absent, the Grade Chair should assign a member from their team to attend all meetings and disseminate the information to their respective grade level. All information presented must be discussed thoroughly with entire grade level at grade level meetings.GRADE LEVEL TEAMS Grade level teams are established to ensure consistency in the curriculum provided for the students. Grade Chairs must submit minutes of items discussed at meeting including signatures members. Teachers in the grade group are to meet twice a month on a Wednesday as well as anytime the Team chooses. At these meetings, the grade chairperson will share information discussed at the grade chair meetings. Support staff members will be an integral part of each grade level team and will attend the grade group meetings as neededTeachers are to order supplies and duplicated materials as a grade group. The grade chairperson must approve all requests for material duplication, before being submitted to Linda Bosworth. Grade chairs will be given supplies once each year. If additional supplies are needed, grade chairs should submit a written request to the bookkeeper.GRIEVANCES School Board Policy defines “grievance” as: “Any complaint, problem, or dispute which affects the conditions or circumstances under which an employee works involving interpretation, or application of an existing Board Policy and this agreement; or a condition which jeopardizes employee health, and/or safety.” Procedure: 1. The employee shall first attempt to resolve the grievance through free and informal communications with his immediate supervisor (school principal). 2. If the grievance is not settled informally within a reasonable time following knowledge of the act or condition which is the basis of the complaint, the grievant may filed in writing a grievance with the school principal or the immediate supervisor. 3. If the grievance is not settled at the second step, it may be appealed to the Area Superintendent. 4. If the grievance is not settled at the third step, it may be appealed to the Superintendent of Schools. 5. If the grievance is not settled at the fourth step, it may be appealed to the School Board. 6. If the grievant is not satisfied with the disposition of the grievance the Board, the grievance may be submitted to arbitration before an impartial neutral. GROUPING Students should be grouped in accordance with skills development in reading and in mathematics and placed on levels commensurate with their achievement. Each teacher is expected to be cognizant of the ability of each student. Where achievement is significantly different, analyze reasons for such span and make every attempt to guide achievement more closely to each student’s ability level. Whole group instruction is to be utilized where appropriate with reinforcement being given for those students achieving above or below the average level. Teachers are to work cooperatively in and between grade levels to establish a consistent curriculum for students. Each teacher will have reading groups so that children can be grouped with others at various abilities. ESE will be using a self-contained and inclusion models. Some students will continue to be pulled out for services. The homeroom teacher and the VE teacher are to discuss the ESE student’s progress on a regular basis. All teachers involved in the student’s curriculum are to be in contact with the parent/guardian. Report cards, written reports, etc. are to be prepared by all teachers working with the child. The VE teacher will prepare grades, etc. for the self-contained students. All students are to be administered diagnostic tests in reading and mathematics in order to determine student needs. This is to be done within the first four weeks of school. GUM CHEWINGWe are a gum free school. Students should not be allowed to chew gum during class or anywhere on the campus. Do not give chewing gum as an incentive. Children dispose of gum in unsanitary methods, and many times will damage school board property. Staff members must lead by example, and may not chew gum on campus.HALL PASSESStudents are NEVER to be out of the classroom without a pass. Each teacher is responsible for taking their class as a group to the restroom as needed or students use the buddy system. If a student needs to be sent to the office, students must carry a hall pass and be accompanied by another student. Teachers are also responsible for making the passes.Any student(s) found in the hallway or rest room without a pass will be taken to the office and the teacher will be notified.HEALTH RECORDSThere should be a health record sheet for each child. Designated grade level students are screened for vision, hearing, height and weight. Students being screened for exceptional student education receive vision and hearing screening. This data is recorded on the health folder for placement in the student’s cum folder. Chronic illnesses should also be recorded on a student's health record sheet.Records or information concerning a student's health should be placed in the health folder immediately. A complete list of all students with health concerns or needs will be filed in the school clinic. The public health nurse reviews the health records and provides parent and teachers with necessary health information. HOMEBOUND SERVICESHomebound services are provided for those who have an illness or disability that would prohibit his/her attendance at school. Once the teacher has been notified or becomes aware that a student will be out of school for an extended period, the guidance counselor should be notified so that these services can be arranged. HOMEWORK ASSIGNMENT POLICYHomework should be given to every child from Monday through Friday to meet the needs of the students and should be an extension of their school activities. Teams should collaborate to ensure that time to do the assignments should not exceed:30 minutes for Grades 1 – 330 – 45 minutes for Grade 445 – 60 minutes for Grade 5The following guidelines will assure that homework activities result in a satisfying session:Assignments should be on the student's independent level. Directions should be clear and concise. Copies should be clear and readable. Homework emphasis should be on strengthening skills taught in the classroom, as well as teaching students' responsibilities. The teacher should check homework and immediate feedback should be given.On an evening when no definite assignment is given, students should be encouraged to read library books, review flash cards, review work list, play educational games and review number facts, and other appropriate websites.Homework will be given to all students every night. Homework should be a review, be meaningful and purposeful. HONOR ROLL (Grades 3-5) Award Expectation Honor RollIn order for a student to qualify for A Honor Roll, or A/B Honor Roll, they must receive 1’s in the following areas on their report cards:--Demonstrates self control--Respects individual differences--Respects authority--Shows respect for property and rights of others--Completes assignment/activities on time--Completes and returns homework assignments on time--Follows directions--Shows effortA/B Honor Roll*Ultimate Principal’s Honor Roll – 4th Quarter only This award is given to students who received straight A’s the entire year. These students also received all 1’s in the areas listed above. Perfect Attendance AwardIn order to obtain perfect attendance, the student must be in attendance each day. Only 2-3 tardies accepted*Annual Perfect Attendance Award – 4th Quarter onlyIn order to obtain annual perfect attendance, the student must be in attendance each day. *Bringing Up Grades Award (B.U.G.)- 2nd -4th Quarters onlyOn A Roll To SuccessThis award is given to students who bring their grade up in at least one subject area and did not drop a letter grade in any subject area. The student must earn all 1’s and 2’s in behavior and study skills. Kids Of Character September – CooperationOctober – Responsibility November – Citizenship December – Kindness January – Respect February- Honesty March – Self –Control April – Tolerance May- Overall Kid of CharacterSelect one student who emulates the specific trait of the month. IDENTIFICATION BADGES All staff members are required to wear identification badges while on campus. This policy is the same for all School Board of Broward County employees. Visitors and volunteers also must wear identification badges. Any adult on campus not properly displaying an identification badge must be reported to the front office immediately. This is a security issue and compliance with this policy is not optional. IMPROPER AND UNETHICAL TESTING PRACTICES It will serve teachers well to remember the following in regard to testing practices. 1. Standardized test materials should be secured at the school level under the direction of the principal until the tests are administered during the time designated by the county test department as testing week. 2. Do not reproduce items from various standardized tests for use either as instructional materials or as a so called “teacher-made” test. 3. Do not interrupt a test to explain to the class a seeming difficulty in the test directions or to “doctor up” the directions when these are to be read aloud by the examiner. 4. Do not give help to pupils during a test.12. Do not give special help to poor readers in a class; for example, in mathematics; by reading test items aloud unless stipulated in the IEPPlease note: The Guidance Counselor will conduct a meeting on procedures before all standardized tests. INSTRUCTIONAL TELEVISION There is an excellent selection of programs provided by BECON. Teachers are encouraged to utilize these programs. Lesson plans must include the times and titles of the programs being viewed. At no time should regular program viewing occur without prior approval of the administration. If “down time” exists, utilize it to read aloud to the class.INSERVICEAn inservice facilitator is selected each year to coordinate these activities for school staff. Inservice points can be used for recertification and/or incentive pay. INSURANCE-STAFFStaff will be using Employee Self Service (ESS) to select their benefits. Training in using ESS will be provided at the beginning of the school year for all that need it.INSURANCE-STUDENTParents are given the opportunity to enroll students each fall in school insurance plans. There are two types available this school year - an accident insurance and a hospitalization plan. Forms are to be sent by U.S. Mail directly to the company. Do not collect these from students.INTERCOM An attempt will be made to limit all announcements to the time before classes start and ten minutes before students leave. Afternoon announcements will be brief and factual and limited to no more than five minutes between 1:40-1:55 p.m. All-calls must be approved by administration before announcement. Please instruct students that they are not to answer a call over the intercom. Students are expected to quietly listen to the call over the intercom. The intercom will also be utilized for dismissal. Be very careful what you say over the intercom. Everyone in the office - parents, students, teachers, etc. - can hear everything that is said. Use professional discretion in using the intercom. INTERIM REPORTS Board Policy 5104 states, "Not later than midway between marking periods, an interim report shall be sent to the parents of students who are experiencing difficulty," including but not limited to the following:?Failing?A drop of two or more grades?Unacceptable behavior?Excessive absences or tardiness On an Progressing Monitoring Plan (PMP)These concerns should be written in the space provided for comments. All interims must be completed using Pinnacle. All interim reports must be reviewed by school administration before being sent home. Teachers must print 1 copy and a second copy will be made. One copy will go home with the student and one copy will be placed in the cum folder.Following the interim report, a parent conference is an opportunity to enlist the assistance of parents before the end of the marking period.In the event that a student's behavior and/or grades drop after the regular interim report issuance date, the teacher(s) involved must send an interim report before that student can receive an F/N, or have a drop of two letter grades on his/her report card.A copy of the interim report for these students must be attached to the report card when submitted to administration for review. Report cards with F/N or a drop of two letter grades in academics and/or behavior must have an interim report or they will be returned to the teacher for correction.Do not expect to give a student an interim report immediately before the report cards are submitted to the office. Good interim reports provide support for students and enhance parental support.It is recommended that all students must receive an interim report every quarter to determine student progress.KEYSKeys are issued to a teacher and are not to be used by anyone but the teacher, unless approved by office manager. Teachers are not to allow students to use their keys.It is a violation of School Board Policy to duplicate school keys. Teachers are financially responsible for any key lost during the school year.LAMINATING MACHINE Only authorized personnel will use the machine. Do not expect to get your items back the same day that you turn them in. Write your name on items to be laminated LAPTOPS All teachers will be issued labtop computers. Please be reminded that you are to follow District policy as it relates to use of technology.LEGAL NAMES (STAFF)All staff members will be known and referred to as their legal names. Surnames that are not legally known will not be utilized in official business. Teachers are not to have students refer to them as anything other than their legal names. LIMITED ENGLISH PROFICIENCY (LEP) (SEE ELL)For each child who is classified as bilingual (ESOL), the LEPSEP Committee shall complete a ESOL folder. Required forms will be completed by this committee and will be maintained in the student's cumulative folder.LESSON PLANS AND CLASS RECORD BOOKS (All must be Electronic) We are a school of techno-education, therefore laptops are provided for all teachers who request them. Lesson plans must be electronic. Beep lesson plans and C-Palms may be viewed and used by all teachers indirectly. Plan books and grade books are important parts of documentation and every teacher must have both. Organized and detailed lesson plans (weekly or daily) are required of each teacher. These should be recorded in the Teacher Plan Book and made out one week in advance in order to assure continuity. Group designation, basal text, and supplementary materials should be listed.These specific details should be included:Date of each weekly set of plans.StandardLearning GoalEssential QuestionCurriculum /Activity used to master goalAssessmentRemediationEnrichmentIdentify ESOL strategies used.List students who receive special services and their scheduled times (ex: speech, VS, etc.)Specify your lunchtime as well as instructional planning (art, music, PE and media), and recess..It is highly suggested teachers use the preferred lesson plan provided as it offers an opportunity to provide differentiated instruction based o student grouping.Every teacher will have a grade book. There should be a section for each academic subject and the teacher is responsible for instructing and grading on a report card. There should be a sufficient number of grades for each academic subject to determine an average and give the appropriate letter grade using the numerical scale of the report card. Please refer to the Standard of Service (School Board Policy #6000.1 and Promotion/Retention Policy #5104) for answers to any questions, or feel free to discuss acceptable grading procedures with the principal/assistant principal. Grades should be labeled on Pinnacle so that incomplete assignments can be identified and areas of weakness easily detected.In reporting student performance for third through fifth grade, symbols (A,B,C,D,F) are used which represent the equivalent numerical grades as shown below:"A" Superior Progress...........................100 - 90"B" Above Average Progress................89 - 80"C" Average Progress........................... 79 - 70"D" Below Average Progress................69 - 60"F" Failure............................................. 59 or belowTeachers will use the numerical scale to determine a letter grade. Letter grades will be placed in the grade book and averaged at the end of the grading period. Plus and minus signs for academic grades shall not be used in marking the report card.First and Second Grade report cards should reflect student progress with:"1" Has mastered skill(s)"2"Is learning skill(s) with assistance"3"Area of concern“X”Not evaluated“N/A” Not ApplicableTeacher plan books are to be available during classroom walkthrough visits. Administration will collect and review plan books periodically throughout the year – Domain 2 evaluation. At the end of the school year, two documents (Lesson Plan Book, Grades) are filed in the office for state audit trail purposes. Teachers must enter at least one grade per week for each content area being taught. Please see teacher binder for further instructions on grade level grading criteria.LOST AND FOUND Lost and Found articles are kept in the lost and found section next to the stage for student access. All lost items should be turned in promptly. Students should be encouraged to check there first for their items before coming to the office. Items will be donated to a local charity or to Goodwill after the first quarter.LOST TEXTBOOKS Each teacher is responsible for an account of all textbooks. Students are to be made aware that they must pay for lost and damaged books. Report lost book to the textbook coordinator. The student who was responsible for the book will be fined. MAILBOXESStaff members are to check their mailboxes at least twice a day. This should be done when checking in each morning and then again at lunchtime or at the end of the day. MATERIALS AND SUPPLIES Supplies are made available to teachers for the instructional program. The materials are ordered and distributed by the Grade Chairs. At the end of each school year, grade chair place the order with the bookkeeper. Teachers should NOT interrupt office personnel for supplies. It is the teacher's responsibility to pre-order supplies and the bookkeeper to order it.Reimbursements:Faculty member should not purchase any item for which he/she expects reimbursement without clearance from the Principal. Requests will be granted or denied on the basis of available funds.Ownership of Materials and SuppliesAll materials and supplies purchased with school or PTA funds become the property of the school. Teachers leaving the school or transferring to a different grade level or program are to leave all materials and supplies in the room they occupied during the school year unless otherwise directed by administration.MEDIA PROCEDURESThe Media Specialist Clerk is available to assist staff members in the selection of materials or the operation of AV equipment. Students will have media at least once weekly. Students will have to pay for lost books. MEDICATION Teachers are never to allow students to take medicine while under their supervision. Florida law forbids administration or dispensing of any medication to a student by school personnel without specific written authorization of a physician. Prescribed medication must be kept in the school office, in a locked cabinet. Students may not bring any medication, cough drops, aspirin, etc. to school without this specific written authorization. MESSAGES FROM PARENTSTeachers are to keep all letters from parents. Teachers must return a parent’s phone call within 24 hours of receipt of message. If a telephone message from a parent is received on a Friday, the call must be returned by the following Monday. Notes that authorize a change in student transportation, verify absences, or indicate a forthcoming student absence, are to be sent to the office. Teachers will be given a copy, and are to file such notes after returned by the office. Do not allow a student to change his/her mode of going home without written authorization from his/her parents. MONIES COLLECTEDAll monies to be collected in the name of the school must first have written authorization by the principal. A Monies Collected Slip or envelope may be obtained from the bookkeeper to request expenditure of monies. These must be maintained and returned to the Bookkeeper according to School Board Policy.Teachers must turn in monies collected to the bookkeeper on a daily basis. This includes but is not limited to monies collected for field trips, etc. It is the intent of the Auditing Department that the school pays all expenditures by school check only. Auditors check all forms for correct procedures and information. All monies collected must be funneled through school internal accounts. These collections are to be recorded on a Monies Collected Form. Always keep a copy of this form for your records.MONTHLY CALENDAR A monthly calendar of events is located on the CAB e-mail system. Staff members are required to check the monthly calendar before scheduling events. Dates for field trips, assemblies, etc. are to be cleared through administration before any arrangements for such activities are placed on a monthly calendar. Faculty and staff are responsible for attending events, and meetings on the calendar, which relate to them. Teachers are to include special assemblies, field trips, etc. in their plan books. You may include information on the monthly calendar by contacting the assistant principal. MORNING ANNOUNCEMENTS Students will televise morning announcements on channel 15 under the supervision of the Principal and a designee. If announcements are not made over the closed circuit television, they will be done over the intercom. It is the duty of the individual teacher to make sure their students sit quietly and listen to announcements every day. Taking attendance, collecting homework and similar activities should not be done during morning announcements. This type of activity sends a negative message to students that morning announcements are not important.NOTICES All notices sent to parents must have previous approval from the principal well in advance. Remember that the school and its staff are reflected in our written messages. Notices must be typed and have correct grammar and spelling. The school name and address must appear on all notices as well as the date. The principal must approve all letters or correspondence requiring school letterhead. Keep a copy of all correspondence between you, the school, and parents. OPEN HOUSE Open House is a time to inform parents of procedures for completing your coursework, course content and any special procedures or projects. You may also use this time to explain how and when parents can contact the school for conferences. Open House is not for students and should not be used to discuss individual students. Please use this opportunity to promote school programs and school activities. The following is a list of topics to discuss during open house. Please include the following topics as discussion for Open House and make our parents feel very welcome: Emergency Information (Keep updated) Attendance/TardiesPinnacle (progress reports/letter grades)School Wide Discipline PlanMandatory Uniforms Phone Call ProceduresReading Program/Reading Logs/Homework Policy Free/Reduced Lunch Syllabus Instructional Focus CalendarContent AreasAssessmentsWriting Process and ExpectationsHomework PolicyHomework Assignments Special Projects (Research Paper/Book Reports/Science Fair) Parental Involvement (SAC/SAF/PTO/Volunteer)School Newsletter (Posted on Website)Student Activities Faculty members are encouraged to be positive, be on time and be pleasant.ORDERING OF SUPPLIES Ordering of all supplies is to be done on the appropriate requisition form through the grade chair/team leader. These forms are to be turned in to The Bookeeper by the grade chair/team leader. Purchases of supplies made by an individual teacher are not allowed and will not be reimbursed. Any other purchase made without prior written approval will be considered a personal purchase and will not be reimbursed. All materials and supplies purchased with school or PTA funds become property of the school. Teachers leaving the school or transferring to different grade levels or programs are to leave all materials and supplies in the room they occupied during the school year. ORGANIZATIONAL STRUCTURE PARAPROFESSIONALS (SEE TEACHER ASSISTANTS)PARENT TEACHER ORGANIZATION (PTA)Griffin Elementary has a PTA. Monthly PTA Board and Advisory meetings are held to further communications between the school and the community.Teachers are not automatically PTA members. You are encouraged to join Griffin’s PTA. Annual dues range from $7 to $10. Traditionally, Griffin staff and parents work well together to promote many activities that enhance our student's education. Many of our programs are funded by PTA. The Elementary School PTA actively supports the school’s instructional program, as well as, enhancing community school relations. All parents are encouraged to join and actively support this important organization. Parents will be notified of all PTA/Advisory meetings planned during the school year. The Membership Drive is conducted each September; however, your family may join at any time during the school year. Our PTA coordinates our book fairs, room parent assignments, various fundraisers, family fun night and much, much more.PTA Officers for the 2006-2007 School Year ChairpersonSamantha BalanowichVice President Cheryl Marie Watters2nd Vice President Robert CreedRecording SecretaryJami Saltiel GensonTreasurerHeather QuinonesPTA Teacher Representative Stacey AldermanPARKINGWith the intention to provide a safe environment for our staff members, the concept of on entrance/exit is implemented. There are several parking lots located throughout the campus. There is a parking lot located in the front of the school. This parking lot is for administrative faculty, visitors and staff members who need to leave campus before 2:00PM. The north and south parking lot is for faculty and staff parking. These two parking lots remain closed throughout the day that is, 8:00 AM till 1:45PMThe Bus Loop is located in the North Side of the school.PARTIESParties are a learning activity and a very important part of a child's growing up. However, classroom parties should be limited to two per school year. Good manners and habits must be stressed. Requests for special parties should be cleared with the teacher and administration. All teachers must inform the front office if they have made arrangements to have a party in their classroom. IMPORTANT REMINDER: Only store bought, or commercially prepared food may be used at school functions.Birthday PartiesParents may bring in cake during their child’s lunch time in the cafeteria. Helium Balloons are not allowed in school. Please notify parents. PHYSCIAL EDUCATION (PE)State Law mandates 30 consecutive minutes of PE daily for all elementary school children. The classroom teacher is responsible for providing the students with 30 consecutive minutes of physical education. Physical Education must be actively supervised and provide a structured type of physical activity. PE may not be withheld from students for disciplinary reasons. They may not be sent to time-out during this block of time.PLAYGROUND AND PHYSICAL ACTIVITY AREASAll teachers are required to read and follow the Playground Safety Manual before allowing students to use either of the two playgrounds on campus. Teachers and staff are discouraged to take chairs outside when children are being supervised during outside activity. Active supervision requires the teacher’s full attention. Moving among students at play is necessary. Passive supervision (sitting) is not appropriate. All teachers are to adhere to this policy. NO RECESS CAN OCCUR AFTER 1:30 P.M. POLICIES (SEE SCHOOL BOARD POLICES) All School Board Policies may be accessed at . PONY EXPRESSMessages and small materials are moved between schools and central office by means of a truck delivery route called "The Pony." Special brown envelopes are available for this in the front office. Use black or blue ink in addressing envelope to send something to another school or department.POWER FAILURE If a power failure should occur, the office is to be notified immediately. All students and staff are to stay in their classrooms, remain calm, and open all windows and doors. Every effort will be made to rectify the situation in an expeditious manner. Patience is the key word in these situations. PRINCIPLES OF PROFESSIONAL CONDUCT (CODE OF ETHICS)Every teacher should read and comply with "The Code of Ethics and Principles of Professional Conduct and the "Standards of Competent Professional Performance". PROPERTY (SCHOOL BOARD)All School Board property is required to be accounted for as specified in Property and Inventory policies. Staff members are not permitted to remove School Board property from the campus without a property pass signed by the principal. All laptop computers assigned to staff members are to be signed out with a property pass authorized by the principal. There are no exceptions to this policy. Teachers are expected to monitor theproperty designated to their classrooms. Any School Board property discovered to be missing must be reported this to administration immediately. PUNCTUALITY All staff members are required to observe required working hours. Teachers’ and paraprofessionals’ working hours are from 7:30 a.m. to 3:00 p.m. Habitual tardiness is considered unprofessional behavior and will be documented by administration. Teachers are expected to have their students engaged in learning at 8 a.m. sharp. RECESSHouse Bill 967 states: Each school district shall provide 150 minutes of physical education each week for students in kindergarten through grade 5. Different samples of lesson plans can be found on C-Palms. The responsibility for students personally rests with the teacher. Please supervise closely. If too many classes are on the playground, please select a different recess time. Recess must be conducted prior to 1:30 PM for no more than 30 minutesREFRIGERATORS All refrigerators must be defrosted prior to all holidays, break and extended periods when the school is officially closed. REPORT CARDS Report cards are sent home each nine weeks to all students in Grades 1 – 5. Kindergarten students begin receiving a report card starting the second nine weeks. The calendar shows the date on which the reporting period closes and the date on which report cards are to be issued. Please follow the schedule provided for when report cards should be turned in to administration to be checked before going home.In reporting student performance for third through fifth grade, symbols (A, B, C, D, F) are used which represent the equivalent numerical grades as shown below:"A" Superior Progress...........................100 - 90"B" Above Average Progress................ 89 - 80"C" Average Progress........................... 79 - 70"D" Below Average Progress................ 69 - 60"F" Failure............................................. 59 or belowWhen report card envelopes are returned, be certain to check for parent's request for conferences and/or comments.SPECIAL NOTE: School Board Policy stipulates that a student must be in attendance twenty-five (25) days in a Broward County School during a quarter in order to receive grades for that period. If a student transfers from school "x" and has been there 13 school days and here at Griffin Elementary 12 days, we are required to give a report cardRESPONSIBILITIESPrincipal and Assistant Principal ResponsibilitiesBy law, the principal is charged with overall responsibility for the total school operation, evaluation of the employees, and for the quality of the instructional program.In carrying out these responsibilities, it is necessary that the principal maintain continuing and up-to-date knowledge of the procedures for instruction and general on-going programs within the school. This knowledge is usually maintained by certain basic procedures, such as:Visitation and observation of classroom activities Curriculum Data AnalysisReview of lesson plan booksDiscussion with individual teachers and groups Mentor LeadersInsurance of a safe and orderly environmentConference with personnelSupport SBBC initiativesCommunication with all stakeholdersThe principal is the person who is accountable for the school budget. All questions concerning budget should be directed to the principal. All grade placements, classroom assignments, teaching assignments, and final decisions of promotion/retention are also duties of the building administrator.Teacher ResponsibilitiesPlanning and organizing for instruction - Each teacher is expected to provide a classroom situation that will promote maximum progress and growth of individual students. Teachers are expected to utilize effective and desirable instructional procedures based on data analysis in reaching that goal.Supervision of pupils - Instructional personnel are responsible for the general well being of students entrusted to them. Students are to be supervised at all times in the instructional areas, as well as on the playground or cafeteria. If it becomes necessary for you to leave your students, another instructional employee should be left in charge or you should notify the office so that someone can monitor your class. There should never be a time when students are without proper monitoring.Work schedule - Instructional personnel are required by law to work 196 days, 180 of which must be devoted to full-time instruction (300 minutes a day). Instructional personnel must be on duty a minimum of seven and one-half hours daily. All instructional personnel will work 7:30 AM to 3:00 PM. Teachers and staff members arriving after their scheduled time may be docked for their late arrival. Reporting time for teachers is 7:30 AM. Non-Instructional and Custodians may vary depending on needs and personnel. Every teacher is to be in his/her classroom at 7:50 AM for the first bell. The school hours for students are 8:00 AM to 2:00 PM. Any school personnel who needs to leave early for any reason must notify and receive approval from administration, or their designee if they are not available. A sign-out sheet must be completed. Staff leaving before their scheduled departure time may be docked. Work standards - It shall be the administration's responsibility to see that each member of the instructional and non-instructional staff of the school carries his/her fair share of the total professional program of the school. Each teacher shall be required to keep his/her lesson plans and grade book up-to-date, complete, and available. Each teacher is expected to comply with School Board Policies in addition to the rules designed for our school. School policies and directives are located in the staff handbook. Please take time to become acquainted with School Board policies that pertain to you.RETENTIONDecisions concerning promotion or retention are to be made after due consideration by the teacher and principal. The policy of our school system is that total growth of the individual child forms the basis for promotion practices. Emphasis shall be placed yearly on the mastery of the Florida Standards in reading, writing, and mathematics. ROOM PARENTSTeachers are to solicit a room parent and an alternate for their class. Some of their functions are to chaperone field trips, arrange for other parents to assist, help organize parties and be a liaison between the class and the PTA. Personal contact by the teacher is the most effective method for obtaining room mothers. (See Volunteers)Response to Intervention- RTIOverview of Response to Intervention (RtI)Response to Intervention (RtI) is defined as “the change in behavior or performance as a function of an intervention (Gresham, 1991). RtI is implemented as a leveled or tiered approach to instructional delivery that includes interventions of increasingly higher intensity, based on a student’s need; that is, a multi-tiered system of supports (MTSS). Assessment data provide the evidence of student learning, and based on this information, decisions are made about the most appropriate instruction, including interventions, that will help a student learn. Likewise, behavior management is addressed in a leveled or tiered approach, and decisions are made about the best behavioral interventions to employ based on assessment and data. A problem-solving method of decision-making is employed and results of efforts are documented. The process is intended to result in better learning opportunities (academic and behavioral) and higher achievement for all students.The delivery model is one of tiered interventions for both academic and behavior problems. Academically, the vast majority of students (75-80%) are served in Tier 1 with the district’s core curriculum. A small percentage (10-15%) is served in Tier 2 with strategic interventions and a very small percentage (5%) is served in Tier 3 with comprehensive and intensive small group or individualized interventions. Behaviorally, the vast majority of students (75-80%) are served with Tier 1 universal strategies; a small percentage (10-15%) receive Tier 2 interventions which are targeted, and a very small percentage (5%) receive Tier 3 interventions which are intensive and individualized. 1. A Tiered System of Intervention DeliveryRtI is constructed around a 3-tiered model of intervention delivery (MTSS). Tier 1 is called “universal” because the methods used at this level are what all students receive. On the academic side, Tier 1 is the core curriculum, in each subject area, that all students receive in each classroom, at each grade level. On the behavioral side, Tier 1 is the school-wide/class-wide approach to behavior management used for all students (e.g., CHAMPs). Tier 2 is called “strategic” or “targeted” because these are interventions targeted to specific student problems. Tier 2 consists of strategies that are supplemental—that is, provided in addition to, not in place of, the core curriculum or behavior management approach. Tier 2 interventions are generally targeted to at-risk students and they are usually delivered in a small group format (e.g., a group of 5 struggling readers in a classroom is provided with supplemental reading instruction 30 minutes per day, 5 days per week, in addition to receiving all core instruction in reading from the classroom teacher). Tier 3 is called “intensive” because at this level the student needs interventions that are specifically tailored to his/her needs and intensively focused. As at Tier 2, these interventions are supplemental—that is, provided in addition to all core instruction in the student’s area of difficulty.Tier 1: Universal. “If the water in the aquarium is dirty, it makes little sense to single out struggling fish for corrective treatment. The first corrective treatment that should be applied is: clean the water in the aquarium; all the fish will likely benefit from this action (Source: Amelia Van Name Larsen, Pasco County Schools).” This metaphor highlights the essential philosophy, and the associated problem-solving tasks, of Tier 1. Recall that Tier 1 represents the core curriculum for academics, and the school-wide approach to classroom management of behavior. The established “rule of thumb” for effectiveness of Tier 1 strategies is that approximately 75-80% of students should be demonstrating success in the classroom with the approaches being used. Using reading as an example, a simple way to assess whether Tier 1 strategies are effective is to calculate the percent of students achieving FCAT level 3 or higher in reading. This analysis should be completed for the total student population, and for all AYP subgroups as well. If 75-80% of all students, and students in all subgroups, are achieving at or above this criterion, it would suggest that the core curriculum (Tier 1 strategies) in reading is indeed effective. On the other hand, if only 50% of students are achieving at FCAT level 3 or higher (or 50% of students in several subgroups), this would suggest problems with the core curriculum in reading. The methods being used are not serving the majority of students as effectively as they should. At this point, it would make little sense to keep singling out individual students for extra assistance with reading, until the problems with the core curriculum are addressed. All students are likely to benefit from improved Tier 1 strategies, even those who are already relatively proficient in reading. Additionally, if the new Tier 1 strategies prove effective, far fewer students will need the supplemental interventions required at Tier 2. When Tier 1 methods are shown by data (e.g., FCAT results) to be ineffective, exactly which new core curricular strategies should be tried is a matter of deliberation for the problem solving team. Using the resources available at the school and at the District level, decisions should be made about what changes need to be implemented at Tier 1 to attain the desired target of 75-80% of students achieving at expected levels or above. Once the changes have been implemented, the next iteration of data (e.g., results of benchmark testing and the following year’s FCAT results) will allow for assessment of the effectiveness of the new Tier 1 strategies.On the behavioral side, a means of obtaining a quick and useful “snapshot” of the effectiveness of Tier 1 strategies would be to examine percentages of students with office discipline referrals, suspensions/expulsions, and perhaps, student attendance rates. If the percentages of students receiving discipline referrals, suspensions/expulsions, and evidencing poor attendance rates are less than 20-25%, this would suggest that 75-80% of students are not experiencing significant behavioral problems at school, and Tier 1 strategies for behavior are effective. As noted above, this analysis should be carried out for both the total student population and all AYP subgroups as well.Tier 2: Strategic/Targeted. At Tier 2, at-risk students who are struggling with either academics and/or behavior are identified and provided with interventions targeted to their specific needs. As noted above, these interventions are supplemental to Tier 1 strategies and are generally delivered in a small group format. How are such students identified? A combination of existing methods may be used to accomplish this task. For academic subject areas, screening strategies such as benchmark testing, use of the FAIR-FS, DAR results, Rigby results, etc. should be routinely used to identify students who are struggling with academic content. When the record of screenings demonstrates a consistent pattern of performance that is below age or grade-level expectations, consideration should be given to whether or not the student would benefit from Tier 2 interventions. For behavior problems, a combination of office discipline data, suspension/expulsion records, and teacher reports of students displaying problem behaviors in the classroom will help establish which students may need additional assistance.Tier 3: Intensive. Students who continue to make insufficient progress toward age or grade-level standards with Tier 2 interventions are identified and selected for Tier 3 interventions. The progress monitoring data from Tier 2 interventions allow the CPS team to make this determination. If progress monitoring indicates that the student is not closing the “performance gap” (e.g., is not making sufficient progress toward the pre-defined goal or standard) with Tier 2 methods, then Tier 3 strategies should be tried. The essential change from Tier 2 to Tier 3 is one of “intensity”—that is, a change in frequency of intervention (e.g., from 3 days/week to 5 days/week), duration of intervention (from 30 minutes/session to 45 minutes/session), method of intervention (e.g., from group counseling for problems with anger management to a PBIP along with individual counseling), or a combination of some or all of these increases in intensity of intervention delivery.**** Please note that at NO time do we tell parents to submit a written request for testing. All identified students must complete all steps of the RTI process regardless of parent requests. Educational testing is a team-based decision. All parent requests will be referred back to the teacher for them to submit and complete the students RTI paperwork. How do we refer students for RTIIdentify students with needs- based on data. Complete Student Review Form.Analyze and identify the deficiency. Implement Tier 2 intervention based on your data analyzed. Complete initial Referral on Basis. After completing the Initial Referral on Basis, email Ms. Novack the names of the students you have started Tier 2 interventions plete the RTI checklist. The forms and checklists are provided for your reference. Please make copies for each student you need to complete forms on.BASISAs of the 2014-2015 school year, all RTI referrals will be made on BASIS. Please see for step-by-step directions and screen shots on how to complete.Time LinesEnd of first quarter All RTI carryovers need to be brought back to CPST with updated interventions and data/graphs. Look on Basis for their existing paperwork.Any returning student that has not previously been identified and who needs the RTI process, must be referred.End of second quarterAll students that are currently in the RTI process need to be monitored and moved to either Tier 3 or an alternate Tier 2. Any students that have stopped making progress need to be referred.Third and Fourth QuarterThe ONLY students that will be accepted for RTI are those that are new to Orange Brook.Parental Notification1. Parents must be notified in writing on an interim/ conference form when the teacher has identified a deficiency and places them on Tier 2 or Tier 3. For example, Johnny has been having difficulty sounding out and blending CVC words. He has scored between 30-60% on each assessment. I am going to be working on Great Leaps with him. This is the beginning of the RTI process Tier 2.2. At then end of the 6-8 week intervention, parents must be notified again of the outcome and the next step in the process during a phone conference or in person.For example, Johnny has been working in Great Leaps now for 8 weeks. He is still not making adequate progress. I have met with the CPST team and we are moving him to Tier 3. This is a more intensive intervention with a smaller group of students.3. At the end of Tier 3, the parent needs to be notified after the team meets and decides whether testing is needed or continued interventions.Data Collection for RTIEach student must be given an intervention that meets the academic /behavioral deficiency. For example, if a student in Gr. 2 has a problems decoding, they should be in a program that meets those needs. Fluency would not be an appropriate intervention until the decoding deficiency has been remediated.One score needs to be collected each week for academic referrals. (more for behavioral interventions as needed)The assessment must also match the intervention/deficiency.Those scores must be graphed and submitted with your paperwork.Data needs to be shared with parents. Please be specific. If you are making a teacher-made assessment, please keep a copy of the assessment in their RTI folder. Reading InterventionsName InterventionArea of WeaknessTier 2Tier 3BothAssessmentsQuick Reads (1-5)FluencyXCold ReadsSix-Minute Solution (2-5)FluencyXCold ReadsCold Reads Journeys (1-5)FluencyXCold ReadsGreat Leaps (K-5)Phonics/FluencyXWord/Phrase/Sentence Fluency listsFundations (K-2)Ph. Awareness/ PhonicsXUnit and Teacher MadePhonics for Reading (2-5)PhonicsXProgram Assess./Teacher MadeIntermediate Rewards (3-5)PhonicsXProgram Assess./Teacher MadeIstation Intervention LessonsAll AreasXTeacher resourcesWrite-In Readers (1-5)All AreasXProgram AssessmentsJourneys Tool Kit (K-5)All AreasXProgram AssessmentsComprehension StrategiesComprehensionXAny passages with questionsJourneys Leveled Readers(1-5)ComprehensionXComp. questionsSuper QAR (1-5)ComprehensionXProgram or passagesTier 1- All students are in Core Curriculum and differentiated flexible small group mini lessonsTier 2- Fill out Initial Referral on Basis. Tier 2 frequency 15-30 minutes 3-4 times per week depending on the intervention. Groups should be NO larger than 6 studentsTier 3- How do we make an intervention Tier 3? There are a few ways:Keep the same intervention as Tier 2 but increase the frequency and/ or durationKeep the same intervention and complete it on a 1:2 ratio (smaller group).Change to a new intervention.SAFETY AND SECURITYClassrooms are to remain locked at all times. Every effort should be made to keep valuables secured and classrooms locked when staff is not in the room. Staff members are required to follow all safety procedures outlined in the school’s safety plan (Safety Folder). Building evacuation maps must be posted by all entrances/exits in each classroom or office on campus. Evacuation maps include a primary and secondary evacuation routes. All staff members are expected to be familiar with each evacuation route from their classrooms or offices. During an evacuation, teachers must carry their roll (attendance) books (including grade books and lesson plans) at all times during the evacuation. SAFETY PLANA copy of this year’s school plan will posted to the Griffin Conference. (See PLAN)SCHOOL BOARD POLICIESAll staff members should be aware of School Board policies that affect their job. Up-to-date policies can be found on the School Board website. Any questions about School Board policies may be directed to the principal/assistant principal. Please be familiar with these School Board policies:POLICY #5104Report Cards, Grades, and Promotion/RetentionPOLICY #6000.1Standards of Service-Curricula-Elementary and ESEPOLICY #5301Discipline-Corporal PunishmentPOLICY #5006Suspension and ExpulsionPOLICY #5100School Education RecordsPOLICY #2304WeaponsPOLICY #4008Responsibilities and Duties (Principal and Instructional Duties)POLICY #6303Field TripsPOLICY #6306HomeworkPOLICY #6318Copyright MaterialsSCHOOL ADVISORY COUNCIL (SAC)A School Advisory Council is in place at Griffin Elementary School. The team consists of elected parents, teachers, non-instructional representatives, community/business representatives, and the school principal. The School Advisory Council meets at various times during the school year to discuss the school's programs, achievements, and goals. For more information/suggestions, please see the principal or a member of the School Advisory Council (SAC).ChairpersonMichelle D’OrioCo-chair/SecretaryCarolina ZambranoSCHOOL ADVISORY FORUM (SAF)The advisory parent group meets regularly to discuss school issues, which need to be addressed. Reminders about meetings will be sent home via the school newsletter.Chairperson:Mr. Robert CreedSecretaryCarolina ZambranoSCHOOL CANCELLATION/PHONE RELAYIn the event that school will be canceled on a regularly scheduled day due to weather conditions or other emergency situations, the phone relay tree will be followed). Please ensure that your team leader and all members of your team have your contact information. Persons responsible for contacting other staff members are to get the telephone numbers of those personnel from the Office Manager before September 1st. Numbers are confidential and are not to be shared with anyone. SCHOOL IMPROVEMENT PLANA copy of this year’s School Improvement Plan will be posted to the Griffin CAB conference each staff member is requested to review. It should be posted by mid September.SCHOOL SOCIAL WORKERGriffin Elementary is served by a school social worker, who is employed by the School Board. The school social worker will make home visits to discuss school concerns such as attendance, lack of student welfare or neglect, obtaining parent signatures, and other school/student related items. To request the services of the School Social Worker, a referral form needs to be completed and turned in to Guidance. The referral form must be signed by the administration. The School Social Worker is at the school on a weekly basis.SECURITYAll classrooms must be locked at all times. All workmen, parents and visitors that come on campus must report to the office and sign in utilizing the new STAR Security System. All personal belongings need to be locked in a secure location when staff members are away from their work area. All after hour activities involving students must be cleared with an administrator first. No staff member will be permitted to transport any student home without parent/administrator approval.If there is an emergency situation that requires everyone to secure themselves and their students behind locked doors an announcement will be made over the intercom indicating such. "PLEASE SECURE YOUR CLASSROOM DOORS UNTIL FURTHER NOTICE." This is a Code_________Please do not call the office for further details. Keep students in your classroom and lock all doors to your room. This announcement will be utilized if there is a security problem in the school. The principal will notify you when the problem is resolved by announcing an "ALL CLEAR." If at all possible, you will be informed about the situation via email or television. At the request of administration, Special Investigative Unit (SIU) will investigate matters of security violation. Surveillance cameras have been installed on campus with the monitor in the Front office. Griffin Elementary is monitored by an electronic security system nights and weekends. Anyone requiring entry to the facilities during these times will need permission from the principal.SIGN-OUT (STAFF)The Principal must approve all early departures in advance. The assistant principal may approve emergencies if the principal is not available. For liability reasons, staff members are not permitted to leave campus during working hours. Those leaving campus for official school business must complete a Temporary Duty Assignment (TDA). TDAs are to be filled out at least ten days in advance and must be signed by the principal to be authorized. TDAs submitted to the principal (via office manager). When submitting a TDA, attach the flyer of the meeting describing the event you would like to attend. SMOKINGSmoking is prohibited in all areas of the campus. This is in accordance with School Board policy as well as state law. SOCIALAll members of the faculty and staff are invited and urged to join the Social Club. The Social Committee will establish the club membership dues. Monies are used to provide flowers, cards, and miscellaneous gifts throughout the year as well as accessories for parties and other functions arranged by the Social Committee. SPECIALS CLASS ATTENDANCESpecial teachers are hired to implement programs, which are necessary to provide all students a balanced educational program. If special teachers are held accountable for their programs and are expected to plan activities and materials for anticipated numbers of students and if the program is ongoing and cumulative, then it is important for students to be in attendance at the designated time. Class time is limited; therefore, the children should arrive on time and be picked up on time. Please have students use the restroom prior to going to specials. Students cannot be kept from special classes for any reason. Give the special teacher a roster of your children on the first day of each rotation. Make sure to keep it current. Please notify special teachers in advance when a field trip is scheduled so that they may plan accordingly. Please notify specials teachers of special problems and handicaps so that they may be prepared to assist the students in having a successful experience. STUDENT ARTICULATION CARDSAt the end of the school year teachers are to fill out a student articulation card for each child. Complete the card as accurately as you can to assist in grade placement for the following year. Include on the card any information, which would assist in the most beneficial placement of the child for the next school year. This should include, but is not limited to, an indication noting shyness, discipline problems, possible ESE tendencies, students who should not be in the same class, students referred for testing, etc. STUDENT CELEBRATIONSMany times parents will deliver food or drinks in celebration of their child’s birthday or special moment(s). It is up to the classroom teacher as to when the actual celebration will take place. No Helium balloons !!!STUDENT CODE OF CONDUCT BOOKReview the Conduct Code to familiarize yourself and your students with the stipulations on dress. Please be sure that students have an understanding about what clothing is and is not appropriate. View BECON and collect all forms before you submit them to the office. An updated copy of the Student Code of Conduct will be distributed at the beginning of each school year. STUDENT PACKETSAll students will receive a packet containing important documents that must be signed and returned. These documents will be given to students during the first day of school. If a student enrolls at Griffin after the first day of school, the student will receive a student packet from the office. The teacher will be responsible for ensuring that these signed documents are returned to the office, to be placed in the student’s cum folder.STUDENT SUPERVISIONSStudents are not to be left alone for any reason. Teachers are responsible for the safety of all students in their class during regular school hours. Inadequate supervision occurs when a teacher supervises more than one class at any time. Students must never be sent out of the classroom/cafeteria alone. When sending students out of the classroom/cafeteria for any reason, teachers are directed to use the “Buddy System.” Students must be escorted to their destination by at least one other student. If a student is being sent to the office for dismissal, that student must be escorted by two other students. Do not put yourself in the position of being liable for a student’s injury by leaving your students unsupervised.STUDENT WITHDRAWALS A child is officially withdrawn from a classroom only upon notification from the Data Processor. At that time the teacher is to note the withdrawal on his/her attendance record. Withdrawal procedures must be followed and submitted to the registrar. The registrar will oversee this procedure to ensure cumulative folders are complete prior to sending them out. The registrar is responsible for sending the cumulative folder to the receiving school. Cumulative Folder Check the front of the folder for accuracy. Add withdrawal date. The PRC is to be filled out in pencil for students transferring in county; and in ink for students transferring out of county. If the student is LEP, the LEPSEP folder must be added to the cumulative folder prior to leaving the school. The registrar must review all cumulative folders. Cumulative folders are not to leave without her review. Report Card A copy of the report card is made and filled out for an in-county transfer. The actual report card is filled out in ink for an out-of-county transfer. The report card is included in the cumulative folder for both types of transfer. Even if a child has not been in attendance for the required 25 days, it would be professionally courteous to give the receiving teacher some idea of the child’s academic performance. A note to the teacher, which should be attached to the report card, can accomplish this. SUBSTITUTE PLANSDetailed lesson plans must be available for the substitute. Your substitute folder and your classroom schedule location must be in your plan book. The actual folder, schedule and plans may be located in another area as long as they are clearly labeled.REMINDER: Please be advised that there are no personal leaves the day prior to or immediately after a holiday. If you call in sick, a doctor’s note may be required.If at any time you feel that a substitute performed unsatisfactorily, please inform the office of such. Take into consideration the following when evaluating the performance of a substitute: 1. Attendance record 2. Adherence to class schedule 3. Condition of classroom 4. Classroom management SUPPLIESRequests for supplies or materials may be made through your grade chair/team leader and will be granted or denied based on the availability of school funds. Reimbursements to teachers will not be made unless there is a prior administrative approval for the purchase. TAKE HOME HANDOUTS It is the responsibility of the classroom teacher to ensure that the student places notices in the homework folder. Notices will be in mailboxes by noon for home delivery that day or you will be contacted to send a student to pick up notices in the afternoon if necessary. Read all notices before they are sent home. Be sure that all notices go home on time.A tear-off parent return will be a part of many school hand-outs. Make a concerted effort to collect these to establish responsibility in your students. TEACHER ASSISTANTSTeacher Assistants play a vital role in the instructional process and should be actively involved in the school program. Paraprofessionals will be available to assist teachers in selected programs. Under the supervision of instructional staff, paraprofessionals assist in the preparation of instruction materials, supervise students in the cafeteria arrival, and dismissal from school, and other responsibilities. Their main function, however, is to assist with the reinforcement of skills and assist the teachers that they are assigned to.Paraprofessionals are not to be solely responsible for classes. A teacher must be in a supervisory position of his/her class at all times. TELEPHONES All classrooms have been furnished with telephones. Personal phone calls are not permitted during instructional time. Personal calls should only be made during planning time or after school. Long distance calls are not permitted without the authorization of the principal. Personal phone calls received at the switchboard will not be transferred to the classroom during instructional time. Classroom phones are to be used when teachers need to contact parents regarding illness, behavior problems or when a child forgets his/her homework. It is the teacher’s responsibility to place these calls from the classroom phone. The office will not permit students to make phone calls unless in an emergency situation. If you are expecting a parent or other important call, notify the office personnel of the expected phone call since they have been told NOT to transfer calls. TELEVISION USETelevisions are provided for student instruction, not entertainment. Limit television use to programs that meet the needs of the students. ITV programming schedules will be announced and posted when received.TEMPORARY DUTY ASSIGNMENT (TDA) In the event that a teacher is to perform his/her duties at a location other than his/her regular assignment, that teacher must complete a record of such an assignment. The temporary duty authorization (TDA) is to be completed by the teacher and kept on file in the office. All TDA requests must be placed inside the Principal’s mailbox at least 10 days (no more than 30 days) prior to the day of in-service. Such duty shall include, but is not limited to, workshops, conventions, field trips, and professional improvement visitations. The principal must approve TDA’s. All TDA’s presented for approval must have the flyer (or other correspondence) of the workshop attached. Out-of-county TDA’s must be submitted fifteen workdays in advance and submitted to the Area Superintendent. Blank TDA’s are available in the Front Office. Staff members are not to assume that completing and submitting the form approve the TDA. Participation in workshops is encouraged. All in-service activities must relate to school improvement goals and relate to the School Improvement Plan and must be cleared in writing through the principal before the necessary paperwork is submitted. Teachers are required to call the office at 7:30 a.m. to ensure that a substitute teacher has been secured for the day. If a substitute teacher has not been secured, teachers may have to return to the school. If an in-service activity or TDA is cancelled, it is your responsibility to cancel the job with Sub Central and notify the substitute teacher of cancellation. If a staff member does not attend the scheduled in-service / TDA due to illness, personal reasons, etc., it is the responsibility of that staff member to notify the front office of the change, as well as call Sub Central to cancel the TDA to be coded as an absence. Teachers will submit desired in-service requests to the principal for approval. The in-service facilitator will maintain a notebook documenting in-service activities attended by staff. A travel voucher and trip report must be used when attending a conference located out of the area requiring reimbursement. Original receipts must be presented along with travel voucher and trip report forms. A TDA must be on file indicating estimated expenses prior to attending the event. No reimbursements will be made without procedures being properly followed. TESTINGThe County Test Office coordinates a series of standard tests to be administered at specific dates for purposes of diagnostic and prescriptive evaluation. Instructional personnel will be asked to cooperate with prescribed procedures.It is the Support Staff, Leadership Team and Administration responsibility to evaluate test results and alter curriculum so that the deficiencies are eliminated for the following year.TEXTBOOKSAll students must have the use of adopted textbooks either online or hard copies.. Please inform your Team Leader if your needs regarding textbook. Textbooks are available from the state adopted book lists. Purchase orders are handled through a central textbook center. Each school receives a yearly budget for purchase of books based upon enrollment. This budget includes a designated amount, which may be used for supplemental materials that are not state adopted.Numbered series of textbooks have been issued to each teacher. In turn, teachers will check textbooks out to students, using provided checklists. Teachers are responsible for keeping accurate records and counts in their classroom. It is the student's responsibility to keep the books in good condition. Assessment for lost or damaged textbooks should be charged when there is evidence of abnormal wear and/or unnecessary damage. Teachers are asked to assess each book's condition when it is being issued. The following is listed in School Book Policy:A = Excellent or NewD = PoorB = GoodF = SalvageableC = FairTORNADO PROCEDURES Tornado drills should be conducted twice a year, one during the first two weeks of school and another in February to familiarize all students and faculty with the procedures. A. Warning System Utilizing the intercom system - listen and follow directions. B. Tornado Warning 1. Pre-alarm - bell2. Ring bell three times 3. All inhabitants of the school take position from windows seated on the floor in a duck and tuck position - preferably in the hallways – away from window4. Teachers account for every child in the class and maintain quiet 5. All-clear bell - follow directions given over the intercom C. Special Situations 1. Support staff will assist in assigned area and take position 2. Office staff will supervise students in office and take position 3. Support staff direct students in restrooms and halls to a class and take position 4. P.E. teacher move all students inside, supervise, direct, and take position 5. Students in cafeteria carefully take position under tables 6. Cafeteria staff assist students and take position 7. Teachers in portable classrooms move all students inside the nearest hallway and take position.The assistant principal will assign support staff members to supervise designated areas on campus. The main consideration in these procedures is to remain calm and help students remain quiet. Panic will only result in more injury than is necessary. Your first and foremost responsibility is to the safety and well being of the studentsTUTORING POLICY School Board Policy #4202 prohibits a teacher from receiving personal reimbursement for tutoring a student in any of his/her classes. A teacher tutoring a child not in his/her class may not use school facilities or materials for this tutoring without receiving written permission from the principal. The principal may give this permission after conferring with the concerned teacher. An exception to this policy is made in regard to school-wide tutoring programs. UNIVERSAL PRECAUTIONS All staff members must view a mandatory video. Scheduled dates for viewing will be made available through the assistant principal. A sign off sheet will be available in the assistant principal’s office for signatures. VANDALISM, THEFT OR PROPERTY DAMAGEEach member of the instructional staff should consider that it is his/her responsibility to report any incidents of theft and property damage by students or others as soon as noticed, so that restitution may be gained and repairs made. This pertains to the theft and damage of equipment, materials, and furniture, or to the building property. Florida School Law Section 231.09, Part 9 states that one duty of instructional personnel is to see that the school building and all things pertaining thereto are not unnecessarily defaced or injured.To help limit theft and vandalism:Be sure you lock the classroom door when leaving the room.Students should not handle classroom keys.Credit Cards or Money should not be kept in the classroom.Do not bring large sums of money to school with you. Purses should be kept out of sight, in a locked desk drawer or file cabinet.Notify the main office whenever you see a stranger or older student on school grounds.Students must be supervised at all times, and have a pass when in transit.Laptops should be locked in a secure place when leaving the classroom.VISITORSAll adults who have business on campus are required by Board Policy to report to the office upon entering the campus. This applies to visitors, tutors, volunteers, etc. If visitors come to your classroom without a visitor badge, send them to the office first to obtain one. If you see someone on campus without a badge, please direct them to the office and notify the office of their presence.Do not admit an unknown person to the classroom without asking his/her identity and making sure they have a visitor badge from the office. Unknown or suspicious persons observed in the building or on the grounds should be investigated as part of our responsibility to the students. Notify administration immediately.VOICEMAILEmployees are expected to check their voicemail at least once a day. The front office will no longer leave phone messages in mailboxes. Any calls that are received during instructional time will be forwarded to the voicemail box. VOLUNTEERS Those teachers wishing the assistance of a volunteer, or when you know someone, who wishes to volunteer, please contact the Volunteer Coordinator. A request for a volunteer must include a list of duties the volunteer will perform. Persons wishing to volunteer their time need to fill out a volunteer information form online each year. After being assigned a teacher, a schedule suitable to both persons will be worked out. Work done by volunteers is to be coordinated by the classroom teacher. Volunteers are not to grade student work or teach new concepts, but rather they are to reinforce what the teacher has already taught. Volunteers are never to be left alone to supervise classrooms. All volunteers are to report to the front office before going to the classrooms and sign out before leaving campus. All volunteers must wear an appropriate identification badge. Many benefits are derived from the work performed by volunteers. They should be treated with the utmost respect and appreciation. They must feel appreciated and valued. WORKER’S COMPENSATONAny work-related accident or illness that will require medical attention must be reported to the office on the day of the accident. See the office manager, Linda Kress for more information. Specific instructions must be followed in filing any claim and only doctors approved by Worker's Compensation Insurance can be seen for treatment. Any delayed claim of more than twenty-four (24) hours will not be honored. ADDENDUM to ESOL Instructional Strategies MatrixI. Principles of Teaching Language to English Language Learners (ELLs)The following eight principles of language teaching and learning can provide a base for working with ELLs. For interpersonal use, informational use, and aesthetic use, students learn language best when:? they are treated as individuals with their own needs and interests,? they are provided with opportunities to participate in communicative and reflective use of the language in a wide range of activities,? they are exposed to language that is comprehensible and relevant to their own interests and frames of reference,? they focus deliberately on various language forms, skills, and strategies in order to support the process of language acquisition and the learning of concepts,? they are exposed to socio-cultural information and direct experience of the culture embedded within the language,? they become aware of the role and nature of language and culture,? they are provided with appropriate feedback about their progress, and? they are provided with opportunities to manage their own learning.II. Meeting the Student’s Cognitive Academic NeedsAlthough the development of higher-order thinking skills and coping strategies is crucial to the academic and personal success of all students, it is especially true for some ELLs who have not had complete educational experiences due to social, economic, or political factors that interrupted their education. These students need additional enrichment and cognitive practice to improve their processing and production of content material. In order to do so, it is important that teachers identify, build, and enrich upon those skills and knowledge students may have already mastered.III. Making Instruction ComprehensibleThe ESOL instructor makes instruction comprehensible to ELLs through a variety of means, which may include, but are not limited to, the use of gestures, visuals, concrete examples, and through the routines and rituals of the lesson and the school day. It is important that the instructor use his/her acting abilities, concrete objects, pantomime, signs, posters, and similar symbolic and concrete referents to illustrate meaning. Following are strategies that can be implemented to support language development.A. ACCOMMODATIONSA1. Heritage DictionaryELLs must be given access to an English-to-heritage language/heritage language-to-English dictionary. Such a dictionary should be familiar to ELLs and made regularly available in all instructional settings.A2. Heritage Language (L1) SupportWhenever appropriate, ELLs should be provided with academic support in their native language. Student’s native language serves several important functions: it gives students access to academic content, to classroom activities, and to their own knowledge and experience. In addition, it also gives teachers a way to show their respect and value for students’ languages and cultures; acts as a medium for social interaction and establishment of rapport; fosters family involvement; and fosters students’ development of, knowledge of, and pride in their native languages and cultures.Even in English-only classrooms and even when an instructor is not fluent in students’languages, native language support can still be provided in a number of ways. Teachers can use texts that are bilingual or that involve a student’s native culture, or they can decorate the classroom with posters and objects that reflect the students’ diversity of language and culture. They can also organize entire lessons around cultural content and can encourage students to use words from their native language when they cannot find the appropriate word in English. Use of the native language is helpful to ELLs in learning content area material. If the teacher or the aide in the classroom speaks the native language of the ELL, then the student's language can be used to further explain or expand upon what is being presented. If students are literate in their native language, then, when available, it is helpful to provide native language materials that address topics that are being covered in class. Literacy skills in one language transfer to the literacy skills in another language.A3. Flexible SchedulingELLs may take a part or a session of the test during several brief periods within one school day; however, a session of the test must be completed within one school day.A4. Flexible SettingELLs may be offered the opportunity to be tested in an identified classroom setting with the ESOL or heritage language teacher acting as test administrator. Parents must be informed of this option for students who are not of legal age and shall be given the opportunity to select the preferred method of test administration.A5. Flexible TimingELLs may be provided additional time; however, a session must be completed within one school day. B. CLEAR COMMUNICATIONB1. Concise LanguageTeachers must model academic English with clear pronunciation and diction that focuses on key vocabulary and concepts and must be cognizant of figurative language use. Teachers should also refrain from using slang.B2. Clear DirectionsTeachers need to focus on the key concepts of instructions and avoid unnecessary language. This can also be referred to as “Economy of Language.”B3. EnunciationTeachers speak clearly and are careful to pronounce words with diction and articulation. It is also helpful for ELLs to view the teacher when speaking.B4. Pauses & PacingLesson pacing, also known as instructional pacing, occurs when a teacher deliberately increases or decreases the speed at which he/she is teaching. Lesson pacing can occur as part of a planned strategy to teach certain materials or as a response to how well students are receiving instruction. The most effective teachers consider pacing in the moment as well as while planning each lesson. Pacing has two related dimensions. One dimension, curriculum pacing, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. Pacing is important because most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace. A reasonably fast pace serves to stimulate student attentiveness and participation, and more content can be delivered by the teacher. This assumes that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace. Thus, pacing, like other characteristics of effective instruction, shows considerable variability among teachers and has a pronounced effect on student achievement.B5. PointingTeachers emphasize importance by pointing to key concepts/instructions. For example, by pointing to a text or a specific page number rather than just saying the page number, ELLs are more likely to understand instructions.B6. Repeating/ParaphrasingBy repeating and/or paraphrasing key words/concepts, teachers draw attention to key ideas. It is particularly effective when students paraphrase key ideas.B7. GesturesBy using specific gestures, teachers can emphasize the importance of certain key concepts/ideas and provide contextual support to text and identified topics.B8. Show Examples & Non-ExamplesBy showing examples and non-examples of student work, teachers provide a clear and concrete idea of what they expect within an assignment.B9. DemonstrationsTeacher, student, and special guest demonstrations are a way to provide concrete and context embedded support that increases the accessibility of complex texts for ELLs.B10. Anecdote/StorytellingWho doesn’t enjoy a good story? By sharing an anecdote with students, we provide contextual support that creates an emotional connection to make texts engaging and fun. The more sensory detail, the more imaginable, and therefore, comprehensible, an anecdote will be. This is especially important when texts address abstract concepts.C. ASSESSMENTSC1. RubricsRubrics provide clear criteria for evaluating a product or performance on a continuum of quality. Rubrics are not simply checklists with point distributions or lists of requirements. Well designed rubrics have the following in common:They are task-specific: The more specific a rubric is to a particular task, the more useful it is to the students and the teacher. The descriptors associated with the criteria should reference specific requirements of the assigned task and clearly describe the quality of work at each level on the rubric.They are accompanied by exemplars: The levels of quality described in the rubric need to be illustrated with models or exemplars. These anchor papers help both the students and the teacher to see and understand what quality work looks like as it is described in the rubric. These models or exemplars can come from past student work or the teacher can create a model to share with the class.They are used throughout the instructional process: The criteria used to evaluate student work should be shared as the task is introduced to help students begin with the end in mind. Rubrics and models should also be referenced while the task is being completed to help students revise their work. They should also be used after the task is complete, not only to evaluate the product or performance, but also to engage students in reflection on the work they have produced.C2. PresentationPresentations allow ELLs to demonstrate mastery of standards through an alternative means. It is important for the teacher to be aware of each student’s readiness to present in front of his or her peers. When students present in small groups (rather than individually), the level of anxiety typically decreases.C3. PortfolioUse of work samples chosen with specific criteria to evaluate student progress. Studentscompare their current effort to their previous work rather than to the work of other students.C4. ChecklistChecklists identify steps students take to complete tasks and help them to remember different steps they need to take as they work through a new process. The goal is for students to internalize these steps for future tasks, so the instructor gradually releases the role of learning. Checklists facilitate students’ metacognitive development, confidence, and independence in completing complex tasks. They may be created in various forms including posters, postcards, or bookmarks. Instructors may consider using checklists to determine at what level of development students are performing, based on the strategies they are using. In addition, they may provide a source of assessment and feedback, as well as a reminder of what a teacher should be watching for when working with students.C5. LabelingLabeling items in the classroom will assist ELLs in the identification of items and in relating them to written words.C6. InterviewInterviews involve observing and questioning students to get a better idea of their attitudes, thinking processes, level of understanding, ability to make connections, or ability to communicate or apply concepts. They are effective at diagnosing both strengths and needs. They encourage students to reflect upon their own thinking.Interviews can occur formally or informally. Teachers can ask the student to do a task and to explain what they are doing and why as they work. Keep records with either a video/audio recorder, rubric, or anecdotal notes. Note that not all students need to be interviewed on a given set of tasks. Remember to allow plenty of wait time so that the student can give thoughtful responses.C7. Response CardsResponse cards are reusable signs or cards that students use in the classroom to answerquestions. Students write one or two-word answers on these cards in response to questions posed by the teacher. Students are given an allotted period of time to write their responses, and all students display their responses simultaneously. Response cards are a quick and easy tool for student assessment.C8. Oral AssessmentOral assessment refers to any assessment of student learning that is conducted by the spoken word.C9. ObservationObservations are a commonly used method to informally assess student behaviors, attitudes, skills, concepts, or processes. Anecdotal notes, checklists, video, audio recordings, or photos may be used to formalize and document the observations made.? Use observations to collect data on behaviors that are difficult to assess by other methods (e.g., attitude toward problem solving, selection and usage of a specific strategy,modeling a concept with a manipulative, ability to work effectively in a group,persistence, concentration).? Observe and record the way students solve problems and complete tasks.? Ascertain whether students (individually or in a group) are attaining the intendedobjectives with observational tools. (Do I need to reteach? Are students ready to moveon?)? Record and date your observations during or soon after the observation. Develop ashorthand system. Distinguish from inferences.? Observe students in a natural classroom setting so you can see how they respond undernormal conditions. It is easier to observe students' behavior if they are working in smallgroups rather than alone.? Have an observation plan, but be flexible enough to note other significant behavior. Itmay be helpful to record either many behaviors for one student or one behavior for manystudents.C10. Context-Embedded TextContext-embedded refers to the learner’s use of external clues and information, such as facial gestures, real objects, and pictorial representation to enable understanding, to the other extreme where the learner must rely on linguistic cues and knowledge about language and text to understand meanings.C11. Voting DevicesTeachers poll students at any time during class to assess progress and, based on responses, customize lessons to create a more personalized learning environment that is tailored to individual student needs.C12. Cloze TestCloze is an open-ended strategy where words or letters are eliminated from text in order to model the use of specific strategies. Readers fill in the blanks with words or phrases. The instructor may use this procedure to model a variety of problem-solving reading strategies as he/she guides the students through the text. The Cloze concept has also been applied to second language oral development in which the instructor proposes a series of incomplete oral statements, and the student “fills in” the missing information. Lessons using the Cloze procedure expand student’s opportunities to listen, speak, read, and write.C13. Visual RepresentationsThere are several forms of visual representation, or nonlinguistic representation, including the use of drawing. Graphic organizers can be used as visual representations of concepts in the content areas.C14. Self/Peer AssessmentSelf-assessment, or peer-assessment, is a process whereby students or their peers gradeassignments or tests based on a teacher’s benchmarks. By editing their own work or the work of peers, ELLs are able to learn in a meaningful context prior to teacher feedback.C15. SamplesBy showing students samples of work expectations, teachers provide a clear and concrete idea of what the teacher expects within an assignment.C16. Sentence FramesStudents often struggle to find just the right words to explain, describe, and clarify what they are thinking. One way to help students and further engage ELLs in class discussions, is to provide sentence frames. For example, when teaching about classifying animals, the teacher might provide the sentence frame, “A ______________ is a _____________ because it _________________________.” Students will then fill in the blanks with an animal, the appropriate classification, and one or more characteristics.D. VOCABULARYD1. Etymology/CognatesBilingual students whose first language is a Romance language such as Spanish, French, Italian, Portuguese, or Romanian are at an advantage when it comes to vocabulary acquisition in English. These students can often access their knowledge of cognates in their native language to determine the meaning of words in their second language. The number of cognates they will encounter tends to increase as they encounter increasing numbers of words with Latin roots, especially in their science and social studies courses.Words have two dimensions; a label and the concept(s) or meaning(s) behind the label. Often, ELLs already know the equivalent concept for new English words they encounter, especially if they are orally proficient and literate in their first language. In these cases, they can be quickly taught the English label, usually by just translating the English word for them into their native language. In other cases, they know both the concept and the label in the form of a cognate.It should also be noted that some cognates are well known in one language, but not the other. Consider the examples, infirm/enfermo or scribe/escribir. In both cases, the English word is a rare one, and the Spanish is the most common label used for the concept. A teacher does not need to be bilingual in order to use cognates for teaching. He/she can look up a word in a bilingual dictionary to see if it is a cognate or ask the students if they know of a similar word in their native language.The following are suggested steps for teaching Spanish-speaking literates to use cognates and context in reading texts in English.1. Have students read the text silently or aloud to a partner. Discuss what it means with the partner or in a small group.2. Discuss the vocabulary with the whole class. Use cognates and context clues to figureout meanings. Point out spelling patterns, like –tion in English becomes –ción inSpanish.3. Discuss grammatical differences between English and Spanish such as word order fornouns and adjectives.4. Read the text aloud as students follow along. Have students listen for words theyrecognize orally.5. Clarify and explain words in the texts that cannot be figured out from cognates orcontext.D2. Semantics Feature AnalysisSemantic Feature Analysis is a strategy that helps reinforce vocabulary that is essential tounderstanding important concepts in a text. The teacher builds a grid in which essentialvocabulary words are listed vertically, and features and/or ideas are listed horizontally. Students complete the grid by indicating with a check mark or minus sign whether each word possesses the stated features or is related to the ideas.How to Use Semantic Feature Analysis:1. Choose a text. This strategy works best with expository texts.2. Create a grid. Put the vocabulary words you want students to focus on vertically down one axis. List features or ideas associated with those words horizontally across the other axis.3. Students complete the grid. Students complete the grid by indicating with a check mark or minus sign whether each word possesses the stated features or is related to the ideas. A check mark indicates that the word does possess the feature (or is related to the idea), and a minus sign indicates that it does not.Other Options:Before reading: If you want to elicit students’ prior knowledge, have students complete the grid before they begin reading the text. Then after students have read the text, they can come back to the grid and see if they have changed their minds about any of their decisions. If you use the grid in this way, you might want to provide students with a place to indicate their responses for both before and after reading.During and/or after reading only: If you choose to have students complete the grid during and/or after they read, you will provide them with a purpose for reading and give them a tool they can use to monitor their comprehension. Discuss completed grids with students. Regardless of when students complete the grids, it is important to discuss their grids with them after they are finished reading. By analyzing the completed grid, students are able to visualize connections, make predictions, and better understand important concepts.D3. Context CluesThe first way to figure out the meaning of a word is from its context. The context is the other words and sentences that are around the new word. To figure out the meaning of a word from context, a student makes a guess about what the word means. To do this, he/she uses the hints and clues of the other words and sentences. A student might not be able to guess the exact meaning of a word but may be close enough to understand the meaning of the sentence. Types of context clues include definitions, synonyms, antonyms, examples, explanation, experience, or prior knowledge of a subject.Definitions, Synonyms, and Antonyms:Sometimes this can be easy to do because the author may have provided a definition or asynonym right there next to or near a term that can be used to unlock its meaning. A definition is a statement giving the meaning of a word. A synonym is a word that means almost the same as another. When in doubt about the meaning of an unfamiliar word, look around in the sentence, check to see if there is a definition or synonym clue to help unlock meaning. Another kind of context clue (in addition to definitions and synonyms embedded in sentences) is a word or words of opposite meaning (antonym) set somewhere near a word that is unfamiliar. If a word or words of opposite meaning are found and the student recognizes it or them, they are "home free." The student can then unlock the meaning of the unfamiliar word.Step 1: Check for synonyms or definitions embedded right there. When a student finds asynonym or definition, reread the sentence with the new term keeping that synonym ordefinition in mind.Step 2: Check for an antonym clue. When a student finds one, have him think about itsmeaning, actually telling himself the opposite meaning. Then the student rereads thesentence and rephrases it in his own mind.Multiple MeaningsA basic strategy for unlocking the meaning of an unfamiliar word is to search the context of the sentence in which a new word appears for clues. This is especially important when a word has multiple meanings that the student already knows and must decide which one is being used. The students can use the following strategy:Step 1: Check the context for clues: definitions and synonyms given "right there" as wellas words of opposite meaning - antonyms.Step 2: Substitute each meaning known in the context of the sentence until the studentfinds one that makes good sense there.D4. Tier II/Tier III AnalysisTier II words are more complex than Tier I words. They may also be more abstract. These include:1. Words that are important and useful to understanding the text, such as: character, setting, plot, even numbers, and country.2. Words that have connections to other words and concepts, such as: between, among, by, combine, and estimate.3. Words for which students understand the general concept but need greater precision and specificity in describing a concept or a person, such as: sets, tables (for math or science, or for a table of contents), shy, ashamed, and stubborn. Tier III words are used infrequently and are often limited to special, specific domains. They are best learned when a specific need arises, such as during a content area lesson. Examples: igneous, metamorphic, revolution, economics. Etymology and reference to L1 (for Latin/Romance languages) are especially important here.D5. Interactive Word WallsA word wall is a systematically organized collection of words, such as frequently misspelled words or content specific words, which are displayed in large letters on a wall or other large display in the classroom. It is a tool to use, not just a display. Word walls are designed to promote group learning and to be shared by a classroom of students.Goals:? Support the teaching of important general principles about words and how they work.? Foster reading and writing.? Provide reference support for students during their reading and writing.? Promote independence on the part of students as they work with words in writing andreading.? Provide a visual map to help students remember connections between words and thecharacteristics that will help them form categories.? Develop a growing core of words that become part of a reading and writing vocabulary.Guidelines:? Add words gradually, five per week.? Make words accessible by putting them where every student can see them, by writingthem in big, black letters, and by using a variety of background colors so that the mostoften-confused words (there, their; what, when) will stand out.? Be selective about what words go on the wall, limiting additions to common, high frequency words which students use often in writing.? Practice those words by chanting and writing them.? Use a variety of review activities to provide enough practice so that words are read andspelled instantly and automatically.? Make sure that Word Wall words are spelled correctly in any writing that studentsgenerate.D6. Vocabulary GamesTeachers can enhance vocabulary instruction by engaging students in games that buildvocabulary with repetition, practice, and fun.D7. Multiple MeaningsThere are many polysemantic or multiple meaning words in the English language. It is important for teachers to be aware of the multiple meaning words that are embedded in a given text and be prepared to assist ELLs with the identification of the appropriate definition in context.D8. PhonologyPhonology refers to the sound of words. Teachers must be aware of the phonemic components and difficulty presented within a text. It is also important to be aware of certain phonemic makeups that are present in English but may not be present in their ELLs’ first languages (L1).D9. Vocabulary BanksVocabulary banks are one way to allow ELLs to comprehend and apply new vocabulary in meaningful ways. It is important to incorporate contextual supports and application (through speaking or writing) of vocabulary within vocabulary banks.E. COLLABORATION & CONVERSATIONE1. Heterogeneous Grouping (Language/Content Readiness; Learner Profiles;Interests)Heterogeneous grouping refers to the grouping of students based on their diversity or differences. For example, a group that is grouped heterogeneously by their language background could be comprised of students from different language backgrounds. Similarly, heterogeneous groups based on content readiness would include small groups of students with diverse or different experiences or skill readiness.E2. Homogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests)Homogeneous grouping refers to the grouping of students based on their similarities. Forexample, a group that is grouped homogeneously by their language background would becomprised of students from similar language backgrounds. Similarly, homogeneous groups based on content readiness would include small groups of students with similar experiences or skill readiness.E3. JigsawThis is a cooperative learning strategy in which everyone becomes an “expert” about a topic or sub-topic and shares his/her learning within a group setting, so that eventually, all members learn the content. To implement this strategy, the students are divided into groups; each group member is assigned a section or a part of the material selected for study. Each student meets with the members of other similar groups who have similar assignments, forming a new group. This new group learns together, becomes an expert on their assigned material, and then plans how to teach this material to members of their original groups. Students later return to their original groups (whose members each now represent one of the different areas of the topic being studied) and teach their area of expertise to the other group members. In this manner, a topic or subject of great length can be covered and learned in a fraction of the usual time. ELLs can learn the material much more effectively since they must also become teachers of the content. Jigsawoffers many opportunities for language acquisition, practice, enrichment, and reinforcement.E4. Peer PairUse a peer pair to provide assistance in the home language as well as opportunities to negotiate meaning in the development of second language communication skills in a non-threatening environment. As a precaution, do not let the partner talk for the ELL.E5. Reader’s TheaterReader’s Theater engages students in oral reading through reading parts in scripts. Unliketraditional theatre, the emphasis is mainly on oral expression. Reader’s Theater is "theatre of the imagination". It involves students in understanding their world, creating their own scripts, reading aloud, performing with a purpose, and bringing enjoyment to both themselves and their audiences. It is a simple, effective, and risk-free way to get students to enjoy reading. As students write, read, perform, and interpret their roles, they acquire a better understanding of the literature and language skills.E6. Think/Pair/ShareAfter reflecting on a topic, students form pairs and discuss, review, and revise their ideas, and eventually share them with the class. This strategy is well suited to help students develop their own ideas as well as build on ideas that originated from co-learners.E7. Academic GamesGames allow ELLs to develop conversational skills in a non-threatening format. Games are motivating for students and assist in reinforcing classroom material.E8. Group Presentations/ProjectsGroup Projects is a dynamic strategy through which students develop linguistic and academic skills simultaneously. In this highly successful strategy, ELLs work together in small, intellectually and culturally mixed groups to achieve goals and to provide an academic assessment tool for the instructor.E9. Socratic SeminarThe goal of a Socratic seminar is for students to help one another understand the ideas, issues, and values reflected in a specific text. Students are responsible for facilitating a discussion around ideas in the text rather than asserting opinions. Through a process of listening, making meaning, and finding common ground, students work toward shared understanding rather than trying to prove a particular argument.E10. Panel DiscussionThis is a cooperative learning strategy in which students organize a planned presentation, where each member of the group takes one of the possible topic viewpoints. The individual presentation may have oral, written, or multimedia components. Students form teams to research, develop, and articulate their viewpoints. This strategy helps students in developing the ability to organize information, present ideas, and draw conclusions.E11. Debate/Defend with EvidenceStudents will be accountable for their ability to support their claims with evidence from a variety of texts.F. METACOGNITIVE & METALINGUISTICF1. L1 TransferL1 transfer refers to the fact that literacy and language skills transfer from one language to another. It is important to support the development of our ELLs in the home language as well as in English.F2. Mnemonic DevicesA mnemonic device is a learning technique that aids the retention of information. Its purpose is to translate information into a form that the human brain can retain better. Mnemonics are often for lists and in auditory form, such as short poems, acronyms, or memorable phrases; however, they can also be for other types of information and in visual or kinesthetic forms. Their use is based on the observation that the human mind more easily remembers spatial, personal, surprising, physical, humorous, or otherwise 'relatable' information, rather than more abstract or impersonal forms of information.These devices can by used by students of all ages and all levels of study.? Order of operations:Please Excuse My Dear Aunt Sally? Planets:My Very Educated Mother Just Served Us Nachos? Mitosis PhasesI Propose Men Are ToadsF3. Dialogue JournalsA dialogue journal is a written “conversation” in which a student and the teacher communicate regularly and carry on a private “conversation”. Dialogue journals provide a communicative context for language and writing development since they are both functional and interactive. Teachers can also use the journals to monitor the ELLs’ comprehension of subject material. Students write on topics of their choice, and the teacher responds with advice, comments, and observations, thus, serving as a participant, not an evaluator. Dialogue journals can and should be used very early in the language learning process. Students can begin by writing a few words and combining them with pictures.F4. Self-CorrectionGood readers focus on meaning but can also use language structure or visual information as cues to help understand new texts. Students learning to read must use strategies to make sure that what is read makes sense. Self -correcting strategies can be incorporated through read alouds and guided reading. When using the read aloud strategy, teachers should model stopping within a text and predicting or searching for cues to self-correct. Teachers should stop and talk about why you have to look for more information. During guided small group instruction, a teacher can make teaching points as children are engaged in reading whole texts. Teachers should model, guide, demonstrate, reinforce, and explain self-correcting behaviors to readers.F5. Self-EvaluationStudents are asked to reflect on, make a judgment about, and then report on their own behavior and performance. The responses may be used to evaluate both performance and attitude. Typical evaluation tools can include sentence completion, Likert scales, rubrics, checklists, or holistic scales. Self-assessments help teachers glean information on how students view their own performance. They also provide data on student or group attitudes, feelings, opinions, and views. It is common for students to have difficulty when they are first asked to report their feelings, beliefs, intentions, or thinking processes. Make the process safer by using it for formative rather than summative purposes. Let students do a private self-assessment that no one else sees. This allows for an honest sense of their own level of understanding and performance. Teachers can model evaluating their own performance or provide examples. Another strategy isto introduce constructive feedback. Models help students develop their sense of standards for their own performance.F6. Self-MonitorSelf-monitoring involves the metacognitive skills of students to keep track of their progress and level of understanding. In essence, they are evaluating their own understanding and behavior.F7. Peer EditingPeer editing allows students to review work and make comments and suggestions. It provides meaningful learning opportunities as students edit peers’ work and receive feedback from others.F8. AssociationsWhen students make associations, it is another way of saying they are making connections with content. Associations can be visual, auditory, or kinesthetic and typically trigger meaningful memories or connections for students.G. CONTEXT-EMBEDDED SUPPORT & CLOSE READINGG1. Activating and/or Building Prior KnowledgeNew knowledge or information is (physiologically) built upon existing information or schema that a student ‘owns.’ It is critical to help students bridge the connection between existing schema and new incoming information.G2. Chunking Text“Chunking” means learning set phrases or “chunks” of related language. This strategy helps students improve their vocabulary and comprehension skills through breaking down words or text into manageable pieces.G3. Annotations & SymbolsAn annotation is a note that is made while reading any form of text. This may be as simple as underlining or highlighting passages. Creating these comments, usually a few sentences long, establishes a summary for and expresses the relevance of each source prior to writing.G4. Ask Inferential & Higher Order Thinking (HOT) QuestionsThese questions ask the reader to draw conclusions from facts or something implied in the story. They start with a fact or evidence, and then use prior knowledge and experiences to draw a logical conclusion.? What do you think will happen next in the story?? Why or why not will the character’s plan work?? Did the main character like or dislike _____?? What do you think the character will do next?? If the character had to choose between “x” and “y,” what do you think they wouldchoose?? Why do you think [character] is so [unhappy, jealous, excited, anxious]?? What do you think would help to fix the problem the character is having?? What do you think the character should say to [parent, friend, teacher]?? Should we expect that ___ would happen next? Why or why not?G5. Ask Clarifying QuestionsWhen we teach students to ask clarifying questions, we are teaching them the metacognitive skill of monitoring their own thinking. Clarifying questions are typically the ones that begin with “W” including: Who, What, Where, When, and Why.G6. ModelingThe teacher demonstrates to the learner how to do a task, with the expectation that the learner can copy the model. Modeling often involves thinking aloud or talking about how to work through a task.G7. Read AloudReading aloud to children helps them develop and improve literacy skills -- reading, writing, speaking, and listening. Students often listen on a higher level than they read, and listening to other readers stimulates growth and understanding of vocabulary and language patterns.Tips for reading aloud to students:? Discuss read-alouds with the class to enhance and expand students' understanding.? Use the illustrations to encourage prediction and interpretation. Encourage students touse the illustrations to add to their understanding.? Learn more about the authors and illustrators. Read other works by favorite authors.? Help students relate books to their own experiences.? Get other books about curriculum-related topics of interest.G8. Think AloudA Think Aloud is an effective strategy where teachers explicitly provide an oral description of the cognitive processes they go through as they read with students. As a result, students can understand how a successful reader approaches a text.Good readers develop their skills implicitly by simply reading many types of texts. Therefore, when modeling reading, keep in mind that teachers must take what they know and do implicitly, and make it explicit for the students, especially for ELL readers.G9. Multimodal TextsMultimodal texts include texts that are presented through visual, auditory, and kinestheticmethods.G10. Visualization/IllustrationsOne of the most powerful tools that skilled readers develop is the ability to visualize what they are reading. While reading informational or literary text, a student may create a mental picture of the setting or imagine what the characters look like, immersing themselves in the visual world of the text. For informational text that is abstract in nature, the student may create visual symbols, concept webs, or mind maps that help keep track of and organize information.G11. SummarizingEffective summary reading and writing are important study strategies. Summarizing is often quite difficult for students. It requires them to categorize details, eliminate insignificant information, generalize information, and use clear, concise language to communicate the essence of the information. With practice, students can use summarizing to support their reading and learning. The next two strategies can be used to help ELLs comprehend informational writing.1. Textbook chapter summaries provide a “big picture” of the chapter, thus it is useful for a student to read the chapter summary first. This establishes the mental framework to support effective learning of the details when the student reads. A strong reader can then read the chapter and “plug” the details into the “big picture.”2. Summarizing while reading can also help students monitor their understanding of material. They can read a few paragraphs and put the information they have read into their own words. Students can write this summary down or share it orally with a partner. By putting information in their own words, learners can recognize what they do and do not know. Then they can reread the information that they did not recall. This puts the reader in charge of his/her own learning.Suggestions:? After students have used selective underlining on a selection, have them turn the sheet over or close the handout packet and create a summary paragraph of what they can remember of the key ideas in the piece. They should only look back at their underlining when they reach the point of being stumped. They can go back and forth between writing the summary and checking their underlining several times until they have captured the important ideas in the article into one single paragraph.? Have students write successively shorter summaries, constantly refining and reducing their written piece until only the most essential and relevant information remains. They can start off with half a page; then try to reduce the writing to two paragraphs; then one paragraph; then two or three sentences; and ultimately a single sentence. You may consider using one sentence summaries and/or sentence frames.? Teach students to go with the newspaper mantra: Use the key words or phrases to identify only Who, What, When, Where, Why, and How?? Take articles from the newspaper, and cut off their headlines. Have students practice writing headlines for (or matching the severed headlines to) the “headless” stories.G12. Dramatic Enactments/Role PlayDramatic enactments refer to those enactments in which the activities are understood by all those present as being staged (i.e., not-to-be-taken-as-real), marked by one or more of the following features:? they are performed in an altered/assumed identity;? the context of their performance marks them as different from that of to-be-taken-as-real behavior.G13. Identify Key ConceptsThere are times when not only ELLs, but all students, need to learn new and possibly difficult ideas or concepts such as Tier II and Tier III vocabulary. For example, the concepts of democracy or envy may be difficult for all students to understand at first. Provide visuals, examples, and contextualized activities that your students can relate to.G14. Similarities & DifferencesThis strategy assists ELLs with the comprehension and association of new concepts to related experiences. When ELLs are asked to compare, they are required to find common traits (similarities) among items, objects, or concepts. When asked to contrast, they are required to find characteristics that are not so common (differences). Types of activities that can be incorporated into lessons:? Comparing? Classifying? Creating Metaphors? Creating AnalogiesG15. Language Experience Approach (LEA)The goal of the Language Experience Approach (LEA) is to have students produce language in response to first-hand, multi-sensorial experiences. The LEA uses the students’ ideas and their language to develop reading and writing skills.How to use LEA in the classroom:Step 1: Providing the Experience/MotivationAn experience story is based on an experience the teacher and students share.Step 2: Facilitation Language ProductionImmediately following an experience, students need to interact with each other to discussthe experience and what it meant to them.Step 3: Creating a Personal View RepresentationThe teacher has the student draw or paint a picture about something interesting about theactivity.Step 4: Retelling Events/ReactionsA volunteer is selected to share his or her picture with the group.Step 5: Writing Student’s StatementsThe teacher asks each student a question and records his/her answer, writing on the boardexactly what the student says, using large manuscript letters. After writing eachstatement, the teacher reads it back to the group for confirmation. When four or fivestatements are on the board, the students decide their sequential ordering. The statementsare then numbered and transferred to a sentence strip, and the students correctly arrangethe strips on a pocket chart.Step 6: ReadingAfter the chart or individual statements have been completed, students read theirstatements to each other and to the teacher.Step 7: WritingAs students develop writing skills, they copy the story into their notebooks or on linedpaper.Step 8: Follow Up with ActivitiesThe story may be reread on several subsequent days either by the teacher, the students, orboth. Students can also save the story with other language experience class stories to form their own class book for later reading.G16. Note Taking/Outline NotesTeacher-prepared outlines equip students with a form for note taking while reading denseportions of text, thus providing scaffold support. These are especially helpful if major concepts, such as the Roman Numeral level of the outline, are already filled in. The students can then add other information to the outline as they read. For some students, an outline that is entirely completed may be helpful to use as a guide to reading and understanding the text.G17. Question-Answer Relationship (QAR)Teachers can use QAR when developing comprehension questions, helping students to identify different question types, and teaching text organization. The QAR classification is divided into four question types in two categories:A. In the Book1. Right ThereThe answer is in the text, usually easy to find. The words used to make up the questionand words used to answer the question are “right there” in the same sentence.2. Think and Search (Putting it Together)The answer is in the text, but you need to put together different text parts to find it.Words for the question and words for the answer are not found in the same sentence.They come from different parts of the text.B. In Your Head1. Author and YouThe answer is not in the text. You need to think about what you already know, what theauthor tells you in the text, and how it fits together.2. On Your OwnThe answer is not in the text. You can answer the question without even reading the text.You need to use your own experience.G18. Reading with a Specific PurposeSetting a purpose/reason/goal for reading is a step that becomes automatic for skilled readers in order to establish what they expect to get out of the reading. Depending on the purpose, we adjust our reading in order to meet the chosen goal. Helping our ELL students to define the reason, purpose, or goal for the reading is a crucial initial step in helping them to successfully interact with the text and acquire essential information. (Are they reading for pleasure/entertainment? To gather information? To support a thesis? To answer an essential question?)G19. Reread TextClose Reading will require that students have multiple exposures to a text. Oftentimes, rich, complex texts will necessitate rereading in order for students to comprehend the meaning of the text and the specific intent of the author.G20. Text Features & Structural AnalysisText structure refers to the ways that authors organize information in text. Teaching students to recognize the underlying structure of content area texts can help students focus attention on key concepts and relationships, anticipate what’s to come, and monitor their comprehension as they read. As readers interact with the text to construct meaning, their comprehension is facilitated when they organize their thinking in a manner similar to that used by the author. Readers who struggle with text comprehension often do so because they fail to recognize the organizational structure of what they are reading, and they are not aware of cues that alert them to particular text structures (Cochran & Hain).Obviously, all texts are different to a certain extent; however, depending upon the author's purpose, topic, and genre, reading selections tend to be organized according to a few predominant structural patterns.G21. Survey, Question, Read, Recite, Review (SQ3R)SQ3R is a note-taking system that helps ELLs monitor their comprehension before, during, and after reading a text selection. This instructional strategy helps students understand key content and vocabulary, and it also helps students focus on their topic, develop questions about that topic, and answer those questions based on the reading.Procedure:1. S (Survey)- Preview the test (i.e., title, headings, captions, etc.)2. Q (Question)- ‘Wh-’ words, such as why, who, what; turn the title/headings into questions.3. 3R (Read, Recite, Review)- Look for answers to questions raised; read only a section at a time; recite after each section.G22. Text ConnectionsStudents who strategically access prior knowledge and experiences and connect them to text, are making text connections. Making personal, authentic connections while reading facilitates reading comprehension. Three main text connections need to be modeled by the instructor.Text-to-Self: How does a text connect to my life?Text-to-Text: How does the text connect to other texts that I have read?(e.g. books, poems, songs, scripts, or anything written)Text-to-World: How does the text connect to the issues, events, and concerns of society?Students are thinking when they are connecting, which makes them more engaged in the reading experience.G23. Total Physical Response (TPR)TPR is a way of teaching language using physical movement. Teachers interact with students who demonstrate comprehension through a physical response. Students are not expected to respond orally until they feel ready. This strategy involves little or no pressure to speak.G24. Vary Complexity of AssignmentDifferentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests.Teachers can differentiate three aspects of the curriculum: content, process, and products.? Content refers to the concepts, principles, and skills that teachers want students to learn.All students should be given access to the same core content. ELLs should be taught thesame big ideas as their classmates, not given watered-down content. Content also refersto the means teachers use to give students access to skills and knowledge, such as texts,lectures, demonstrations, and field trips. For example, a teacher might direct an advancedlearner to complex texts, Web sites, and experts to interview, while providing a student ofmore modest capacity with reading buddies, videos, demonstrations, and organizers thatmake content more accessible."? Process refers to the activities that help students make sense of and come to own theideas and skills that are being taught. Teachers can modify these activities to providesome students with more complexity and others with more scaffolding, depending ontheir readiness levels. Like content, process can also be varied by student interest andlearning preferences.? Products refer to culminating projects that allow students to demonstrate and extend what they have learned. Products reveal whether students can apply learning beyond theclassroom to solve problems and take action. Different students can create variousproducts based on their readiness level, interests, and learning preferences.G25. Realia/ManipulativesBringing realia (authentic objects from a culture) or manipulatives to the classroom helpsteachers in providing comprehensive input in a second language. Students should be allowed to touch, smell, and taste, if possible, prior to being exposed to the lesson, for optimal comprehensible input.G26. CaptioningUse of written materials and pictures to demonstrate main ideas or to summarize exercises. Captioning can involve students at different language levels.Steps for using captioning in the classroom:1. Explain what a caption is.2. Have learners read information on handout you develop and distribute.3. Distribute illustrations and have students arrange in order of written information.4. Have each group caption the pictures and read their captions to the class.H. MULTIMODAL & MULTIMEDIAH1. Audio-Visual ApplicationsAudio-visual applications refer to technology-supported applications that allow for visual and/or auditory support of a text.H2. Digital BooksAudio books are an excellent resource for students whose first language isn't English. The audio format attracts students because it's a different reading alternative, especially since they can download a book. Digital books can enhance enjoyment, make reading seem like fun rather than work, and increase interest through the use of accents, sound effects, etc. Digital books help students expand their vocabulary and develop reading fluency because they can listen to books that might be too hard for them to read in printed form. Listening to an audio version of a book can help children better comprehend themes and difficult language. Teachers may have students listen to the first chapter or two of a book to capture their interest before sending them home to read the print version. Parents can have their children read along in the print version of a book while listening to it as a way of developing both auditory and visualskills.H3. Computer SoftwareTechnology can be used to supplement instruction and enhance learning. Computer software programs can assist ELLs by enhancing their access to literature and informational text with tools such as text markups, highlighters, dictionaries, and word processing capabilities. Other programs allow students to develop language proficiency, enhance comprehension, and supplement the curriculum being used.H4. Document CameraDevelop true collaborative learning opportunities in the classroom. These tools let teachers and students experience dynamic lessons, write notes in digital ink, and save work for future reference. Uses may include:? Running software that is loaded onto a PC, such as a web browser or software used in the classroom.? Capturing and saving notes written on a whiteboard to a PC.? Capturing notes written on a graphics tablet connected to the whiteboard.? Controlling the PC from the whiteboard using click and drag markup, which annotates aprogram or presentation.? Using Optical Character Recognition (OCR) software to translate cursive writing on agraphics tablet into text.? Using an electronic voting system so that presenters can poll a classroom audience orconduct quizzes to capture feedback onto the whiteboard.H5. Interactive WhiteboardAn interactive whiteboard (IWB) is a large interactive display that connects to a computer and projector and allows for multimodal display and interaction with content.H6. Tablet/Interactive DevicesA tablet is essentially a computer. Typically, a tablet is a small, hand-held device that can be used instructionally to provide students with contextual support that makes content accessible to ELLs.H7. Language MasterProvide auditory practice through the use of Language Master cards or Radius Bundle cards to provide repetitive tasks, which increase vocabulary and pronunciation skills.H8. Video/Films/CD /DVDBorrowing films and other audiovisual materials from school district media centers can help improve a language arts lesson. Audiovisuals also assist in illustrating ideas, reteaching concepts, or infusing content or concepts from other disciplines. It is always wise to preview the audiovisual materials before showing them to a class, screening them for possible language difficulties, misleading cultural information, or controversial content.H9. Digital SimulationsDigital simulations are computerized software that provide visual representations of processes, which assist ELLs with scaffolding comprehension of specific content and vocabulary to better understand information that has been presented. Digital simulations are powerful instructional tools for improving student learning.H10. Translation DevicesA translation device provides first language (L1) support by translating vocabulary words and phrases into a student’s home language.I. ADVANCED ORGANIZERSI1. Charts (Flowcharts, T-Charts, etc.)This graphic organizer strategy assists students in representing position, role, and orderrelationships among group elements. Students draw a representation of a sequential flow of events, actions, character roles, and/or decisions. Based on the situation, the graphic frame for the flowchart can be student and/or teacher generated.I2. Anticipation GuidesAnticipation Guides are often structured as a series of statements with which the students can choose to agree or disagree. They can focus on the prior knowledge that the reader brings to the text or the "big ideas" or essential questions posed (implicitly or explicitly) by the writer. The statements serve as a way for the reader to clarify his/her opinions before reading the text and then compare them to the writer's message as he/she reads.How can I use an Anticipation Guide?? Use one as a preparation for a preliminary discussion on one or more of the ideas as away to introduce the text (dialogue, debate, Socratic seminar, jigsaw discussion).? Develop one or more of them as writing prompts (journal, essay, persuasive piece).? Have students chose one (or more) and "track them" throughout the piece of literature.? Return to it at the end of the play, novel, essay, etc. for clarification and closure.? Differentiate this activity to make it more inductive (and challenging) by simply givingstudents a list of themes and have them generate a list of statements to create their ownanticipation guide.I3. Cornell NotesCornell Notes is a note-taking strategy that organizes information while allowing the note taker to question and predict key concepts given. Cornell Notes help to keep ideas clearly organized and, if done correctly, make effective tools for test study or written assignments.I4. Digital Tools/SoftwareDigital tools and software, when used instructionally, allow students to develop 21st Century Skills such as technological literacy.I5. FoldablesFoldables are a great way to actively engage students by encouraging them to pay close attention to details as they organize content, vocabulary, and concepts in a creative way. Students can utilize the foldables as a study guide in preparation for weekly and unit assessments and to complete assignments. Foldables can be used in all content areas.I6. Graphs/DiagramsVisual aids that assist teachers in demonstrating relationships between words and concepts are considered useful for ELLs.I7. K-W-L (Knows/Wants to Know/Learned)An introductory or pre-activity strategy that provides a defined structure for recalling and stating: What the student knows regarding a concept or a topic; what the student wants to know, and finally lists what has been learned and/or what is yet to be learned. To use this strategy, the student lists all the information he/she knows or thinks he/she knows under the heading “What We Know”. Then the learner makes an inventory of “What We Want to Know”, categorizing the information about the topic the student expects to use. After reading, the students add the information learned about the topic. This column can also be used for further learning and/or research.I8. Reading and Analyzing Non-Fiction (RAN)RAN is Tony Stead's adaptation of the KWL chart. In this reading strategy, students begin by brainstorming what they think they know on a topic. These ideas are written on individual post-it notes and placed in the first column of a table. Learners then read a text. When they find a confirmation in the text, that post-it is transferred to the second column. After the first reading of the text, students review the chart. Students can also attend to any misconceptions they may have about the content. They can note these on post-its and add them to a third column. These misconceptions may be able to be revised by adding qualifiers ("sometimes" instead of "always") and add them to the new information column. Students then reread the text to discover if there is any new information that they learned and would like to add to the fourth column, new information. Any post-its left in the first column can be revisited. Can the idea be confirmed if a modifier is added (most of the time, often, rarely)?I9. Notes TMNotes: TM is a Quantum Learning method for maximizing class time and reducing study time. It is a whole-brain approach to note taking that sparks creativity.T = Taking notes – important information provided by the teacher is recordedM = Making notes – student’s thoughts, feelings, and questions are recordedI10. Webbing/MappingThis strategy provides ELLs with a visual picture of how words or phrases connect to a concept or a topic. The instructor lists the target topic or concept, and builds a web-like structure (by circling and connecting the words) of words, phrases, and verbs that students offer as being connected with the central topic. The instructor may facilitate a follow-up discussion in which students can argue for or against the perceived relationships of the called out words for the topic. Eventually, a consensus is reached as to what the class believes constitutes a “web” for that concept.I11. Story MapsStory maps are visual outlines that help students understand, recall, and connect key terms and ideas from a text. Story maps may be developed individually or by the class as a whole. To explore effective listening and critical thinking skills, ask students to complete a T-Chart in table form (dividing the page in half like a “T”). The charts may be displayed and used as a reference point during classroom activities.I12. TimelinesTimelines are graphic organizers, which allow learners to organize sequential eventschronologically. They also provide meaningful practice for using the past and present tenses.I13. Venn DiagramsVenn diagrams can be used to create a visual analysis of information that represents similarities and differences among concepts, people, and things. This graphic organizer is constructed by using two or more overlapping geometrical figures (i.e.: circles, squares, rectangles) that share an area in common. Students list common elements in the interior, over-lapping, shared area, and they record unique characteristics of each concept or object being compared in the exterior area that is not shared.I14. Vocabulary Improvement Strategy (VIS)VIS guides students through an expository text with specific vocabulary. It helps learnersrecognize clues within the text and the explicit definition. Word Personal clue Text sentence Meaning Radiates Light radiates, or travels in straight lines from its source.Spreads out in all directions.J. ADDITIONAL RESOURCESJ1. Art IntegrationArt integration includes the connection of art with math, science, geography, history, language arts, literature, music and social studies.J2. Community ResourcesThe integration of community resources includes people, information, locations, and anything that allow students to make meaningful real-life connections to content.J3. Cultural SharingIt is important for teachers to regularly incorporate multicultural texts and references intocurriculum in order to expose students to texts that have global relevance and that validate the cultural contributions of multiple groups.J4. CelebrationsCelebrations serve to encourage student achievement and promote student engagement.J5. Field TripsReal-life experiences and exposure often spark new interests in students and provide real-life relevance to topics addressed in class.J6. Guest SpeakersWhen students can listen to models from their community and others, they are exposed toexperiences that reach far beyond the classroom borders.J7. Holiday ProgramsHoliday programs often serve to validate students’ cultural backgrounds and are a greatopportunity for sharing cross-cultural experiences. It is important for teachers to realize that holiday celebrations should be about more than just one perspective and that pluralism is crucial for a culturally competent curriculum.J8. Multicultural ResourcesTeachers must regularly expose students to texts and other resources that have global relevance and that validate the cultural contributions of multiple groups. Connect with community resources and local organizations, and clubs, such as Hispanic Unity, Haitian-American, German-American, Italian-American Clubs, etc.. Organize cultural sharing through ESOL Parent Advisory Council, international fairs, and use parents, cultural representatives, business liaisons, multicultural guest speakers, ethnic folk music presentations, and multicultural students as resources for academic classes.J9. Music/Songs/Jazz ChantsLanguage teachers frequently use music and chants in their classes. These activities aremotivating for students and assist in reinforcing and revisiting content area concepts while they are acquiring English pronunciation and intonation patterns.TIPS FOR TEACHERS FROM TEACHERSIf you have a question, ask it.Make lists of questions/concerns to share with your coach.There are no stupid questions.Say what you mean and mean what you say.Establish a routine, your students need it.Spend your first day establishing your routine and rules.Be consistent.Be sure to use rewards and consequences fairly.Keep your sense of humor.Become best friends with the custodians, secretaries, and cafeteria workers.You are not alone, ask someone their opinion.Get involved, you meet people that way and it helps to know what is happening.Be a team player.Go with the flow.Learn to be flexible.Be on time.Attend all meetings.Don’t wait for someone to say, “hello”, beat them to the punch.Be organized.Remember the “Do I want to see it on the news tonight?” rule.Do not procrastinate.Be ready a week ahead of time.Remember to show parents that you care about their child.Remember 3 positives to a negative.Take it one step at a time.Be nice, yet firm with your students.Be professional ~ i.e. dress appropriately, do not gossip or gripe in public. It’s okay to disagree, as long as you’re doing it in a respectful manner.Be proud of being a teacher.Share your ideas with others. We are stronger when we work TOGETHER.Don’t throw away anything that looks remotely important.Keep copies of everything you turn in or send home to parents.Anything that goes home, must first be reviewed by the principal.Be very careful with what you write or post online to a parent, colleagues, or on social media. It’s there forever.Be an example to the children. If they cannot wear shorts, open-toe shoes, or tank tops, you shouldn’t be wearing them either.TIPS FOR TEACHERSFor your class:Inform parents of special learning opportunities that will help in class, such as: television programs, films, and museum displays. If parents can share the activity with their child, so much the better.Send parents information on upcoming study units, assignments, and tests. If parents know what is expected, they can help and encourage the child.Request information and material from parents, which will be useful to an upcoming class. If parents have the opportunity to assist they will and you will have a “partner” in your activities.Send a progress report explanation. Explain that the purpose of progress reports is communications not comparison with others. Suggest actions that parents can take to help their child.Invite parents to a class activity. If they can help out, so much the better. Recruit parent volunteers to help in the classroom, provide one-on-one assistance to struggling students, be guest speakers for lessons in which they are experts, chaperone field trips, and other student activities.For individual students:Use a message to help students feel successful and they’ll work harder and won’t need to use disruptions or negative behavior for attention. Catch them doing something good and let their parents know it. Use their name in the municate changes in student behavior early. When student behavior changes or a student is having problems at school, let the parents know so they are aware.Improve discipline with recognition. Send a message home to parent(s) complimenting a student(s) on improvements in class discipline. The old adage praise every improvement no matter how small may pay big dividends in the area of discipline. “I caught you being terrific”.Frequently congratulate parents on students’ completed work especially if well done. Occasionally remind parents when students’ work is not complete. Suggest ways parents can help.ACRONYMSACRONYMCOMPOUND TERMBRIEF EXPLANATIONADDAttention Deficit DisorderADHDijkAttentiAttention Deficit with HyperactHyperactivity DisorderAIPAcademic Improvement PlanPlan for students at or below 25th percentile in reading or math.ARAccelerated ReaderReading programAPAssistant PrincipalASAPAs Soon As PossibleBCPSBroward County Public SchoolsBTIPBroward’s Truancy Intervention ProgramProgram to encourage students to be in school. Allows for 5 unexcused absences.BTUBroward Teacher’s UnionDAREDrug Abuse Resistance Education5th Grade CurriculumDIDirect InstructionReading ProgramEHEmotionally HandicappedINDIntellectually DisabledESEExceptional Student EducationEducation targeted for students with Special NeedsELLEnglish Language LearnerIndividuals who are learning English as a 2nd languageESYExtended School YearESE Summer SchoolETKEssential Teacher KnowledgeTechnology survey to rate your own Teacher knowledgeGLEGrade Level EquivalentReading Level of studentsIRIIndividual Reading InventoryTest to assess student’s reading levelISInternal SuspensionIn school suspensionNCLB No Child Left BehindFederal StandardsPTAParent/Teacher AssociationParent/Teacher groupSACSchool Advisory CouncilGroup who meet monthly to determine goals for the school.SIPSchool Improvement PlanPlan of school goalsSLDSpecific Learning DisabilitySLOSick Leave OtherTerm for absenceSPRSick/Personal ReasonTerm used for absenceSROSchool Resource OfficerBroward Sheriff’s DeputySTARStandardized Test for ARTDATemporary Duty AuthorizationForm to be filled out when going to a workshop.TDIFTeacher Directed Improvement FundGrant opportunityVEVarying Exceptionalities ................
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