Elementary Faculty & Staff Handbook2013-2014

Godfrey-Lee Public Schools will produce life-long learners who master essential skills, respect others, and fulfill their citizenship responsibilities.Godfrey-Lee Public Schools will prepare each student to succeed in a global society.

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District Facilities

District Maps

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East Lee Campus

Godfrey Elementary

Early Childhood Center

Welcome to a New Year

The 2013-2014 School Year is officially here and it is with great excitement and eager anticipation that we write this letter. Walking through our doors on the 3rd of September we will welcome over 1,000 elementary students and we could not feel more fortunate to welcome these children and their families into our learning community. As the year moves forward there will be many challenges and triumphs ahead, but we will tackle and celebrate them together.

We hope that this team handbook will serve as a resource when you have questions and that the many changes will be of benefit to instruction, accountability, and the way we do business at Godfrey Lee. We look forward to a wonderful year ahead!

Robyn and Jason

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Creating Culture

School culture is one of the most important elements of school success. While curriculum, assessment, instruction, attendance patterns, and other factors are quantifiable and measureable, school culture is less so; it is a qualitative measure of the perceptions, attitudes, and outlook of those who are part of the school, including parents, teachers, administrators, and students. School culture is a factor in our work life and in students’ academic life that we influence every day. Culture, mood, and atmosphere are products of our interactions with others, not imports over which we have no control.

We are responsible for building a community here in our corner of the world. Any challenges we face likely are being felt in even more significant ways by those we serve. The tone we set changes attitudes—for good and for ill. We know that words are powerful, and I have been privileged to observe many lessons and interactions in which words create an atmosphere of wonder, surprise, and engagement. Knowing the effect words can have, I am establishing these expectations for our interactions with other adults in our schools:

Hallways, teacher’s lounges, offices, playgrounds, and other public spaces are neutral spaces, and are off limits to discussions or comments that may contribute to a negative culture. While everyone needs a friend and place to talk about difficult things, such conversations’ place is outside of our common areas. This includes any observations about student achievement, parental concerns, staff and faculty relationships, performance, and other interactions that involve our constituents.

Encouragement goes a long way to helping each of us meet the needs that come before us every day. Experts say that a 4-to-1 ratio of support/challenge is needed for healthy emotional development. Being mindful of this ratio and committing to support each other four times more than we express difficulties with each other will help us build up the adults in the building, so that we in turn have the courage we need to support children as they learn.

A vibrant professional environment relies on exchange of ideas. Meetings will be held to encourage conversation and sharing of successes and dialogue about building culture. Grade-level chairs and I will share responsibility for keeping these meetings productive, timely, and focused.

Implementing a research based PBiS program, with consistency K-5, we will establish a criteria for success and maintain high expectations for students and our colleagues alike. For more information on PBiS please visit http://www.pbis.org/

Descriptions of Meetings

• PLC: PLC Meetings are required for all professional staff. Our time will be spent learning and discussing ways to improve school quality. Each team will meet on the same day in separate building Media Centers or together as an elementary learning community.

• SIT: School Improvement Teams (SIT) meet the second Monday of each month after school, all learning community members are involved.

• Meeting Sign In – Beginning in the 2013-2014 school year, each meeting will have a sign in log. These sign in sheets can be used for professional development hours, needed by some for recertification. After the conclusion of each meeting the forms will be housed in the Meeting Binders kept in Jason and Robyn’s offices.

• Meeting Logs – This year a common form has been completed to ensure consistency with reporting agenda, action items, discussion, and a “parking lot” for upcoming meetings. This form will be useful for all meetings. Completed logs should be sent to Jason or Robyn via email, or you may place a copy in their mailbox. All meeting logs will be housed in the office.

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• Early Release Days – During this time we will work as grade levels and as school improvement teams. Meetings will be designed with purpose and mission in mind, focusing on school improvement initiatives in the building and district. Agendas will be distributed ahead of time and action plans will be created. Administration will move through groups and meeting minutes are to be turned in from grade level meetings and school improvement meetings.

• Meeting Dates – Both building administrators will present the established calendar for meetings.

Professional Responsibilities

Absentee Policy and Procedures for StudentsAfter taking attendance in the morning and after lunch, record the information in the computer attendance program. Kent Intermediate School District policy requires that attendance be taken after lunch for the afternoon session. Office personnel will check this record against the telephone call-in ledger. Attendance and lunch counts must be in the computer by 8:30 AM. “A” lunch count will be indicated using the “lunch” box; “B” lunch will be indicated using the “milk count” box, and “C” lunch will be indicated by “adult count” box. Office staff will telephone parents that have not contacted us regarding student absences beginning at 9:00AM. Please advise the principal and social worker of any truancy problems. Please enter afternoon attendance following recess.

AnnouncementsAnnouncements in both buildings will take place through the building intercom system. Announcements at Godfrey will begin at 8:10 and at the ECC 8:20. At Godfrey, the “Pledge of Allegiance” will be led by selected students everyday at 8:10 am. We will rotate through the building so that every child has the opportunity to lead the Pledge during the year. The office will make daily announcements that will influence the day of our children and faculty.

Cumulative RecordsStudent individual cumulative records are to be kept in the file cabinet in the school office. Records are not to be removed from the office, unless approval from administration is given. Individual students and insert sheets of those students whom you have had in class but have moved, must be completed before the cumulative record can be forwarded to the next school. Grades, attendance, test scores, dental, vision, and hearing screening results and all other pertinent information should be recorded.

Dress CodeThe Board of Education has established a policy (3216) that emphasizes the importance of professionalism when it comes to proper dress. The policy states: “The Board of Education believes that professional staff members set an example in dress and grooming for their students to follow. A professional staff member who understands this precept and adheres to it enlarges the importance of his/her task, presents an image of dignity, and encourages respect for authority. These factors act in a positive manner toward the maintenance of discipline.”

EmailPlease make sure to check your school email at times throughout the day. This includes before and after school, during lunch and recess, and specials. Email should not be read/sent during instruction time when students are in our classrooms.

Lesson PlansPlease turn in a copy of your weekly/monthly lesson plans to the respective building administrator each week. This can be done online through email communications or by making a copy of your lesson plans. You may also keep a copy of your lesson plans on the outside of your door, highlighting the curriculum to be taught throughout the week. This is also acceptable.

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Lunch – With the lunch schedule at GEL we will begin at 11:30 am. All grade levels will be separated by a three minute break to allow for more children to move through the line. Our goal is to eliminate and/or reduce the number of behavioral referrals from the lunch line. Students will then have a 25 minute recess attached to their lunch time. Please be punctual when picking up your students.

NewslettersNewsletters are an important and effective way for communicating with our families. It is also important to keep the office informed of the on goings in your classroom. When you have prepared a newsletter to go home, please ensure that the office and administrator receive a copy. It is very helpful when speaking with our families. We will not be completing peer reviews of newsletters during the year. A professional looking English/Spanish monthly newsletter must be provided to parents. At minimum it must include the items listed below.  Other items may be included as well, and a hard copy of the newsletter must be submitted to the principal each month. Specials teachers may submit items that correspond to these requirements for inclusion in grade level newsletters or create a newsletter of their own:

A calendar of events A summary of lessons or units being studied Opportunities for parent involvement Reading and math tips to support learning at home and homework Links to web sites including your own for daily/weekly updates

SpecialsThis year the specials schedule consists of 2 – 35 minute sections of music and gym and 1-60 minute section of art. Please be on time when picking up your class or when bringing them to specials.

Substitute Call-in ProcessThe AESOP Program will be used for the 2012-2013 school year. Enter your absence into the system before 6:00 A.M. Call or email the school office (secretary and/or principal) to inform her that a guest teacher has been requested. Please notify the principal well in advance of a planned absence. While not required, professional courtesy includes informing anyone with whom you may team of your absence as well. If you are in need of a guest teacher after 6:30 am please follow the above steps but please contact Jason via his cell phone at 616-520-7659 or Robyn at

Guest TeachersWhether an absence is planned or unexpected, it is important that students continue to have productive learning experiences when a guest teacher fills in. All teachers are to prepare a clearly-marked folder with standard, up-to-date information for substitutes. The following items at minimum should be included in guest teacher folder for reference:

Daily time and class schedule in front of book Safety drill instructions and emergency procedures, evacuation routes, etc. Plans for those on alternative schedules Manuals, books, etc., needed for the day Special events or classes schedule: Art, Music, Physical Education, Media Center, Assemblies, etc. Daily schedule that is easy for substitute to follow (remember special days such as ½ days) Current class rosters and up-to-date seating charts PBiS expectations

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Attendance procedures (including 10-minute rule and tardy policy) Pass policies Class changing procedures and responsibilities for supervising hallways Office contacts Rules or procedures for using classroom materials and equipment such as calculators, scissors, tape,

glue, etc. List of students from each class who can assist guest teacher Other teacher(s) the guest teacher can contact for assistance (include telephone extensions and room

numbers) “Emergency” lesson plan(s) that can be used any time of the year in your class or subject area (this is

not a substitute for the required daily lesson plans) Procedures and/or rules for using any instructional materials and/or technology in the room Copies of the faculty and student handbooks located where the substitute can easily find them Lunch-time procedures Telephone number where the teacher can be reached in an emergency, if that is possible given the

circumstances for the absence PBIS partner teacher’s name and room

Remember, this information must be updated periodically to ensure its accuracy and completeness.

Textbook Record FormTeachers in grades 3, 4, and 5 are to use the Teacher’s Textbook Record Form when issuing textbooks to students. This form is to be completed in duplicate. One copy is turned into the office to be filed until the following spring. Just prior to the close of school, all books are to be re-evaluated by the teacher using the book condition form as a guide. We should expect books to receive normal wear and use. However, those that are seriously damaged or lost should be reported to the principal’s office. Fines, if necessary, will be levied from the office. See form on next page.

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Textbook Record Form

Teacher Name: ____________________________ Date: _______________ Grade __________________

This record is to be filled out in duplicate each school year and one copy filed in the school office and the second copy retained by the classroom teacher. At the close of the school year, the teacher is to check in textbooks and notify the office of any excessive damage or lost books. Please list names of students alphabetically.

Reading

Social S

tudies

Science

Math

Student Name

Book NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberConditionBook NumberCondition

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Pupil SupervisionStart and End of DayTeachers are expected to arrive each morning no later than 7:45 in time to gather your mail, check your email, phone messages, and be ready to greet your students. Teachers are expected to meet students at the beginning of the school day and after recess periods and lunch. Please be prompt.

Students and teachers are expected to be in the classroom promptly at the start of instructional time. Students will line up before entering the building and be met by their teacher at the designated entrance door.

A friendly greeting at the beginning and ending of the school day and at any and all transition times makes children and adults feel valued. Teachers must walk students out to waiting transportation at the end of the day, every day.

A teacher’s contractual day begins at 7:45 and ends at 3:20. Please call the office if you are occasionally delayed or have an emergency that interferes with this time frame.

RecessWhen the outside bell sounds, students stop playing and lineup. Teachers pick up students at the proper entrance. Please meet students promptly after the bell rings. Each teacher will be assigned a 15 minute recess supervision time on a rotating basis. This is a required duty, and a replacement must be appointed by the teacher if s/he is unable to perform this duty on an occasional basis.

In Classroom BreakfastBreakfast is delivered each day to the students. Procedures for breakfast will be provided. This time may be spent in team building, doing academic review work, on brain-readiness activities, or on other activities that will set the stage for success each day.

Curriculum, Assessment & InstructionCurriculumCurriculum is a set of encounters with many forms of information and experiences that are planned to result in understanding, engagement, and increased ability to produce new learning. This definition guides the way we structure learning experiences; minimal expectations for every teacher include

At least one interdisciplinary project-based learning experience All curriculums are based on the Common Core State Standards.  Copies of the standards in flipchart form are provided to each teacher and to all new teachers.  Copies may be requested if needed.  Many online resources are readily available, including a variety of easy-to-use apps. 

Our curriculum is stored online, in Curriculum Crafter and on the shared drive and web site.  All Common Formative Assessments are located on the shared drive. Focus areas of the curriculum are highlighted below. These and all other curricular areas are mapped by teams and documentation will be available on the shared drive on our web site, and in Curriculum Crafter.  All content is expected to be taught to mastery and be integrated into student-centered units of instruction; interdisciplinary connections are to be fostered.  Themes, Big Ideas, projects, and real-life problems will provide the context for learning new skills. Guidance for our School Excellence focus areas are included below:

ReadingThe reading series we use is MacMillan McGraw Hill's Treasures and Triumphs/Wonders series: www.treasures.macmillanmh.com/national or www.mheonline.com/esamplers/Triumphs/index.html . All students are expected to be learning to read and reading to learn using this resource.  Deviations from this must be approved by the principal. 

Reading engagement is critical, and self-selected, high interest books contribute to engagement. The expectation is that every student will be spending no less that 20 minutes a day (grades K-2)/30 minutes a day (grades 3-5) reading self-selected books. Assistance by the Media Center staff will be available to help students access appropriate books to reach the goals established.

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STAR testing and Accelerated Reader have been provided to all Godfrey teachers and students, and all Godfrey teachers are expected to use these programs with all students. Within the first two full weeks of a new school year, all students will take the STAR test. When available, third trimester STAR results from the previous school year will be compared to the new fall results, and AR point goals will be based on the higher of the two STAR tests. In the absence of previous scores, current STAR results will guide goal-setting. STAR tests will again be administered to all students within the last full week of each trimester, with new trimester goals again being based on the higher of the two scores. Any student who is not meeting the expected level of progress (generally no less than a .9 increase [representing one year's growth] in grade level over the course of the year as measured by STAR), should be referred to Student Support for additional intervention. 

Accelerated Reader point goals for each student will be based on 30 minutes of independent reading per day. Point goals are automatically set by the program, but will need to be manually adjusted to a higher point value if a student’s new STAR score is lower than the previous semester’s STAR score. Students should retake the STAR test if their results are lower than their previous score.  Goals must be individualized since student reading levels vary. All students will be expected to take AR quizzes on books that are within or above their Zone of Proximal Development (ZPD), as determined by their STAR test results and as monitored through the Diagnostic Report.  To more accurately reflect student progress in points and reading levels, students will quiz on no more than two teacher selected read- aloud books per trimester.

Every teacher will monitor the group percentage of students per classroom who reach AR point goals each month and display the percentage prominently outside of classrooms, in classrooms, in the Media Center, etc.  The expectation is that all students will meet their goals each trimester.Instruction in reading must align with RtI principles of instruction tailored to need. Assessment will guide interventions recommended and implemented. Student support must be notified of students who are not meeting achievement targets.

MathIntensive professional development in constructivist math instruction was provided by Calvin College in 2008-2010.  While we do not have a common math series, we do have shared instructional practices; these align with Common Core State Standards.  Academic chairs have binders which house the resources that are used to guide instruction. John Van de Walle's resources guide the work students do. (see “Professional Reading” section) We will be using Georgia Math during the upcoming school year and much of our ERT and PLC time will spent working on the math curriculum. Please work to establish a math block within your daily schedule.

WritingTeachers are expected to use elements of Power Writing, Writing Workshop, Daily 5, journaling, etc. to ensure that students use writing to create meaning.  Academic chairs have information about the writing approaches used in each grade level.  All writing instruction must align with Common Core State Standards.

InstructionInstruction is intended to result in student ownership of the learning process, and plans for instruction must be guided by the principles of constructivist learning theory.  Students must be actively involved through choices, goal setting, and timely feedback, variety of groupings, minimal seat work, and ownership of the classroom experiences they participate in.  These goals can be accomplished in many, many different ways including:

Workshop approaches Essential Questions Student-generated topics of study Differentiated demonstrations of understanding Multiple ways of knowing used frequently to address all learning styles Real-world connections Student goal setting

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AssessmentAssessment must be timely, focused on goals, and used to inform instruction.  Mastery of standards is expected, and support for learning must be differentiated to meet the individual needs of learners. Common Formative Assessments are used four times a year to track progress toward School Excellence goals, and intermediate objectives must be used to help students own the learning they are doing.  Student goal setting is essential, and a form has been provided to students to accomplish this; teachers may discuss the best ways to implement the forms, given students’ developmental levels.  All students must be setting goals for learning, and tracking of progress of goals must be displayed in classrooms.

A variety of assessments are used to measure progress toward standards of achievement. Some of these are teacher created; others are commercially prepared. At all grade levels, teachers must be aware of the larger context of assessment that students will encounter, as many of the state assessments measure learning over time, not just during the year the test is being administered. All faculty members contribute to a students’ success on these assessments, so information about the tests will be distributed to all and used by all.

In addition, DIBELS, AR, SRI, and STAR will be used to measure progress, differentiate, and, most importantly, inform the instructional decisions made for each student.

Common Formative Assessments may be administered before instruction is provided, to allow teaching teams to know readiness for learning as well as to help students set goals and measure growth over time. A minimum of four CFAS must be administered each year, with at least one CFA in reading, in writing, and in math.

Student work samples will be discussed and analyzed in collaborative meetings and PLTs. All new students who begin after the first of the year will be assessed using CFAs and other means.

Instructional RoundsAdministrators and teacher leaders will be conducting rounds regularly, to give feedback to teachers about three areas, from the student perspective:  "What are you learning?  How will you know you learned it?  What will you do with what you learned?"  Feedback about these brief 5-minute visits will be shared with the teacher, to use to inform future instruction and to improve school quality. These instructional rounds will be conducted through Teachscape, allowing for immediate feedback. Teacher training will be provided.

Special Education and ELL ClassesAll Special Education and ELL classroom programs will begin on the first week students are in attendance. These teachers will be working diligently to prepare their schedules working in partnership with all teachers. Please understand that they must work around a variety of schedules and will do their absolute best for all involved.

Media CenterAll students are expected to use the Media Center as a place to check out books, read, and experience literature in large and small group settings at least once a week. Schedules for this will be developed by teams. As you choose your library time please share that with Jason so it can be added to the master schedule.

Field TripsExperiences are an integral part of learning, and deep, lasting understanding is possible when students experience the world first-hand. Teams should plan a minimum of three such experiences a year. No-cost, no-transportation options are readily available. Curricular trips that require funding must use grant monies; nominal fees may be contributed by students. All trips are opportunities to involve parents/families in the life of the school, and planning must include invitations/funds so that parents/families may participate in meaningful ways.

Specials Class Instruction

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Specials classes will begin the first day of school. Each teacher is responsible for his/her students passing to and from rooms unless the specials are back-to-back. Consequently, each teacher is required to supervise pupils in groups passing by classes which are in session. Please supervise your group whenever they are leaving your area for another activity. Specials are an integral part of students’ education and instruction may not be withheld from students for disciplinary or academic reasons.

Changing specials class times is sometimes necessary. Do not change any special class time unless you, the person with whom you are changing, and the special teacher consult with the principal first, as it is important for the office to know where the students are at all times.

Teachers are to accompany students to the computer lab/Media Center. Teachers are to remain with theirclass during this time.

Objectives and Essential QuestionsAll classrooms must display the Learning Objective(s) and Essential Questions in comprehensible, student-oriented ways, for each of the current learning objectives underway. (I Can Statements) These displays must be changed regularly to reflect current objectives.

Curriculum, Instruction, and Assessment Deliverables MonitorGuide to Implementation

The Monitor is focused on the District and School Quality Goals of Reading and Math and emphasizes the importance of the “how” of learning alongside the “what.” To meet federal supplemental funding guidelines, all teachers must report on at least one of these areas, and some may be required to report on both. The Monitor must be prepared by the classroom teacher, posted by 8:30 am each Monday on/near the hall side of the classroom door. The Monitor will be reviewed during the week and collected by administrators each Friday at 3:00. The focus of The Monitor will be determined by administrative and leadership teams and may change over time.

Standard(s) Focus: Actual math and/or reading CCSS standard students will learn this week aligned with SI goals:

Quote it here, word for word. What major part of the required curriculum will students be considering this week? http://www.corestandards.org/

Language Focus: Language learning skill(s) students will learn this week:

Check www.colorincolorado.org/article/49546 for many great language learning resources:An article at the site uses these categories for language skill development:

• Language functions related to the topic of the lesson (e.g., justify, hypothesize)• Vocabulary essential to a student being able to fully participate in the lesson (e.g.,

axis, locate, graph)• Language learning strategies to aid in comprehension (e.g, questioning, making

predictions).

So, what language skills will students need to work with the content? Think of the content as the meal and the language skills as the utensils: What kind of fork, knife, or spoon will be needed to take the content in? If you need more information about language learning, consult with anyone on staff who has an ELL endorsement or has attended SIOP training.

Instructional Focus: (A) What is the learning objective? (B) What instructional strategies will be used?

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Percentage of students meeting expected learning target: What is the ‘Vital sign” for this class for this standard?

A. Learning objectives state in student-centered, measurable terms what the student will know/be able to do as a result of engaging with content and instruction.

• “I Can...” statements• “I will learn ___________ so that I can ___________.” stems• ABCD (Audience, Behavior, Conditions, Degree), see http://suite101.com/article/howto-

write-learning-objectives-a127058, as in “(A) I will (B) evaluate the meaning of life• (C) portrayed through current comic strips (D) using specific punch lines from at

least 3 different examples.• Verbs should reach for the higher levels of new Blooms Taxonomy (http://

www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm).

B. Instructional Strategies must be based on best practice and research. Marzano’s work is the best in the instructional strategy business: http://www.marzanoresearch.com/research/researched_strategies.aspx.2012-13 Fed. Programs Corrective Action Documentation

Essential Question(s): What essential question(s) will students consider to meet the objective?

At their most basic, Essential Questions are “questions that are not answerable withfinality in a brief sentence… Their aim is to stimulate thought, to provoke inquiry, and tospark more questions—including thoughtful student questions—not just patanswers” (Wiggins, Grant, and Jay McTighe. Understanding by Design. Expanded 2ndEdition. Alexandria, VA: ASCD, 2005, p. 106). What question(s) will you and students askthat will lead to more questions, more connections, and more deep understanding? Seehttp://www.huffenglish.com/?p=363 for a good blog post to help you go deep intoquestioning to get at the essence of understanding.

Assessment Focus: What will you use to know that students learned what you intended? Attach actualassessment(s) used.

Timely feedback matters. What methods will you use to check for understanding of the objectives? What assessments FOR learning and OF learning will students experience? http://tinyurl.com/cqwank6

Brain Target (ECC and Godfrey): Which of the six targets are the focus of the lesson?

The activities used to address the standard represented by this memo likely will include more than one target. Which one or two are most prominent: Emotional Climate, Physical Environment, Learning Design, Teaching for Mastery, Teaching for Application, and/or Evaluating Learning? http://braintargetedteaching.org/

Teacher Signature: ___________________________________ Grade Level: _______ Date: _________2012-13 Fed. Programs Corrective Action Documentation

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Curriculum, Instruction, and Assessment Deliverables Monitor

Standard(s) Focus: Actual CCSS math or reading standard(s) students will learn this week:

“

”Language Focus: Language learning skill(s) students will learn this week:

Instructional Focus: (A) What is the learning objective; (B) what instructional practices will be used?

A.

B.

Essential Question(s): What Essential Question(s) will students consider to meet the objective?

?Assessment Focus: What will you use to know that students learned what you intended? Attach actualassessment(s).

Brain Target (ECC and Godfrey): Which of the six targets are the focus of the lesson?

Teacher Signature: ___________________________________ Grade Level: _______ Date: _________2012-13 Fed. Programs Corrective Action Documentation

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Percentage of students meeting expected learning target:

%

Staff and Student SafetyVisitorsAll visitors are to report to the office upon entering the building. Everyone needs to assist in the safety of the building. If you see someone in the building that is not wearing a name tag, or does not look familiar, respectfully ask them to report to the office and escort them to sign in. If this is not possible, please call the office and we can assist you. Student visitors are not allowed in K-12.

VolunteersVolunteers are welcomed and encouraged; they must register at the administration building.

Police LiaisonThe liaison is part of our student support system and assists in many matters in which laws are involved as well as in preventative work such as gang awareness, bullying, etc.  The liaison should be called immediately of issues of imminent danger occur.  Generally, the liaison's involvement is part of a coordinated student support effort.  The liaison is not a school administrator, so issues regarding discipline should not as a rule be referred to him/her. 

Inclement WeatherOn days of severe and inclement weather, students will stay indoors. When they arrive, students will go to their locker. Students will sit on the floor by their lockers and wait for their teacher to pick them up when the bell rings.

AccidentsAll accidents involving students or employees must be reported to the office of the principal or superintendent immediately. Accident form completion is mandatory.

First Aid In the event of a serious injury to a student or member of the staff, contact the office immediately. If there is any question as to the severity of the injury, do not move the injured party. Use latex/rubber gloves and caution when attending to any injuries that involve human body fluids such as blood, mucus, etc. If necessary, office staff will contact parents and emergency services.

ParkingPlease park in areas designated for faculty and staff.

Student Permission to Leave the BuildingParents or guardians must report to the office in order to have their child released from the building. The office will then call for the child to report to the office. The “Permit to Leave the Building” form will be signed by the parent at the office. On occasion of an emergency, the parent will be allowed to pick the child up directly from the classroom but only if the office has notified the teacher with a “Permit to Leave the Building” form or a call from the office. If a parent shows up at your class without a “Permit to Leave the Building” form, please call the office immediately. No child is allowed to leave early without permission of the office.

Student Restraint Principles as per U.S. Board of Education On May 15, 2012, the U.S. Department of Education (“DOE”) issued guidance entitled “Restraint and Seclusion: Resource Document.” This guidance document (“Guidance”) comes on the heels of the U.S. DOE’s March 2012 report finding that school employees use seclusion and restraint techniques disproportionately on disabled and minority students. The document is available on the DOE’s weBSETe at: hhtp://www.ed.gov/news/press-releases/us-department-education-issues-resource-document-discourages-restraint-and-seclu.

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Restraint of students may be necessary on infrequent occasions. Should this be necessary, these principles apply:

Every effort should be made to prevent the need for the use of restraint or seclusion Districts should never use mechanical restraints which is “the use of any device or equipment to restrict

a student’s freedom of movement.” Medication should only be used to control behavior as prescribed by a medical professional.

Physical restraint and seclusion should not be used except in situations where the child’s behavior poses an imminent danger of serious physical harm to self or others and other interventions are ineffective. Restraint and seclusion should be discontinued as soon as the threat of harm passes.

Policies restricting the use of seclusion and restraint should be applied to all students. Behavior interventions “must be consistent with the child’s rights to be treated with dignity and to be

free from abuse.” Restraint or seclusion should never be used as discipline, as a means or coercion or retaliation, or for

convenience. Restraint or seclusion should never be used in a manner that restricts a student’s breathing. Any use of restraint or seclusion should automatically trigger a review of internal policies and positive

behavior supports. Behavior interventions “to address dangerous behavior that results in the use of restraint or seclusion

should address the underlying cause or purpose of dangerous behavior.” District employees should be regularly trained on use of restraint and seclusion, including appropriate

alternatives to restraint and seclusion. When restraint and seclusion is used, its use should be “carefully and continuously and visually

monitored” to ensure that both the student and the district employee remain safe. Districts should ensure that parents are informed of district policies on restraint and seclusion and of

applicable state and federal laws. Parents should be notified as soon as possible each time restraint or seclusion is used on their child. All district policies discussing restraint and seclusion should be reviewed and updated regularly. Policies governing restraint and seclusion should require that all instances when restraint or seclusion

is used are documenting in writing.

Safety Drills to Review and Share With Your ClassesChemical Drill

One chemical drill may take place each year. Each room will be assigned a designated spot. No children will be allowed to sit too closely to a door or window. Students will be allowed to return to their classroom when the principal calls for an all clear. In case of an actual chemical hazard event and suspected event:

Shut off thermostat at univent. If a chemical attack or release is suspected, notify the principal’s office immediately. Advise of injuries. Stay calm and keep students calm. Remain in room with door and windows closed. Await further instructions. Take attendance and keep class roster in your possession. If outside with students, seek shelter immediately.

Code Red Drill: Intruder in Building or LockdownTwo code red drills will take place each year. All students will go to a designated safe area. This area will be established according to room design. The children will remain in this designated area until the principal calls for an all clear. In case of an actual critical incident and suspected critical incident:

CODE RED will be the lock down announcement for a critical incident. Check the hall outside your door for students and get them in your room. Make sure that your doors are locked. Lights should be off in the classroom. Computers should be left as is. You and your students should be on the floor and out of view of the door.

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Inform students if they are in the restroom, they are to go directly to the nearest classroom or to the office.

Be sure that this information is available in your planner for a substitute teacher.Tornado Drills

Two, Shelter in Place tornado drills will be held each year, following procedures similar to fire drills. Organize your room so that pupils get up and leave automatically, without waiting for the teacher (by

row is the most simple type of order). Begin leaving immediately when tornado alarm sounds. Close all windows (children sitting near windows may be responsible for this). Take your attendance book with you. Classroom door should be closed after all are out of the room. The students move from the classroom as quickly as possible to the hallway outside the classroom,

and assume a body position where they will be on their knees - hands covering their head. It may be necessary for students to be positioned in front of lockers in the hallway.

Students and staff who are occupying portable classrooms must come into the building using the main playground entrance and occupy the closest vacant hallway space. In extreme emergency - if your class has to stay in the classroom – the students must take shelter under their desks (if possible) and protect their heads as much as they can.

Successful implementation means that teachers and paras supervise students and be present with their groups to maintain order.

Fire DrillsFire drills may be held in any building at the discretion of the principal or superintendent, or at the discretion of a member of the Fire Department designated to check school safety.

Six drills per year and one must be held during lunch. Procedure for emptying the building should be posted in every room. Each teacher is to accompany his or her students outside of the building, making sure they are a safe

distance from the building. Each teacher should provide some method of checking the roll once the group is outside. (Have your

attendance notebook or fire drill attendance folder with you.) No one should re-enter the building until the proper signal is given. Every teacher should discuss with the students at various times the proper procedure, attitudes, etc., to

be followed during the drills. Students are to be instructed NOT to hold doors open during Fire Drills. Organize your room so that pupils get up and leave automatically, without waiting for the teacher (by

row is the most simple type of order). Begin leaving IMMEDIATELY when fire alarm rings. Close all windows (children sitting near windows may be responsible for this). Take your attendance book with you. Classroom door should be closed after all are out of the room. If your usual exit is closed - go to the nearest exit which has the least number of persons using it at the

time. This is dependent upon the teachers' judgment. All double door exits should have two (2) lines going out at the same time. Once outside the building, take roll-call of your class and wait for the bell to ring and then return to your

respective rooms.

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Early Childhood Center Behavior Expectation Matrix

Location Expectations

Hallways Cafeteria Playground Restrooms Classrooms Bus

Be Safe

1. Use walking feet with hands at your side.

2. Put right hand on rail in the stairway.

3. Follow the bees on the right.

1. Use walking feet.

2. Keep all food to self.

3. Sit with your bottom on your seat and face the table.

4. Raise hand and wait to be excused.

1. Use equipment appropriately.

2. Stay within playground boundaries.

3. Use hands, feet and words appropriately.

1. Wash hands with 1 squirt of soap.

2. Keep feet on floor.

3. Keep water in sink.

1. Keep hands and feet to yourself.

2. Keep your bottom in your chair and feet on the floor.

3. Walk to your destination.

1. Walk to the bus.

2. Go directly to your seat and stay seated.

3. Keep hands and feet to self.

4. Use quiet voices.

Be Respectful

1. Use quiet voices.

2. Allow others to pass.

3. Open the door politely for others.

1. Use quiet voices.

2. Welcome classmates to the table.

3. Wait your turn in line.

1. Take turns with playground equipment.

2. Play fair.3. Follow adult

directions.

1. Knock on the bathroom door.

2. Give others privacy.

3. Use quiet voices.

1. Use quiet voices.2. Raise your

hands and wait your turn.

3. Follow adult directions.

4. Look at the speaker.

1. Follow adult directions.

2. Wait your turn to enter/exit.

3. Welcome others to the seat.

Be Responsible

1. Keep hallways clean.

2. Keep lockers closed.

3. Go directly to your location.

1. Clean up after yourself.

2. Take only what you will eat.

3. Get all utensils, milk, etc. before you sit down.

1. Keep playground free of trash.

2. Line up when the bell rings.

3. Return equipment.

1. Flush toilet after use.

2. Return to class immediately.

3. Report problems to an adult.

4. Use bathroom for its purpose.

1. Ask for and return borrowed items.

2. Be on time.3. Take care of

your property.

1. Keep your belongings with you.

2. Get off at your assigned bus stop.

3. Keep the bus clean.

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Godfrey Elementary Behavior Expectation Matrix

Location Expectations

Hallways Cafeteria Playground Restrooms Classrooms Bus

Be Safe

Walk with your hands at your sides

Allow others to pass

Line will follow the bees (to the right of the middle)

Keep all food to self

Sit with feet on floor, bottom on seat, and facing table

Raise hand to be excused

Walk to and from playground

Stay within playground boundaries

Ask adult if you need help

Keep feet on floor

Keep water in sink

Wash hands

Keep feet and hands to yourself

Sit with feet on floor, bottom on seat, and facing table/desk

Walk

Go directly to your seat and remain seated

Use quiet voices

Keep feet and hands to yourself

Walk to the bus

Be Respectful

Use quiet voices

Hold door open for person behind you

Wait your turn in lunch line

Use quiet voices

Welcome classmates to the table

Take turns with playground equipment

Play fair-follow rules

Follow adult directions

Knock on stall door

Give others privacy

Use quiet voices

Use quiet voices

Raise your hand and wait for your turn

Ask before you borrow

Follow adult directions

Wait your turn to enter/exit

Welcome others to the seat

Be Responsible

Keep hallways clean

Keep lockers closed

Go directly to your location

Get all utensils, milk, etc. when first going through line

Clean up after yourself

Take only what you will eat

Keep playground free of trash

Line up when bell rings

Return equipment

Flush toilet after use

Return to room promptly

Report problems to an adult

Use bathroom for its purpose

Return borrowed items

Be on time Take care

of your property

Keep your belongings with you

Get off at your assigned bus stop

Keep the bus clean

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Professional Development and Other Learning Opportunities

Early Release Collaboration (ERC)ERC is a teacher-led collaboration time in Professional Learning Teams (PLCs) focused on:

Curriculum unpacking Assessment alignment Analysis of student work Data team discussions  

ERCs will not be used for meetings on topics other than listed here. PLCs may also request training in Curriculum Crafter, IGOR, data collection and analysis, and use of data to inform instruction as well as assistance in technology and curriculum integration.  This guidance applies to all Early Release Collaboration periods. 

Before and after each ERC, Professional Learning Teams must submit a hard copy of the agenda and minutes to their building administrator. An Action Plan format is attached as a guide to elements needed.

All-Faculty Professional Learning Community (PLC) Themes During faculty PLC meetings, elementary faculty will meet to advance the plans formulated for School Excellence. The following themes may be used to support professional learning and assess progress toward program and district goals. As always, any contribution you would be able to make as a team or individual to our corporate learning is always appreciated, and many of our faculty sessions will be led by teachers and school personnel.

Assessments including DIBELS, MEAP, AR, etc. Reform Strategies Program Vision Update and Assessment 504s, IEPs, and ELLs CCSS Curriculum, Instruction, and Assessment Increasing Family Engagement Updates from Building Study Groups Comprehensible Input for all students, especially ELL and Special Education Literacy and RtI Extended-Year Needs Project-based Learning Understanding by Design Universal Design for Learning Service Learning Positive Behavior Support Transitions for Students Between and Within Buildings Budgets and School Finance Digital Citizenship, Technology, and 21st Century Skills

Job-Embedded Professional Development Studies and experience have shown that embedded Professional Development is an effective way to effect real, lasting change that results in student achievement. Our grade-level chairs will be working with teams in this way. In addition, specialists and others with expertise in areas of educational theory and practice are encouraged to spend time observing and offering ideas to colleagues when opportunities arise. Each faculty member has areas in which s/he has expertise that each of us can benefit form. Our PD plan includes time for faculty members to support each other in this way. Please schedule any such visits with your building administrator and other faculty partner.

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Welcome ! ¡Bienvenido!

Common Spanish to English PhrasesFrases comunes de inglés a español

¡Hola! Hello! ¿Cómo te llamas? What's Your Name? Me llamo … My Name Is …. ¡Mucho gusto! Nice to meet you! ¡Buenos Días! Good Morning! ¡Buenas Tardes! Good Evening! ¿Cómo Estás? How Are You? Estoy Bíen ¡Gracias! I'm Fine, Thanks! ¿Y Tú? And You? Bíen/ Más o menos Good/ So-So. ¡De Nada! You're Welcome!

Lo Siento Sorry ¡Hasta luego! See You Later! ¡Adiós!Good Bye! Sígueme Follow me No Entiendo I Don't Understand ¡Que le vaya bien! Have a good day! Regreso en un momento. I will be right back. ¿Puede repetirlo? Can you say it again?

Can you speak more slowly?

No Entiendo I Don't Understand ¡No Te Preocupes! Don't Worry!

¿Puedes hablar más despacio?

Por favor visite la oficina Please stop in the office Usted necesita un pase de visitante You need a visitor’s pass ¿Dónde está el baño/ la oficina/la aula? Where is the bathroom/office/classroom?