Neville High School

Faculty Handbook

2013-2014

Neville High School’s mission is to inspire and motivate students to achieve excellence and

become productive citizens.

Dear Neville Faculty and Staff Members,

Welcome to Neville High School. It will be my pleasure to work alongside each of you as we strive to continue the tradition of excellence at our school.

In order for the school to operate as smoothly as possible, this Faculty Handbook has been compiled to inform teachers and staff members about the school's rules, policies, and procedures. These policies must be consistently observed and adhered to by the faculty, staff, and student body. Please take time to read it in its entirety and bookmark pertinent instructions.

Your Faculty Handbook contains the school's rules, policies and procedures and has become a Web document to facilitate your use. Clicking on titles in the Table of Contents will take you to that section. The handbook may be updated throughout the year.

At Neville, administrators, teachers, staff members, and students must continue to pursue excellence. Aristotle said, "We are what we repeatedly do. Excellence, then, is not an act but a habit." My expectation is that each of us will require students to follow the rules. If rules are made for the students concerning dress code, gum chewing, disrespect for authority, eating or drinking in class, tardies, tobacco, cell phone usage, and profanity, then we should model the same rules in our daily encounters with students. Students will respect our consistency and learn the Neville way more quickly.

It is truly an honor to be a part of the exceptional group of professional educators here at Neville. Together we can facilitate success for all students!

Sincerely,

Whitney MartinPrincipal

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Who's What at NHS(and what she or he can do for you)

Principal—Ms. Whitney Martin Ms. Martin is the person who is ultimately responsible for and in charge of all personnel, students, and school faculty at Neville (in other words, in charge of everything). Ms. Judy Bullock is her administrative assistant. If you are unable to come to work,

contact Ms. Bullock. She is also the school’s bookkeeper.

Assistant Principal--Dr. Christella Dawson In addition to being in charge when Ms. Martin is away, Dr. Dawson assists with teacher assessments, handles attendance (absences, tardies), distributes textbooks, etc.

Kenney (Attendance) and Ms. Armstrong (Computer Operator) are her administrative assistants.

Dean of Students--Mr. Roosevelt RankinsCoach Rankins, as he is affectionately known, is in charge of student affairs. He deals with discipline.

Mrs. Joy Carlson serves as an administrative assistant to Coach Rankins and the Athletic Department.

Accountability Specialist--Mrs. Clementine LockhartMrs. Lockhart coordinates all aspects of state accountability at the school level. She also handles EOC, dual enrollment, and the Neville Matters newsletter.

Librarians--Ms. Kyle Gregory & Mrs. Diane Martin The librarians locate and circulate materials for you and your students; provide instruction

on the use of the library; collaborate with you on lessons; schedule classes to use the library and the computer lab; schedule and check-out audiovisual equipment; and administer the Accelerated Reader program. In addition, Ms. Gregory maintains the school calendar.

Guidance Counselors-- Ms. Dorothy Thomas counsels 9th and 10th grade students.Mr. Chris Waters counsels 11th and 12th grade students.Mrs. Miriam Hinchliffe is the At-Risk and 504 Coordinator.Mrs. Kathy Hammack is the Guidance Clerk.

Cafeteria Supervisor--Mrs. Shirley Brown Mrs. Brown supervises our cafeteria workers as they prepare nutritious meals. For staff,

breakfast costs $1.00, and lunch costs $1.75. Building Supervisor--Mr. Willie Zimmerman If you have a problem with the physical facility, including desks or tables, see Mr. Zimmerman.

Copy Machine Operator--Mrs. Sherry StephensMrs. Stephens will assist you with using the copy machines, if needed. Two of the machines require codes (assigned by Mrs. Stephens) and are for minimal use. The other machines are high-speed duplicators for use when you need more than 15 copies. Mrs. Stephens is also responsible for the hand clock.

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Table of Contents

Who’s What at Neville..................................................................................................................iii

Expectations ..................................................................................................................................6

General Information for All Teachers

First Day of School.............................................................................................................7

Daily Schedule....................................................................................................................7

Hand Clock.........................................................................................................................7

Class Rosters.......................................................................................................................7

Course Expectations............................................................................................................7

Schedule Change Procedure...............................................................................................7

Schedule Changes...............................................................................................................8

Textbooks............................................................................................................................8

Lockers................................................................................................................................8

Collecting Money & Making Payments.............................................................................8

Purchase Orders..................................................................................................................8

Lesson Plans........................................................................................................................9

Grade Books, Attendance & Grades...................................................................................9

Grade Scale/Grade Average................................................................................................9

Incomplete Grades..............................................................................................................9

Grade Change Procedure....................................................................................................9

Student Activity Absences..................................................................................................9

Student Tardiness................................................................................................................10

Excused Absences...............................................................................................................10

Admits to Class...................................................................................................................10

Supervision.........................................................................................................................10

Hall Supervision..................................................................................................................10

Hall Passes..........................................................................................................................10

Student Called to Office......................................................................................................11

Daily Announcements.........................................................................................................11

Neville Notes......................................................................................................................11

Clubs & Activities...............................................................................................................11

Fund-Raising Activities......................................................................................................11

Class Parties……………………………………………………………………………….11

Assemblies/Activities.........................................................................................................11

Faculty Absences................................................................................................................12

Absenteeism of Teachers....................................................................................................12

Lunch Breaks......................................................................................................................12

MCS Substitute Locator Program.......................................................................................13

Leaving Campus.................................................................................................................14

Student Errands...................................................................................................................14

Keys....................................................................................................................................14

Elevator Keys......................................................................................................................14

Telephones..........................................................................................................................14

Cell Phones.........................................................................................................................14

Photocopying & Security of Educational Materials...........................................................14

School Building Level Committee......................................................................................14

Student Medical or Mental Health Concerns......................................................................15

Classroom Maintenance......................................................................................................15

Classroom Videotape Usage Policy....................................................................................15

Identification Cards.............................................................................................................16

Staff Dress Code.................................................................................................................16

Parent-Teacher Conferences...............................................................................................17

Important Reminders..........................................................................................................17

Emergency Signals..............................................................................................................18

Transportation Policy..........................................................................................................19

Field Trips...........................................................................................................................19

Administrative Guidelines for Parents Who Transport......................................................19

Monroe City Schools Calendar...........................................................................................21

The Well-Managed Classroom...........................................................................................23

How to Conduct Effective Parent-Teacher Conferences....................................................26

Portfolios.............................................................................................................................29

FORMS

Field Trips/Activities: Parental Permission........................................................................32

Field Trips/Activities: Medical Data..................................................................................33

Textbook.............................................................................................................................34

Classroom Warm Body Count............................................................................................35

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Neville High School2013-2014 Expectations

I. Improve the quality of classroom instruction.

A. Provide well-planned opportunities for active learning of appropriate essential elements where students are required to think, reason, and solve problems, both orally and in writing.

B. Significantly increase student participation in honors and enrichment programs.

C. Help students develop the organizational and study skills needed in high school.

II. Provide a positive school climate.

A. Exhibit a positive, enthusiastic, and caring attitude toward each other, our students, and our community.

B. Communicate directly, openly, and tactfully. Let’s identify problems early then join together to work out the best solutions possible. Remember, always stay calm and make sure to disagree without being disagreeable.

C. Be a cooperative team player. We must openly support each other and be flexible as we work together toward our established school goals.

D. Treat information about our school in a professional manner. Don't gossip about the school! Always follow the school's chain of command to solve a problem.

E. Be a self-starter and a self-directed teacher.

III. Raise student attendance.

IV. Reduce the number of teacher/staff absences.

V. Ensure a safe and secure school environment for students and staff.

A. Model respect, cooperation, and negotiation as alternatives to violence or verbal aggression when attempting to resolve conflicts.

B. Disseminate essential information to students.

C. Comply with all State and District guidelines.

D. Prevent unpleasant surprises.

E. Follow policy.

F. Prepare daily.

G. Assist in the production and monitoring of athletic events, assemblies, and other school activities.

H. Confer with parents as needed.

I. Attend necessary administrative faculty meetings and in-service training programs.

J. When you've made a mistake, admit your error, apologize, and correct the situation.

K. Forgive the mistakes of others.

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General Information for all TeachersFirst Day of School

You will determine your success or failure as a teacher during the first week of school. The administration expects instructional time to commence the first day. You are to be in the halls prior to the beginning of each period. Meet your students at the classroom door. You should converse with students, observe what is brought into your classroom, and be friendly. Treat students with respect and set high expectations. Class should begin when the bell rings. Use every minute of instructional time and be sure to plan activities that do not require textbooks for the first few days of school. Teaching classroom procedures is important during the first few days of the semester and will lead to effective classroom management. You must establish your work habits with students on the first day. (Please read “The Well-Managed Classroom” on p. 23.)

Daily ScheduleAll faculty members should be on campus at 7:15 A.M. –fifteen minutes prior to the beginning of the

instructional day. The workday ends no earlier than 3:00 P.M. Any deviation from the above must have the approval of the Principal.

Hand ClockAll personnel are required to clock in and out daily using either the hand clock in the main office or

the one in the annex. Teachers who leave campus during the day should clock out using the appropriate codes provided by the district. If the hand clock will not accept your code, please notify Mrs. Stephens in the Work Room.

Class RostersClass rosters are available in jPAMS at the beginning of each semester. There will, of course, be

some schedule changes. You should check your rosters regularly through JPAMS to keep abreast of changes to your class rosters. Students should receive new schedules in homeroom (or first period). Please check your faculty mailbox daily and deliver new schedules to students. If a student is in your room but not listed on your JPAMS roster, call the Guidance Office to find out where the student should be.

Course ExpectationsEach faculty member should provide each student with a course description detailing what the

student is expected to know and what to do to complete your course successfully. Course expectations are positive statements regarding class procedures and should let both parents and students know what you expect the student to know and do upon successful completion of your course. They are excellent opportunities for positive public relations. Please make sure that your “Course Description” is available on your webpage no later than August 31, 2013. Include your syllabus, special projects, equipment needs, and grading procedures. Each teacher should go over these expectations with the students. A printed copy should be given to each student to take home and discuss with parents. It is a good idea to have students return a signature page for your records. The importance of proper documentation cannot be overstated.

Schedule Change ProcedureIt is the policy of the State Department of Education and the Monroe City School Board that any

change to class schedules for students must be made during the first seven (7) days of a semester. Class scheduling is a complex process. Although every effort will be made to accommodate the student, changes in class schedules may not be possible due to class sizes and other factors.

A student who desires a change in his/her schedule must obtain parent/guardian approval and must submit a form to the appropriate counselor for consideration. Students must adhere to their original schedules until changes are approved. Any change of the schedule after the first seven (7) days must have the approval of the Principal or Assistant Principal and proper documentation must be present. The counselor must consult with the teacher on any schedule change made after the first seven (7) days. The Principal may review any case and render a decision that is in the best interest of the student and is consistent with the philosophy and goals of the school district.

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Students should not be sent to the Guidance Office to request or wait for schedule changes. The counselors will send for students, if necessary. New schedules for students who receive changes will be placed in homeroom (1st period) teachers’ boxes for dissemination the next school day.

Schedule ChangesSchedule change forms will be available to students through the homeroom or 1st period teachers. Students may return the completed forms to the homeroom teachers who should turn the forms in to Guidance as soon as possible during the day. Students may also take the completed forms to Mrs. Hammack, the Guidance Clerk.

Students should expect necessary schedule changes to be made according to the following schedule:

Monday, Aug. 19th SeniorsTuesday, Aug. 20th Juniors Wednesday, Aug. 21st Sophomores Thursday, Aug. 22nd Freshman

Ms. Thomas –Freshmen and SophomoresMr. Waters – Juniors and Seniors

TextbooksTextbooks will be issued from a central location. Students will receive a form

for recording the names of textbooks to be issued. Students must have their ID cards to check out textbooks.

See Dr. Dawson if you have questions about textbooks.

LockersThe school provides lockers for all students for storage of their belongings.

To further ensure the safety of those belongings, each locker is equipped with a lock that must be used.

The following procedures will be followed in assigning lockers: Each locker combination is to be verified before it is issued to a student. Lockers will be issued during 1st period classes. Teachers will turn in the original copy of the locker assignment to the Computer

Operator, Ms. Armstrong, and keep a copy. Students who lose locks or do not return locks will be charged a $10.00 replacement fee. The names of students who lose or do not return locks should be turned in to Dr. Dawson. In the event of a 1st period schedule change, students should be sent to the Ms. Armstrong for locker

reassignment if possible.

Collecting Money and Making PaymentsThe proper collection of money is of primary importance. Turn in collected money each day to Ms.

Stewart, who will issue a receipt for the transaction. Ms. Stewart also has specific forms for payments, reimbursements, etc. Do not leave money in your classroom or your vehicle.

Purchase OrdersStandard purchase order forms, and procedures have been established by the district for all supplies,

materials, and equipment purchased from schools accounts. Before a P.O. can be issued, funds must be present in your account. All accounts must end the year "in the black." Faculty will be responsible for any debts at the end of the year. Neville High School will not be responsible for purchases made without a purchase order.

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Lesson PlansLesson plans are to be completed weekly via OnCourse. Lesson plans should document the

Transitional Curriculum as well as the Grade-level Expectations for Science and Social Studies or Common Core State Standards for English and Math. Electives teachers should plan lessons using the standards for their discipline available on the state website. Lesson plans are due Friday afternoons by 4:00 p.m.  Lesson plans will be a part of the yearly evaluation process. Web pages should be up-to-date at the beginning of school and updated frequently.  Grade Books, Attendance, and Grades

All information relating to the student is to be recorded in the teacher’s grade book. In addition, grades and absences are recorded in JPAMS. The Monroe City School System’s Pupil Progression Plan and Neville High School recommend two (2) number grades per week before awarding a 9 weeks’ grade. The Louisiana Department of Education requires that attendance be handwritten in the grade book. In addition, teachers will report student absences each class period using JPAMS. Please be diligent in the maintenance of attendance records and stress the importance of regular attendance to your students. Also, you are to document all parent contacts and make all entries so they may be easily reviewed and understood. The importance of proper documentation and accountability cannot be overstated. Grade books will be periodically reviewed by the Principal. No students are allowed to input grades or absences in JPAMS for any reason. JPAMS must be allowed to update itself when the update screens appear.

With the Parent Command Center feature of JPAMS, parents will be able to view student grades and absences for each class anytime. Keeping your JPAMS grades current will help avoid unnecessary confusion and calls from parents.

Grade Scale/Grade Average (2012 Pupil Progression Plan)

On-level classes will observe the following grading scale:A= 93 - 100 B= 85 - 92 C= 75 - 84 D= 67 - 74 F= 66 – 0

Honors, GT, and Advanced Placement classes will observe the following grading scale:A= 90 -100 B= 80 – 89 C= 70-79 D= 60- 69 F= 59 – 0

Each student is to receive weekly grades. The compilation of the weekly grades will be the 9 weeks' grade. For all first semester class and second semester non-EOC courses, each 9 weeks' grade counts two fifths (2/5) of the total semester grade. The semester test will be equal to one fifth (1/5) of the total.

Example: 1st 9 wks 88 88 is 2/5 of x2nd 9 wks 90 90 is 2/5 of xSemester test 85 85 is 1/5 of x

x is the semester grade

Final grades for EOC courses (English II, English III, Algebra I, Geometry, American History and Biology I) are calculated using the first semester grade, the 3rd and 4th nine weeks grades, and the converted EOC score. See Mrs. Owens to get details as needed.

Teachers of all classes must record weekly grades, and must administer semester tests.

Incomplete GradesTeachers are asked not to record grades as incomplete. Put a “0” in the grade slot for the missing

work or test until it has been completed.

Grade Change ProcedureGrade changes must be completed by individual teachers in JPAMS. After making corrections,

teachers should contact the Computer Operator so that she can verify that the correct grade is reflected in report card and transcript files.

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DATE this form.

Student Activity AbsencesAll student absences for activities must have the written approval of the Principal or his designee.

All requests for student release should be made at least one (1) week in advance. Students should not be permitted to miss a class they are failing.

A few days prior to the event, coaches/sponsors should provide the attendance office a list of students who are requested to be released from classes. The list must have the signature of the Principal or his designee. Students attending school-sponsored activities are NOT to be marked absent. Ms. Armstrong will update JPAMS to reflect those students who are out of class for school business. On the day of the activity, coaches/sponsors should make sure that any discrepancy between the anticipated participants and actual participants is reported to Ms. Armstrong. Students may be denied permission to attend based on discipline, grades, or absenteeism.

Student TardinessThere is a four-minute passing period between classes. Students are determined to be tardy if not in

the classroom or designated area when the bell rings for class. (Some teachers may require students to be in their seats; this requirement will be supported by the administration.) Students may be assigned work detail or suspended for habitual tardiness. Students are allowed six excused tardies per year; all others are considered excessive and are unexcused.

Excused AbsencesExcuses for absences will be indicated in jPAMS. However, if a question arises, contact Ms.

Armstrong.

Admits to ClassStudents who have been called to the office or sent out of class on a discipline report must have an

admit to return to class.

SupervisionSupervision of students is our legal responsibility. As a faculty, we are required to provide a safe and

orderly educational environment. You are expected to step into the hallway during passing periods and to supervise students actively and correct them as necessary. Be friendly but be firm.

In addition, students are not to be left unsupervised in your classrooms. Should an emergency arise which necessitates leaving your class, ask a neighboring teacher to keep an eye on your class and notify an administrator for assistance.

Hall SupervisionThe key to maintaining the proper atmosphere in the halls is to place responsibility for acceptable

hall behavior on the students. All staff members are expected to be at their doors during passing periods, which will help prevent problems from occurring. The atmosphere set in the hall carries over into the classroom.

Hall PassesAny student in the hallway during instructional time should have a "white slip.” We ask that you use

only white slips as hall passes. The student will be expected to show his/her white slip upon request which should include the student's name, destination, time, date, and teacher's signature. Much of the mischief that goes on at school occurs during instructional time. White slips will help to identify students who have permission to be in the halls.

We ask you to avoid sending students into the halls, if at all possible.

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Student Called to the OfficeStudent workers will deliver Office Admit slips to students who are needed in the office by Ms.

Armstrong, a counselor, or a principal. This admit slip serves as a hall pass for the student to travel to the requesting office.

Please note: Students may be released only if the classroom teacher is contacted by authorized office personnel. A verbal message delivered by a student worker is NOT sufficient authorization. Student office workers must have written documentation and be wearing ASO identification badges.

Daily AnnouncementsAnnouncements will be made each day at the beginning of homeroom/1st period via the intercom.

We will stand for the Pledge of Allegiance each morning.

Neville NotesA bulletin of activities for the coming week will be emailed as an attachment on the first workday of

each week. We will do our very best to include all happenings about school which have an impact upon instructional time and matters of professional importance. This notice will also contain an abbreviated form of the school calendar.

Clubs and ActivitiesNeville High School's clubs and organizations are a very important part of school life. It is very

important for all clubs to participate in appropriate activities and fund-raisers. Please see that a current club constitution and by-laws are on file in the Principal's Office. Remember, all fund-raising activities must be approved by the Principal, and all money must be deposited in your club's account in the office. Some sponsors and coaches may provide a list of students to be kept on file.

One of the functions of clubs/organizations should be to participate in school or community service projects as a way of giving back to the community and teaching students the value of volunteerism.

Classroom PartiesIn order to protect instructional time, classroom parties are not allowed at Neville High School. Any

exception to this policy should be addressed with the administration with an educationally valid reason for using instructional time for a party.

Fund-Raising ActivitiesAny fund-raising activity to be conducted by any local school, teacher, or organization must have

prior approval of the Principal, and requests must be submitted in writing. The written request should include the following:

the reason for the activity or monetary goal how long the fund-raising activity will last the type of project to be conducted (candy sale, magazine sale, etc.) a schedule of the items being sold and their selling price.

Further, no student shall be compelled to participate in or meet any kind of quota in a fund-raising activity all purchases and/or contractual agreements connected with a fund-raising activity must be approved

by the Principal an account for the fund-raising must be established with Ms. Stewart all items purchased for resale shall be ordered and paid for by the faculty sponsor the faculty supervisor, organization, etc. sponsoring the fund-raiser shall keep a record of the number

of items given to each student to sell and the number of items returned as unsold.

Assemblies/ActivitiesSpecial programs benefit our students and faculty. Each faculty member is assigned an area of

supervision. Homeroom teachers are to sit with their homerooms in the designated area and assist each other with supervision of students. All other faculty are to be present and available as necessary. Make-up tests, teacher meetings, and other classroom activities are not to be scheduled during assembly programs without

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the approval of the Principal. In addition to wearing name badges at all times, please remind your homeroom students of the proper behavior. Teachers should not bring food and/or drinks into the auditorium. All students involved in an assembly should report to their homeroom teachers before the assembly to avoid being marked absent.

Students must:1. Leave all books, papers, notebooks, food, drinks, gum, etc. outside the auditorium.2. Move quickly to designated seats in auditorium; no loitering along the way.3. Sit with your homeroom teacher during the assembly.4. Stand and be quiet during the opportunity for prayer.5. Stand and say the Pledge of Allegiance to the Flag (shouting is disrespectful).6. All stand during cheers; all sit at other times; no exceptions.7. Stay out of the aisles at all times; only cheerleaders may be there.8. Refrain from climbing on seats or sitting on the backs of seats; keep feet on floor at all times.9. Cheer with the cheerleaders not against them.10. Refrain from class shouting contests, except as led by cheerleaders in scheduled cheers.11. Refrain from booing and any other such derogatory sounds.12. Refrain from storming the stage at the announcement of the spirit stick winner; only class officers

may go to the stage to acknowledge the win.13. Let the Student Body President preside; follow announced instructions.14. Remain seated and quiet after the seniors have been dismissed by the Student Body President.15. Return quickly to class.

Faculty AbsencesWhen it becomes apparent that you are going to miss a day of school, follow these procedures:

Personal or family illness.1. Arrange for substitute through the Aesop substitute system.2. Contact Ms. Stewart. (Ext. 1212)3. Communicate class assignments. (Please email lesson plans to Ms. Stewart if possible.)Personal Leave1. Arrange for substitute through the Aesop substitute system.2. Contact Ms. Stewart at school a minimum of 24 hours in advance.3. Have written lesson plans/activities.Professional Leave1. Arrange for substitute through the Aesop substitute system.2. Contact the Assistant Principal and Ms. Stewart a minimum of one (1) week in advance.3. Fill out necessary forms.4. Provide appropriate lesson plans/activities.

An employee who is absent for illness six or more consecutive days shall be required to present a certificate from a physician certifying such absence upon return to work. Sick-days used other than for personal/family illness must have the approval of the Principal.

Absenteeism of TeachersBecause we are professionals, we need to make every effort to be professional concerning our

absences. Each teacher is given 10 days of absence each year. Please do not abuse these days. By cutting down on our absenteeism rate, we could be a more effective school. Remember, you can accumulate days, and this will be to your advantage when you plan to retire. Additionally, teacher absences invariably affect the quality of classroom instruction.

Lunch BreaksAll staff members have a thirty (30) minute lunch break. Teachers, please tell your 5th period class

about your lunch shift and review the proper use of the cafeteria and student lounge. Please remind students that the Neville Campus is closed to visitors at lunch.

Students may not leave campus during lunch. Those who do will be subject to disciplinary action. Students are not allowed to take food from the cafeteria.

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Monroe City SchoolsSubstitute Locator

ProgramMonroe City Schools utilizes this program to give teachers a means to report absences twenty-four hours a day, seven days a week. A teacher can schedule absences at any future date by simply logging into the system and putting in the necessary information. The sub-locator will receive all calls and obtain an approved substitute teacher to fill his/her position for the days requested.

Any absence in excess of six (6) consecutive days must be substantiated by a physician’s statement to be filed with the Human Resource Department within fifteen (15) days of illness or sick leave. All medical leaves in excess of two (2) weeks requires a medical certification form AND school board approval. Any unsubstantiated absences for medical or other purposes will result in salary adjustment in accordance with School Board Policy and State law requirements.

Accessing the Substitute Teacher Locator Program1. Go to www.aesoponline.com.2. Log in using your user name (firstname.lastname@mschools.net) and your PIN assigned by the

Personnel department.3. Once you are in the system, go to “Create Absence.” 4. Put in the date(s) and reason, then select full day or half day. 5. Type in notes for your sub and for Ms. Martin.6. If you have selected preferred subs, the system will call your preferences first. If not of those

are available, another sub will be assigned.

Cancellation of Request for Substitute

Call the Sub Locator at the earliest possible date to report cancellation of a request for a substitute teacher. Use the instructions under “A.” procedures to access the program and leave your name, social security number, and school. Clearly indicate that you are cancelling your prior request for the substitute teacher, the dates previously requested, and any other information you believe to be relevant.

Other Information:

Whenever possible ALWAYS notify your principal of the days you will be absent from school.

Principals will be notified by fax, email or telephone at the earliest possible moment if the sub locator has been unsuccessful in obtaining a substitute teacher.

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Leaving CampusIf it becomes necessary for you to leave campus during the day, we ask you to log out using the hand

clock and log in when you return. Please notify the administration prior to leaving campus.

Student ErrandsDO NOT ask students to run errands away from campus. We are legally responsible for these

students. Any student who leaves campus during the day must adhere to the proper check-out procedure.

KeysSchool keys will be checked out to you by Ms. Stewart according to your needs and as approved by

the Principal. Keys are a teacher's responsibility and are to be kept in the teacher's possession at all times. Lost keys require lock changes. Keys are not to be given to students. Notify the Principal immediately if keys are lost.

Elevator KeysElevator keys may be purchased from Ms. Stewart for $20. Students without elevator keys are NOT

allowed in the elevator. Please report any misuse to Dr. Dawson. Students who have a medical need for an elevator key should see Dr. Dawson.

TelephonesClassroom phones provide an excellent link between parents and faculty. Parents may leave voice

mail during instructional time so that teachers can return calls during planning time or after school. Please make a concerted effort to return calls from parents and to contact parents early in the semester. If your first call home is positive, parents are more likely to work with you if issues should arise.

If you need assistance setting up your phone, Cisco has a good tutorial. The office phone is model 7960. The classroom phone is model 7940.  http://www.cisco.com/en/US/products/hw/phones/ps379/tsd_products_support_online_learning_modules_list.html

All out-going long distance calls must have approval from the main office and will be charged to the department making the calls. Limit calls during instructional time. Classroom phone usage is monitored by the district.

Cell Phones Use of cell phones or other electronic communication devices by employees during instructional

time is strictly forbidden unless specifically approved in advance by the superintendent, building principal, or their designees.

Photocopying & Security of Educational MaterialPlease make every effort to be paper conscious. The teacher workroom is equipped with four copy

machines. Mrs. Stephens and her student workers will assist you with making copies if you provide the originals at least 24 hours in advance. Please allow enough time for all copying requests to be served. It is not always possible for the office to complete work on the same day it is requested. Tests will be returned to teachers only.

If you are making your own copies, you should run class sets and answer sheets when possible. Print front and back. Use the high speed duplicators when you are running more than 15 copies. Use the standard copy machine when you need fewer than 15 copies. Making multiple sets of 15 is not acceptable. Each teacher is issued a 4-digit code for use of the standard photocopy machine. Please do not give your code to others. Students are NOT allowed to use the machines unless they are part of office staff.

School Building Level Committee (SBLC)This committee recommends interventions for students regarding their academic endeavors and/or

behavior modification needs. Teachers should notify the SBLC if students would benefit from additional student support services, such as gifted and/or talented or special education screening. Ms. Dorothy Thomas chairs the committee, which meets monthly.

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Student Medical or Mental Health ConcernsTeachers may discuss a student’s academic progress or behavior with the student’s parents or

another employee as appropriate; however, they will not recommend the use of medication. Students and their parents may be referred to the Guidance Department for specific concerns.

The District can provide professional counseling. To make referrals for services contact the Guidance Department.

Classroom MaintenancePlease close windows, adjust shades, turn off lights, turn off heat/air, and lock doors upon leaving at

the close of the day.The teacher is responsible for seeing that students care for the furniture and equipment of the room

or rooms she/he is assigned to use. Make it clear to students that they, too, have a definite responsibility to care for school equipment and facilities. Ask students to assist with housekeeping at the end of each class period. Maintaining our facilities is the responsibility of all. The students will meet your expectations.

Classroom Videotape Usage PolicyRationale: In order to prevent the misuse of videotapes, to encourage strict adherence to state grade-level expectations and Common Core State Standards, and to maximize instructional time, Neville High School instructional staff will follow these guidelines for videotape usage:

1. Submit title of videotape, length of video or scene to be shown, rating of video (if theater film), rationale for using, and GLEs addressed by video in writing to administration for approval one week prior to showing. (Submit to Ms. Martin or Mrs. Owens.)

2. After approval, document above information on weekly lesson plan.3. Use videotaped material sparingly. (See note below)4. View all videotaped material prior to using.

*Videotapes of documentaries, television news, sports events, presidential debates, and cinematic features provide a wealth of curriculum-related materials useful in assisting students with visual learning styles in understanding content. However, usually teachers can achieve a greater visual impact by relying on scenes from these aids. The artful use of the video clip can provide our visual students the needed concrete example without draining our instructional time. In addition, showing clips can focus students on the issue at hand and avoid extraneous or offensive material.

Ideas for clips:An interview from Bill Moyers' Now might provide an expert explanation of monopoly and the impending danger of it today in free enterprise.

A series of television advertisements for household cleaning products illustrates variety of goods, persuasive techniques, etc. in family and consumer sciences.

Ken Burns' PBS documentaries (The Civil War, Baseball, Jazz) and many other PBS series provide clips of music, dress, political speeches indicative of a time period for American or world history. (And PBS productions usually have teacher materials available online.) You may copy this form and insert it into your email or print a copy from the Forms Section of this handbook.

Video Usage Approval

Teacher:      Date:      

Video Title:     

Length:      Rating:      

Rationale:     

Benchmarks:     

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Identification CardsFaculty IDs

Monroe City Schools’ employee IDs are issued at the Central Office.Student IDs

School badges must be worn at all times of the school day. Damaging or defacing the badge will necessitate that the student purchases a new badge; however, each student is allowed a temporary badge one time during the school year. There is a $5.00 fee for replacement badges. Students need IDs to be issued textbooks, to check out library books or take AR tests, and to scan in the lunch line.

Monroe City Schools Employee Dress Code ForAdministrators/Teachers/Clerical/Paraprofessionals/Custodial

1. Hair shall be neat, clean and well groomed.

2. Jewelry shall not be worn on any visible “pierced” body parts. (pierced ears for women are acceptable)

3. Vulgar or offensive tattoos shall not be visible.

4. Dressy or business casual shoes shall be worn.

5. Tennis shoes are not acceptable shoe attire during the school day. (with the exception of Physical Education personnel)

6. Male employees are expected to wear shirts with a collar; only the collar button is permitted to be open. (a tie is preferred, but optional)

7. Facial hair shall be neatly groomed and clipped close to the face.

8. Jeans, t-shirts, or jogging suits are not acceptable work attire during the school day.

9. Males shall wear socks at all times.

10. Females may wear sun dresses provided they are worn with a jacket.

11. Females may not wear stirrup pants, leggings or shorts.

12. Skirts, dresses, and culottes with hemlines or splits that open three inches above the knee are not acceptable work attire.

13. Shirts or blouses which expose the midriff are not to be worn while at work.

14. Physical Education personnel shall dress appropriately when changing from P.E. activities to their regular classroom setting.

15. Sleeveless apparel is acceptable only if undergarments are not visible (especially under arm and around neckline).

16. School employees may opt to wear school uniform at the discretion of the site administrator.

17. Custodial/Cafeteria workers will dress in accordance with the job requirement. Uniformity in dress will be determined by the site administrator and/or supervisor.

18. Necklines that reveal cleavage, see-through blouses, shirts, tank tops, and/or halters are not acceptable.

19. Tennis shoes, jeans, t-shirts, and jogging suits are acceptable on spirit day or when the principal deems appropriate.

20. All clothing shall be appropriately sized. The site administrator will determine appropriateness when a discrepancy arises.

*In addition to the above requirements, faculty and staff are expected to serve as role models for our students by adhering to all student dress code regulations.

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Parent-Teacher ConferencesTeacher Preparation for the Conference

The teacher should:

1. Have a folder of many dated samples of the child’s work.2. Review data in the student’s cumulative folder.3. Evaluate recent test results in light of the student’s performance.4. Have written notations regarding student behavior.5. Prepare a list of the student’s personality traits to be discussed.

Principles of Good Conferences

To make the conference productive, the teacher should:

1. Establish a friendly atmosphere.2. Begin and end the conference with positive statements.3. Be truthful, yet tactful.4. Make constructive suggestions.5. Respect a parent’s information as confidential.6. Remain poised during the conference.7. Help the parent understand the child as an individual; avoid comparisons to other children.8. Be a good listener.9. Help parents find their own solutions to problems.10. If notes are taken, review these with the parents.11. Make specific statements such as, “Mary is well mannered, but inattentive,” rather than general ones

such as, “Mary has a bad attitude toward her work.”12. Make the conference a pleasant experience.13. Be professional -- Let your attitude reflect well on fellow teachers, the principal, and the school.

IMPORTANT REMINDERS1. Check the roll in every class each day and record absences in your grade book and in JPAMS.2. Check the absentee list and/or JPAMS for students absent from your class.3. Students missing more than 8 days in your class without approval will receive the grade designation

“F6” which means no credit. This grade cannot be balanced/conditioned the second semester. 4. Make initial entries in your roll book in pencil, since absentees and tardies may change.5. All teachers are expected to sign in by 7:15. No teacher is allowed to sign in for another teacher.6. All teachers are expected to be at their classroom door during passing periods.7. Teachers should not allow students out of class unless it is an absolute necessity.8. We do not interrupt classes for student deliveries or messages. Do not permit your student to call home

for items he/she has forgotten.9. Forms are in the main office for any needed repairs in your classroom.10. Faculty members shall be sure to listen to announcements and shall require that students be attentive to

them.

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Emergency Signals

****************************************************************************************************Fire Drill and ProcedureAlarm-- Broken siren sound -- Light on the fire signs will blinkClear to return to the building in 2 short bells.

At the sound of the signalTeachers take grade books and have students to leave the classroom and the building at

the designated exit and walk at least 40 to 50 feet away from the building to a specified area. Stay there until you are told to move.

PLEASE REMAIN QUIET.

****************************************************************************************************Tornado Drill and ProcedureAlarm-- Siren (like a police car)Clear to return to classes in 2 short bells.

At The Sound of the Signal (alarm):Teachers take grade books and have the students to leave the room and enter the halls.

Make sure the door is closed. The teacher should be the last person out of the room. Students and teachers are to line up next to the walls and away from windows and glass doors. Sit on your knees facing the wall, with your head in your lap, and your hands and arms over your head. Stay in this position until told to move.

PLEASE REMAIN QUIET. DO NOT ALLOW STUDENTS TO STAND NEAR WINDOWS.

Things to Remember:Tornado Watch – This means that there is chance of dangerous winds. There may

be a tornado.Tornado Warning – This means that a tornado has been seen.

If you see or hear a tornado coming, don’t wait! Go to the shelter area right away.Tornado Danger Signs:

1. Bad thunderstorms2. Hail from a dark cloudy sky3. Roaring noise (like a jet or train)4. Funnel cloud

****************************************************************************************************In all situations, teachers and students are clear to return to classes in 2 short bells.****************************************************************************************************

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Transportation PolicySponsors of activity groups and teachers conducting field trips will note the following

responsibilities and expenses in use of district-owned vehicles or other modes of travel.

Use of District-Owned Vehicles

For the school bus, submit form to transportation at the central office (forms available from Ms. Kenney ). The district provides the bus driver. Meals and a room for the driver will be furnished by the activity when a trip is long enough to

necessitate room and board. Hourly wages are calculated from the time the vehicle leaves the transportation center until it returns

(including one-half hour allowance for cleaning the bus). Toll road fees will be paid by the activity. Activity sponsors will carry money for these toll fees. Bus repairs, driver's time involved in break-downs, towing, etc., will be paid by the district.

Field Trips

Classes are encouraged to make only field trips which are educational and worthwhile. Teachers are limited to two field trips per year.

Teachers wishing to take students on a field trip should receive permission from the Principal. Students must meet district criteria of the attendance and eligibility policies before participation in activity trips.

A written permission slip for each student traveling with any school-connected group must be on file prior to departure. The sponsor bears responsibility for securing written parental permission. See School Board Policy EFD.

If a school activity is out-of-town, transportation should be provided via school vehicles. To use transportation other than school-provided transportation, see School Board Regulation EFD-R.

Students may be released only to parents at an event or on return home from an event. It is unwise to make last minute compromises under pressure. You are responsible for the welfare of the students. Make all arrangements in advance and keep all documentation.

If the event involves staying overnight, participants are to stay with the group and remain under faculty supervision.

All chaperones for field trips must be approved by the Principal.

Administrative Guidelines for Parents Who Transport Students on School-Sponsored Trips

1. Activity ApprovalOnly those activities authorized by the building principal/designee shall be approved. All activities and student participation shall be in accordance with policies FMA (Co-curricular Activities), FDC (Attendance), FM (Student Eligibility).

2. Parental PermissionThe superintendent/designee will develop appropriate procedures for securing and recording written documentation granting parental permission for student participation in activities/field trips. The teacher/sponsors of the activity will retain all written documentation and certify that required documentation is on file prior to participation in an activity.

3. Medical DataThe superintendent/designee will develop medical data forms designed to secure appropriate and necessary medical information on all participating students. The data collected will be relevant to the nature of student participation and type of activity.A. The teacher/sponsor of the activity will retain all written documentation and certify that

required documentation is on file prior to participation in an activity.

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B. The teacher/sponsor will maintain a travel packet containing all medical forms in his/her possession during trips. Copies of all medical forms will also be maintained at school by the teacher/sponsor.

4. TransportationThe district assumes the responsibility to provide transportation for student activities. Preference will be given to school transportation, but with proper approval, students may be transported in private vehicles under the following conditions.A. The vehicle used must display a current safety inspection sticker, and the owner must certify

in writing that the vehicle is in safe operating condition.B. The vehicle driver must be an adult approved by the principal/designee with a current

driver's license, insurance verification, and certify in writing that he/she has not recorded a moving violation within the past twelve months or has been convicted of a felony.

C. The teacher/sponsor must have written permission from parents/guardians allowing students to travel in private vehicles with approved drivers.

D. While participating in an activity, students may be released only to their parents/legal guardians for transportation to and from an event unless the parents/legal guardians have made proper written arrangements for the student to be released to another adult authorized by the parents/legal guardians.

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MONROE CITY SCHOOLS2013-2014 CALENDAR

SUMMARY

Date Day Event/HolidayAugust 12, 2013 Monday Teachers’ First Day/Professional DevelopmentAugust 13, 2013 Tuesday Paraprofessionals’ First Day/Professional DevelopmentAugust 14, 2013 Wednesday ½ Day for StudentsSeptember 2, 2013 Monday Labor DayOctober 24, 2013 Thursday Secondary Parent ConferencesOctober 25, 2013 Friday ½ Day Professional Development/No StudentsNovember 11, 2013

Monday Veterans’ Day

November 25-29, 2013

Monday-Friday Thanksgiving Break

December 2, 2013 Monday School ResumesEOC Testing Begins

December 6, 2013 Friday Professional Development/No StudentsDecember 20, 2013

Friday ½ Day for Students and Staff/Christmas Break Begins

December 23-January 3, 2014

Monday-Friday Christmas Break

January 6, 2014 Monday School ResumesJanuary 16, 2014 Thursday Parent ConferencesJanuary 17, 2014 Friday ½ Day Professional Development/No StudentsJanuary 20, 2014 Monday Martin Luther King HolidayFebruary 17, 2014 Monday Presidents’ DayMarch 3-7, 2014 Monday-Friday Spring BreakMarch 18-20, 2014 Wednesday-Friday Explore, PLAN, and ACT TestingApril 18-20, 2014 Friday-Monday Easter BreakApril 22, 2014 Tuesday School ResumesApril 25, 2014 Friday EOC Testing BeginsMay 8, 2014 Thursday Seniors’ Last Day of SchoolMay 22, 2014 Thursday Last Day for Students/Last Day for ParaprofessionalsMay 23, 2014 Friday Last Day for TeachersMay 26, 2014 Monday Memorial Day

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MONROE CITY SCHOOLS2013-2014

GRADING PERIODS

ELEMENTARY (PK-6) GRADING PERIODSDATE DAY GRADING PERIOD END

September 24,2013 Tuesday First six-weeksNovember 8, 2013 Tuesday Second six-weeks

January 8, 2014 Wednesday Third six-weeksFebruary 20, 2014 Thursday Fourth six-weeks

April 9, 2014 Wednesday Fifth six-weeksMay 22, 2014 Thursday Sixth six-weeks

SECONDARY (7-12) GRADING PERIODSDATE DAY GRADING PERIOD END

October 15, 2013 Tuesday First nine-weeksJanuary 8, 2014 Wednesday Second nine-weeksMarch 20, 2014 Friday Third nine-weeksMay 22, 2014 Thursday Fourth nine-weeks

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Professional Reference for Teachers

From The Well-Managed Classroomby Harry K. Wong

Effective teachers typically have specific characteristics in common—positive expectations for student success, the ability to manage a classroom effectively, a knowledge of lesson design that leads to the students’ mastery of lessons, and the drive to continuously learn about and grow within the teaching profession. Every student and teacher will be more successful in a well-managed classroom.

What Is Classroom Management?Classroom management refers to all of the things that a

teacher does to organize students, space, time, and materials so that learning can take place. This management includes fostering student involvement and cooperation in all classroom activities and establishing a productive working environment. Let’s examine some characteristics of a well-managed classroom.

Beginning the Year as an Effective TeacherContrary to what many people believe, the number-one

problem in the classroom is not discipline—it is the lack of procedures and routines. Classroom management has nothing to do with discipline. You manage a store; you do not discipline a store. You manage a classroom; you do not discipline a classroom. Behavior will rarely become a problem when effective teaching is already taking place. On the first day of school, you can begin teaching the procedures and routines that you will use. Never assume that you will have time to tackle bad behavior later. Becoming an effective teacher depends on classroom management—especially on the first day of school.

Example of an IntroductionIn order to have the respect and image that you desire in

your class, you need to start off the year on the right foot. If you introduce yourself in a simple and positive manner, you will help the students feel comfortable in your class and communicate your positive expectations for the year. There are two major things you want to state at the outset on the first day of school: your name and your expectations.

Procedures and routines facilitate classroom management. A procedure is not a discipline plan, nor is it a threat or an order. Rather, a procedure is a method or process for accomplishing things in the classroom—for example, what to do when entering the classroom, how to function in a lab group, or what to do when you have a question. A series of procedures and routines creates a

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The Characteristics of a Well-Managed Classroom1. Students are deeply involved with their work, especially withacademic, teacher-led instruction.

2. Students know what is expected of them and are generally successful.

3. There is relatively little wasted time, confusion, or disruption.

4. The climate of the classroom is work-oriented but relaxed and pleasant.

Classroom Management on the 1st Day of School

Make sure your classroom is ready. Teachers who prepare their classrooms in advance maximize student learning and minimize student misbehavior. Readiness is the primary determinant of teacher effectiveness.

Do everything possible to welcome the students and to make sure that they know where to go and how to get there on time.

Keep in mind that what you do on the first day may determine how much respect and success you will have for the rest of the school year.

Arrange student seating to maximize the accomplishment of the tasks and to minimize behavior problems. Assign students to their seats on the first day of school.

structure for the classroom. When students know how the classroom operates, the class suffers fewer interruptions. A class with few interruptions is a class that advances learning.

Classroom ProceduresAs in real life, there are procedures in the classroom.

Every time the teacher wants something done, there must be a procedure or a set of procedures. Some procedures that nearly every teacher must teach include the following:

• procedure for dismissal at the end of the period or day• procedure for when students are absent• procedure for quieting a class• procedure for the beginning of the period or day• procedure for students seeking help• procedure for the movement of students and papers

Procedure for the Beginning of the Period or DayAn effective teacher always has the procedure or schedule

posted or ready for distribution when the students arrive. Research has shown that effective classroom managers

1. have an assignment posted before the students enter and2. have it posted in the same consistent location every day.

This way, the students know that they are to get to work immediately upon entering the classroom.

I put an assignment on the board every single day before the students come into my classroom. I now have one of the smoothest running classrooms, and the students produce more for me now than at any other time. And I have been teaching for 14 years.

Lisa McKuin, science teacherAlma High School

Procedure for When Students Are AbsentMuch class time can be wasted, and a class can become

disrupted, if a teacher has to spend time gathering materials for a student who has been absent. Having a procedure for getting make-up work allows teachers to manage their classrooms effectively and puts the responsibility and accountability on the student.

Julie Guillory, a high school science teacher outside Houston, Texas, has a bulletin board with the daily worksheet and make-up work posted in envelopes. The students know where to find their work and what to do if they have been absent.

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Classroom Management All Year Long

Organize a well-managed classroom in which students can learn in a task-oriented environment.

Start the class by giving an assignment, not by taking roll. There is no need to involve the class in the roll-taking process.

Post your assignments in the same place every day if you want your students to do them.

Make sure that your grade record book shows the results andprogress of each student at all times.

Remember that a smooth-running class depends on your ability toteach procedures.

Present your rules clearly, and provide reasonable explanations of the need for them. Write the rules down, and permanently post them inthe classroom. Give them to students on paper or have the students copy them into their notebook.

Keep in mind that rules are most effective when there areconsequences to face if students break them and rewards if studentsfollow them. When you see a violation of one of the rules,immediately and quietly give out the penalty as you continue with thelesson or class work.

Teaching Classroom ProceduresMost behavior problems in the classroom are caused by the

teacher’s failure to teach students how to follow procedures. Teachers must learn how to effectively convey the procedures just as students must learn how to follow the procedures.

Effective teachers know what activities need to be done and have worked out the procedures for each of them. It is urgent that you have the procedures for each activity ready on the first day of school. Revise and hone these procedures year after year until they become models of efficiency.

Effective teachers spend a good deal of time during the first weeks of school introducing, teaching, modeling, and rehearsing procedures. Do not expect the students to learn all the procedures in one day. Behaviors must be taught, modeled, practiced, monitored, and retaught.

When procedures are performed correctly, there should be words of praise and smiles. Effective teachers reinforce the correct technique by having the student perform the technique over and over again, each time exhorting the student to do it better.

For example, if a student rushes into the classroom and pushes another student, ask him or her to return to the door and try again. Tell the student why. Give the student specific directions (walk quietly, don’t push anyone, go directly to your seat, begin the work that is posted on the board, etc.), and be sure to use the student’s name and say “please” and “thank you” to model respectful behavior.

Beginning Each and Every Day the Right WayJust as it is easier to get control at the beginning of the year

than it is to regain control if you’ve lost it, it is easier to start each class period with a quiet class than it is to quiet a noisy class. You are far less likely to ever have to worry about discipline problems if your class is continuously occupied. As you can see, a strong, positive start to the school year and the immediate implementation of a few simple procedures provide a structure that can help a teacher have a well-managed classroom. A well-managed classroom gives every student the chance to have one of the best learning experiences of his or her life.

Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher (rev. ed.). Mountain View, CA: Harry K. Wong Publications, 1998.

The complete document is available online.http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF

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Example of Teaching a Procedure: Quieting a ClassDo you yell, scream, and flick the lights to get your class quiet, with no good results? Quieting a class can be achieved with the following easy steps:

#1 ExplainStudents, I have a procedure to

get your undivided attention. You will see me stand here with my hand up. Or I may hit a bell because some of you will not be able to see my hand while you are working in a group. When you see my hand raised or hear a bell, the procedure is as follows:1. Freeze.2. Turn and face me, pay attention,

and keep your eyes on me.3. Be ready for instruction. I will

have something to say. Repeat, and look for class understanding.

#2 RehearseAt 2 minutes, hold up your hand

and hit the bell, perhaps doing both this first time. Do not say a word. Carry out the procedure exactly as you plan to do it for the rest of the year. Be patient and wait until the class completes the three steps and is paying attention. Do not give up as you wait for the students to give you their undivided attention. Compliment them when you have their attention.

Direct two students to stand at the pencil sharpener, two at the bookcase, and one at the computer. Then hold up your hand, and wait for the students to pay attention.

#3 ReinforceKeep using the same wording if

you want the students to practice the same routine.

How to Conduct Effective Parent-Teacher (-Student) Conferences

by Anne Meek

A parent-teacher (-student) conference is one of the most important relationship-building events in the school year, offering the great benefits of face-to-face communication. Conferences give parents or caregivers and teachers the chance to talk over the student's achievement, interests, study habits, attitudes toward different subjects, potential for improvement, and many other topics. Conferences are the main occasion for exchanging specific information and perspectives about an individual student's learning and achievement. It's a time when home and school get to know each other better. Yet conferences often cause consternation on the part of parents or caregivers, teachers, and students alike. Everyone has a reason to feel defensive or apprehensive, especially when conduct or learning or study habits are not what they should be. And if there are differences in language or culture, these barriers may loom large, even though no one intended them to do so.

In planning for conferences, remember that students live within many family constellations. Besides the traditional, there are many single-parent families; and grandparents and other relatives are often the caregivers. Students may also live in foster homes or agency-sponsored group homes. It's up to school employees to be sensitive to family and home situations and to make all families and caregivers feel comfortable at their schools.

The question of including students in parent-teacher conferences will have many answers, according to the preferences and habits of individual teachers and schools. However, the advantages of including students are worth the effort. The presence of the student means that all the parties have heard the same conference, the same discussions, and the same recommendations. The student will have heard her parent and teacher come to agreement on major strategies for improvements in conduct or achievement. There is, therefore, little chance for a "he said-she said" argument. Still more important is the effect of gaining the student's opinions and buy-in, so that he fully participates in setting the goals and is therefore able to feel ownership for them. In the final analysis, student achievement requires the student to learn personal responsibility within the support offered by home and school; participating in parent-teacher conferences can serve as an opportunity for taking that responsibility.

It may be helpful to think of the stages in a typical conference, because educators usually possess the social skills needed for each stage. It may also be helpful to imagine the communications skills that are likely to come into play during each stage, as a way of clarifying just what kinds of professional behavior are needed during the entire conference.

Stage 1: Before the Conference—Preparing the "Lesson Plan"

Before the conference, prepare a "lesson plan" just as you would for a tutoring session with an individual student. Identify the major topics for discussion, including the general overview of the student's performance and conduct, information about the curriculum, and any other pertinent topics. Collect the samples of the student's work that you will present during the conference, and prepare the setting. An informal setting, with chairs side by side at a table, usually puts people at ease, at least more so than when the teacher stays behind the desk and asks the parent to sit on the other side. Make a list of questions or concerns you want to address, and organize any newsletters or announcements prepared for all families for distribution at the time. You'll feel more comfortable and get better results from the conference if your planning is complete.

Skills: Planning the session; arranging an informal setting.

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Stage 2: Curtain Up—Forecasting Parental ConcernsAlso, before the conference, pretend you're a fortuneteller, and hypothesize what the

family's concerns may be. Consider what the student has conveyed about home and family to you and about you to the family. Look for clues about the parent's values, interests, concerns, and so forth. Put yourself in his or her shoes. Recognize that school may be a hostile place to this person, that he or she may feel very shy or very arrogant, or may be anxious, apathetic, or in between. Prepare to maintain a calm, reassuring demeanor when the parent arrives.Skills: Empathizing with another person; reserving judgment; interpreting nonverbal cues and hidden meanings; inferring values from limited evidence; predicting attitude from experiences.

Stage 3: The Welcome—Playing Host or Hostess Now pretend you're the host or hostess at a social event. Smile. Try to put the parent at ease.

Set the stage for a friendly exchange and an ongoing relationship. And check your earlier forecast: compare the person's actual appearance with your collection of information about him or her. Be open-minded about the new information you are likely to learn.Skills: Empathizing; smiling warmly and sincerely; arranging conference area for easy communications; checking your assessments from Stage 2.

Stage 4: Getting Started—Calling the Meeting to Order Quickly you become the chairperson of the meeting. It's up to you to get the conference

under way with some kind of opening remark. It may be a statement, general or specific, or a question. You may refer to the reason you or the parent requested the conference, and you should inquire about any concerns the parent or student has. Be sure to incorporate these into your "lesson plan" by jotting them down so that the parent can see that you are taking them seriously.Skills: Taking initiative; setting a purpose; expanding the agenda.

Stage 5: Showing and Telling—Teaching the LessonNow you're back in the role of teacher. You may share, converse, commiserate, explain,

listen, and so on—but the key word is describe. You are trying to convey to the parent and the student what the student's work is like. Show the samples of the student's work. Tell about the student's study habits, comments, looks, actions, words, likes, and dislikes. Use simple, direct language—descriptive language without jargon and without blaming or negativity. You may need to make comparisons among subjects or tasks. Be descriptive, not judgmental. Do not criticize or become negative in tone; instead, remain calm, reassuring, and factual. Convey the impression that you have succeeded with many similar situations and that you are likely to succeed with this student, too. Smile.Skills: Using descriptive language; avoiding labels, evaluative terms, and absolutes.

Stage 6: Getting It Right—Leading the DiscussionTake the time to be a discussion leader. You may find it natural to clarify and confirm

various points all along; but if you don't, take time to do so at this stage. Find out what the parent or caregiver thinks about the student's work and attitudes. Ask whether your descriptions are making sense to him or her, and ask for stories or anecdotes about the student's behavior at home. Ask for clarification of anything that is unclear, or restate a concern in your own words, and ask whether you've grasped the idea correctly. Determine areas in which you and the parent have similar perceptions and areas in which you do not. You have presented the evidence of the student's performance, you have described the student's behavior and attitudes, and you have arrived at some level of agreement with the parent—where do you go from here?

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Skills: Paraphrasing; active listening; summarizing; asking for clarification; recognizing differences and likenesses.

Stage 7: Setting Goals—Looking to the Future Now you're the teacher again. Review the points of agreement, and state your conclusions

and recommendations. You may outline options and discuss possible outcomes and examples. As you state (or restate) your recommendations, try to arrive at agreement for your role, the parent's role, and the student's role in carrying out the recommendations. Under no circumstances should you promise benefits that may not materialize. You, the parent, and the student should leave the conference with common understandings about the recommendations. These should represent goals for improvement that all of you support. Writing them down, even in an abbreviated form, is a good idea; or you can develop formal contracts, if that is necessary. Then set the first checkpoint for getting back together, usually by phone in two weeks, to see whether the strategies you've agreed upon are having the desired results. If they aren't working, adjust them or alter them, and try again, setting another checkpoint. The purpose of the checkpoints is to assure the parent that you are serious about improvement efforts and willing to try other approaches to ensure success for the student.Skills: Diagnosing student characteristics; prescribing strategies for improvement (if needed); maintaining communication with the parent and the student; taking the initiative; avoiding use of sales pitches and propaganda.

Stage 8: Concluding the Conference—Keeping the Relationship Warm and Friendly

You're back to the host or hostess role. It's time for warm thanks, a handshake, a nod, and more smiles. Stand up, if you must, to indicate the end of the conference, especially if you have another conference scheduled immediately. Briefly repeat the date of the first checkpoint, and express your sincere desire to make school a successful experience for the student and the family.Skills: Staying on schedule.* * *Many situations call for specialized conferences, such as those required for special education students. To adapt this protocol for such purposes, it is necessary to incorporate the legal requirements. Individual schools and teachers can readily adapt these stages to suit local situations and preferences.

From: Communicating with the Public: A Guide for School Leadershttp://www.ascd.org/publications/books/1999meek/appendix_8.html

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Portfolios

Portfolios are collections of students' work over time. A portfolio often documents a student's best work and may include other types of process information, such as drafts of the student's work, the student's self-assessment of the work, and the parents' assessment. Portfolios may be used for evaluation of a student's abilities and improvement.

In recent years, portfolios of students' performance and products have gained impressive degrees of support from educators, who view them as a way to collect authentic evidence of children's learning. For many early childhood educators, portfolios are an attractive alternative to more traditional assessment approaches. Often, however, teachers raise important questions about what portfolios contain, what benefits they will bring to the classroom and the children, and how they can be managed.

What do portfolios contain? Grosvenor (1993, pp. 14-15) lists three basic models:

Showcase model, consisting of work samples chosen by the student. Descriptive model, consisting of representative work of the student, with no attempt at

evaluation. Evaluative model, consisting of representative products that have been evaluated by criteria.

DeFina (1992) lists the following assumptions about portfolio assessment:

"Portfolios are systematic, purposeful, and meaningful collections of students' works in one or more subject areas.

Students of any age or grade level can learn not only to select pieces to be placed into their portfolios but can also learn to establish criteria for their selections.

Portfolio collections may include input by teachers, parents, peers, and school administrators.

In all cases, portfolios should reflect the actual day-to-day learning activities of students. Portfolios should be ongoing so that they show the students' efforts, progress, and

achievements over a period of time. Portfolios may contain several compartments, or subfolders. Selected works in portfolios may be in a variety of media and may be multidimensional."

(pp. 13-16)

What benefits can they bring? Teachers who have experience with portfolio assessment report that it complements such developmentally appropriate curriculum and instruction as whole language, hands-on approaches, and process mathematics. It also allows them to assess children's individual learning styles, enhances their ability to communicate with parents about children's learning, and helps to fulfill professional requirements of school and community accountability (Polakowski, 1993). Implemented well, portfolios can ensure that the focus and content of assessment are aligned with important learning goals.

How can they be managed? The planning, collecting, storing, and interpreting of authentic information on children's progress over time is time consuming. Many teachers are initially hesitant or resistant to use portfolio assessment because they fear that adding it to their existing responsibilities may prove overwhelming.

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Teachers who have made the transition from traditional assessment to portfolio assessment advise that it requires a refocusing, not a redoubling of teacher effort. Since the kinds of materials collected are typical classroom tasks, assessment and instruction are joined together with curriculum. Time spent in this kind of assessment, then, is not time taken away from teaching and learning activities (Polakowski, 1993; Tierney, Carter, & Desai, 1991).

Polakowski (1993, pp. 52-53) describes three management techniques she uses concurrently for instruction and individualized assessment:

Teacher-directed, timed centers through which small groups of students rotate for equal amounts of time.

Child-directed, timed centers that children choose for the allotted time. Child-selected, timed centers that include some "must do" tasks.

Using such techniques, a teacher is able to engage in one-to-one assessment conferences or instructional conversations and collect products for assessment purposes.

What resources are available to help? The following are available from the growing published resources in this field:

Student Portfolios, from the National Education Association's Teacher-to-Teacher Series, edited by Dalheim (1993). In this book, experienced teachers recount their own experiences in studying, field testing, and fully implementing portfolio assessment. Sample portfolio contents and forms are included.

Portfolio Assessment in the Reading Writing Classroom by Tierney, Carter, and Desai (1991) is designed to help teachers think about how they might employ portfolio assessment in literacy areas. It contains illustrations of related materials and examples of student portfolios.

Portfolio Assessment: Getting Started by DeFina (1992) is a practical oriented book offering suggestions for thinking through the concept of portfolios, getting started, involving parents and students, and more.

The Primary Program: Growing and Learning in the Heartland from the Nebraska and Iowa Departments of Education (1993) has a lengthy appendix on assessment, which includes suggestions for collecting, storing, and interpreting authentic evidence through observation and children's products.

From: North Central Regional Educational Laboratoryhttp://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm

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FORMS

FIELD TRIPS/ACTIVITIES: PARENTAL PERMISSION FIELD TRIPS/ACTIVITIES: MEDICAL DATA STUDENT TEXTBOOK CLASSROOM WARM BODY COUNT

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FIELD TRIPS/ACTIVITIES: PARENTAL PERMISSION

As a parent or legal guardian of a student enrolled in the Monroe City Schools, I understand my child will not be allowed to participate in field trips or class excursions without appropriate documentation or parental permission on file with school officials.

Therefore, I grant permission for ______________________________________ to participate in field trips/excursions supervised by school officials during the school year. I do hereby authorize any X-ray examination, anesthetic, dental, medical, surgical diagnosis, or treatment by any physician or dentist licensed by the state in which the field trip/excursion occurs and hospital service that may be rendered to the above named student under the general, specific, or special consent of supervising school officials should such medical or dental treatment be deemed necessary by supervising school officials.

_____________________________ _________________Parent/Guardian Signature Date

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FIELD TRIPS/ACTIVITIES: MEDICAL DATA

Student's Name: _______________________________________________________

Grade: ___________ Date of Birth: _____________ Sex: ______

Name of Parent/Guardian: _______________________________________________

Address: _____________________________________________________________

City: ___________________ State: ___________ Zip: _____________________

Home Telephone: ________________ Work Telephone: ______________________If my child is injured and school officials are unable to contact me, please notify the following responsible adult:

Name/Address: _____________________________________________________________

Home Telephone:______________________ Work Telephone: ____________________Please write additional, special information, on the reverse side of this form, which may be vital to the treatment of your child.

Family Physician: ____________________________________________________________

Physicians' Office Telephone: __________________________________________________

Physicians' Home Telephone: __________________________________________________

My child is authorized to take the following self-administered medications for the purpose stated:1. 3.

2. 4.

My child is allergic to:

My child has been treated by a physician during the past 36 months for the following (please check): Asthma Heart Problems Depression Hypertension Diabetes Rheumatic Fever Epilepsy Severe Headache Other:

Date of last tetanus injection: My child is currently under medical treatment:Reason:

Special health problems or comments:

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Student Textbook forms (print & issue as needed)

Name _______________________ ID NO. _________

Print the complete name of the textbook.

DO NOT complete the section for barcode numbers until you have checked out books.

Math ________________________________________

Barcode #___________

English ______________________________________

Barcode #___________

Science ______________________________________

Barcode #___________

Soc. Studies __________________________________

Barcode #___________

Elective _____________________________________

Barcode #___________

Elective _____________________________________

Barcode #___________

Elective _____________________________________

Barcode #___________

My signature indicates that I have received the textbooks listed above.

_______________________________ ____/___/____Signature Date

Name _______________________ ID NO. _________

Print the complete name of the textbook.

DO NOT complete the section for barcode numbers until you have checked out books.

Math ________________________________________

Barcode #___________

English ______________________________________

Barcode #___________

Science ______________________________________

Barcode #___________

Soc. Studies __________________________________

Barcode #___________

Elective _____________________________________

Barcode #___________

Elective _____________________________________

Barcode #___________

Elective _____________________________________

Barcode #___________

My signature indicates that I have received the textbooks listed above.

_______________________________ ____/___/____Signature Date

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CLASSROOM WARM BODY COUNT

Teacher’s Name _________________________________________

Please indicate the number of students who are on your current roster and who have attended at least once as of __________________________ and return this form to the Teachers’ Work Room at the end of each day.

Period Subject Rm. Number No. of Students

1

2

3

4

5

6

7

CLASSROOM WARM BODY COUNT

Teacher’s Name _________________________________________

Please indicate the number of students who are on your current roster and who have attended at least once as of __________________________ and return this form to the Teachers’ Work Room at the end of each day.

Period Subject Rm. Number No. of Students

1

2

3

4

5

6

35

7

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