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2013 – 2014 Staff HandbookIntermediate School 68

“Leaders aren’t born, they are built”

Merve Williams, [email protected]

Dennis Herring, Jr., Asst. [email protected]

Shamika Gamble., Asst. Principal [email protected]

mailto:[email protected]

956 EAST 82ND STREET (718) 241-4800 • (718) 241-5582 Fax www.is68.org Principal “THREE ACADEMIES, ONE LEARNING COMMUNITY” MERVE WILLIAMS

Assistant Principals DENNIS HERRING, JR.

SHAMIKA GAMBLE

August 2013 Bulletin #1

Dear Colleagues:

I am excited about the upcoming 2013-2014 school year. This year is year 2 of our leadership initiative based on the “7 Habits of Highly Effective People,” by Dr. Stephen R. Covey. We have seen a vast change in student behaviors based on our implementation of “The Leader In Me.” Through ongoing training and “Booster Shots,” we have begun the process of fostering change in our school by starting from within ourselves. Our students will be introduced to the “7 Habits,” in September. As part of their regular instructional program they will be immersed in these tenets as a means of building self-confidence, identifying personal strengths, and preparing them for the world.

As a learning community, we will be focusing on using that data to help us achieve the following three goals this school year:

1. Strengthen/improve the use of assessment data to ensure that teachers use multiple entry points to provide access to all subgroups of students including our SWD and LEP students.

2. We will improve the learning environment by building student confidence and building upon their personal strengths and talents. The “7 Habits” will give students the tools to be good decision makers and proud citizens.

3. Utilize the ADVANCE teacher effectiveness model to enhance our professional practices and student outcomes.

Sincerely,

Merve WilliamsPrincipal

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Isaac Bildersee Intermediate School 682013 - 2014 Handbook Mr. Williams, PrincipalBulletin No. 2___________________________________________________________________________________________

Table of Contents This handbook is designed to help you navigate through the many new policies, procedures, protocols, and goals for the 2013-2014 school year. Please carefully read this handbook as you will be held accountable for its important content. This handbook will be especially helpful to our new staff members who we welcome into our professional learning community. Throughout the year, we will issue many important documents that you will add to this handbook so please keep it organized and in safe keeping.

Bulletin Number Bulletin Title

Pages

1 Principals Welcoming Letter 2 Table of Contents

Introduction

3 Vision and Mission of Bildersee4 Opening day procedure 5 Goals and Objectives6 Administrative and Supervision Assignment7 Chain of Command8 Guidance and Student Support Services9 School Committees10 New Teacher Buddy System & Mentoring11 Email and Laptop Policy

Instruction

12 Principles of Learning13 Lesson Plans and plan books14 Student Notebooks15 Homework Policy16 Grading Criteria17 Instructional Expectations and Strategies for Literacy18 Grading book Guidelines19 Progress Reports, Report Cards and Parent/Teacher Conferences20 Classroom Environment Expectations21 Monthly Assessment Calendar

Organizational and Operational Matters

22 Custodial Issues23 Future Meetings and Conferences24 Bell Schedule25 Model Teacher Parent Letter26 School Rules

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27 Student Programs, Passes, Lateness and Cutting Prevention28 Change of Period Procedures29 Bathroom Pass Procedures30 Medical Office Referral31 Transportation Metro Cards32 Staff Punctuality and Attendance33 Emergency Coverages and Lesson Plans34 Proctoring Procedures35 Student Referral Protocols36 Standardized Cafeteria Procedures37 Trip Procedures38 Crisis Team and Emergency Evacuations Procedures39 Fire Drill Procedures40 Fire Drill Assignments41 School wide Textbook Distribution and Collection Procedures42 Textbook Distribution and Collection Sheet43 Procedures for Staff Shortages44 Ladder of Referral45 Telephone System46 Main Office Procedures/ School Secretary47 Financial Accountability – Per Session Activity48 Financial Accountability – Reimbursements

Regulations and Policies49 General Staff Policies50 Corporal Punishment51 Student to Student Sexual Harassment52 Conflicts of Interests53 Bulletin Board Schedule54 Chancellor’s Regulations Links

School Forms & Guides(All forms will be placed in Google Docs Forms)

Appendix Help SheetBell ScheduleDuplication Request FormTextbook Distribution and Collection SheetTransportation Problem Inquiry FormMedical Office Referral Guidance Referral FormComputer Problems or VandalismBathroom LogClassroom Lateness LogTransportation ApplicationSample Parent Letter Trip Approval FormDress Code Policy

ADDENDUMS Bulletin Board ScheduleTeacher Rating System - ADVANCE

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The Leader in Me

7 Habits Image

The goal of the “Leader in Me” is to teach our students to be leaders. In order to do this we must first tap into our own innate leadership abilities. The 7 Habits gives us a framework by which we can maximize our strengths and support each other for the success of the entire school community. The habits include:

1. BE PROACTIVE2. BEGIN WITH THE END IN MIND3. PUT FIRST THINGS FIRST4. THINK WIN/WIN5. SEEK FIRST TO UNDERSTAND THEN TO BE UNDERSTOOD6. SYNERGIZE7. SHARPEN THE SAW

Habit 1 — Be ProactiveYou're in Charge

I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking.

Habit 2 — Begin with the End in MindHave a Plan

I plan ahead and set goals. I do things that have meaning and make a difference. I am an important part of my classroom and contribute to my school’s mission and vision. I look for ways to be a good citizen.

Habit 3 — Put First Things FirstWork First, Then Play

I spend my time on things that are most important. This means I say no to things I know I should not do. I set priorities, make a schedule, and follow my plan. I am disciplined and organized.

Habit 4 — Think Win-WinEveryone Can Win

I balance courage for getting what I want with consideration for what others want. I make deposits in others’ Emotional Bank Accounts. When conflicts arise, I look for third alternatives.

Habit 5 — Seek First to Understand, Then to Be UnderstoodListen Before You Talk

I listen to other people’s ideas and feelings. I try to see things from their viewpoints. I listen to others without interrupting. I am confident in voicing my ideas. I look people in the eyes when talking.

Habit 6 — SynergizeTogether Is Better

I value other people’s strengths and learn from them. I get along well with others, even people who are different than me. I work well in groups. I seek out other people’s ideas to solve problems because I know that by teaming with others we can create better solutions than anyone of us can alone. I am humble.

Habit 7 — Sharpen The SawBalance Feels Best

I take care of my body by eating right, exercising and getting sleep. I spend time with family and friends. I learn in lots of ways and lots of places, not just at school. I find meaningful ways to help others.Isaac Bildersee Intermediate School 682013 - 2014 Handbook Mr. Williams, Principal

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Bulletin No. 3

Bildersee’s Vision Statement

Motto: “Three academies, One learning community for Excellence”

Vision: We, the students, parents, and staff, are a collaborative learning community that pursues excellence in everything we do. We are independent thinkers who value teamwork and rely on each other for support and problem solving. We aspire to achieve academic advancement by integrating technology and sharing our best practices. We develop and nurture strong social and emotional competencies enabling us to be great today but better tomorrow. We are a middle school that produces resilient leaders who soar like eagles. We are three academies and one learning community for excellence!

Academies: The Academy of Entrepreneurship & LawThe Academy of Urban Planning and Environmental DesignThe Academy of Global, American and Community Connections

School Logo: Our logo represents the students and their families who arrived here from various backgrounds to create a new community that strives to uphold the spirit of respect and upward mobility, a shared outlook on the importance of diversity and our combined effort to improve our lives while surpassing our expectations.

“Three Academies, one Learning Community

for Excellence”

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Isaac Bildersee Intermediate School 682013 - 2014 Handbook Mr. Williams, PrincipalBulletin No. 4

Opening Day Procedures for Tuesday, September 9, 2013

Consistent with our goals of providing a safe, orderly, and educationally sound school environment, we are asking your cooperation in implementing the following procedures for the first day of school.

Time Activity Special Instruction7:30 – 8:00 Student Line Up & Entrance See Line Up Procedures

8:00 – 8:45Students Report by Grade

6th Grade – Cafeteria with Mr. Clarke + 6th Gr. Teachers7th Grade – Gym w/ Mr. Simeon + 7th Gr. Teachers8th Grade – AUD w/ Mr. Durr, Mr. Carter + 8th Gr. Teachers

See Procedures for period one.

Advisory and Period 1 Period 1 Review “7 Habits” AND all procedures and policies such as

Dress Code, etc.

Periods 2 - 8 Students should follow their regular schedulesEstablish Rituals, Routines, Relationship and Culture.

Note: The time for lunch periods 4, 5, & 6 may be lengthened. Periods 7 and 8 may be shortened

2:52 – 3:00 Period 1 & Dismissal Period 1 teachers are to provide a short orientation on dismissal, putting chairs up, etc..

Procedures for line-up entrance: 7:30 AM – 8:00 AM.

All 7th and 8th grade students will assemble in the schoolyard; 6th grade in the Cafeteria.

At 8:00 AM 6th grade students, will use the ramp to enter the building and proceed to the Students’ Cafeteria and sit in designated areas.

At 8:03 AM 6th grade period 1 teachers with a class roster and a sign with class designation report to cafeteria and supervise their classes. A brief orientation will be conducted by Mr. Clarke. At the conclusion, teachers will escort students to their period 1 class.

At 8:03 AM all 7th and 8th grade students will enter the building using Exit 6 and split to Aud and Gym where their teachers will meet and sit by class.

At approximately 8:35 all 7th and 8th grade period 1 teachers will take their respective class directly to their period 1 for orientation.

New Admits : Any parent with a child to be admitted will use the Main Entrance and will be

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escorted to the auditorium. *Speech teachers and all guidance counselors will coordinate.

Troubleshooting : Designated staff (indicated with *) will be provided with alphabetical lists of students with new period 1 and room number. Please direct students to these personnel.

Rain Procedures : Grade 6 will use the ramp to Cafeteria; Grades 7 & 8 will use Exit 6 to report to gym and auditorium, respectively. Parents and new admits will use Main Entrance to Teachers’ Cafeteria until 8:35 at which point they will move to Auditorium.

Staff Assignment for Line-Up:

7:30 – 8:03 Schoolyard*Mr. Mantell, Level III, Mr. Brown, Ms. Butler, Ms. Farrell, Ms. Pennant. We welcome any staff member to help supervise our students on this first day in the schoolyard.

8:10 – 8:35 Students Cafeteria (until students enter building)Grade 6 period 1 teachers, Mr. Clarke, and Ms. Sanchez

8:10 – 9:00 LobbyParent Coordinator

8:30 - until Guidance personnel meet parents of new admits. See administrative Bulletin #2 for registration procedures. Ms. Cox, Ms. Lombardi, Ms. Butler.

Please note: All staff mentioned above must pick up a master student list from the Main Office before you report to your assigned post.

Procedures for Period 1

1. Place on the chalkboard: Teacher’s name, class designation, room number, and a sample class program.2. Seat children quickly and quietly3. Take attendance from class list provided.4. Orient students to the following” (Items with * must be completed before end of period 2 today).

a. Distribute and explain student program. b. Display and discuss Bell Schedulec. Discuss arrival and dismissal procedures. Discuss procedures for stowing and retrieving outer garments.d. Discuss Mandatory Dress Codee. Distribute three (3) blue Emergency Home Contact Cards to each student. Parent must complete and sign each card. Deans will collect class sets.

Bulletin No. 4 continuedf. DISTRIBUTE AND DISCUSS STUDENT MANDATORY LUNCH APPLICATIONS. THEY

MUST BE TAKEN HOME AND RETURNED THE FOLLOWING DAY – WITH NO EXCEPTIONS!!!

g. Distribute Code of Behavior to each student. Students must return tear slips, signed by parent. Deans will collect and file tare slips. English/Core teaches will teach Code of Behavior as a lesson.

h. Bus Pass Applications : A class set will be provided ASAP. Application will be collected and reviewed by Ms. Daley during the Cafeteria period ONLY.

i. Section Sheets : Discuss usage of section sheets with class. Select a reliable monitor to carry it. The first period teacher will receive section sheets from collection aides. The last period teacher will submit

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section sheets to the Dean or Supervisor’s mailbox.j. Restroom Pass : See Staff Bulletin for proper procedures.k. Lateness Log : Discuss expectations and procedures for students who come to class late.l. Medical Pass : See Staff Bulletin for proper procedures.m. Notebook Policy : All students must have a standard size 8.5” x 11” a 3-hole spiral notebook for EVERY

SUBJECT, a binder and a 3-hole folder for each. Students programs must be taped into inside front cover. Period 1 teachers will check for compliance.

n. Problems : Discuss and display names and location of school personnel and offices, i.e. Deans, Cafeteria Coordinators, Main Office, Nurse’s Office, restroom, lost & found, etc. Discuss procedures to be followed to utilize these resources.

o. Cafeteria : Seating chart and rules to be provided by the Cafeteria Coordinators.p. Assembly : Seating Chart and rules to be provided by Deans.

Bulletin No. 4 continued

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2013-2014 School Wide Goals

As a result of our 2011 Quality Review and based on a qualitative and quantitative needs assessment conducted by both our School Leadership Team, Professional Development team and our Collaborative Inquiry Team, we as a school community, identified and committed to achieve the following goals for the 2013-2014 school year.

We, the students, parents, and staff will:

1) Strengthen/improve the use of assessment data to ensure that teachers use multiple entry points to provide access to all subgroups of students including our SWD and LEP students.

2) We will improve the learning environment by building student confidence and building upon their personal strengths and talents. The “7 Habits” will give students the tools to be good decision makers and proud citizens.

3) Utilize the ADVANCE teacher effectiveness model to enhance our professional practices and student outcomes.

Our Targets and Benchmarks include:

Increase the number of students performing at levels 3 & 4 by 5% in ELA and 5% in Math overall. Each SLC must yield an increase of 5% for ELA and Math respectively.

Improve our Regents level passing rate to 95%, up from 90% in 2011.

Targeted inquiry students will correctly answer 80% of vocabulary questions on the Spring Acuity assessment and interim vocabulary assessment.

Increase attendance rate by .5% in each SLC

Reduce level 4/5 infractions by 10% in the building.

Each academy will complete at least one community/service learning project before June 25th.

Isaac Bildersee Intermediate School 682013 - 2014 Handbook Mr. Williams, Principal

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Bulletin No. 6

Administrative and Supervisory Assignments

Assistant Principal Academy of Entrepreneurship and Law

School Wide Supervision

Greatest Strengths:

Area to improve:

Academy DATA School-Wide Discipline and Safety/OORS Data

Academy Textbook Inventory/Procedures PBIS-TLIM/Character developmentAcademy Theme and Trips Special EducationAcademy Inquiry Teams DeansIncentive and Awards Initiatives Student MentoringAcademy Bulletin Board Schedule Music

ArtAuditorium Program CoveragesAcademy CTT/SETTS Program PPT/AIS TeamCafeteria Phys EdAcademy Magnet Program Arista/Archon ProgramAcademy Advisories Morning Line-up and Dismissal

ESL

Mr. Dennis Herring, Jr.Assistant Principal

Academy of Urban Planning and Environmental Design


Greatest Strengths:

Area to improve:

Academy DATA Mathematics including Special EducationScienceScience Interim Assessments

Academy Textbook Inventory/Procedures Mathematics Interim AssessmentsAcademy Theme and Trips ARIS & Departmental DataAcademy Inquiry Teams Professional Development Team- PD teamIncentive and Awards Initiatives Summer SchoolAcademy Bulletin Board Schedule HSST Manager Auditorium Program Specialized High School Prep Academy CTT/SETTS Program School Programming Academy Magnet Program Testing

Academy Advisories

Ms. Shamika GambleAssistant Principal, I.A.

Academy of Global, American and Community Connections


Greatest Strengths:

Area to improve:

Academy DATA English Language ArtsSocial Studies Department

Academy Textbook Equipment Inventory/Procedures ELA Interim Assessments

Social Studies Interim AssessmentsAcademy Theme and Trips Foreign LanguageAcademy Inquiry Teams ARIS & Departmental DataIncentive and Awards Initiatives Title III ProgramAcademy Bulletin Board Schedule Grade 8 Orientation/Senior ActivitiesAuditorium Program YearbookAcademy CTT/SETTS Program 6th Grade OrientationCafeteria Clerical Half DaysAcademy Magnet Program Parent Teacher ConferencesAcademy Advisories

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Academy supervisors are responsible for the instructional focus of their academy inquiry teams, teachers, routines, discipline, guidance, report cards, assemblies, interclass transfers, promotions, and accuracy of records and overall academy operations.

All academy supervisors are responsible for cleanliness, displays, discipline, emergencies, hall traffic, hall and stairwell posts and substitute teachers in their respective academies.

All trips must be approved by Academy Supervisors before approval is granted by the Principal.

In addition, supervisors are responsible for their respect departments, subject content outlines, department inquiry teams, agendas, conferences, departmental common assessments, formal and informal observations, professional development, grade books, lesson inspections and instructional inventories.

Supervisors are responsible for high levels of collaboration around the intersecting elements of a departmental and academy classroom and teacher performance.

Supervisory Approval for Procurement

To ensure there is accuracy and accountability, please refer to this table when you need to inquire and/or obtain approval from a supervisor for the purchasing or reimbursement of materials outside of your teacher’s choice allocation.

It’s imperative that staff members discuss and obtain approval from their supervisor prior to purchasing any reimbursable materials. In addition, if staff members are in need of materials that do not exist in our supply room, they must contact to their supervisor, not the school secretary or procurement aide in B27.

The supervisor of that particular cost center will then approve the purchase and will contact our procurement secretary.

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Chain of Command Rotation

In the event that the Principal is out of the building, the chain of command must be followed in regards to school wide supervision. The Assistant Principal remaining in the building will assume the role and responsibility of the Principal in his absence. It is critical that staff maintain communication with their academy supervisor FIRST for all requests.

September Mr. Herring Ms. Gamble

October Ms. Gamble Mr. Herring

November Ms. Gamble Mr. Herring

December Mr. Williams Mr. Herring Ms. Gamble

January Mr. Williams Ms. Gamble Mr. Herring

February Mr. Williams, Ms. Gamble Mr. Herring

March Mr. Williams Mr. Herring Ms. Gamble

April Mr. Williams Ms. Gamble Mr. Herring

May Mr. Williams, Ms. Gamble Mr. Herring

June Mr. Williams Mr. Herring Ms. Gamble

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Student Support/Guidance Services

1. Overview

The main goal of the guidance department is to provide services to all students with emphasis on supporting their development as adolescent learners.

2. Department Responsibilities

Special Education Individual and Group Counseling with interest inventoriesSpecial Education High School ArticulationPre-referral interventionsYearly Staff Training on Abuse and Neglect Prevention during iTeam meetings.School Liaison for Domestic ViolenceChild Abuse, Pregnancy and Suicide Monthly ReportsCareer Awareness Information ActivitiesSpecial Ed Guidance Review and Attendance CardsMandated Counseling and maintain accurate reports and goals for said studentsComplete Transitional components and career goals for IEPs with students.Individual counseling and group Counseling for at-risk studentsHigh School Articulation and High School Orientation for ParentsPrevention counseling for hold over studentsAttendance CounselingSuspension follow-up counselingMandatory PPT Committee ParticipantsWorking PapersAssessment of individuals for class placementPre-referral InterventionsParticipate in inquiry teams on a as-needed basis.Work closely with Dean to address needs of the students during Auditorium.Assist the Academy AP to achieve school wide goals.Assist AP’s with 6th – 8th Orientations and High School Night

3. Specialists

For the purpose of attending meetings and making inquiries into specific areas, the following guidance counselors will specialize in the following areas however they will each be responsible for addressing all issues within their respective academies:

High School Articulation: Ms. CoxSuicide Mr. LombardiChild Abuse Ms. LombardiDrug/Alcohol Abuse and Peer Conflict Ms. McFadden

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School Teams

Please be advised that the following committees are actively working to make improvements in our school. Please direct your inquiries to the listed leader/contact person.

Committee Leader/Contact Person

Arista/Archon Senate Ms. L. Robinson/Ms. K. CambryAttendance Team Mr. M. WilliamsAwards Committee Ms. T. TuckerAdministrative Cabinet Mr. M. WilliamsCareer Day Committee TBD by Academy AP Collaborative Inquiry (CI) Teams TBD by Academy AP Consultation Committee Ms. CoxCrisis Response Team Ms. J. StewartCurriculum/PD Team Mr. HerringELL/Lap Mr. BellGraduation Team Mr. Carter & Findley 1 Tchr. per academyMainstream Team Ms. MosesMagnet Program Team TBD – One per academyRecruitment/New Teacher Team TBDParent Teacher Association Ms. Whites, PTA PresidentPenny Harvest Ms. C. McFaddenPupil Personnel/Student Support Team Mr. M. WilliamsSafety/Discipline Team Mr. CarterSchool Leadership Team Mr. MichelScience Fair Team Ms. FindleyTLIM/PBIS Mr. Carter / Ms. CliffordTechnology Team Mr. Surpris

It is important to us that all constituencies play a role in building our school community. If you have a suggestion for an action committee that you feel would support the vision of the school, please contact a supervisor as we are actively recruiting school leaders.

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New Teacher/Buddy Pairs and Facilitator Workshops

We want to formally welcome our new teachers. We are confident they are going to do exceedingly well!!The first days and weeks in your first teaching assignment or in a new school are always challenging. We were all assisted formally or informally by helpful generous staff members at the beginning of our own careers. In order to make the new members of the Bildersee staff as successful as possible please note the new teacher/buddy pairs below. Buddy teachers should assist new teachers with advice regarding classroom management, school policies, lesson plans, and the best place to eat pizza. Also note that some staff members have been assigned a buddy teacher because they are new to a position, not necessarily new teachers.

Mentoring/Professional Learning

Several times this year, new teachers will meet with a new teacher facilitator in learning circles that address important issues and practical strategies to help new teachers be successful in their first and second year as urban educators. A variety of professional development tools will be used including study groups, intervisitations, expert panels.

New Teacher Mentor Buddy Teacher

Shamaine Williams Ms. Moses Ms. BayleyBarbara Brizard Ms. Luke Ms. Robinson Ms. Foster Mr. Findley Ms. Picpican

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Email/Laptop Policy (9/3/13)

We have taken the bold step of developing and our own website that comes equipped with our own email portal (@is68.org) which is designed as an internal communication system. Our goal is to continue to diversify how we communicate in a way that we are not bound by time or space. Although the DOE email system (outlook) is a mandated tool, it does have its limitations in scope compared to our work.

In addition to improving our means of networking, communicating and sharing, our email system has many layers will also enable us to share word processing documents, calendars, spreadsheets forms and templates with the click of a few buttons. Whether it be a lesson plan, assessment, or article or a updated school policy, school forms, or template, we will have the ability to share and edit documents with great ease.

Lastly, in our goal to “Go Green” and cut costs in the excessive use of paper, we will utilize this system with great regularity. Teachers are required to check their is68.orgh email address at least once a day. Documents that are posted to site for you to read such as the Bildersee Daily News, test schedules, and agenda notices will automatically generate notices to your inbox.

Please use the following links to access our Google system. I would suggest you save them as your favorites in your web browser.

Category Link Purpose Email http://mail.is68.org Check your EmailDocuments http://docs.is68.org Access shared documents or create and share docsCalendar http://calendar.is68.org Access shared calendar or create calendar eventsVideo http://video.is68.org Access or share video clipsSites http://sites.google.com/a/is68.org Create and/or share your own webpageContacts http://www.google.com/contacts/a/is68.org Access and update your contact list

Staff Laptops

In 2011, laptops were purchased for each staff member to achieve the following:

1. Provide teachers with an essential professional 21st Century tool to improve their craft.2. Ensure we are reducing our reliance on paper products thus cutting cost and wasteful use of paper. 3. Improving our means of networking, communicating and document sharing by integrating the regular use

of our www.is68.org Google system.4. Fully integrate the laptop as a daily instructional planning and delivery tool to integrate with other

technology tools such as the Smartboard and Elmo notebook projector.

Staff members are expected to adhere to all DOE Internet Policies and Chancellors Regulations pertaining to DOE equipment usage policies.


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http://www.is68.org/

http://www.google.com/contacts/a/is68.org

http://sites.google.com/a/is68.org

http://video.is68.org/

http://calendar.is68.org/

http://docs.is68.org/

http://mail.is68.org/

InstructionWho we teach!What we teach!

Where we teach!Why we teach!How we teach!


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The Principles of Learning

We look to Laura Resnick’s Principles of Learning when we want to understand how and why we do what we do. The Principle’s of Learning are widely used thought-out the country and when put to full use in when making administrative decisions, developing professional development agenda, creating and modifying our lesson plans, we are utilizing effective research-based best practices. The Principles of Learning are condensed theoretical statements summarizing decades of learning research. The statements are linked to several explanatory points about particular features of each principle. Some of the features are further elaborated by a series of indicators that schools and classrooms are functioning in accord with the principle. They are designed to help educators analyze the quality of instruction and opportunities for learning that they offer to students.

Based on our Quality Review, progress report and learning walks, we will focus our attention on developing academic rigor in a thinking curriculum for the 2013-2014 school year.

Organizing for Effort

An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort, to send the message that effort is expected and that tough problems yield to sustained work. High minimum standards are set and assessments are geared to the standards. All students are taught a rigorous curriculum, matched to the standards, along with as much time and expert instruction as they need to meet or exceed expectations.

Academic Rigor in a Thinking Curriculum

Thinking and problem solving will be the "new basics" of the 21st century. But the common idea that we can teach thinking without a solid foundation of knowledge must be abandoned. So must the idea that we can teach knowledge without engaging students in thinking. Knowledge and thinking are intimately joined. This implies a curriculum organized around major concepts that students are expected to know deeply. Teaching must engage students in active reasoning about these concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core, high thinking demand, and active use of knowledge.

Clear Expectations

If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. These expectations need to be communicated clearly in ways that get them "into the heads" of school professionals, parents, the community and, above all, students themselves. Descriptive criteria and models of work that meets standards should be publicly displayed, and students should refer to these displays to help them analyze and discuss their work. With visible accomplishment targets to aim toward at each stage of learning, students can participate in evaluating their own work and setting goals for their own effort.

Fair and Credible Evaluations

If we expect students to put forth sustained effort over time, we need to use assessments that students find fair; and that parents, community, and employers find credible. Fair evaluations are ones that students can prepare for: therefore, tests, exams and classroom assessments—as well as the curriculum—must be aligned to the standards. Fair assessment also means grading against absolute standards rather than on a curve, so students can clearly see the results of their learning efforts. Assessments that meet these criteria provide parents, colleges, and employers with credible evaluations of what individual students know and can do.

Recognition of Accomplishment

If we expect students to put forth and sustain high levels of effort, we need to motivate them by regularly recognizing their accomplishments. Clear recognition of authentic accomplishment is a hallmark of an effort-based school. This recognition can take the form of celebrations of work that meets standards or intermediate progress benchmarks en route to the standards. Progress points should be articulated so that, regardless of entering performance level, every student can meet real accomplishment criteria often enough to be recognized frequently. Recognition of accomplishment can be tied to opportunity to participate in events that matter to

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students and their families. Student accomplishment is also recognized when student performance on standards-based assessments is related to opportunities at work and in higher education.

Accountable Talk

Talking with others about ideas and work is fundamental to learning. But not all talk sustains learning. For classroom talk to promote learning it must be accountable—to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Accountable talk seriously responds to and further develops what others in the group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. Accountable talk uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning. Teachers should intentionally create the norms and skills of accountable talk in their classrooms.

Socializing Intelligence

Intelligence is much more than an innate ability to think quickly and stockpile bits of knowledge. Intelligence is a set of problem-solving and reasoning capabilities along with the habits of mind that lead one to use those capabilities regularly. Intelligence is equally a set of beliefs about one's right and obligation to understand and make sense of the world, and one's capacity to figure things out over time. Intelligent habits of mind are learned through the daily expectations placed on the learner. By calling on students to use the skills of intelligent thinking—and by holding them responsible for doing so—educators can "teach" intelligence. This is what teachers normally do with students they expect much from; it should be standard practice with all students.

Self-management of Learning

If students are going to be responsible for the quality of their thinking and learning, they need to develop—and regularly use—an array of self-monitoring and self-management strategies. These metacognitive skills include noticing when one doesn't understand something and taking steps to remedy the situation, as well as formulating questions and inquiries that let one explore deep levels of meaning. Students also manage their own learning by evaluating the feedback they get from others; bringing their background knowledge to bear on new learning; anticipating learning difficulties and apportioning their time accordingly; and judging their progress toward a learning goal. These are strategies that good learners use spontaneously and all students can learn through appropriate instruction and socialization. Learning environments should be designed to model and encourage the regular use of self-management strategies.

Learning as Apprenticeship

For many centuries most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for interested and critical audiences. This kind of apprenticeship allowed learners to acquire complex interdisciplinary knowledge, practical abilities, and appropriate forms of social behavior. Much of the power of apprenticeship learning can be brought into schooling by organizing learning environments so that complex thinking is modeled and analyzed, and by providing mentoring and coaching as students undertake extended projects and develop presentations of finished work, both in and beyond the classroom.

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Lesson Plans and Plan Books

Professional Responsibilities and Requirements

The lesson plan is an indispensable vehicle for effective teaching. Plan books must reflect the implementation of the state standards.

The plan book, which includes the compilation of the daily plans to date, reflects continuity of instruction, unit development, curriculum coverage and MULTIPLE ENTRY POINTS to meet the needs of all students.

Lesson planning is viewed as a means for achieving measurable instructional outcomes and a means for professional development.

The development of lesson plans and maintenance plan books is a professional responsibility and requirement of every teacher every day for every period.

Current lesson plans are to be in use daily and should be made available to supervisors as they observe lessons formally and informally throughout the year. It’s always suggested that the lesson be left on your desk so you are not disturbed during the lesson.)

Lesson plans must reflect the school and department goals/initiatives and the specific students needs as identified by a variety of assessments.

Our school lesson plan template can be found here and must be used to drive all instructional planning. Please also find the template in the handbook appendix and elements below:

- Date, and Lesson Number - A Learning Objective that is a complete sentence and is measurable. Learning objectives

should be I-statements and begin with “Today, I or We will….” - Student Performance Data that drive the learning objective or planning strategies.- Instructional rituals and routines- Common Core Standards- An opening inclusive of a mini-lesson and motivation and direct instruction- A work period whereby students are working collaboratively to problem solve- A sharing segment whereby students are engaged in accountable talk and sharing individually

or in groups their performance outcomes.- A lesson closing which summarizes skills and concepts learned.- Assessment (formal and informal)- Provision for differentiated instruction for multiple learning styles/needs- Homework assignment

Failure to plan daily for each class will result in a rating of unsatisfactory, which could lead to extension of probation, discontinuance of probation and/or termination. A professional development and SMART goals plan (PDP) will be established for teachers in collaboration with their supervisor. For unsatisfactory performance, a component of that plan will include weekly monitoring lesson plan books and increased observations to ensure growth.

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INSTRUCTIONALStudent Notebooks

1. Overview

Student notebooks are very important because they serve as a record of what occurs in classes and they provide a basis for future study. A complete, neat, well organized and maintained notebook is a credit to the student, teacher and parent. Please be mindful of school policy regarding notebooks.

2. Procedures for Student Binders – All students are required to have the following:

One heavy duty binder with five sections for each subject. A 3-hole spiral notebook with perforated edges FOR EACH SUBJECT (min of 5) One folder devoted to each major subject area and appropriately labeled subjects as well There should be notes relating to each class lesson that includes a heading, learning objective and a

reasonable amount of information. Daily headings should consist of the student’s name, date, class and subject and the learning objective. It is no

longer required write the school name and class.

September 6, 2013 Successful SallyClass 601 Science

Learning Objective: Today, we will construct a model of an onion cell.

Each lesson objective must have a number as well as a date. Lessons should be compiled in the section in sequential order. Lessons should be neat and complete. Lesson notes should provide the basis for study and review for subject assessments. Teachers are responsible for checking each period for student preparedness and for contacting parents when

student unpreparedness is encountered. Notebooks must be checked at least twice per quarter. The grade should be recorded in the marking book and should be counted as a significant part of the report

card grade. As sections become full, students should be required to carefully store their notes in folders and keep them in

their book bags, at home or possibly classroom folders. Student notebooks are subject to supervisory review.

3. Conclusion

Please note, that copying information off the blackboard alone does not constitute effective note taking. Information presented on the blackboard or overhead should be coupled with a discussion rich in accountable talk and/or open-ended questions that promote critical thinking. It is critical that students value the notes they take and therefore adequate follow up is intrinsic to how they are used to prepare for assessments and enhancing their writing skills.

If you have any questions, please ask your Department Supervisor.

Isaac Bildersee Intermediate School 6823

2013 - 2014 Handbook Mr. Williams, PrincipalBulletin No. 15

Homework Policy

1. Overview

Homework is an extremely important part of the educational process and must receive the emphasis it deserves as a means to raising student achievement and adhering Standards.

2. School Policies and Procedures

Homework must be assigned on a daily basis appropriately numbered and should be an outgrowth of the lesson or an introductory assignment to the next days lesson. Weekend and holiday assignments are required and should be longer than weekday assignments in order to take advantage of the extra time available. A weekday assignment for any major subject class should take about 30 minutes to complete. The homework assignment should be included in the lesson plan. Homework assignments need to be creative and met with clear explicit expectations. Homework should be neat and complete and assignments below standard should not be accepted, and encouraged to be redone.

Teachers are to inform parents when students are missing excessive homework using Jupitergrades or other means of communication. Please seek the help of your fellow colleagues to assist you in contacting the homes of students who are not completing homework assignments or performing well in class.

Homework should be graded as per department grading policy.

Supervisors have been asked to review all aspects of the homework assignment/evaluation practices in each department. Reading and writing should be incorporated into every homework assignment.

Teachers are reminded that students read content area texts i.e. S.S. Science and Math more efficiently and successfully provided that the following steps have been taken:

- A background for understanding the material has been developed in class- Difficult vocabulary is put in context before reading- Students have been prepared with the ability to employ necessary reading

skill(s)- Students have a specific purpose for reading (i.e. answering thought provoking questions)

3. Conclusion

If you have any questions, please see your Academy supervisor.

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Grading Criteria

Please adhere to the grading criteria listed by department on the attachment entitled Departmental Grading Criteria. Each teacher is responsible for informing students and parents of the criteria and specific class requirements and for notifying parents when students are in danger of failing.

There are four marking periods. The grade a student receives for each marking period is independent of the grade for any other marking period and is based on academic performance. In June, an additional final mark is given which represents the cumulative average of all four marking periods. Teachers are expected to use professional judgment in student evaluations.

Departmental Grading/Attendance Criteria

25

Grading Criteria for the Language Arts DepartmentPerformance Based Assessments 50%Homework 25%Class Participation 25%

Grading Criteria for the Social Studies DepartmentPerformance Based Assessments 50%Homework and Sourcebooks 25%Class Participation 25%

Grading Criteria for the Math DepartmentPerformance Based Assessments 50%Homework 25%Class Participation 25%

Grading Criteria for the Science DepartmentPerformance Based Assessments 50%Homework 25%Class Participation 25%

Grading Criteria for the Foreign Language DepartmentPerformance Based Assessments 50%Homework 25%

Oral Ability and Written Ability 25%

Grading Criteria for the Technology DepartmentClassroom Performance 40%Projects 20%Homework 20%Tests and quizzes 20%

Grading Criteria for Physical Education Department – Under ReviewPreparation for Class 40% (full uniforms)Participation in Activities 40%Skill Tests 10%Physical Fitness Tests 10%

Grading Criteria for the Art DepartmentPerformance Based Assessments 50%Homework 25%Class Participation 25%

Each member of the respective department must follow, for the entire year, grading/attendance criteria as detailed in this bulletin.

26


Instructional Expectations and Strategies for Literacy

Instruction for literacy involves the implementation of procedures that results in the development of a literacy environment in which students receive instruction that strongly emphasizes reading, writing, listening and speaking. These procedures must be evident in every classroom and every lesson and must emphasize the learning standards:

Students:

• must have the required dedicated notebook, paper and pen• must have the correct heading written on the top of the paper• must have the learning objective written under the heading • must have the class notes written under the objective• must write using legible writing that is neat and is within the margins• must compile their notes in the appropriate section and folder• must produce written work that is neat and complete• must be able to explain the learning objective when questioned must work collaboratively with their peers to problem solve and engage in accountable talk• must be able to summarize the lesson when questioned• must read 25 books and complete a response to literature form for each before June.

Classrooms:

• must have independent workstations that reinforce strategies and extend classroom learning• have lesson plans on the desk available for review• are print rich and adorned with functional artifacts, word walls, and student work• have a variety of reading materials available in libraries that are organized by genre and level• have an adequate supply of the supplemental texts available• are well organized and colorfully decorated internal bulletin boards with current students’ work

and feedback that indicates next steps to improve their work. See bulletin board rubric in appendix.

• charts used as guides for performing reading skills• includes samples of students’ projects or special reports• includes illustrations, maps, diagrams and appropriate pictures• have the pertinent reading skills posted along with the accompanying strategies • include a section of the chalkboard for the assignment of homework

Teachers:

• compile, track and analyze student performance data such as DRA results, standardized test scores, diagnostic, periodic and predictive assessment data from Acuity.

• facilitate guided reading instruction where students are grouped according to need identified by specific data pools


• prepare lesson plans that emphasize literacy and objectives consistent with the curriculum for the subject area

• have lesson plans on the desk available for review• motivate the students and elicit the standards and learning objective• exhibit the skills that are supportive of the emphasis on literacy such as speaking

clearly, writing correctly, listening carefully and encouraging critical reading • circulate around the room in order to keep students’ on task and to check students’ progress• provide an interdisciplinary approach to the lesson when possible • encourage and reward students who strive to read, write, speak and listen competently • have knowledge of the reading and writing ability of each student in each class. • have plans that reflect students’ needs with regard to reading and writing

Lessons:

• Please adhere to the prompts that are include in our lesson plan template.

“Three Academies, One Learning Community”28

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Marking / Grading Book Guidelines

Please be advised of the marking book guidelines for academic subjects:

Your grading books should be aligned to the grading policy and should include the following per quarter:

A minimum of one notebook check per quarter. A class participation grade that should be inclusive of verbal responses to questions,

participation in group work, participation in the share segment and level of accountable talk.

Book reports, special projects, lab reports, and exit projects. A minimum of two summative assessments and benchmark objectives with at least four

(4) formative assessments with accompanying rubrics that help the student understand where his/her weaknesses are and for you to use to differentiate.

In order to facilitate the accuracy of implementing the grading policy, homework and class notes should be numbered in a sequential manner. There should be a complete record of homework assignments for each child. Every homework must be accounted for.

A conduct mark. An attendance and lateness log. See school forms appendix section of the handbook. A minimum of five pieces of work per quarter that should be in each student’s

promotional folder with an accompanying cover sheet that indicates if the student met standard for each piece to determine promotion.

JUNIPER GRADES will help you meet all of the expectations above and will assist you in having more meaningful and objective conversations with the parents.

Logs of Parental Contact

It is imperative that teachers maintain a written record of communication with parents, especially regarding a student’s poor performance. Teachers and paraprofessionals must maintain your TARN. Every quarter, the parent must receive a progress report half way through the quarter and a phone call or letter if the child is in danger of failing the quarter. The parents of the students who are in danger of failing for the quarter must be made aware of the child’s progress via phone calls, letters, or our most handy and convenient Jupiter Grades system.

If you have any questions, please consult your coach or supervisor.



Progress Reports and Report Cards and Parent Teacher Conferences

Report cards, progress reports, and the parent teacher conference are the most popular communication tools that are available to parents. It is essential that parents be kept well informed of their progress to provide the parents the opportunity to either celebrate their child’s success or provide intervention.

Please find below important dates relating to these three important tools.

Parent Teacher Conferences

Tuesday November 19, 2013 1:00 – 3:00pm & 5:30pm – 8:00pmThursday, February 27, 2014 1:00 – 3:00pm & 5:30pm – 8:00pm April -- TBA

Quarterly Progress Reports

Half way through each quarter, teachers are expected to complete the progress reports through the grades system. Parents will be informed of the following dates their child’s progress reports will be posted in grades.

Progress Reports Due Dates for Snapgrades:

Qtr. 1 Qtr 2. Qtr 3. Qtr 4. Oct. 9th Dec. 17th March 14th May 6th

Important Report Card Dates:

Qtr. 1 Qtr 2. Qtr 3. Qtr 4. Grades Close Oct. 25th Jan 31st Mar. 28th May 16thGrades entered by Nov. 8th Feb. 7th April 4th May 23th Report Cards Dist. Nov. 19th Feb. 27th Apr. 11th(TBA) June 26th



CLASSROOM ENVIRONMENT EXPECTATIONS

Every teacher knows that a safe, clean, comfortable and attractive classroom can stimulate learning and help build a classroom community. Encourage students to make the classroom space their own and take pride in it. Welcome their contributions to its decoration, and urge them to take responsibility for its maintenance.

A Bildersee classroom is a warm, positive, and proud environment that:

Promotes our vision and mission, Reflects our culture and our educational philosophy Celebrates our students’ accomplishmentsEstablishes clear and HIGH expectations and is organized for effortChallenges students to become independent learnersSupports and coaches students as adolescent apprentices

A Bildersee classroom also is and/or contains: A clean and organized environment Content-related fiction and non-fiction libraries. Clearly labeled work with teacher feedback that promotes next steps with related tasks Posted common core learning standards Functional artifacts and procedural charts Resource centers for both the students and the teacher An overhead projector, Elmo document camera and screen or Smartboard A designated and clearly labeled area for sourcebooks Student Promotion folders sorted by class and in alphabetical order with a minimum

of five pieces of work per quarter and a Departmental Cover Sheet Functional word wall Student work posted with a clear task, rubric and teacher/peer feedback Clearly labeled “In” and “Out” doors (where available) Evidence of the use and integration of technology. Evidence of cooperative group work A blackboard that is organized, focused and aligned with the lesson Differentiated Learning Centers School Vision Statement, School Motto, school rules, bell schedule, fire drill chart An accurate and current lesson, grade and attendance books A sign in Late Log Book, A bathroom sign out log Integrated used of Teachers Laptop Departmental rubric



Monthly Assessment CalendarTentative



Organizational &

OperationalMatters

The Bildersee SOPM!



Custodial Issues

Our school community is often complimented on its cleanliness, sparkle, and overall care and that is primarily due to the hard work of our custodial staff. The responsibility of keeping the school building in tip top shape belongs to all of us. Please adhere to the following custodian care policies:

Students are not allowed to eat or drink in any classroom or hallway. All food and drink should only be consumed in the student or teacher cafeteria. This also will help reduce the rodent population in our building.

Do not use staples in or on the walls or doors. Please use fun tack.

Please have your students place chairs on the desks at the end of every day so that our custodial staff can clean rooms.

Please do not place tape on windows.

Only open your classroom windows from the top and refrain from placing computers and or bookshelves in front of windows (if possible).

If your classroom is in need of repairs, please email the Chief Custodian, John Maderich at [email protected]. Please copy your AP.

No furniture is to be placed in the corridors. If any furniture movement is needed please put your request in writing to the head Custodian at [email protected] . Approval from Academy Supervisor must be granted first.

PROCEDURES FOR REQUEST FOR REPAIRS

On behalf of custodial department and the cabinet, we are all extremely proud of the physical plant and we look forward to supporting you as your create the most conducive learning environment for your students.

Thank you for your cooperation.





Future Meeting and Conferences

Overview

Please keep the following items in mind with regard to future conferences and meetings. Our monthly PLC Sessions will take place on the first Monday of every from 3:00 – 4:00pm. In accordance to the Circular Six vote, we combined the monthly departmental and faculty conferences into one meeting plus attendance at the team meetings during the week. All School Leadership Team meetings will be held the last Thursday of each month. All Safety Committee meetings will be held on the first Wednesday of each month.

Conference Locations (Unless Otherwise Noted)

Full Staff Conferences....................................................................Auditorium (Rows A-F only)Academy I Conferences..................................................................107Academy II Conferences................................................................LibraryAcademy III Conferences...............................................................306Science............................................................................................101Social Studies.................................................................................337Technology, Art…………………………………………………...LibraryL.A. Reading, ESL.........................................................................LibraryMathematics……............................................................................235School Leadership Team................................................................136Safety Committee...........................................................................136PPT/LRE Team Meetings…………………………………………136


Isaac Bildersee Intermediate School 682013 - 2014 Handbook Mr. Williams, PrincipalBulletin No. 24______________________________________________________________________________

2013-2014 Bell Schedule

Please time your lessons to enable you to adhere to the bell schedule at all times. It is the responsibility of each student to be on time to class. Teachers are required to stand at their doors. It is equally important to give your students a friendly welcome and ensure they get to their next class expeditiously! Students are given ample time (2 minutes) to get to their next class.

ALL STAFF MEMBERS are to be in the corridors to ensure that passing is completed in three minutes.

Three Academies, One Learning Community for Excellence!



Period 1 Responsibilities

The following are daily tasks teachers period one are responsible for:

Take attendance daily. Sign it legibly and place all notes in the attendance folder. Place the folder in an outbox by the door for the school aide to pick up.

Distribute important notices to parents. Assign a monitor to carry section sheet to each of class and returning it at the end of the day. Make sure all students hang up their coats and lock the closet door. Ensure that your classroom is orderly, quiet and attentive to the Daily Morning Show! *If there is a student in class that is not on the Roster please contact the Pupil Accounting

Secretary.*

During Dismissal:

Unlock closet doors and allow students to get their belongings All staff members must assist with dismissal and no one is to leave before the end of the official

school day.

** At the conclusion of period 8, teachers should have the students place the chairs on top of the desk.

Thank you for your attention to these important detailed routines.


956 EAST 82ND STREET (718) 241-4800 • (718) 241-5582 Fax www.is68.org Principal “THREE ACADEMIES, ONE LEARNING COMMUNITY FOR EXCELLENCE” MERVE WILLIAMS

Assistant PrincipalsDENNIS HERRING, JR.

SHAMIKA GAMBLE

September 9, 2013

Dear Parents or Guardians of class ________:

My name is ______________________ and I am your child’s period 1 teacher. It is vitally important to your child’s academic and developmental growth that we maintain open lines of communication this year. Our goal is to make you and your child feel that your child is important to us as an individual member of our academy and the school. Your child is responsible for arriving to advisory by 8:40am Monday – Wednesday and 8:03am for period 1 on Friday. Dismissal takes place at 3:00pm Monday – Thursday and 2:30 on Fridays.

Each week one of the students will be designated as Class News Reporter. When assigned to that role the Class News Reporter will report any family events that should be celebrated such as new births, individual academic achievements including those of parents, aunts/uncles etc., anniversaries and birthdays. Please share any such news with your child so that his/her classmates can share in the joy.

I will be sending home notices to you with your child. Please discuss the school day with your child routinely each day and ask for any notices. It is critical that your child arrive to school on time as it will impact their ability to be promoted. Your child could possibly be awarded a pizza party or free ice cream at lunch if our class achieves best attendance and punctuality.

You can contact me by calling the school at 241-4800 and leaving a message with one of our school secretaries. I will return the call as soon as possible. Please clearly explain to the secretary the time and number where you can be reached. Another method of contacting me is to give a note to your child or writing a note in his/her agenda which I can read and respond to in a timely manner. Please also note that our team meetings will be held on ________ from _______ to ________ and you are free to visit at that time.

We are a uniform school therefore please be sure that your child comes dressed in uniform everyday. Please note that school policy prohibits students from bringing electronic devices such as walkman, disc players, MP3 players, Ipods, games (ie PSP’s and Gameboy’s) and cell phones to school. Any such devices will be confiscated and held for parents to pick up.

I look forward to meeting you soon. My email address is [email protected] in case you have any questions or concerns.

Sincerely,

Teacher




School Rules

1. Always arrive on time to school and class.

2. Always be prepared with your spiral notebook, a binder with a minimum of six sections, paper, pens and an independent reading book all kept organized in a book bag.

3. Always carry and follow your program.

4. Always respect yourself, your classmates and all staff members in our school.

5. Always demonstrate excellent behavior in large group areas such as the lunchroom, auditorium and in the halls.

6. Always hang up your coat in your period 1 class. Hats, sunglasses, do-rags are not to be worn in school. Clothing that is labeled with offensive language or images will not be tolerated.

7. Food and drink can only be consumed in the cafeteria and are to never be on display or consumed in hallways, classrooms, and the auditorium.

8. Always arrive to class on time by walking on the right side of the hallways. Never run in the halls or engage in disruptive behavior during the change of classes.

9. Arguing, harassing, instigating, threatening and/or fighting are strictly prohibited. Always seek the assistance of an adult.

10. Protect and secure your personal belongings while protecting school property. Never vandalize, destroy or steal the property of others or the property of the school.

11. Always work hard, display a positive attitude and follow all school rules.

12. You are encouraged to bring educational electronic equipment such as dictionaries and calculator. HOWEVER, MP3’s, iPods, iPads, electronic games, and especially cellular phones are strictly prohibited.

These school rules are to be posted in every classroom.“Three Academies, One Learning Community”

39


Student Programs, Passes, Lateness, and Cutting Prevention

OVERVIEW

Please adhere to the following procedures in order to maintain acceptable safety and security conditions for all staff members and students.

PROCEDURES

Program Cards - Each student is responsible for carrying his or her program card at all times. The program card must be presented upon the request of any staff member.

Student ID Cards - Each student is responsible for carrying his or her ID card. A student is required to show his ID card if requested by any staff member.

Bell Schedule - Each student must adhere to the bell schedule.

Student Monitors - Teachers should not make use of monitors for the purpose of performing errands that result in students leaving the room. Teachers are not to detain students from going to their next class or lunch on time.

Use of the Bathroom - Students are allowed to use the bathroom with the proper pass. Bathrooms are open every period with the exception of periods 1 and 8. Students may be sent out no earlier than 10 minutes into the period and no later than 7 minutes before the period ends.

Student Cafeteria and Auditorium - Students may not leave or be sent to the student cafeteria or auditorium unless they are escorted by a staff member.

Referrals - Teachers may send students with discipline problems to the Dean and medical problems to the nurse with the appropriate pass. Students with special problems may be sent to the guidance counselor, Assistant Principal or security. Students sent out of your room on items such as these should have a pass indicating the following information:

Name of Student TimeDestination (i.e. Pass to Dean) DateDescription of the problem Teacher’s Signature

Inappropriate Passes - No student may be sent out of the room in order to hang up a coat, look for a book, give a message to a sibling, go to the general office, go to the lost and found, get a lunch ticket, ask about a bus pass, find a homework assignment, etc. These items can be addressed during the change of class, with the period 1 teacher during period 1 or at lunch.

Student Lateness and/or Cutting - Students are considered late if they are not in their seats by the late bell. Teachers must make a note on the section sheet and in the marking book for every student who arrives late. Students who arrive more than 2 minutes late are considered cutting. A notation should be made on the section sheet with the number of minutes involved. Students who cut the entire period or the major portion thereof must be reported to the Dean during the next change of period.



Late Passes - Students who arrive late to class must be admitted immediately to the room even if they arrive very late. These students must not be required to obtain a late pass, nor should they be “locked out.” This practice can actually encourage students’ non-attendance to class and will increase the number of unsupervised students in the halls.

Guidance Offices - Students may not be sent to the guidance office unless they have mandated counseling or have a written appointment slip signed by the counselor that includes the date, time and the student’s name.

Library - Separate procedures for the library will be issued.

Classroom Lateness Log - All teachers are to keep a sign out book. See school forms.

CONCLUSION

Please be advised that adherence to these procedures is expected to commence as of the above date and to continue thereafter. It should be added that subject teachers, period 1 teachers, guidance counselors, support services personnel, Deans and administrators all share in the responsibility for preventing cutting and taking appropriate action such as notifying the parents when needed. Teamwork in this matter will contribute significantly to school orderliness and safety. If you have any questions, please ask your Academy Assistant Principal. Thank you in advance for your cooperation.



Change of Period Procedures

OVERVIEW

Orderly change of periods is a critical factor in promoting a safe and secure school environment for everyone. Everyone must share in the effort to supervise students as they walk in the hallways from class to class.

PROCEDURES

ALL STAFF MEMBERS are to actively supervise students as they travel from class to class.

During changes, staff members are to stand at their doors in order to ensure that students walk to the right of the hallway in an orderly manner.

Classroom teachers are to make sure to record the dates and times that late students enter their classrooms in a late log. Late students are not to be excluded from class.

Students who are running, engaging in “horseplay, play-fighting,” etc. should be corrected immediately, and if necessary, referred to the Dean.

Staff members who have rooms near fire alarms are responsible for watching for the tampering and the activation of these alarms. Exits must also be monitored.

Staff members must remain in the hall in order to supervise for the entire change of period at their doors actively monitoring student movement.

Rituals and routines must be in place to provide structure and clear expectations for student conduct. Teachers should provide do-now activities for students to complete each time they arrive to class. This will assist with maintaining a focused and efficient change of class.

The Assistant Principal and Support Staff in each academy must provide the overall supervisory support during the entire length of the change and should remain in the hall until it is completely clear. This takes priority over all other routine activities such as speaking to parents, handling non-emergency disciplinary matters, etc.

The responsibility of the principal is to systematically monitor the entire process in order to ensure its effectiveness.

Conclusion

Thank you for your cooperation in this serious matter. If you have any questions please ask any member of the supervisory staff.



Bathroom Pass Procedures

Bathrooms will be closed the first and last 10 minutes of every period.

Absolutely no students are allowed out of the room in order to perform errands, look for lost items, get their homework from someone, etc.

Teachers are required to use the color coded bathroom passes for each academy with a completed bathroom log (see next page) which should be attached to the pass for every student that is sent to the bathroom.

Emergency passes to the bathroom per period per class should be issued sparingly. Students must go to the bathroom one at a time.

In general, students should not be issued passes during the periods before and after they have lunch. Absolutely no passes during periods 1 and 8 are permitted unless you are certain there is a dire emergency in progress.

Students will be instructed to sign the notebook kept by the school aide who is assigned to monitor the bathroom in your academy.

Teachers should be monitoring the number of times students are sent to the bathroom using the SECTION SHEET.

Bathroom Accessibility

Academy of Entrepreneurship

and Law

Academy of Urban Planning &

Environmental Design

Academy of Global, American and Community Connections

Periods the Bathrooms are open 3, 6, 7 2, 3, 7 2, 3, 4, 7

Lunch Periods 4 5 6

Periods the Bathrooms are closed 1, 2, 5, and 8 1, 4, 6, 8 1, 5, 8


Isaac Bildersee Intermediate School 68Mr. Williams, Principal

BATHROOM LOG

Teacher’s Name ________________________________________ Room___________________

Date Student’s Name Class Time Teacher’s Signature Aide’s Signature



Medical Office Referral

1. Overview

The purpose of this bulletin is to further develop the description of the duties of our school medical aide. In addition, the procedures involved in the use of the medical office need to be further clarified.

2. Role of the Medical Aide

The health aide’s duties include handling items such as student immunization records, medical reports, administering doctor prescribed medication, vision and hearing testing, maintaining health records and maintaining the medical office. She also accepts seriously sick or injured students, contacts parents and accompanies students to the hospital when the need arises. She also can administer first aid.

3. Referrals to the Medical Office

Students should be referred to the Medical Office when they are very sick or seriously injured. Students should be sent to the medical office only if they exhibit symptoms such as:

Bleeding Asthma Severe toothacheBroken bones Fracture Bad sprainHead lice Ringworm Pink eyeFlu symptoms Obvious temperature Menstrual irregularityEarache Breathing problems Severe dizziness/chest pains

Students should not be sent to the Medical Office for relief involving less than serious conditions such as a stuffy nose, slight cold, slight headache, old injuries or slight fatigue. In cases such as these, students should be told to rest at their desk.

4. Use of the Medical Office Referral

Please make use of the attached medical referral when students are sent to the Medical Office. Please send only seriously ill or injured students to the Medical Office when the need arises. Please remember to fill out the form completely. If you have any questions please see your floor supervisor.



MEDICAL OFFICE REFERRAL

Student’s Name __________________________Date _______ Class _________Time______

Description of Symptom(s) and/or Condition(s)

______________________________________________________________________________

Teacher’s Signature __________________________________________________==================================================================== Nurse’s/Medical Aide’s Comment/Response:______________________________________________________________________________

______________________________________________________________________________

__________________________________________ __________________Nurse’s/Medical Aide’s Signature Date

Note: This form is available in the Medical Office and in the Teacher’s Work Room. Please be sure that you have an adequate supply.

=======================================================


Student’s Name ____________________Date _______Class ________ Time_________Description of Symptom(s) and/or Condition(s)

______________________________________________________________________________

Teacher’s Signature __________________________________________________==================================================================== Nurse’s/Medical Aide’s Comment/Response:____________________________________________________________________________________________________________________________________________________________





Transportation - Metro Cards

Please be advised of the following procedures regarding the issuance of Transportation Metro Cards. Students who meet the eligibility requirements will be issued a Metro card.It is important to note the following information regarding eligibility and regulations.

1. Free Fare Metro Cards are issued based on the following:Grades 3 - 6 Student must live 1 mile or more from schoolGrades 7 -12 Student must live 1.5 miles or more from schoolStudents with Free Fare Metro Cards are entitled to free transfers to any other bus or subway.

2. Half Fare Metro Cards are issued based on the following:Grades 3 - 6 Students must 1/2 mile or more from schoolGrades 7 -12 Students must live 1/2 to 1.5 miles from schoolStudents with Half Fare Metro Cards must contribute half of the normal bus fare and are entitled to free transfer to any other bus (not including subway)

Students can travel with a Metro Card from 5:30 AM to 8:30 PM.Each Metro Card is programmed for three trips per school day.

*** Please note: If a child was in the 6th grade last year and received a full fare, this might change in the 7th grade according to the guidelines of distance from the school.

3. Eligibility is determined directly from the Office of Pupil Transportation based on the official address on the student’s record. If this address has changed, it must be officially changed in person, by the parent or guardian. Proof of address (utility bill - not telephone) should be brought to main office. A Metro Card cannot be issued or changed until this process takes place.

*** Please note: A Metro Card is only issued for travel from home to school. We cannot accommodate after-school activities or temporary home addresses.

4. Metro Cards will be distributed only twice a year - September and February.

5. If a Metro Card is lost, stolen or damaged, it must be reported to the school immediately. Students must complete a Transportation problem form and return signed by parent/guardian. These forms must be picked up and returned to their period 1 teacher.

*** Please note: A student is allowed only one replacement pass per semester.

6. Student must record their Metro Card number in case of loss or theft. It is important to maintain the cards in a safe place and in good condition. Metro Cards are not operable if they are damaged.

7. MetroCards are not to be given to students who have not returned their lunch forms. Lost or stolen Metrocards are distributed only during lunch periods by the Pupil Accounting Secretary in an orderly manner. Students are responsible to report to the Secretary at that time to obtain or report the card damaged, stolen, lost or brand new.

Please emphasize to the students the importance of safekeeping their Metrocards.



Assistant Principals

DENNIS HERRING, JR.SHAMIKA GAMBLE

TRANSPORTATION APPLICATION

Dear Parent/Guardian:

Please fill in the following information completely and have your child return it to his/her period 1 teacher. Please read the attached document “Transportation - Metro Cards” as it will provide you more detailed information about the transportation policies.

Class: ____________________

Student’s Name: _____________________________________________

Address: ______________________________________________

Zip Code: ________________

Telephone: _________________________Cell Phone: ________________________

Date of Birth:_____ / ______ / 19 _____

(Please select 1 option below and circle)Is your child a new student at IS 68? YES NO

Did your child receive a student metrocard previously? YES NO

If yes, was your child’s metro card? Lost Stolen

Please describe for us any important information we might need to know in regards to obtaining a metro card for your child.________________________________________________________________________

________________________________________________________________________

Thank you.



Transportation Problem/Inquiry Form

Student Name: _________________________________________________

Class: _________________________________________________

Date: _____ / _____/ 20 ___

This form must be completed and signed by your parent/guardian and returned to the student’s period 1 teacher or Ms. Daley in the main office. (NO EXCEPTIONS)

Please check the appropriate box if any of these problems apply to you. If not, complete other and give a full description of what the problem is.

I did not receive a metrocard for the new semester

I applied for a metrocard but did not receive one

I received a full fare metrocard last semester but received a half fare metrocard this semester

I recently moved. My new address is ____________________________________________________. If this applies to you, your parent must bring in a gas or electric bill stating new address and phone number.

I lost my metro card

My metro card was stolen. Date reported to Academy Dean _____ / _____/ 20 ____

Other:__________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Address: ___________________________________________________________________________

Home Phone: ___________________________ Cell/Work # ____________________

Parent Signature __________________________________ Date ________________



Staff Punctuality and Attendance

1. Overview

Staff punctuality and attendance has a great impact on the efficiency and effectiveness of all school programs. Student and teacher morale are also affected. It is of great importance for all staff members to maintain exemplary punctuality and attendance as discussed at the opening faculty conference.

2. Procedures

Time Cards - Each staff member is responsible for moving his or her own time card. No staff member may move another staff member's time card. If a staff member does not move the time card, the time card will be punched when the supervisor determines that the staff member is in the building. The staff member is then required to explain in writing why the card wasn’t moved.

Punching In - Each staff member is to report BEFORE 8:03 A.M. and move the time card to the "IN" side. If the card is not moved to the "IN" side by 8:03 A.M., the card must be picked up from the payroll secretary’s desk and the teacher must sign the late book. Additionally, the teacher must punch their card before reporting to their morning assignment. Failure to do so will lead to disciplinary action which could include an adverse rating for the year.

Lateness – Staff Members are considered late if they do not move their card to the “IN” side by 8:03 AM and/or if they are not at their assigned class/post by 8:03 AM. Staff members are required to call the main office and coverage coordinator when they are going to be late. Please note: A letter for file will be written if a staff member has been late on five or more occasions. Those staff members with excessive lateness will be required to punch-in on a daily basis until there has been an improvement in their tardiness or until further notice.

Punching Out - Each staff member must move his/her card to the “OUT” SIDE at the end of each day. Failure to move your card could result in disciplinary action.

Fractional Absences - Fractional absences refer to time lost during the day due to lateness or leaving early. When latenesses and/or fractional absences occurring during the year add up to each three (3) hours and twenty (20) minute period by the end of the term, one day will be deducted.

Excused Fractional Absences - If you obtain permission from your supervisor or Principal to leave early or arrive late, you must sign in or out with the Payroll Secretary in the log book and complete a fractional absence form which must be signed by an administrator. The time lost is recorded. When time adds up to three hours and twenty minutes by the end of the term, one day will be deducted.

Annual Computation of All Fractional Absences - At the end of the year, the total time of all fractional absences is computed. For each six (6) hours or remaining fraction greater than three (3) hours and nineteen (20) minutes or more, one (1) day is deducted from CAR. If there is a zero reserve, a deduction from pay will result.



Sick Leave - A regular teacher earns one (1) day a month of paid sick leave time for a year. The day is added to your sick leave reserve on the 16th of each month. A teacher must use all sick days in the CAR before taking any days without pay for illness. No more than seven (7) self-treated days may be used during a school year.

Personal Business Days - Up to three (3) days per year may be used for personal business, provided reasonable advance (no less than 3 days) notice is given to the Principal. Personal business to be taken from the CAR must be for a full day.

Please make use of the online system for tracking your attendance https://payrollportal.nycboe.net/payrollportalweb/main.aspx . The Employee Self- Service (ESS) is a tool that allows you to view or change your personal information and health benefits online. All staff members are required to have an outlook email address in order to access the system. Please see your payroll secretary for assistance.

Procedures for absences or latenesses

Staff members are required to contact the Principal and/or the payroll secretary at (718) 241-4800 ext. 1530 or “0” AND SUBCENTRAL at (718) 935-6740 before 7:00am. Please state how long you will be absent or late and how you will be taking the day (self treated, doctor’s note, etc) and any special instructions.

Calls made after 7:00 AM create an unfair burden on staff who make coverage assignments and on colleagues who must then get emergency assignments. Additionally, late calls do not allow time for properly covered classes and could result in a disciplinary letter.

High rates of absenteeism/lateness place unfair burdens on the entire staff and disrupt continuity of instruction. Staff members with high rates of absenteeism/lateness place themselves at high risk of receiving adverse ratings at the end of the year. Please make every effort to be present and on time every day. We must model the behavior we want to see exhibited by our students.

Teachers are required to have two (2) lesson plans in their top desk drawer at all times for use in the event that they are absent or email a lesson plan to our coverage coordinator to ensure consistency of instruction for those students.

Movies, games, or other non-instructional activities are prohibited during coverage periods. The coverage teacher must teach either the lesson plan in the absent teacher’s drawer or a lesson of their own.

Religious Observances

If you plan to take days for religious observance, please inform the Principal two weeks in advance by sending an email and copying your AP and payroll secretary. This will enable us to obtain a substitute and prevent emergency coverages.

3. Conclusion

A staff member with an unacceptable record of punctuality and/or attendance risks receiving an adverse rating at the end of the school year. I would like to recognize the vast majority of staff members with good records for their commitment to our students and school. If you have any questions, please see the payroll secretary or your supervisor.


https://payrollportal.nycboe.net/payrollportalweb/main.aspx


Emergency Coverages and Lesson Plans

Excessive absences and lateness creates an inordinate amount of stress on teachers who come to school prepared to teach. The unfortunate absence of a teacher is a great burden on the school however it is a part of daily school life. With a limited amount of available substitutes, emergency coverages often become the responsibility of teachers. When issued a coverage, please understand that a voluntary and rotational system will be enforced. If there is a concern with the coverage you are issued, take the coverage and contact your supervisor as soon as possible. An emergency coverage is an urgent matter and if a coverage is refused, the refusal could lead to further disciplinary action including a letter to file.

1. Overview

As written in attendance and punctuality bulletin, our goal is to reduce teacher absenteeism to provide for a more focused and consistent instructional environment for our students in addition to providing more time for teachers to collaborate and plan during their prep periods. To ensure continuity of instruction, teachers will be required to submit five emergency lesson plans in addition to the two required lesson plans that should be left in your top desk drawer.

2. Procedures

On or before October 1st, teachers will be required to submit five emergency lesson plans to the coverage coordinator. These lessons will be used in the event of a teacher absence. The lessons should be generic and of a practical nature so that they may be used effectively by our substitutes but more importantly, the teacher covering your class. Students are to be held accountable for satisfactory completion of these exercises. Suggestions for these lessons included:

1. Problem solving activities.2. Test sophistication exercises.3. Reading, listening and most importantly, writing exercises such as journal writing in their

sourcebook, independent reading with an assessment piece, book talks, textbook based activities and/or debates.

4. Facilitating an advisory discussion group on current events related to adolescent learners.

Every teacher will get a copy of a biographical class list and a section sheet for every class so that you can get to know their names, take attendance and follow up with any of the students and their parents if necessary.

3. Conclusion

As a reminder, mainstream movies, card games, or any non-instructional activities conducted during a coverage will not be tolerated unless a supervisor has granted approval for very specific reasons such as incentive for excellent class behavior or academic performance. Please see your coach, an AP or the Principal if you have questions or concerns about this policy.



Proctoring Procedures

1. Introduction

The efficient and educationally sound administration of standardized tests is of great importance to all partners in the educational process. Bearing this in mind, please read and follow the general procedures when proctoring exams.

2. Proctoring Procedures

Rooms should be prepared one day in advance. (Cover skills charts, artifacts, standards, etc.)

Send the appropriate students to their official testing sites. That may include our ELLs and Students with Disabilities who require specialized testing locations and times or who are exempt.

Read test directions and related bulletins completely before beginning. Follow all the instructions carefully. Different tests have different instructions. If you have any questions, please bring them to the attention of the floor supervisor.

Separate students to the greatest extent possible and place students’ desks in rows.

All desks should be cleared of books and paper before tests are distributed.

Distribute test papers face down, one test per pupil, when students are silent and ready.

Test directions must be read to the students completely and carefully before the test begins.

Begin the exam promptly. For untimed tests, students are to be given plenty of time to complete their work.

For timed tests, the following information should be written on the chalk board Time Exam Started Time Exam Ends Time Now

List the names of the absentees on the envelope or the other form provided.

Record which students borrow pencils and ensure they are returned at the end of the test.

Make certain that students are using #2 pencils for recording answers. Teachers are encouraged to maintain a supply of extra pencils for use by students who are unprepared.

Circulate around the room often in order to check student progress and pacing.

Make certain that students are marking their answers in the proper place.

Make certain that there are no stray marks on the answer sheets. Make certain that the recorded answers are sufficiently dark.


Make certain that all erasures are complete.

Maintain appropriate testing conditions. Silence and cooperation is required. In the event that a student, in your opinion, needs to be disqualified, please do the following:

1. In a whisper to the student, issue a warning to the student to follow instructions and note on the cover of the testing booklet the time you issued a

warning and write “Warning”.

2. If the student continues, take the test booklet and answer sheet and move the child to a different seat and note that on the front of the test booklet and

the time.

3. If the student persists, call the dean and have the student removed to the dean’s office and note on his/her test booklet the time he was removed.

Students who finish early may work on unrelated material silently.

Collect one test paper per student. All testing materials must be accounted for.

Follow the collection, packaging and return delivery instructions very carefully. All testing materials must be returned.

Under no circumstances should any child be carrying around one or more standardized exams or answer sheets.

Do not circulate the classroom with tests while administering the test.

3. Conclusion

If you have any questions please contact our testing coordinator or your academy supervisor. Thank you for your continued cooperation with this extremely important matter.



Student Guidance Referral Protocols

Goal

To improve the support systems that provide students and parents with guidance designed to improve students’ behavior.

In order to organize the processing of referrals to your guidance counselor, dean, or the Student Support Team and to make provisions for timely feedback to the staff, it is necessary to implement the protocol below. Please read the protocol very carefully and use the attached referral form.

Procedures

Step One: The Teacher

Staff members are required to implement the standard range of responses to academic, social, emotional and behavioral problems of students such as conferencing with students and parents, and individualized learning experiences. If these methods are unsuccessful in obtaining the desired student outcome, refer to step two.

Step Two: The Team

Discussion of students’ issues will take place during the weekly team meetings. Here the team can strategize on specific interventions (i.e., team parent conferences, Progress Notes, etc.) that can be implemented within each of his or her classes. Uniformity of these strategies can be extremely beneficial to the student. If the student’s problem persists, a team referral form (see attached) should be completed and given to either the Dean or the Guidance Counselor.

Referral to Guidance Counselor consists of students who exhibit academic, social and emotional problems where more intense counseling is needed as well as students who may need to be evaluated for Special education services.

Referral to Deans consists of students who exhibit persistent behavior problems such as fighting, cutting, lateness and inappropriate classroom behavior.

Step Three: Processing the Referral

The responsibility of the Dean and Guidance Counselor includes coordinating the efforts of other Pupil personnel staff (school psychologist, social worker, Project Concern and administration) and / or other external agencies and services on behalf of the student, primarily during the PPT meetings.

Isaac Bildersee Intermediate School 68“Three Academies, One Learning Community”

55

Mr. Williams, Principal

Guidance Referral Process

Teacher(s) referring student _____________________________ Date ______________

Name of student_______________________________________ Class______________


Reason for teacher referral Please indicate those that apply _____Academic Difficulties _____Behavior Difficulties _____Attendance/Truancy_____Physical/Health Issues ______Lateness _____Cutting _____Other Briefly describe the problem. (Attach anecdotal(s), if necessary)______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Please describe any intervention strategies you have implemented. (e.g. behavior management strategies, academic adaptations, parental conference, etc.) Attach additional sheets if necessary.______________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________

Step Two: The Team

Please describe future strategies to be implemented by the team. 1._____________________________________________________________________________2._____________________________________________________________________________3._____________________________________________________________________________

Indicate if any of these strategies were successful.

Step Three: Processing ReferralReferred to: ____Academy Guidance Counselor and/or ______Dean

Describe strategies to be implemented (Progress Reports, Parental Conference etc.)____________________________________________________________________________________________________________________________________________________________

Indicate if any of these strategies were successful______________________________________________________________________________

Guidance Next Step ______________________________________________________________________________

Indicate if further referral is necessary ___School Psychologist ___ School Social Worker ____ External Agency ________________Isaac Bildersee Intermediate School 682013 - 2014 Handbook Mr. Williams, Principal


Bulletin No. 36

Standardized Cafeteria Procedures

Organization

The cafeteria coordinators will conduct and oversee the daily cafeteria procedures with disciplinary support supplied by the Deans and school aides. Each team of cafeteria coordinators is to develop a written plan in conjunction with the Dean and academy A.P., using the specific personnel available and the general sequence of activities indicated below. The academy lunchrooms are supervised by the Dean who will monitor the implementation of cafeteria procedures daily.

Sequence of Activities

Student Entrance 0-5 minutes

Students enter the cafeteria and sit by class. Cafeteria Coordinator blows whistle at which point all students come to attention, seated with legs under the tables and remain silent for announcements.

Serving and quiet talking Period 25-30 minutes

Serving begins for select classes after silent period and serving continues with limited movement. Cafeteria announces bathrooms are open and Snapple and snack machines can be used for those in the lunch line. Cafeteria Coordinator sends specific classes/grades outside to use the yard while aides monitor the cleanliness of tables and eating areas and make recommendations.

Closing 5-10 minutes

Dean blows the whistle for clean up to begin while aides inspect tables and assist with the clean up.

Dismissal 2-3 minutes

Dean blows the whistle and releases students by grade/class after their tables/floors are inspected and clean while aides make certain no food, drink or trash remain.

Each academy is required to use this plan with minor modifications to meet their specific needs.

Students who do not maintain appropriate behavior in heavily populated areas such as the lunchroom must be pulled out and placed at a separate table. It is critical that school aides, deans, the cafeteria workers and the cafeteria coordinator work as a team to ensure that they speak with one voice and effectively implement the cafeteria plan for safety and order.

Please encourage kids to bring games, socialize in a positive manner, be active in the yard while at the same time, and be extremely vigilant to prevent potential incidents.



Trip Procedures

PLEASE REFER TO PAGE 97 FOR TRIP APPROVAL FORM

1. All trips are to be approved by the Principal and Academy AP at least 2 weeks in advance. The Trip Approval form must be complete and signed by coordinating teacher, academy supervisor and then the principal before buses are ordered and funds are requested.

2. Report the proposed trip to your department and /or academy supervisor at least two months in advance. Transportation forms (school buses, public transportation passes) should be completed by the teacher and requested from Ms. Daley at extension 1500. Please return all completed trip forms to Ms. Daley as soon as possible. Out of city trips require the completion of an out of city trip from and must have a certificate of insurance issued by the bus vendor stapled to the application.

3. Make sure that all students have returned signed consent forms. Keep these forms on file.

4. Communicate to the parents the intended mode of transportation, costs, provisions for meals, whether the class will leave before school hours or return after school hours, etc.

5. A ratio of one adult to ten students is required for adequate supervision.

6. Please make sure that the trip is included in the Calendar of Upcoming Events.

7. When you return from the trip, you are responsible for the supervision of the class until the end of that period. Check into the Main Office and stay with your class in the auditorium or an area assigned by the Principal. If you return from an all day trip earlier than scheduled, you are to stay with the class for the remainder of the day unless otherwise instructed by the Principal or Assistant Principal. Students are not to be left unattended during school time.

8. Please leave assignments for covering teachers.

9. All trips are to be curriculum based and of an educational nature.

10. Trips are not to be scheduled around the time of standardized testing (January, April, etc.)

11. Teachers are expected to call the school when they arrive at their destination and are ready to return.

12. Students cannot be released early from a trip. They are our responsibility (and must be actively supervised) until the dismissal time.

An attendance sheet of the students attending the trip must be placed in the main office on the day of the trip. Please note where the non attending students are being held.



Crisis Team and Emergency Evacuation Procedures

In any emergency or crisis situation, the following teams will gather to take appropriate action:

Crisis Management Team: Emergency Response Team:Principal PrincipalAsst. Principals AP of SafetySchool Psychologist School Safety SergeantSocial Worker UFT Rep/DeanFamily Worker Parent CoordinatorGuidance CounselorsParent CoordinatorSAPIS Counselor

In preparation for any serious incidents whereby the building would need to be evacuated, we have provided very specific instructions that must be followed to ensure a safe an efficient environment.

Please read the attached “Drill Procedures” very carefully. Please note the routes of travel for each class.

You must have a Fire Drill chart posted in your classroom. Please pick up a chart from your Academy Supervisor. This is a priority.

______________________________________________________________________________

Scheduled Fire Drills

September 18, 2013September 25, 2013October 2, 2013October 9, 2013

October 16, 2013October 23, 2013October 30, 2013November 6, 2013

November 13, 2013

_____________________________________________________________________________________

Lockdown Drills

September 27, 2013 October 17, 2013____________________________________________________________________________________




FIRE DRILL PROCEDURES

1. General Rules

All members of the staff must be familiar with fire drill regulations and procedures and teach them to the pupils. Youngsters must be trained to obey the rules of safety, silence and speed for all drills, both when leaving the building and when returning. Silence must prevail from the preliminary signal to the single gong announcing the end of the drill.

a) During any emergency drill which requires leaving the building, all persons must vacate the building and yard. On stairways, upper floor classes have priority over lower floors.

b) Any Quota teacher, or unassigned teacher on a prep period, must report to exits 9-10, 7-8 or 11-12, (whichever is closest) and assist in keeping order and traffic control.

c) Classes will form double lines. Each teacher will guide his/her class.

d) Line formations on the street must be beyond the barriers of the school premises.

e) The procedure for returning to the building after a drill is as follows:- At a signal from a supervisor (one whistle blast) classes will return to the

building.- Classes will return to the rooms which they left upon vacating the building,

unless otherwise directed.

2. Regulations during drills in which children return to the official class for clothing are slightly modified.

a. When leaving the subject class to return to the period one classroom for clothing, children are to take books with them.

b. Period one teachers should report immediately to the official room.

c. Books are to be left in the period 1 classroom until children return. Teachers should lock their doors.

d. After classes return to their official rooms, a single tone signal indicates thatclasses return to the subject class which was interrupted by the drill.

3. The most frequent type of drill is the Fire Drill.

a. Teachers should check each room occupied to see that a fire drill chart is posted in a conspicuous place.

b. Teachers should familiarize themselves with the following:- Gong signals as indicated on the chart.- Exit to be used.- Position to be taken on the street.


4. Bell signals for drills are as follows:

a. Fire drills without outer clothing: three gongs repeated four times. This is a signal to leave the building immediately.

b. Fire drill with outer clothing: two gongs will be the signal to return to official rooms for outer clothing. Subsequently, three gongs repeated four times will be the signal to proceed from the official room as in a fire drill.

c. Shelter drill: five gongs. Teachers will escort their classes to the shelter areas designated on the green Emergency Drill Chart posted in each room. Where teachers have to report to another floor for shelter, the exit given on the chart will be used. A single gong will be the signal for classes to return to the rooms they came from. As in the fire drill, classes are expected to maintain silence.

Note: In case of failure of the fire gong system, fire and shelter announcements will be made over the PA system or via messengers.

5. MASTER FIRE DRILL CHART

By consulting this chart, teachers can determine which exit to use to evacuate the building at the time of the fire drill.

Exit # 12 11 7 8 12 7 . Ac. III 344 339 334 323 312 306

345 337 332 319 310 304342 335 330 315 311 301336 331 326 316 307

333 342

Exit # 12 11 7 8 12 7 . Ac. II 244 242 226 216 202 201

243 235 230 223 207 203231 232 229 211 204233 219 215 206237 210

212

Exit # 12 11 7 8 12 7 . Ac. I Main Off. 128 124 109 B-4 106

139 127 B12 115 104136-136 130 B-8 111 B-2 101123-126 B24 B-6 125-121 B26 108

Exit # 5 6 4 2 . Rear Caf. Front. Caf. Girls’ Gym Boys’ side section Boys’ Gym B56

This chart indicates the route to be taken by classes using the exits indicated above:YOU ARE PROHIBITED FROM WALKING ALONGSIDE OF THE BUILDING.


EXIT 8 Cross yard on right to right-hand gate. Turn right to corner E. 81st St. & Flatlands Ave. Cross E. 81st St. and continue along Flatlands to E. 80th.

EXIT 7 Cross yard on left to left-hand gate. Cross E. 81st St., left to Ave. J, right to E. 80th St.

EXIT 11 Cross E. 82nd St. - turn right to Avenue J. Cross Avenue J - continue along E. 82 St. to Avenue K.

EXIT 12 Right to Avenue J. - Cross Avenue J - Continue along E. 82nd St. to Avenue K.

BOYS’ GYM EXIT 5 - Left across yard to left-hand gate. Cross E. 81st St. - left to Avenue J - cross Avenue J - right to E. 80th St.

GIRLS’ GYM EXIT 4 - Cross Avenue J - right to E. 81st St. - left to Avenue K

AUD. Left side section use EXIT 2 (see Exit 12) Center and Right side section use main entrance (see Exit 12)

EXIT 3 Cross Avenue J - left to E. 82nd St. - right along E. 82nd St. to Avenue K

7. MASTER SHELTER DRILL CHART

ALL CLASSES ON FLOOR 3 GO TO FLOOR 1344 - Using Exits 11 & 12 - Floor 1 between 140 & 136345 - Using Exits 11 & 12 - Floor 1 between 140 & 136342 - Using Exits 11 & 12 - Floor 1 between 134 & 130336 - Using Exits 11 & 12 - Floor 1 between 136 & 135 (Office)339 - Using Exits 11 & 12 - Floor 1 between 134 & 130337 - Using Exits 11 & 12 - Floor 1 between 135 & 129334 - Using Exits 11 & 12 - Floor 1 between 128 & 130335 - Using Exits 11 & 12 - Floor 1 between 127 Doors333 - Using Exits 11 & 12 - Floor 1 between 128 & Fire Door331 - Using exits 7 & 8 - Floor 1 between 126 Doors332 - Using Exits 7 & 8 - Floor 1 between Front Door of 123 to Fire Door330 - Using Exits 7 & 8 - Floor 1 between 123 Doors326 - Using Exits 7 & 8 - Floor l between 124 Doors323 - Using Exits 7 & 8 - Floor 1 between 121 Doors319 - Using Exits 7 & 8 - Front Door 124-114315 - Using Exits 7 & 8 - Between 115 Doors316 - Using Exits 7 & 8 - Between 108 & 112311 - Using Exits 7 & 8 - Between 111 Doors 312 - Using Exits 7 & 8 - Between 112 & 108 Center Door307 - Using Exits 7 & 8 - Between 109 Doors310 - Using Exits 7 & 8 - Between 109 Doors306 - Using Exits 7 & 8 - Between 108 center 110304 - Using Exits 7 & 8 - From 110 to 106301 - Using Exits 7 & 8 - From 106 to 104

ALL CLASSES ON FLOOR 1 GO TO BASEMENT USING EXITS INDICATED (shelter drill)Boys’ Gym - Exit 6 - corridor between entrance to pupils’ cafeteria and B43Girls’ Gym - Exit 3 - corridor between entrance to pupils’ cafeteria and B43 (corridor next to B56)125 Exits 11 & 12 - Between B 43 and Exit 12126 Exits 11 & 12 - Between B42 and boiler room


123 Exits 11 & 12 - boiler room doors124 Exits 7 & 8 - boiler room121 Exits 7 & 8 - between B37 and B33115 Exits 7 & 8 -between B27 & B27A112 Exits 7 & 8 - between boiler room door and B30111 Exits 7 & 8 - between B27 and B25110 Exits 7 & 8 - between B26 and B18 - supply closet109 Exits 7 & 8 - between B25 & B21108 Exits 7 & 8 - between B18 & B14 106 Exits 7 & 8 - between B21 & B19 104 & 101 - Exits 7 & 8 - Between B 19 & Exit 10Auditorium - corridors outside gyms and lobby

BASEMENT POSTSPupils’ Cafeteria - side of cafeteria near doorsB12 - Between B12 and B10B 8 - Between B8 & B10B6 - Between B6 and bulletin board B4 - Between B4 and bulletin boardB2 - Between B2 & Exit 9 B24 - Between B27 & B26

2ND FLOOR POSTS243 - Between 239 & 243244 - Between 245 & 240237 - Between 237 doorsLibrary - Between doors235 - Between doors233 - Between doors230 - Between 232 & 230231 - Between Fire Door & 230229 - Between doors226 - Between doors223 - Between doors219 - Between doors216 - Between 224 & Exit 7215 - Between doors - allow clearance for

Fire Door211 - Between doors212 - Between 214 & 212207 - Between doors210 - Fire box to 210206 - Between 206 & 204204 - Between 204 & 201202 - Wall opposite 210201 - Wall opposite 201



FIRE DRILL ASSIGNMENTS2013-2014

Mr. Williams East 82nd Street and Main EntranceSecretaries Main Entrance

SSA Sgt. Level III East 82nd Street and Ave JMr. Herring East 82nd Street and Ave JMs. Lombardi East 82nd Street and Ave J

SSA Ac. I East 81st Street and Ave JMr. Carter East 81st Street and Ave J

SSA Ac. II East 82nd Street and Flatlands AvenueMr. Simeon East 82nd Street and Flatlands AvenueMs. Pennant East 82nd Street near Flatlands Avenue

SSA Ac. III East 81st Street and Flatlands AvenueMr. Durr East 81st Street near Flatlands AvenueMs. Gamble East 81st Street near Flatlands Avenue

Mr. Clarke East 81st Street between Flatlands & Ave J

Schoolyard – between Exit and Street

Flatlands Ave between East 82nd Street and East 83rd Street

Ms. Moses East 82nd Street between Ave J and Ave K

First Floor Middle Stairwell

School Safety Basement ClearanceTBA Second Floor ClearanceMs. McFadden First Floor Clearance

Street exit middle stairwell leading to the School Yard

Clear Lobby/Auditorium and Waiting Parents

ESL Pull/Push In Teacher First floor stairwell near Room 101

TBA First Floor stairwell at exit 11/12 Ms. Daley LobbyMs. Charles Main Office


School-wide Textbook Distribution and Collection Procedures

Overview

In order to maintain an orderly distribution and maintenance of our current textbook inventory, please adhere strictly to the following procedures. This bulletin contains information about distribution of books during the school year, collection of books prior to the end of the year and end of year collection. This shall be monitored by Academy APs.

Distribution Procedures:

Make use of the standard two part book receipts Students’ names are to be written on both parts of the book receipt. Each book distributed is to

be inspected by the teacher to assure the accuracy of this procedure. Each subject teacher who distributes books is to complete the Textbook Distribution and

Collection Sheet for each class/subject. (See sample) These are to be sent to the Academy AP by September 30, 2011. A copy of these forms will be on file in the main office to facilitate the collection of books when discharging students.

Book Inspections

During the months of October, January, and March, teachers should have book inspections. Once the inspections are completed, the parents of students who failed the book inspection should be contacted by the subject teacher. In the event that a student wishes to pay for a lost book, please refer to the section below on Collection procedures.

Collections (Prior to June Collections)

Students transferring to another class are to clear all books (i.e. return books and/or pay for lost or damaged books – see note below) before receiving other books from their new teachers.

Students transferring to another school must return all books to the main office. The pupil accounting secretary will refer to the Textbook Distribution/Collection Sheet (TDCS) from each subject teacher in order to determine if all textbooks are being returned. All record transferring procedures will be delayed until all book records are cleared.

Payment for Lost Books

Teachers should not collect textbook money. However, in an emergency or unique situation, the collected money should IMMEDIATELY be submitted to the treasurer or their Academy AP to be deposited within 24 hours.

Book penalties for lost books are $10.00 for soft/hard novels, $15.00 for work books and $50 for hardcover textbooks. Subject supervisors will determine the penalty for damaged books (unusable).

Money is to be collected by the Subject Supervisors or designee who will issue a payment receipt to the student. The student will be responsible for showing this receipt to his/her subject teacher who will note this on the TDCS and on the book receipt.

A new book receipt is to be issued with each book distributed. (Please do not reuse the old receipt).

General procedures

Teachers should not to collect money. However, book penalties for lost books are $10.00 for soft/hard novels, $15.00 for work books and $50 for textbooks. Subject supervisors will determine the penalty for damaged books (unusable).

Grade 8 students with delinquent book accounts will not receive caps and gowns, report cards, or diplomas until accounts are cleared. Grade 6 and 7 students with delinquent accounts will not receive report cards or awards on the last day of school.

See the subject supervisors regarding storage of collected books.

Grade 8 Subject Teacher Book Collections

Collect books only, NOT MONEY as per the End Term Calendar For students who return books, mark returned on both sides of the book receipt, separate Part A

from Part B, retain Part A and give Part B to student. For students who do not return books, indicate the appropriate penalty on both sides of the book

receipt. Do not separate Part A from Part B. Submit all book receipts and or materials to your subject supervisor as per the End Term

Calendar. Grade 8 Accelerated Subject Book Collections On the days of the individual Accelerated Exams (dates to be noted when available), students

taking the exams will have texts collected at the time of the exam. Teachers should follow the same procedures as outlined in part 3 above and submit the book

receipts and/or materials to the subject supervisor the same day as the exam.

Grade 6 and 7 Subject Teacher Book Collections

Collect books ONLY, NOT MONEY as per the End Term Calendar. For students who return books, mark returned on both sides of the book receipt, separate Part A

and Part B, retain Part A and initial Part B and give to student. For students who do not return books, indicate the appropriate penalty on both sides of the book

receipt. DO NOT separate Part A from Part B Submit all book receipts and/or materials to your subject supervisor as per the End Term

Calendar.

Administrative Book Money Collection – All Grades

Administrative book/money collection will continue as per the End Term Calendar and will be

supervised by Academy Supervisory. Books and money collection will occur during the lunch periods in the cafeteria for each grade.

At that time, students will be able to return books and /or submit the appropriate penalties in cash. As per the End Term Calendar the period 1 teacher will be notified of the names of those

students with delinquent book accounts. Arrangements for these students to clear book accounts will be made following the last day of school.

Conclusion

Announcements will be posted daily regarding the time and place of book and/or money collection. Your cooperation in this matter is greatly appreciated.

Announcement for Students

It is critical that period 1 teachers review this policy with their period 1 class. Parents will also be notified of this policy during orientation.

Subject teachers who distribute books are to make certain that students are aware of the consequences of ‘uncleared’ book accounts at the end of the term. 6th and 7th grade students will not receive report cards. Eighth grade students will not receive caps and gowns, diplomas and report cards. Transferring students will cause delays in transferring records to their new schools.



TEXTBOOK DISTRIBUTION AND COLLECTION SHEET

Teacher __________________________________ Subject _____________________________

Class ____________________________________ Titles _______________________________

Indicate Book #s in columns 2, 3 and 4

Student’s Name Textbook #1 Textbook #2 T Textbook #3 January March


Bulletin No. 43

Procedures for Staff Shortages

Procedures for Staff Shortages Due to Weather or Other Emergencies

During staff shortage emergencies at the start of the day due to weather conditions, etc., it is necessary to establish several procedures for the safety of all students and staff members. Also, time is needed to organize the school and establish appropriate schedules. Morning Entrance beginning at 8:03 until it is appropriate to move to period 1.

Academy Entrance Route Holding Area Personnel in Charge I Exit 5 Cafeteria Mr. Carter, Mr. Simeon, Ms. LombardiII Exit 6 Gym Mr. Herring, Mr. ClarkeIII Exit 7 Auditorium Ms. Gamble, Mr. Durr, Ms. Cox

Other Assignments

SSA Level III Center DoorSSA Ac.1 CafeteriaSSA Ac. 2 GymnasiumSSA Ac. 3 Lobby/DeskSSA Café rampSSA AuditoriumMs. McFadden AC IMs. J. Brown Gym

Other Procedures

- All teachers with period 1 classes should report to appropriate holding areas.

- Class counts and/or attendance should be taken by the dean and guidance counselor at the direction of the Assistant Principal in charge to entertain the feasibility of combining classes.

- The Principal or the Principal’s designee will coordinate all activities

- Absolutely no students are to leave the holding area.

- Academy Aides are to report to their designated holding areas.

Other concerns

Please see one of the supervisors if you have any questions.


Ladder of Referral

The Bildersee Administration of is committed to provide a safe and orderly school environment where students may receive and teachers may deliver quality educational services without disruption or interference. Responsible behavior by students, teachers, administrators and parents is essential to achieving this goal.

A student’s behavior can affect a teacher’s ability to teach making it difficult for other students in the classroom to learn. In most instances the classroom teacher can control a student’s behavior and maintain or restore control over the classroom by using good classroom management techniques.

To assist you in the discipline process we are instituting the following:

1. A Uniform System of Referrals All referrals to the Dean will be submitted using the 2 part referral form.

2. Each teacher is expected to keep a Student Anecdotal Notebook. Teachers will be required to keep and anecdotal record for each student that

disrupts the learning process. Teachers are to use a page in the notebook for each disruptive student. The book should be divided into sections by class. Teachers are to indicate the student’s name, date of occurrence, type of

disruption and action taken.

Example: Tom Jones 10/1/10 – Chewing gum spoke to student after class10/12/10 – Chewing Gum – Called parent10/23/10 - Threw gum – Referred to dean for parent conference

LADDER OF REFERRALS:It is of paramount importance that teachers are supported when the educational process is significantly disrupted. To ensure that the Deans and Administrators are available to assist you we are outlining a Ladder of Referral to serve as a guide for what occurrence should be referred to the Dean and at what point it should be written as a referral.

Level I – Disruptions – Many of these are classroom management issues. They should be recorded as they occur in the anecdotal notebook. They should be dealt with by first speaking to the student, secondly by calling a parent. Last resort should you contact the Dean.

Ladder of Referral - continued

They include:

- Classroom lateness- Being unprepared (no notebook, pens, etc.)- Failure to complete or do an assignment, etc.- Failure to carry out directions – non defiant- Lack of cooperation- Failure to follow class rule- Cutting – speak to student and parent- Inappropriate language to peers- Failure to remove hat or coat

LADDER OF REFERRAL PROTOCOL:- Immediate intervention by the teacher- Conference with student- Parental call- Conference with teacher teach- Conference with student and counselor - Referral to Dean- Parental conference, teacher, dean and student

Note: Proper anecdotal records must be maintained throughout as outlines above starting from the first infraction.

POSSIBLE DISCIPLINE RESPONSE OPTIONS Verbal warning or reprimandSpecial assignmentBehavioral contractCounselingWithdrawal of privilegesDetentionIn-House Suspension

LEVEL II & III DISRUPTIONSThe most of these infractions should be reported to the Dean after they are recorded in the teacher’s anecdotal notebook.

They include:- Any chronic Level I Disruption- Repeated classroom behavior - Disruptive classroom behavior- Disruptive hallway behavior- Not following assigned program- Cutting- Destruction of school or personal property- Inappropriate language to teachers- Insubordination- Leaving the school building without authorization- Lying- Truancy- Smoking- Cheating – plagiarism – student/teacher/assistant principal conference

- Fighting- Possession of unauthorized substance- Violent behavior- Vandalism- Forgery- Harassment- Sexual harassment – reported immediately to the Assistant Principal- Abusive language- Stealing

LADDER OF REFERRAL PROTOCOL- Anecdotal recorded by staff member- Referral form sent to Dean- Dean meets with student and/or teacher- Teacher is informed of action taken- Dean carefully record the infraction in log and on the student’s

anecdotal record- Dean confers with the administration- Parental notification

Note: Depending on the severity of the infraction, it may be reported to the district office, police department, EIC or SCI by the administration.

POSSIBLE DISCIPLINE RESPONSE OPTIONS:Parental ConferenceTemporary Removal from ClassHomebound InstructionIn-House SuspensionAlternative Site SuspenseAlternative PlacementPolice ActionPrincipal SuspensionSuperintendent Suspension


Telephone System

- In order to contact any staff member, dial his/her NEW 4 digit extension as listed on the I.S. 68 Organizational Sheet which is posted in Google docs.

- In case of an emergency please contact ext. 1000 for Security or your Academy Dean. The direct extensions can be found on the Telephone Directory.

- Main Office can be contacted by dialing 0. Do not dial 1350 unless instructed to.

- In order to place a call on any telephone with an outside line, (i.e. main office, dean’s office, AP’s office, etc.) is it necessary to first dial 9.

- Please be aware that certain problems such as damage to phones or lock boxes and forgotten passwords are billable service calls.

- Personal phone calls will not be patched into classrooms. Do not ask Main Office Staff to make phone calls and patch them to your classroom.

- The fax machine is not for personal use. If the fax machine is needed for professional use, please see your Academy Supervisor.

All problems with equipment should be emailed to Ms. Daley at [email protected]



MAIN OFFICE / SCHOOL SECRETARY PROCEDURES

The main office is the heart of the school. Aside from the classroom, it is the most important space in the building. It is the first stop for many of our parents, all of our staff members and especially our guests. It is vitally important that each staff member respect and treat the main office and its staff as you would like guests to treat your home.

The main office is the welcoming center for all who visit Bildersee and with that, it is important that the secretarial staff be allowed to welcome and service our parents and guests. To ensure that your questions are answered and your problems are tended to in an expeditious manner, please place your requests in a secretary’s mailbox or email them at the addresses below and it will be handled with the utmost care. It is their responsibility to check their mailboxes and complete the task in a timely manner.

To provide for a more positive and more efficient working space, please refrain from the following:

Please do not use the secretaries’ phones or enter their workspace without their permission. Please make use of designated phones within your academy, the teachers lounge or the pay phone in the lobby.

Please do not borrow or take anything on their desk without their permission. Please do not send students to the main office without a complete pass. Please do not have food delivered to the main office. Food/lunch deliveries are to be

made to the main desk and the desk attendant will call you, if you specifically state what room you are in. Food orders will be sent back if there is no identifying information from the delivery person.

Please do not loiter or socialize with parents or staff members in the main office.

Job Description Name Email Ext Hours Lunch Hrs.

Payroll Secretary for Teachers and ParasPrincipal’s Secretary

Raylene Charles

[email protected] 1530 8:00 – 3:20

11:30 – 12:30

Procurement/OperationsPayroll Secretary for School Aide, Sapis, Family Worker, Community Assoc. and Parent Coordinator

TBA 1520 7:10 – 2:30

12:00-1:00

Pupil Accounting Sonji Daley [email protected] 1500 8:30 – 3:50

1:00 – 2:00




FINANCIAL ACCOUNTABILITY - Per Session Activity

A fiscally minded organization is a smart organization.

There are very specific and stringent protocols regarding the processing of per session time sheets. To ensure that teachers are compensated and compensated on time, please be advised of the following procedures for maintaining, completing and submitting your time cards and time sheets:

1. All time sheets must be completed and signed by the teacher.

2. Time cards are not to be punched for other staff members. Each staff member is responsible for obtaining, maintaining and punching their own time card.

3. If one forgets to punch in or out, the staff member must obtain the initials of a supervisor verifying the time you punched in or out at that time.

4. The official time of the program must be written on the time sheet and the time punched on the time card must verify what is written on the time sheet.

a. For example, if an after program runs from 3:30 to 5:00 and the time punched on the card is 3:06PM and 5:11PM, then the teacher must write on the time sheet 3:30 – 5:00PM. The ONLY time you write the exact time on the time sheet from the time card is when a teacher punches/arrives late or leaves/punches out early.

b. For example, if a teacher in the same program punches in at 3:35PM and leaves anytime before 5:00PM (i.e., 4:45), the teacher is to write on the time sheet and will only get paid for 3:35 to 4:45PM.

c. Regardless of when the time card is punched, a teacher can not get paid for more time then allotted in the posting.

5. The amount of days and hours must be totaled and written on the bottom right hand side of the

time sheet.

6. The supervisor/coordinator must check each time sheet and time card to ensure that all time sheets are completed correctly before completing a per session summary form and time sheets are submitted to the payroll secretary. If the time sheet/card is submitted incorrectly, the likelihood that a staff member’s check will be delayed is great.

7. When submitting your paperwork for payment, please make sure you have completed the following:

A. Your name, file #, and signature are on the card.B. Make sure your time card matches your time sheet.C. Staple your time card to the back of your time sheet.D. Staple your time card to the back of your time sheet.E. Make sure your time sheet is completely filled out and includes a signature and

program name. Thank you.


FINANCIAL ACCOUNTABILITY - Reimbursements

Staff members must obtain approval from a supervisor before a purchase is made. Please refer to the following guidelines:

1. To obtain approval for a reimbursable purchase, please complete an (ERF) Expenditure Reimbursement Form and have your supervisor sign it.

2. After purchasing the item, attach the receipts to the back of the form and submit the form to the procurement secretary for the principal’s signature.

3. The request will then be processed via a galaxy SIPP or a school check via the treasurer. Please note that SIPP checks take up to 10 days to process.

4. Once a check has been processed, both an AP and a Principal’s signature is required in order to complete the check.

5. After the purchased items are verified, the check number is written on the ERF and the receiver signs for the check, the check will be issued in full.

6. The staff member must cash the check with 30 days or the check will be voided.

Administrator Reimbursement

Asst Principals are required to obtain the approval of the principal for a reimbursable purchase and will follow the above procedures. Please note that when an AP is being reimbursed, his/her signature cannot be the accompanying signature on the issued check.

Bank Card and P-card Purchases

The Principal is the sole user of the school’s bank card P-card. After every purchase; the principal must submit the appropriate documentation verifying school related expenses. For reimbursements, Principal must obtain the signature of an Assistant Principal and the procurement secretary verifying the items purchased by signing both the packing slip and/or receipt.

Isaac Bildersee Intermediate School 68 Merve Williams, Principal2013 – 2014 Handbook

EXPENDITURE REIMBURSEMENT FORM (ERF Form)

Date: Check No.

Received/Mailed by:

Date Requested for Expenditure/Reimbursement $

Purpose of purchase

Description of Purchase

Charge to School Account

AUTHORIZING SIGNATURES

_______________________Purchaser Advisor (if applicable) Principal

Make check payable to

Address

Signature of school Treasurer

Check #

Date

Please attach bills/receipts to the back of this request.

Please note: We will not reimburse sales tax.


General Staff Policies (Law Refresher)

The following is a modified version of the Law Refresher for Teachers that is Bildersee specific. The original refresher was prepared by the NYC Board of Education Office of Program and Curriculum Development. Each staff member is expected to adhere to following:

1. No personal business enterprises may be conducted on school property and teachers may make no unauthorized collections. This includes personal delivery of items to the school. The school will not be responsible for any personal items that are posted to the school

2. No person may ever move a timecard for another person. Only the principal handles variations in time scheduled.

3. Personnel may not leave the building during preparation/professional periods without specific authorization from the principal or assistant principal in charge. Please sign out in the General Office if permission is granted. Any staff member leaving the building must use the main door so as not to provide access to any person from “outside”. Doors must be secured by closing and ensuring closure.

4. No class is to be left uncovered and unsupervised during the course of the school day. Emergencies can be handled by contacting the Academy Supervisor, Dean or the teacher next door.

5. The use of the school telephone for other than school business is strictly forbidden.

6. Money that is collected must not be left in the school since the Department of Education does not take responsibility for its loss. Any funds collected by a teacher must be hand delivered to a supervisor before the close of business the day it was received with a note attached stating the amount and purpose of the collection.

7. No instructional machine or equipment may ever be borrowed from school without the permission of the principal without receiving a receipt and completing the appropriate DOE equipment borrowing application (includes any radio, recorder, projector , musical instrument, etc.).

8. The school will not be responsible for personal belongings left unattended. Please keep your belongings locked in a secure location.

9. Windows without window screens may not be opened more than 6 inches from the bottom.

10. Unsafe physical conditions, (broken desk, protruding panels, etc.) should be reported to the custodians’ office, your academy AP or the main office in writing immediately.

11. Furniture may not be removed from the room and left in the hallway. If you need something moved, please place a sticky on the item and write a note to your academy AP will contact the custodian.

12. No unregistered child may spend the day in your room without specific written direction from an administrator.

13. Teacher’s cell phones must remain off or on silent/vibrate during instructional periods, professional development sessions, academy conferences and pre/post observation conferences.

14. No personal mail may be posted at school expense.

15. No class is to be dismissed before dismissal time unless authorized by principal or assistant principal.

16. All visitors to your classroom must be escorted to your room by a dean, assistant principal, counselor or security.

17. Books, bulletins, staplers and all other instruction-related supplies are to be accounted for and must remain in the school at all times.

18. All staff members should be aware of the information posted on bulletin board above or adjacent to the time clock.

19. No child may render personal service for a teacher. For example, a child may not be send to the store or to get coffee or soda in the Teacher’s Cafeteria.

20. Never use corporal punishment on children.

21. Children must not be placed in the hall as a disciplinary measure. They must be issued a referral pass indicating where and who they are to report to. Children may not be excluded from school without prior approval of the principal.

22. No child may be sent home during the course of the day without authorization. No parent may pick up children from class without being escorted by school personnel or a school safety agent.

23. No child may be denied breakfast or lunch as a disciplinary measure. When delaying a class’ entrance to lunch late, you must escort them to the cafeteria however, no later than 20 minutes into the period.

24. Staff members may not administer any drug or medicine. Drugs or medication brought into school must be stored and administered in the Nurse’s Office.

25. No child should be kept more than ten minutes beyond dismissal time without notification to parent.

26. Children’s personal property may not be taken without providing opportunity for retrieval by parent. Do not destroy or loose any item belonging to a child. Additionally, the student’s property must be kept in a secure location and properly labeled with his/her name, your name, the reason it was taken and the date it was taken.

27. Funds may not be solicited from children without authorization from the principal.

28. Pupil or teacher injuries and incidents must be reported to the office immediately.

29. Personal information regarding a child (address, telephone number, home condition, etc.) is not to be given to any person other than an authorized staff member.

30. The teacher must become familiar with children’s physical disabilities where they exist. Records are in the Nurse’s Office.

31. Any teacher who teachers a student with an IEP must become familiar with the IEP to ensure that all modifications are in place. Teachers must review the file and sign inside of the folder indicating you have read it. If you are unsure if of a particular student has an IEP, please see Sped supervisor, your academy resource room teacher or Sonji Daley.

32. Suspected cases of child abuse or sexual harassment should be discreetly and immediately re33. ported to the grade assistant principal, guidance counselor or principal.

34. Comments and entries on childrens’ record cards should be objective and must include substantiating evidence.

35. Confidential information relating to the academic achievement and social adjustment of individual children may not be shared with persons not professionally responsible for the children’s education.

36. No smoking allowed in the school or around the school premises.


Corporal Punishment & Verbal Abuse

Chancellor’s Regulation A-420, Page 1, Section 1 and 2 indicate:

“Corporal punishment is prohibited. Disruptive behavior by a student must never be punished by use of physical force. Such behavior usually reflects underlying problems that require guidance intervention. School personnel should take steps to identify the problem(s) and, working closely with parents, help the student receive maximum benefit from the educational program offered at the school.

Regulations of the Commission 100.2(I) (3) (i) define corporal punishment as any act of physical force upon a pupil for the purpose of punishing the pupil. No corporal punishment shall be inflicted in any of the public schools, nor punishment of any kind tending to cause excessive fear or physical or mental distress. Violation of this bylaw shall constitute grounds for dismissal.”

It is our most sincere desire to create and maintain a warm friendly and teachable environment whereby the teacher is allowed to teach without being harassed or disrupted by a student and where a student can effectively learn without being subjected to corporal punishment.

Often times a stressful environment can lead to misunderstood and/or intentional actions. During heated moments, we suggest some of the following:

Take deep breathes and try and relax but most importantly think before taking any action. Remove yourself from a situation that seems to be escalating. Request the help of your colleagues, the Dean, SSA or a supervisor. Do not “step down” to a child’s level and engage them with their own words/actions.

Chancellor’s Regulations A-420 is a very serious policy and is all too often violated during heated moments. Please review Regulation of the Chancellor A-420 on Pupil Behavior and Discipline - Corporal Punishment which we have provided for you in the appendix. If you have any questions, please contact your UFT Representative, a supervisor or the Principal. Thank you.

Chancellor’s Regulation A-421, Page 2, Section II indicate:

Verbal abuse1 is defined as language (written or oral) about or directed toward students that: 1. belittles, embarrasses or subjects students to ridicule; or 2. has or would have the effect of unreasonably and substantially interfering with a student’s educational performance or ability to participate in or benefit from an educational program, school-sponsored activity or any other aspect of a student’s education; or 3. has or would have the effect of unreasonably and substantially interfering with a student’s mental, emotional, or physical well-being; or 4. reasonably causes or would reasonably be expected to cause a student to fear for his/her physical safety; or 5. reasonably causes or would reasonably be expected to cause physical injury or emotional harm to a student.


Student to Student Sexual Harassment

Chancellor’s Regulations A-831, Page 2, Section II, Part 3 indicates:

Any staff member who witnesses student to student sexual harassment or who has knowledge of information or receives notice that a student has been the victim of sexual harassment by another student is required to immediately report the alleged act to a designated staff member (Dean, Guidance Counselor, SBST member, Assistant Principal, or School Safety Agent).

Chancellor’s Regulations A-831 is a very serious policy and one that everyone is responsible to enforce. Please read and adhere to Regulation of the Chancellor A-831 on Student to Student Sexual Harassment which we have provided for you in the appendix. If you have any questions, please contact your UFT Representative, a supervisor or the Principal. Thank you.

Child Abuse and Neglect

Child Abuse and Neglect

Chancellor’s Regulations A-750, Page 5, Section 1.1.1indicates:

All pedagogical and non-pedagogical school personnel are mandated reporters.

a. As a mandated reporter, when a child comes before you in anofficial or professional school related capacity and you havereasonable cause to suspect that the child has been abused,maltreated or neglected (“child abuse”), you are required to notifythe principal or designee immediately. You are not required topossess certainty before a report is made, only reasonablesuspicion. As used in this regulation, “principal” shall also refer tothe office head of a non-school site, and “designee” must be amember of the Child Abuse Prevention and Intervention Team anddesignated annually. For Educational Neglect referrals, pleasesee Section 1.5 below.

b. Mandated reporters are also obligated to make a report if a parent,guardian, custodian or other person legally responsible for suchchild comes before you in your professional or official capacity andstates from personal knowledge facts, conditions or circumstanceswhich, if correct, would render the child an abused or maltreated child.

Isaac Bildersee Intermediate School 68


CONFLICTS OF INTERESTS

The Conflicts of Interest Board (COIB) was established in 1989 with the revision of the city charter. It is the agency charged with the administration and enforcement of the city’s ethics law. The conflicts of interest law, contained in chapter 68 of the city charter, deals with the conflicts that might arise for any city employee between his or her public duties and private interests. Most conflicts are financial in nature, falling into the following categories:

1. Gifts and Honoraria2. Moonlighting3. Post city employment4. Ownership interest5. Financial relationships6. Political Activities7. Volunteer Activities

Please review this NYC DOE policy in further detail in the appendix.

Isaac Bildersee Intermediate School 682013 - 2014 HandbookBulletin No. 53 Mr. Williams, Principal

Chancellor’s Regulations Links

In order to access the Chancellor’s Regulations listed you must click on the links below. Full versions of each regulation are listed. It is the responsibility of every Department of Education employee to read all of the Chancellor’s Regulations, not just the ones listed below.

A-412 Security in the Schoolshttp://schools.nyc.gov/NR/rdonlyres/44A34025-2D84-4494-B34C- 2F567CC9FA4F/0/A412SecurityintheSchoolsCellPhoneAmendedVersion11806.pdf

A-420 Corporal Punishmenthttp://schools.nyc.gov/NR/rdonlyres/EDE42781-64EC-4875-A277-88038EB08277/0/A420.pdf

A-421 Verbal Abusehttp://schools.nyc.gov/NR/rdonlyres/5A530213-F044-4F0A-ACE9-D27112BBFC47/0/A421.pdf

A-443 Student Discipline Procedureshttp://docs.nycenet.edu/docushare/dsweb/Get/Document-22/A-443.pdf

A-750 Child Abusehttp://schools.nyc.gov/NR/rdonlyres/381F4607-7841-4D28-B7D5-0F30DDB77DFA/97056/A7501202011FINAL.pdf

A-830 Discrimination & Harassmenthttp://schools.nyc.gov/NR/rdonlyres/8D6081A7-2945-40C1-90B7-F725BD4FA5D5/0/A830.pdf

A-831 Peer Sexual Harassmenthttp://schools.nyc.gov/NR/rdonlyres/821E130E-8DCB-4787-A6B9-2968D587359A/0/A831.pdf

A-832 Bias- Based Harassmenthttp://schools.nyc.gov/NR/rdonlyres/55EF6553-0FE8-40A0-8B3B-2D255D28A84D/0/A832.pdf

C-105 Background Investigations/Procedures for Arresthttp://docs.nycenet.edu/docushare/dsweb/Get/Document-55/C-105.pdf

C-601 Attendance and Service of School Staffhttp://docs.nycenet.edu/docushare/dsweb/Get/Document-73/C-601.pdf

C-603 Absent Employeeshttp://docs.nycenet.edu/docushare/dsweb/Get/Document-75/C-603__8-1-02.pdf

C-604 Timekeepinghttp://docs.nycenet.edu/docushare/dsweb/Get/Document-76/C-604__9-13-00.pdf

C-605 Salary, Attendance and Leave of Pedagogical Employeeshttp://docs.nycenet.edu/docushare/dsweb/Get/Document-77/C-605.pdf

C-810 Tobacco Product and Smoke-Free Air Policyhttp://schools.nyc.gov/NR/rdonlyres/F4144C5F-AF39-4959-938F-18E8F4596BFA/0/C810.pdf

D-130 Political Activities in School Buildingshttp://docs.nycenet.edu/docushare/dsweb/Get/Document-86/D-130__1-15-04.pdf

http://docs.nycenet.edu/docushare/dsweb/Get/Document-86/D-130__1-15-04.pdf

http://schools.nyc.gov/NR/rdonlyres/F4144C5F-AF39-4959-938F-18E8F4596BFA/0/C810.pdf

http://docs.nycenet.edu/docushare/dsweb/Get/Document-77/C-605.pdf

http://docs.nycenet.edu/docushare/dsweb/Get/Document-76/C-604__9-13-00.pdf

http://docs.nycenet.edu/docushare/dsweb/Get/Document-75/C-603__8-1-02.pdf



http://schools.nyc.gov/NR/rdonlyres/55EF6553-0FE8-40A0-8B3B-2D255D28A84D/0/A832.pdf

http://schools.nyc.gov/NR/rdonlyres/821E130E-8DCB-4787-A6B9-2968D587359A/0/A831.pdf

http://schools.nyc.gov/NR/rdonlyres/8D6081A7-2945-40C1-90B7-F725BD4FA5D5/0/A830.pdf

http://schools.nyc.gov/NR/rdonlyres/381F4607-7841-4D28-B7D5-0F30DDB77DFA/97056/A7501202011FINAL.pdf

http://docs.nycenet.edu/docushare/dsweb/Get/Document-22/A-443.pdf

http://schools.nyc.gov/NR/rdonlyres/5A530213-F044-4F0A-ACE9-D27112BBFC47/0/A421.pdf

http://schools.nyc.gov/NR/rdonlyres/EDE42781-64EC-4875-A277-88038EB08277/0/A420.pdf

http://schools.nyc.gov/NR/rdonlyres/44A34025-2D84-4494-B34C-%202F567CC9FA4F/0/A412SecurityintheSchoolsCellPhoneAmendedVersion11806.pdf

School FormsWhat you’ll need to use,to get what you want!


HELP SHEET

Please post in every classroom to assist students solve their middle school dilemmas.

PROBLEM PROCEDURE

Bus Passes Students with questions on bus passes should be directed to see Ms. Daley in the cafeteria during their lunch periods.

Working Papers Write a note to your guidance counselor and put it in your class attendance folder.

Progress Sheets/Conduct Cards See your period 1 teacher

Lost and Found (Room 140) Students may visit the lost and found only with a pass from their teacher or after school.

ID CARDS If you lose your ID card, you must complete an ID Request Form, have your parent sign and return it with $3 to your period 1 teacher.

Isaac Bildersee Intermediate School 68 2013-2014 Bell ScheduleMr. Williams, Principal


Duplication Request FormDue to limited staff hours for copying, please submit this request 3 days in advance.

Date: _____ / ______ / 20 ___ Supervisor Approval

Teacher’s Name: _____________________________

Number of Copies: ____________________________

Specific instructions: _____________________________________________

Purpose of request: _____________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Due to limited staff hours for copying, please submit this request 3 days in advance.


Teacher’s Name: _____________________________

Number of Copies: ____________________________



_____________________________________________________________________________

_____________________________________________________________________________

Due to limited staff hours for copying, please submit this request 3 days in advance.


Teacher’s Name: _____________________________

Number of Copies: ____________________________



_____________________________________________________________________________

_____________________________________________________________________________


TEXTBOOK DISTRIBUTION AND COLLECTION SHEET

Teacher __________________________________ Subject _____________________________

Class ____________________________________ Titles _______________________________

Indicate Book #s in columns 2, 3 and 4

Student’s Name Textbook #1 Textbook #2 T Textbook #3 October January March


Transportation Problem/Inquiry Form

Student Name: _________________________________________________

Class: _________________________________________________

Date: _____ / _____/ 20 ___

This form must be completed and signed by your parent/guardian and returned to the student’s period 1 teacher or Team Leaders. (NO EXCEPTIONS)

Please check the appropriate box if any of these problems apply to you. If not, complete other and give a full description of what the problem is.

I did not receive a metrocard for the new semester

I applied for a metrocard but did not receive one

I received a full fare metrocard last semester but received a half fare metrocard this semester

I recently moved. My new address is ____________________________________________________. If this applies to you, your parent must bring in a gas or electric bill stating new address and phone number.

I lost my metro card

My metro card was stolen. Date reported to Academy Dean _____ / _____/ 20 ____

Other:_________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Address: ___________________________________________________________________________

Home Phone: _________________________________ Cell/Work # ____________________

Parent Signature ______________________________________ Date ____________________



Student’s Name __________________________________ Date __________________

Class _________________________________________________ Time__________________


_____________________________________________________________________________________

Teacher’s Signature __________________________________________________========================================================================== Nurse’s/Medical Aide’s Comment/Response:_____________________________________________________________________________________

_____________________________________________________________________________________



===========================================================


Student’s Name __________________________________ Date __________________

Class _________________________________________________ Time__________________


_____________________________________________________________________________________

Teacher’s Signature __________________________________________________========================================================================== Nurse’s/Medical Aide’s Comment/Response:_____________________________________________________________________________________

_____________________________________________________________________________________




Guidance Referral Process

Teacher(s) referring student _____________________________ Date ______________

Name of student_______________________________________ Class______________


Reason for teacher referral Please indicate those that apply _____Academic Difficulties _____Behavior Difficulties _____Attendance/Truancy_____Physical/Health Issues ______Lateness _____Cutting _____Other Briefly describe the problem. (Attach anecdotal(s), if necessary)_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Please describe any intervention strategies you have implemented. (e.g. behavior management strategies, academic adaptations, parental conference, etc.) Attach additional sheets if necessary.___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

Step Two: The Team

Please describe future strategies to be implemented by the team. 1.___________________________________________________________________________________2.___________________________________________________________________________________3.___________________________________________________________________________________

Indicate if any of these strategies were successful.

Step Three: Processing ReferralReferred to: ____Academy Guidance Counselor and/or ______Dean

Describe strategies to be implemented (Progress Reports, Parental Conference etc.)__________________________________________________________________________________________________________________________________________________________________________

Indicate if any of these strategies were successful_____________________________________________________________________________________

Guidance Next Step _____________________________________________________________________________________

Indicate if further referral is necessary ___School Psychologist ___ School Social Worker ____ External Agency ________________


Computer Problems or Vandalism Report

Please copy the contents of this report into an email, fill in the necessary information and email to your academy AP within 24 hours of the incident.

Date of Report _______________ Room Number: _______________

1. Indicate the day and approximate time that the failure or damage occurred:

___________________________________________________________________________________

3. Describe the nature of the failure or damage. (Examples: The machine will not boot or the screen stays black. The CD Rom does not appear to be working. Machine will not access internet) Be as specific as you can with regard to the nature of the problem. List all M/T and s/n’s of equipment involved. These numbers appear either in the lower right hand corner of the machine or on the lower back. Indicate whether you believe that the occurrence appears to be an equipment failure or vandalism. Use back of sheet if more room is needed.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Who was in the room at the time of occurrence?

4. If vandalism was involved, list below the name or names of students and classes involved._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(If vandalism occurs, copy of this form must be given to Dean)

Signature of Teacher ____________________________

Print Name: ____________________________________ Date:__________________

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BATHROOM LOG

Teacher’s Name ________________________________________ Room___________________

Date Student’s Name Class Time Teacher’s Signature Aide’s Signature

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CLASSROOM LATE LOG

Date Student’s Name Class Period Time

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956 EAST 82ND STREET

718) 241-4800 • (718) 241-5582 Fax www.is68.org Principal“THREE ACADEMIES, ONE LEARNING COMMUNITY” MERVE WILLIAMS


SHAMIKA GAMBLE-WATSON

TRANSPORTATION APPLICATION

Dear Parent/Guardian:

Please fill in the following information completely and have your child return it to his/her period 1 teacher. Please read the attached document “Transportation - Metro Cards” as it will provide you more detailed information about the transportation policies.

Class: ____________________

Student’s Name: _____________________________________________

Address: _____________________________________________________________________

Zip Code: ________________

Telephone: _________________________ Cell Phone: ________________________

Date of Birth:_____ / ______ / 19 _____

(Please circle one)Is your child a new student at IS 68? YES NO

Did your child receive a student metrocard previously? YES NO

If yes, was your child’s metro card? Lost Stolen

Please describe for us any important information we might need to know in regards to obtaining a metro card for your child.______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Thank you.

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SHAMIKA GAMBLE

September 9, 2013

Dear Parents or Guardians of class ________:

My name is ______________________ and I am your child’s period 1 teacher. It is vitally important to your child’s academic and developmental growth that we maintain open lines of communication this year. Our goal is to make you and your child feel that your child is important to us as an individual member of our academy and the school. Your child is responsible for arriving to advisory by 8:40am Monday – Wednesday and 8:03am for period 1 on Friday. Dismissal takes place at 3:00pm Monday – Thursday and 2:30 on Fridays.

Each week one of the students will be designated as Class News Reporter. When assigned to that role the Class News Reporter will report any family events that should be celebrated such as new births, individual academic achievements including those of parents, aunts/uncles etc., anniversaries and birthdays. Please share any such news with your child so that his/her classmates can share in the joy.

I will be sending home notices to you with your child. Please discuss the school day with your child routinely each day and ask for any notices. It is critical that your child arrive to school on time as it will impact their ability to be promoted. Your child could possibly be awarded a pizza party or free ice cream at lunch if our class achieves best attendance and punctuality.

You can contact me by calling the school at 241-4800 and leaving a message with one of our school secretaries. I will return the call as soon as possible. Please clearly explain to the secretary the time and number where you can be reached. Another method of contacting me is to give a note to your child or writing a note in his/her agenda which I can read and respond to in a timely manner. Please also note that our team meetings will be held on ________ from _______ to ________ and you are free to visit at that time.

We are a uniform school therefore please be sure that your child comes dressed in uniform everyday. Please note that school policy prohibits students from bringing electronic devices such as walkman, disc players, MP3 players, Ipods, games (ie PSP’s and Gameboy’s) and cell phones to school. Any such devices will be confiscated and held for parents to pick up.

I look forward to meeting you soon. My email address is [email protected] in case you have any questions or concerns.

Sincerely,

Teacher

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Bildersee Trip Approval Form

Name/Location of Trip Destination: _______________________________________ Address: ___________________________________________________________ Phone/Email: ___________________________ ____________________

Purpose and Learning Objective: _________________________________________________________________________________________________________

Days: _______________ Dates: ___________ Times: ____________

Classes Attending: _________________________________ and # of students ___If not whole classes, then names of students must be attached to this form.

Departure location: ______________________________ Time/Period: __________ Returning location: ______________________________ Time/period: __________

List # all staff members chaperoning: _____________________________ ______________________ _______________ _______________________ ______________________ _______________ _______________________ ______________________ _______________ _______________________ ______________________ _______________

List # and names of parents attending: ______ _______________________ ______________________ _______________ _______________________ ______________________ _______________

Transportation:# of buses: _______ Bus Co: __________________ Phone # _____________

Check List before you leave:

___Collect and check all permission slips ___Buses have been paid for___Attach section sheet with student attendance. ___Money for tolls

===========================================================Coordinating Teacher’s Signature:________________________________ Date: ____________

Advisor/Supervisor’s Signature: :________________________________ Date: ____________

Principal’s Signature:_________________________________________ Date: ____________

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SCHOOL DRESS CODE POLICY

Since 2005, Isaac Bildersee Intermediate School requires that all students wear school uniforms. This was unanimously agreed to by various school committees, including the Parents’ Association, Student Government, Parent Coordinator and Pride Committee. We believe uniforms foster a strong identification with a school community and embody a feeling of belonging. Implementing a dress code will create a sense of uniformity in appearance of the student body thereby reducing the need for dress competition among students. School uniforms also provide financial benefits to our families. Most importantly, a unified dress code supports and maintains a safe learning environment which will yield higher student achievement.

THE DRESS CODE BOYS A white or green button down polo shirt with the Isaac Bildersee logo and khaki pants GIRLS A white or green button down polo shirt with the Isaac Bildersee logo and khaki slacks or skirt Note: Students are allowed to wear either shoes or sneakers with a preference for shoes. School wide dress code incentives:

o Classes with 100% monthly dress code compliance receive a lunchtime pizza party.

o Classes with 100% quarterly dress code compliance receive free movie tickets.o Individual students with 100% quarterly dress code compliance receive special

privileges from their perspective academies.o Academies that achieve the highest percentage of students in dress code will

receive a free field day or field trip. School wide consequences for those who do not comply; 3 Strike Referral System:

Strike 1- Warning/Home Contacted, Students not allowed outside during lunch Strike 2- Dean’s Referral/Home Contacted Strike 3- After-School Detention/Parent Conference/Removal from special activities

including sports and arts and/or after school detention. Refusal to comply with the dress code may lead to suspension.

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Bulletin boards are the windows to your classroom and one of many ways to highlight and celebrate student achievement. It is important that we recognize exemplary student work by posting level 3 and level 4 pieces on the external bulletin boards. The due dates for external bulletin boards are as follows:

September 30, 2013 – “My Goals Journal Entry” Prompt: “How did I perform last year that will enable me to create my goals for this year?”

November 8, 2013January 10, 2014

March 7, 2014April 11, 2014May 16, 2014

Please refer to academy-specific memorandums for individual assignments. Internal boards are to be updated on a monthly basis. External bulletin boards should include your name, the subject that you teach, the classes that you service, the task, applicable standards, a rubric, a title, and most importantly, teacher feedback that indicates current performance and next steps to improve their performance. Teachers must use the Bulletin Board Feedback “post its” that clearly state the following: “Dear Student: You scored a level 3 because ______________. You can score a level 4 if you __________________________”. Please utilize the IS 68 Bulletin Board Rubric as instructional leaders will be utilizing it to assess each board throughout the year.

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