APALACHEE HIGH SCHOOL. Improving lives through education, one student at a time. Faculty Handbook Cohesive Collaboration Autonomous Faculty

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1 APALACHEE HIGH SCHOOL Improving lives through education, one student at a time Faculty Handbook Cohesive Collaboration Autonomous Faculty Ms. Jennifer Martin Principal Ms. Angela Boyd Assistant Principal Mr. Joey Farah Assistant Principal Mr. Ralph Neeley Assistant Principal/Athletic Director 940 Haymon-Morris Road Winder, GA Phone: Web Site: Barrow County Board of Education Dr. Chris McMichael Mark Still Debi Krause Dr. Garey Huff, Sr. Michael Shelley Connie Wehunt Rickey Bailey Lynn Stevens Suzanne Angle Rolando Alvarez 1

2 Apalachee High School Improving lives through education, one student at a time Cohesive Collaboration Common Instructional Practices Common Organization al Practices RTI Instructio n Common Disciplin e Teacher s PLCs (Data Teams) Students Content Commo n PBIS Rubric CCRPI Targeted Professio nal Learning Instructional Coaches Theory of Change If this then what RTI Behavi or 2

3 Table of Contents School Improvement Plan Page 4 AHS Graduate Page 5 Instructional Expectations Page 6 Standards Based Lesson Plan Page 7 Organizational Expectations Page Bell Schedule Page 9 Classroom Discipline Page 10 Administrative Discipline Consequences Page 11 Attendance and Tardy Protocols Page 12 Apalachee Unplugged Daily Advisement Page 13 Chee Games Page 14 Cohesive Collaboration Page 17 The Scripted Lesson Plan Page 18 Professional and School Safety Dates Page 19 Parent Engagement Opportunities Events/Dates Page 20 RTI Instructional and Behavior Page 21 School Wide Behavior Expectations Rubric Page 22 Daily Schedule and Tutoring Schedule Page 23 Instructional Coaching Page 24 Coaching Documentation Form Page 25 Peer Coaching Teacher Form Page 26 Peer Coaching Observer Form Page 27 Administrative Duties and Responsibilities Page 28 Counseling Duties and Responsibilities Page 29 Final Exam and Testing Dates Page 30 Finances/Fundraising/Purchasing/Cash Handling Procedures Page 31 Appendix Page 34 Duty Responsibilities Page 39 3

4 School Improvement Plan Goals Increase graduation rate from 84.5% to 90%, with a SPED subgroup increase from 45% to 50%, during the school year. Increase the Developing, Proficient, and Distinguished categories of MGP tested subjects, by May 2018, in the following ways: o 9th Lit. - by decreasing the beginning category by 10% (23.17%) o Am Lit.- by increasing the proficient category by 10% (32.3%) o Algebra I- by increasing developing, proficient and distinguished by 10% in each tier (37.37%, 16.16%, and 1.82%) o Geometry - by increasing the proficient category by 10% (33.21%) Decrease the average gap between white and SPED/EL population in developing or higher by 10%, for all EOC tested subjects, by May o Average Gap measure for SPED vs. White- 45.8% o Average Gap measure for EL vs. White- 18% Increase the percentage of students missing 5 or fewer days from 39.6% to 50% by May Increase and improve parent participation and communication by May Increase the percentage of students on Tier I discipline (zero referrals) from from 77% to 85% by May CCRPI AHS Score: Year District Goal for All Schools: 80 4

5 An AHS Graduate -Achieved -Attentive -Career / College Ready -Community Participant -Confident -Determined -Fair -Focused -Hard Working -High Standards -Honorable -Humble -Independent -Integrity -Intelligent -Knowledgeable -Leadership -Mindful -Persistent -Positive -Prepared -Resourceful -Respectful -Responsible -Successful 5

6 Apalachee High School Instructional Expectations Expectation Maintain the collaborative efforts of the common course data team. Teacher Keys Standards: 1, 2, 4, 5, 6, 8, 9, 10 Articulate the language of the standards consistently. Evidence Alignment of standards Evidence of critical thinking Evidence of student engagement Common IC Categories, determined by PLC Common assessments - Summative and formative - Frequent monitoring - Modifications as needed - Interventions provided - Frequent discussion of results Common Syllabi Standards-based lesson plans (utilizing the AHS template) uploaded to the TKES platform by Monday at 7am) Students will be able to discuss the lesson objectives using the vocabulary of the standards Specific standard and literacy based driving statement should be visible in the classroom Teacher Keys Standards: 1, 3, 8 Integrate technology that enhances engaging pedagogical strategies Teacher Keys Standards: 2, 3, 4, 8 Use research based instructional strategies consistently to increase student engagement Teacher Keys Standards: 1, 2, 3, 4, 7, 8 Participate in Professional Learning Communities (PLCs) as designed by the local school and system and implement practices with fidelity Teacher Keys Standards: 1, 2, 9, 10 Student technology use is focused on enhancing critical thinking, gathering research, and allowing for interpersonal communications between student and teacher (such as feedback through google docs) Ensure movies are approved, written into lesson plans and aligned to the standards Bell Ringer Opener Direct instruction Guided Practice Independent Practice Summary/Closing Each lesson should be intentional and include frequent formative assessment, differentiation and bell to bell engagement Attend all scheduled data team meetings during common planning periods Targeted Accountability Partners- Peer Observations Attend monthly PLs and implement strategies as appropriate for your classroom Be prepared to participate in county level PLs as requested of you by the administration or your instructional lead teacher 6

7 AHS Standards Based Lesson Plan Teacher : Date : Course: Period(s): Literacy based driving statement - Topic/Unit Standard(s): Monday Tuesday Wednesday Thursday Friday Opening Strategy (10%): Opening Strategy (10%): Opening Strategy (10%): Opening Strategy (10%): Opening Strategy (10%): Direct Instruction (25%): Direct Instruction (25%): Direct Instruction (25%): Direct Instruction (25%): Direct Instruction (25%): Guided Practice (40%): Guided Practice (40%): Guided Practice (40%): Guided Practice (40%): Guided Practice (40%): Independent Practice (15%): Independent Practice (15%): Independent Practice (15%): Independent Practice (15%): Independent Practice (15%): Summarizing Strategy (10%): Summarizing Strategy (10%): Summarizing Strategy (10%): Summarizing Strategy (10%): Summarizing Strategy (10%): Please format this to suit your individual and classroom needs. All lessons should include formative assessments, differentiated instruction, inquiry based learning and one or more elements of literacy. Does your lesson include: Challenge, Inquiry, Authenticity, Student Voice and Choice, Reflection throughout, Critique and Revision, Public Product? Please upload to the TKES platform by 7am Monday morning each week. 7

8 Expectation Adhere to all expectations outlined in the AHS faculty handbook and ethics outlined by both local and state authorities. Apalachee High School Organizational Expectations Evidence Read handbook thoroughly- you are responsible for all contents Display red BCSS Emergency Preparedness Procedures by your classroom door Know and understand ethics and conduct as outlined by the Professional Standards Commission (PSC) Teacher Keys Standards: 9, 10 Contribute to the culture and climate of AHS by exhibiting positive communication and interactions with all stakeholders, including students, parents, colleagues, and the community. Teacher Keys Standards: 7, 9, 10 Report to work and duty assignments on time and display regular attendance. Teacher Keys Standards: 9, 10 Display professionalism and compliance. Teacher Keys Standards: 2, 9, 10 Implement, with consistency, the AHS PBIS and RTI process Teacher Keys Standards: 2, 3, 4, 7, 9, 10 Follow the chain of command (see Administrative Duties and Responsibilities) Positive collaboration Positive contact with parents and students should be ongoing and all inclusive Follow protocol for IT requests Mandated Reporting Dress professionally - On specified jeans day you should be wearing AHS spirit wear or school colors - You are a role model Proactive classroom discipline - Make contact with parents before issuing a referral - Follow the AHS PBIS protocol Hours: 7-3:00, Faculty and Staff Hours: 6:45-3:15, Paraprofessionals (or as agreed upon) Scan in and out each day Duties should be covered if absent and Ralph Neeley should be notified Meet all deadlines - Lesson Plans - Grade export - Roster verification - TKES sign-offs - Updated Teacher Website Display common template - Daily schedule - Tutoring schedule Be on time for meetings - PLs - PLCs (data teams) - Faculty meetings - Presentations Parental Contact - Attendance (3 or more) - Discipline - Update grades weekly Check your mailbox daily Read all s, respond to s in a timely manner when necessary, and monitor throughout the day Ensure all user s are necessary for all users Leaving early or stepping out during planning? Not needed but in an emergency - Sign out with Ms. Moss Calling out of work on the same day? - Contact Jennifer Martin, Enter into AESOP Stepping off during planning? While emergencies arise 1-2 times per year this is not encouraged- you must get approval from Mrs. Martin and anything outside of an emergency is a ¼ days time. Display PBIS rubric Follow expectations for RTI pyramid- instruction and behavior *These documents guide our proactive approach to instruction and discipline 8

9 AHS Bell Schedule Daily Bell Schedule No R.O.A.R/Adv. Dismiss from Cafeteria 7:20 AM Dismiss from Cafeteria 7:20 AM Walking Bell 7:27 AM Walking Bell 7:27 AM 1st Block Tardy Bell 7:30 AM 1st Block Tardy Bell 7:30 AM End of 1st Block 8:55 AM End of 1st Block 9:05 AM Walking Bell 8:58 AM Walking Bell 9:08 AM 2nd Block Tardy Bell 9:01 AM 2nd Block Tardy Bell 9:11 AM End 2nd Block 10:26 AM End of 2nd Block 10:46 AM Walking Bell 10:29 AM Walking Bell 10:49 AM Start ROAR Time 10:32 AM 3rd Period Tardy Bell 10:52 AM End ROAR Time 11:02 AM A Dismiss From Café 11:14 AM 3rd Block Walking Bell 11:05 AM B Dismiss Class 11:16 AM 3rd Block Tardy Bell 11:08 AM B Dismiss From Café 11:38 AM A Dismiss From Café 11:30 AM C Dismiss Class 12:08 AM 11:32 12:30 B Dismiss Class B Dismiss From Café PM 11:54 PM C Dismiss From Café D Dismiss Class C Dismiss Class 12:18PM End of 3rd Block C Dismiss From Café 12:40PM Walking Bell PM 12:32 PM 12:54 PM 12:57 PM D Dismiss Class 12:42 PM 4th Block Tardy Bell 1:00 PM End of 3rd Block 1:04 PM End of 4th Block 2:35 PM Walking Bell 1:07 PM 4th Block Tardy Bell 1:10 PM End of 4th Block 2:35 PM Times in red ring in cafeteria only. Times in red ring in cafeteria only. 9

10 Offense Classroom Disruption (this includes tardies to class) Classroom Discipline Refer to PBIS Rubric Reward Positive Behaviors Response Menu 1. Warning and/or student sent to a colleague s classroom (No hallways) 2. Parent Call and student sent to a colleague s classroom 3. Parent Call and parent meeting/classroom detention 4. Referral Electronic Device *Students should leave their phones in the classroom when they ask to leave instructional time for any reason 1. Warning 2. Parent Call 3. Parent meeting/classroom detention 4. Referral *Students can use the phone during schoolwide transitions, breakfast and lunch *Students can use the phone during class for instructional purposes *Do not take cell phones for the sake of taking cell phones. Make appropriate decisions based on 21 st Century learners Sleeping/Not Participating Out of Assigned Area/Vandalism/Tobacco Fight/Medical Never write a referral Positive reinforcement and parent contact Counselor Referral Parent Call and referral Immediate Button Push Administration will handle all paperwork If parent communication is not documented in Infinite Campus, the referral will not be processed. All steps must be documented. Exercise positivity and reach out to parents to build a relationship before anything negative occurs. Build relationships with students and their parents. Make contact with every family, if possible, by the end of August. If contact via phone or is unsuccessful, contact the appropriate guidance counselor. 10

11 Administrative Discipline School Consequences Referrals When a classroom disruption becomes a referral When an egregious act occurs in the hallway, lunchroom, an event, or a common area Referrals 1-7 Referral 8 Referral 9 and 10 Referral 11 Response Menu 1. Counseled and Warned 2. Loss of privilege (parking, prom, homecoming, Friday Advisement, etc.) 3. Peer Mediation 4. After School Detention 5. Lunch Detention 6. OSS 7. Alternative School 8. Charges Students will receive consequences from the response menu, appropriate to the nature of the offense 1. Students will receive a consequence from the response menu 2. An SST or BIP meeting is scheduled 3. SST and BIP meeting will determine interventions/revisions and progress monitor impact 1. Students will receive a consequence from the response menu 2. Teachers will be asked to provide data on the interventions determined at the SST/BIP meeting 1. Waiver or Tribunal for Chronic Behavior 2. Manifestation meeting held to determine placement 11

12 Attendance Protocol # of Absences Response Menu 3 consecutive Teacher call home 5 overall 1. Teacher call home 2. Teacher referral to counselor 3. Counselor meets in small group with all students who have accumulated 5 overall * In addition to above, an attendance letter is sent home 5 consecutive 10 consecutive In addition to above, an attendance letter is sent home and withdrawal paperwork is prepared 10 or more overall In addition to above, a conference with parents and teachers will be scheduled *Counselors will meet weekly, on Fridays during AHS Unplugged with students accumulating chronic absences. By Period Tardy Protocol Response Menu 1 st Period 1. All Teachers Lock Doors at 7: All students tardy to first period report to the attendance office. 3. Attendance office tracks tardies and submits a referral at the 5 th unexcused tardy. 4. Students will have a time and date stamped pass* to enter the classroom 2 nd -4 th 1. Teachers follow classroom discipline protocol 2. Teachers refer a student to administration at the 5 th tardy. 3. Administrators will conduct random lock downs during 2 nd -4 th period and handle tardy consequences unrelated to the classroom process Attendance office will track tardies and refer Tardy to School- Any Time students to administration at the 5 th unexcused tardy. Students will have a time and date stamped pass* to enter the classroom *Pass=Teacher does not track tardy 12

13 Apalachee Unplugged Daily Advisement Students at AHS need to be supported in many areas. The purpose of AHS Unplugged is to provide support academically, behaviorally, and socially. Most importantly, students and teachers need a break from the pressures of social media and the distractions of unnecessary communication during school hours. Days Activity Teacher Expectations Student Expectations Monday Silent Sustained Reading Reading Reading Tuesday* Study Hall and Chee Games Facilitating conversation based on Chee Games Tracking Sheet and monitoring Quiet and Engaged with school work or Chee Games Tracking Sheet study behavior Wednesday* Advisement (County Delivery of scheduled Engagement in Provided Lesson) lesson Thursday* Study Hall and Chee Games Facilitating conversation based on Chee Games Tracking Sheet and monitoring study behavior Friday Positive Reinforcement (related to attendance) Conduct an activity in your classroom that is a reward for your students with perfect attendance (games etc.) scheduled lesson Quiet and Engaged with school work or Chee Games Tracking Sheet Engage and take part in activity or report to the cafeteria if you have been absent once or more in the previous five days *Electronic devices are only allowed to access the Chee Games tracking sheet or when an advisement lesson requires use. Extended Learning Time (ELT) Dates Activity Teacher Expectations Student Expectations August 28 th - Sept. 1 st Sept. 25 th - Sept. 29 th Oct. 30 th - Nov. 3 rd Nov. 13 th - Nov. 17 th Jan. 29 th - Feb. 2 Feb. 26 th - March 2 March 26 th -March 30 th April 16 th - April 20 th Re-teaching, Remediation, Extension Provide makeup work and re-teaching and re-testing opportunities as needed Students report: Monday- Per. 1 Tuesday- Per. 2 Wed.- Advisement Thursday- Per. 3 Friday- Per. 4 Chee Games Tracking Dates: 1 st Sem.: August 21 25, September 18 22, October 23 27, November nd Sem.: January 22-26, February 19-23, March 19-23, April

14 The Chee Games Student Success Tracker- Advisement Level The Chee games is a fun way grade levels can compete against each other in order to win prizes and help to continue academic and behavioral success at Apalachee High School. Each semester, advisement classes will compete against each other in order to win prizes throughout the school year. How it works: At the beginning of the semester, each advisement teacher will have their students complete one of the Chee Student Success Tracker forms. Throughout different periods during the semester, the students will update their Student Success Forms and calculate their grades. Teachers will then look over each of their student s forms to make sure they are complete and accurate. Teachers will then tally the totals for their class in the excel spreadsheet provided by Mr. Farah and submit their scores through Google forms. This allows each advisement teacher to serve as a mentor to their students and help them achieve success while at Apalachee High School. Students will monitor their grades and performance throughout the year. Teacher mentors will monitor their students and identify students who may be at risk. 1 st Semester: After September Tracking: Top advisement classes for each grade level will win a small prize After November Tracking: Top advisement class for each grade level will win a large prize 2 nd Semester: After February Tracking: small prize Top advisement classes for each grade level will be awarded a After April Tracking: Top advisement classes for each grade level will win a large prize How points are calculated: Each A a student has: 5 pts Each B a student has: 3 pts Each C a student has: 1 pt Each F a student has: 0 pts Student has 0 referrals for that tracking period: Student has 1 referral for that tracking period: Student has 2 or more referrals for that tracking period: Student has 0 absences for that tracking period: Student has 1 absence for that tracking period: Student has 2 or more absences for that tracking period: 10 pts 3 pts 0 pts 10 pts 3 pts 0 pts 14

15 *This is a sample of what each student will fill out at the beginning of the year* Chee Games Student Success Tracker Student Name Student ID Grade What are your academic goals for this year? What is your biggest strength in regards to academics? What is your biggest weakness in regards to academics? How can your teachers and counselors help you to improve upon that weakness? What can your teachers and/or administrators do to better prepare you for success while at AHS? Are you involved in any sports or clubs at AHS? If not, are you interested in joining any? Are you on track for graduation? # of credits earned # of credits attempted Are you on track to become an AHS honor grad (89.5 or better cumulative grade average) Are you eligible for the Hope Scholarship (3.0 grade point average)? Are you taking any AP classes at AHS? What AP classes have you taken? What future AP classes do you plan on taking? Are you interested in becoming a student leader at AHS? 15

16 *This is an example of a completed form that each student will complete after the three week period. Chee Games Student Success Points Tracker Name 2017 Fall Semester (3 weeks August th, 2017) Subject Average in Class Letter Grade Points Awarded (ex: Algebra II) (ex: 97%) (ex: A) (A=5, B=3, C=2, D=1, F=0) Algebra 85 B 3 9 th Grade LA 96 A 5 Health 90 A 5 Biology 88 B 3 Attendance Number of Absences During The 3 Weeks Points Awarded 0 absences = 10pts 1 absence = 5pts 2 or more absences = 0pts Referrals 1 5 Number of Referrals During The 3 Weeks Points Awarded 0 referrals = 10pts 1 referral = 5pts 2 or more referrals = 0pts 0 10 TOTAL POINTS RECEIVED FOR THE 3 WEEK TIME PERIOD 31 pts 16

17 Cohesive Collaboration A Model for Professional Learning 1. Professional Learning Communities/Content Data Teams Meet weekly to create common pacing guides, lesson plans, assessments, data digs, and to analyze student work. Time to be determined by department chairs. Utilize common planning periods and common lunch cycles. Utilize this team to create required PL goals, uploaded in the TKES platform. 2. Targeted Accountability Partners This will replace peer observations a. An accountability partner will be assigned as needed based on observations and feedback. b. The observer will do one full class period observation of the model teacher, scripting the lesson on the AHS lesson plan template. c. Both a pre-conference and post-conference are suggested to maximize observations. You can do this in person, or via . d. One feedback form (the scripted lesson) should be provided to your partner after the observation, and a duplicate placed in Ms. Boyds mailbox. 3. Targeted Book Study The Art and Science of Teaching, Robert Marzanno a. Required monthly CAT session as needed based on observations and feedback. 4. CAT Support Teams a. CAT support teams consist of teachers from each department to ensure the climate and culture of the school is an area of focus. These teams meet monthly to manage, organize, and create activities for the students and faculty. b. Teachers should sign up for one of the following CAT support teams during preplanning. 1. Literacy and Inquiry Based Learning 2. PBIS 3. RTI/Instructional Coaches 4. Head Coaches 5. New Teachers 6. Technology 7. The Art and Science of Teaching 5. Faculty Meetings a. Faculty and staff will attend monthly meetings, during planning periods, focused on progress relating to the School Improvement Plan, CCRPI, and the state of the school and district. b. After school faculty meetings will be utilized for celebration. 17

18 AHS The Scripted Lesson Plan Targeted Accountability Partners Teacher : Date : Course: Period(s): Literacy based driving statement - Topic/Unit Standard(s): Opening Strategy (10%): Direct Instruction (25%): Guided Practice (40%): Independent Practice (15%): Summarizing Strategy (10%): Please use this form to transcribe when you observe your accountability partner. All lessons should include formative assessments, differentiated instruction, inquiry based learning and one or more elements of literacy. Apalachee High School 18

19 Professional Learning and School Safety Dates Faculty Meetings Classrooms- TBA Top of Planning Periods Faculty Meetings Cafeteria (whole group) CAT Support TBD by leader 2:45 Professional Learning Communities (PLCs) Weekly Planning Periods August 30th July 26 th, 7am August 23 rd Department Chairs submit September 27 th July 28 th, 2:30pm September 20 th October 23 rd August 1 st, 2:30 pm October 18 th November 15th December 20 th - Potluck November 8 th Variety Show, 11:30 November 17 th - Thanksgiving Lunch (during the lunch cycle) January 4 th, 7am January 24 th January 31 st February 28 th March 28 th April 25 th May 23 rd, Retirement Lunch, 11:30 May 24 th, mandatory graduation meeting, 2pm February 21 st March 21 st April 18 th weekly PLC meeting days, teacher roster, and times to Angela Boyd. All PLC sign-in sheets, agendas/minutes should be submitted to department chairs weekly. Drills Times: TBD August 10 th - Fire Drill Teacher Planning Days Schedule will be provided July 26 th -August 1 st Leadership Team Meetings 3 rd Period, Front Office 11:00, Conference Room August 21 st School Governance Team Meetings 11:15, Front Office Conference Room August 22 nd Pre-Planning September 7 th - Fire Drill October 6 th September 18 th September 19 th September 21st- Intruder Drill November 7 th October 23 rd October 24 th October 4 th - Fire Drill January 4 th and 5 th November 27 th November 14 th October 26 th - Intruder Drill February 16 th January 22 nd December 12 th November?- Severe Weather March 16 th February 26 th January 23 rd Drill December 6 th - Fire Drill April 27 th March 26 th February 27 th January 11 th - Fire Drill May 24 th + 25 th Post Planning April 23 rd March 27 th February?- Severe Weather Drill May 21 st April 24 th February 22 nd - Intruder Drill May 22 nd March 8 th - Fire Drill March 13 th - Intruder Drill April 12 th - Fire Drill PEP Rally Plan September 8 th, 4 th Block- Homecoming May 23 rd -Fire Drill Winter TBA Spring Bonfire TBA Let s Get Together! 19

20 Below are Parent Engagement Opportunities- Place These Dates in Your Calendar Apalachee High School will host the following events to build the capacity for strong parental involvement to support a partnership among the school, parents, and the community to improve student academic achievement. Open House July 28 th, 2017, 11:30pm 2:30pm Meet your child s teacher and our friendly and helpful school staff for the year. Taste of Apalachee Curriculum Night September 5, 2017, 5:30pm 7pm Sample a little bite from the different areas of your child s academic schedule. Spend 15 minutes with each teacher on your child fall schedule. If your child attends SIMS Academy, please report to the cafeteria during that period of time. Focus on the Future Week November 13 th November 17 th, 2017 Students will participate in events throughout the week during the school day. Evening events to be announced. Financial Aid Night November 9, 2017, 6pm Join our financial aid night and learn how to prepare your student for the cost of college and the many financial opportunities. Focus on the Future Week January29 th February 2 nd, 2018 Students will participate in events throughout the week during the school day. Evening events to be announced Taste of Apalachee Curriculum Night February 6, 2018, 5:30pm 7pm Sample a little bite from the different areas of your child s academic schedule. Spend 15 minutes with each teacher on your child spring schedule. If your child attends SIMS Academy, please report to the cafeteria during that period of time. Parent Registration Night March 8, 2018, 3-7pm View and approve your student s course selections for the school year. Monthly meetings to be announced focusing on social concerns and ways to support your child through their high school career. RTI 20

21 Instruction and Behavior Instruction Tier 4- SPED, EL, Gifted Tier 3- Individualized Interventions Tier 2 Small Group Interventions Tier 1- Whole Expectations 1. Follow Classroom Discipline Guidelines 2. Progress monitor all students 3. Make contact with parents at the first sign of failure 4. Request an SST with counselor of record Key Components: A 4-Tier delivery model designed to provide support matched to student need through the implementation of standardsbased classrooms. Evidence-based instruction as the core of classroom pedagogy. Evidence-based interventions utilized with increasing levels of intensity based on progress monitoring. The use of a variety of ongoing assessment data to determine which students are not meeting success academically and/or behaviorally. Data Teams in each school serve as the driving force for instructional decision making in the building. Purposeful allocation of instructional resources based on student assessment data. Behavior Tier 4-8+ Referrals 3% Tier Referrals 4% Tier Referrals 23% 21

22 School Wide Behavior Expectations Rubric Apalachee High School Classroom Hallway Dress Code Restroom Cellphones Respect Self, Others, Property, and Education Self, Others, Property, and Education Self, Others, Property, and Education Self, Others, and Property Self, Others, Property, and Education: Keep hands to self (shoving, pushing, etc) Public display of affection is reserved for places other than school Dress in a manner which is appropriate for school, school functions, and representing the CHEE in the community. Clean up after yourself. Use the restroom properly. Respect other's privacy. Respect other's privacy by retaining photos, and personal information of students, teachers, and administration. Use manners Professionalism Use manners Use appropriate language On Task Be Prepared - Materials/Notebooks/Lecture Notes/Homework Be Attentive-and open minded Be in Attendance - Being in class both physically and mentally Be Aware - Of instruction by teacher, administrator, or staff Of others who are learning Of others who need help Of others who are helping Be an Active Participant - In Class, activities, discussions, and group work Be Ready - for transition from activity to activity Be Appropriate- electronic devices are used in relation to the standards Be Prepared, Be Attentive, and Be Aware Keep headphones in your pockets and bags. Move from point A to point B in a timely manner During classes, remain quiet in the halls, (even during lunch transition). Be Prepared, Be Attentive, Be in Attendance, Be Aware, Be an Active Participate, and Be Ready Use the restroom between transition. Use restroom closest to your classroom. If using the restroom during class time, use the appropriate restroom pass Be on time for class. Be Prepared, Be Attentive, Be in Attendance, Be Aware, Be an Active Participate, and Be Ready Cell phones are to be kept in pockets and bags at all times unless a teacher asks you to take your phone out for instruction Cell phones are allowed during transition and the lunch room Attitude Positively...look on new tasks to challenge your thinking...accept criticisms for improvement of self and school community...encourage those around you to do their best When you are asked to comply with the rules, do so with a positive attitude and good manners. Dressing in a positive manner which allows you to be productive and work ready. No mid-drifts No hats or hoods No holes above the knee unless something is underneath (leggings, etc.) No visible undergarments All shirts have sleeves- or wear a cardigan No inappropriate graphics*, branding Dressing in a positive manner which allows you to have a positive attitude Appropriate manners When you are asked to put your phone away, do so with a positive attitude. Responsible For actions toward teacher, others, and self. For turning in class work, homework, school documents. For turning in make up work. For knowing standards and/or language objectives. Getting to class on time. Be in the area of the school that is appropriate to academics, athletics, and clubs Aware of what is happening around you Helping those seem to need it. Take care of any personal cell phone communication during transitions For looking your best so you can be the best. Keep your space clean (flush toilets, turn sinks off, utilize the trash can Report any damages (missing soap dispensers, sinks and toilets not working) or graffiti. Before using your cellphone during school, ask yourself: Is it worth it? (calling, texting, snapchatting, tweeting, instagramming) 22

23 Daily Schedule and Tutoring Schedule 1. Your daily schedule and tutoring hours should be posted outside your room, centered on your classroom door. 2. A piece of golden card stock will be provided. 3. Please follow these directions: Times New Roman, Size When you complete your schedule, please have it laminated and please post. Please follow these guidelines (LANDSCAPE ORIENTATION): Period 1- Period 2- Period 3- Period 4- Teacher Name Fall 2017 Tutoring Schedule (example): Monday, Wednesday, Friday 2:45-3:30 Bulletin Boards and Flyers All Bulletin boards need to meet one of two purposes: 1. To inform 2. To highlight and display student work There should not be a blank bulletin board nor a bulletin board with outdated information. Claim your board during pre-planning. No flyer or poster should be hung on walls unless there is special permission (administrative approval). 23

24 Apalachee High School Instructional Coaching Who? How? When? Where? Instructional Lead Teachers and Content Experts Instructional Coaching Planning Periods Daily All Classrooms FOCUS: The instructional coach will focus on an area of your choice. The instructional coaching role is to provide positive feedback and resources relating to school improvement goals. It is a non-evaluative role. DOCUMENTATION: Coaching Documentation Form, Teacher s Form for Peer Coaching, Coach s form for Peer Coaching 24

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26 APALACHEE HIGH SCHOOL TEACHER S FORM FOR PEER COACHING Instructions: Use this sheet for planning, observing, and sharing findings. This sheet is not shared with anyone other than your coaching partner. PART 1: PRECONFERENCE Teaching behavior I have chosen for peer coaching. Lesson Objective (What I want my students to be able to do at the completion of the lesson): How I would like the observer to collect data: Additional information I would like the observer to have about the class DATE OF OBSERVATION TIME OF OBSERVATION DATE OF POST CONFERENCE TIME OF POST CONFERENCE PART 2: POST CONFERENCE How did my use of promote student learning? If I were to reteach this lesson, is there anything I would do differently (My evaluation of the lesson) PART 3: DEBRIEFING Was the preconference helpful? Was enough time spent to give the observer sufficient information about the lesson and what to observe? Is there any way the preconference could be changed to make it more useful? How did the data collection work? What parts were most difficult to interpret? Which parts were most helpful? Was the post conference productive? Is there anything about the process that could be changed to make it more productive for either teacher or observer? 26

27 Were expectations met? APALACHEE HIGH SCHOOL PEER COACH OBSERVER S FORM Instructions: Use this sheet for planning, observing, and sharing findings. This sheet is not shared with anyone other than your coaching partner. PART 1: PRECONFERENCE Teaching behavior to be observed: Lesson Objectives student will be able to accomplish at the completion of the lesson: How will data be collected Additional information from the teacher about the class DATE OF OBSERVATION TIME OF OBSERVATION DATE OF POST CONFERENCE TIME OF POST CONFERENCE PART 2: OBSERVATION DATA: Attach whatever data collection instrument/notes you used. PART 3: POST CONFERENCE How did the teacher s use of promote student learning? If data was collected, how did the data collection work? What parts were hardest to observe or describe? Was the post conference productive? 27

28 Apalachee High Administrative Duties and Responsibilities E. Wilson Announcements Parking Passes Bus Passes Attendance Certificate ADAP A. Moss Principals Secretary Leave Subs Facility and Maintenance Requests Master Calendar Personnel Liaison L.McCutcheon Transportation for Field trips Fundraising School Activity: Purchasing/Funds County Funds: Purchasing Local Payroll Martin Discipline Support Title 9 Observations: Language Arts, SPED SIP Developing Leaders SGT Leadership Team Field Trip Approval Fund Raiser Approval Parent Involvement/ Parent Nights Graduation Ceremony CCRPI TKES Faculty and Student Handbook Neeley Parking Facilities Scheduling Maintenance PE/Social Studies/Fine Arts Partners in Ed Transportation Athletics Safety GEMA Emergency Plan Duties School Maps Title 9 CPR Training AED Training Farah Discipline 9-10 Math/CTAE Chee Games PBIS PSAT Coordinator RTI-Behavior Attendance AHS Unplugged Alternative School Intake Meetings Assistant Test Coordinator Boyd Discipline Professional Learning Clinic Reporting Science/Modern Language/Counselors New Teachers Instructional Team Support (ILTs) Testing Master Scheduling (and bell schedule) RTI- Instruction AHS Unplugged Counseling Department CATs Support Grade Reporting TKES Title I, II, and III T.Shropshire S. Johnson ILTs Athletic Transportation Discipline Attendance Tardies Dept Mgmt. Instructional Coach PLCs RTI 28

29 Apalachee Counseling Amy Bishop H-M Mike Wadleigh N-Z Whitney Hardegree A_G Sarah Jones Freshmen Grades ACT Coordinator McKinney-Vento Food 2 Kids Clothes Closet Reach GA Advisor RTI CBBR Representative Teens in the Driver s Seat Honors Night Coordinator Senior Meetings/Sophomore Graduation Plans Grades AP Testing RTI Curriculum Night Bullying Presentations Senior Meetings and Sophomore Graduation Plans Eligibility Grades Academic Move on When Ready RTI 504 Database Bridge Lessons 10 th -12 th Probe Fair Senior Meetings and Sophomore Graduation Plans Career Fair All RTI Bridge Lessons 9 th 9 th Grade Transition/Summer Survivor Camp Middle School Visits MS Parent Night C. Blough Master Schedule Balancing Classes FTE A. Sharp Move On When Ready Scholarships Work Permits College Visits (campus visitors) Senior class assistance-grad practice and grad walk M. Mathews Withdrawals Enrollments Transcripts Failure Lists Hold Forms Counselor Requests Conference Room Calendar ILTs Departmental budgeting, ordering, inventory (including textbooks), Leadership Team representative, Lead Instructional Teacher (managing PLCs), overseeing Accountability partners, collecting required documentation, etc Your ILT should be your first stop with any questions! SRO Brett Maxwell, General Safety Patrol and school safety training IT- Richard Seigler You must submit an IT request 29

30 Exams Final Exam Dates December 19 th (periods 3,4) December 20 th (periods 1,2) official half day May 18 th (Senior Exams, 1-4) senior last day May 22 nd (periods 3, 4) May 23 rd (periods 1, 2) official half day Common Courses MUST give a common exam and take final exams on the above published dates. GMA courses must provide a graded final assessment on the above published dates. This assessment should cover what you have taught since your students took the GMA associated with your class. Fall Semester GMAs ELA- November 29 th -December 1 st Math- December 4 th - 5 th SS-December 6 th -7 th SCI- December 11 th -12 th EOPAs- December 13 th - 14 th Spring Semester GMAs ELA- April 30 th May 2 nd Math- May 3 rd -4 th SS- May 7 th -8 th SCI- May 9 th -10 th EOPAs- May 14 th - May 15 th The following guidelines will be followed for administering exams at the high school level. High School Exams: Final Exams will be given the last two days of each semester, aside from GMAs Georgia Milestones courses will count the GMA for 20% of total grade Final Exams for courses other than GMA s will count 20% of total grade All grades and exams will be cumulative There are NO exemptions. All students should be present the last two days of school. 30

31 FINANCE This section deals with policies and procedures for requesting expenditures of school and county-level funds, cash handling, and guidelines for fundraising. School Activity Funds AHS School/Athletic Accounts Although funds in various accounts within the school general fund are the property of the organization generating the account, State of Georgia law requires that the school principal monitor all expenditures to ensure reasonable educational purposes. For this reason, administrative approval will not be given for expenditures which: 1. Are not in keeping with the stated purpose of the organization owning the account 2. Are excessive in relation to the nature of the purpose of the expenditure 3. Would result in leaving the account unable to meet expenses encumbered at an earlier date 4. Would result in leaving the account unable to meet expenses known to be forthcoming in the near future and necessary to the function of the organization 5. Would create a negative balance in the account School/Athletic Purchasing Procedures 1. Complete a Purchase Order Request form with ALL pertinent information and sign 2. Submit the PO request to the bookkeeper to be reviewed and approved by the Principal 3. Upon approval, the bookkeeper will issue a copy of the Purchase Order 4. Place the approved order using the Purchase Order/PO# 5. Once the order is received, turn in all packing slips received with order to the bookkeeper 6. When the invoice is received by the bookkeeper from the vendor, it will be placed in your school mailbox to be signed, dated, and returned to the bookkeeper so that payment can be issued Notes: Incomplete PO requests will not be accepted Never place an order prior to receiving a signed and approved copy of your Purchase Order All purchases for personal reimbursement must be pre-approved by the Principal in accordance with the outlined procedures for purchasing above and all pertinent itemized receipts must be returned signed and dated Staff members who place an order or make a purchase without following proper procedures may be held responsible for payment Please plan accordingly to allow for adequate time for processing of requests (3-4 days) Cash Handling Policies and Procedures: All funds collected from students for any purpose must be turned in to and properly accounted for through the administrative office. When collecting funds, please remember the following: 1) A receipt from a 3-part receipt book (available from the bookkeeper) must be issued for all collected funds of $10.00 or greater (the white copy goes to the payee, the yellow copy accompanies the completed monies collected form, and the pink copy remains in the receipt book) 2) Once a receipt book has been exhausted or is no longer needed, it should be returned to the bookkeeper for preservation of financial records 3) Individuals not maintaining a receipt book and not following these procedures will be held accountable in the event of a discrepancy 4) All money should be turned in to the bookkeeper within 24 hours of collection - employees are urged not to keep money in their rooms and will be held accountable in the event of theft or loss When submitting funds for deposit place the funds in a money bag/ deposit envelope which includes a signed and completed monies collected form. Please ensure that funds are properly prepared for deposit by properly completing the monies collected form, attaching appropriate receipts, bank facing cash, and rolling/separating coins. Once the funds have been verified by the receptor/bookkeeper, you will receive a receipt confirming the deposit in your school mailbox. Each account will receive a summary of their account transactions including the current account balance once per quarter or upon request. Student Debts: 31

32 Students who owe money for lost or damaged books, unpaid activity fees, etc., must be notified of the debt and given a reasonable time to pay. In the event that a check is returned for insufficient funds, a letter will be issued to the appropriate party with information on how that debt can be cleared. The media specialist will be responsible for completing a Hold slip on any student who has not cleared a library debt. Each teacher should also complete a Hold slip for each student who has any outstanding debt after the semester has ended and turn these in to the guidance secretary. Teachers should complete a Hold form that specifies EXACTLY what is owed and for what, along with the replacement cost of the item(s). Textbook holds must reflect the BOOK NUMBER in additional to title and cost. ILTs will assist in determining replacement cost of texts. Holds forms should be forwarded to the guidance office. Please inform your students that they are responsible for any school materials issued to them. Report cards, transcripts or any grade information/school records will not be released until all obligations have been cleared. Procedures for Expenditure of County Level Funds Barrow County Board of Education Funds CTAE Purchasing 1. Complete a requisition form and it to the Career, Technical & Agricultural Education Director 2. After approval and coding, the approved requisition will be sent to the bookkeeper to be entered into Munis where it will be reviewed and go through a series of approvals 3. Once the PO has been approved in Munis, the bookkeeper will print the Purchase Order (each PO consists of 4 copies Vendor, Department Receiving, and Accounting) (a) Vendor Copy the Vendor Copy will be placed in your school mailbox and should be used to place the approved order (b) Department Copy the Department Copy will be placed in your school mailbox and is for your records (c) Receiving Copy the Receiving Copy (maintained in the bookkeeper s office) is to be signed/dated once the order has been received (all packing slips and documentation accompanying the order should be turned in at this time) (d) Accounting Copy the Accounting Copy is maintained by the bookkeeper as a part of the financial records for the fiscal year 4. The bookkeeper will receive the PO in Munis once the Receiving Copy has been signed/dated and packing slips/receipts/documentation have been submitted 5. Vendor will send the invoice to the county office to be paid Department Purchasing 1. ILT should complete a requisition form and submit it to the bookkeeper to be reviewed, coded, and entered into Munis where it will go through a series of approvals 2. Once the PO has been approved in Munis, the bookkeeper will print the Purchase Order (each PO consists of 4 copies Vendor, Department Receiving, and Accounting) (a) Vendor Copy the Vendor Copy will be placed in your school mailbox and should be used to place the approved order (b) Department Copy the Department Copy will be placed in your school mailbox and is for your records (c) Receiving Copy the Receiving Copy (maintained in the bookkeeper s office) is to be signed once the order has been received (all packing slips and documentation accompanying the order should be turned in at this time) (d) Accounting Copy the Accounting Copy is maintained by the bookkeeper as a part of the financial records for the fiscal year 3. The bookkeeper will receive the PO in Munis once the Receiving Copy has been signed/dated and packing slips/receipts/documentation have been submitted 4. Vendor will send the invoice to the county office to be paid Notes: Never place an order prior to receiving an approved copy of your Purchase Order Staff members who place an order or make a purchase without following proper procedures may be held responsible for payment If you are submitting an employee expense form, be sure that all travel rules have been followed and appropriate documentation/receipts/vouchers are attached Fundraising I. Approval Procedure All fund raising requests must be submitted on the Fund Raising Request Form to the Administration. This request should include the proposed activity, number of students involved, the supervising teacher, the anticipated amount of revenue to be raised and the 32

33 purpose for which this revenue is to be used. Fund raising projects must be approved by the Board of Education. The Board considers fund raising requests at its regular meetings; therefore, fund raising requests must be turned in to the main office 3 weeks prior to the next meeting of the Board of Education. NO FUNDRAISERS OF ANY KIND WILL BE CONDUCTED WITHOUT BOARD OF EDUCATION APPROVAL. Fund raising activities must be held before and after school. Fund raising forms may be picked up from the front office. II. Student Participation in Fund Raising Teachers who plan to have students take possession of items to sell, must first have on file a signed statement from the student s parent/guardian that gives the student permission to participate as a seller. That further acknowledges that the student and parent/guardian will be responsible for any and all items that the student receives. III. Budget Development and Planning Each organization s sponsor will direct the preparation of a budget along with the club officers. This budget must contain the following: 1. Amount of monies on hand. 2. Amount of monies needed for the year and the proposed expenditures for the year. 3. Proposed fund raising events and mount of money expected to be earned from each. NOTE: All budgets must balance and/or show carry-over positive balance. IV. Fund Raising Caution Sponsors are reminded that monies collected from fundraisers are subject to state and local guidelines and must be accounted for through the school office. Sponsors conducting fundraisers should follow the following guidelines: 1. Use only reputable fundraising companies and salespersons. 2. Compare companies. Some companies will offer higher commissions/lower prices than others. 3. ALWAYS keep a written record of merchandise issued to students. 4. ALWAYS issue written receipts of money received from students and keep copies. 5. ALWAYS turn in to the office monies collected daily. The bookkeeper will provide envelopes and deposit forms for this purpose. 33

34 APPENDIX A - Copyright Information: The following web sites contain copyright information: or if you can t get this address try: Click Alphabetical Index to Site Click C-D Scroll down and click Copyright and Fair Use in the Classroom. Copyright Policy and Information: This section should not be used as a substitute for more complete information provided in this book, but rather as a refresher for dayto-day reference, once having become familiar with the contents of the following chapters: Copyright Definition: Copyright is a property right granted to authors, the purpose of which is to advance the public welfare by promoting artistic and scientific process. Effective Date of the Law: January 1, 1978 Length of Time Protected: Works copyrighted prior to 1978: 28 years and renewal of 47 years. Works copyrighted in and after 1978: life of the author plus 50 years (if joint authors, life + 50 years of surviving author). Works eligible for Protection: Definition: Any tangible medium of expression, now known or later developed which can be perceived, reproduced, or otherwise communicated, either with the aid of a machine or device. Author s Rights Protected: Author has exclusive rights to do and authorize: (Also see definition in Glossary) 1. Reproduction of work. 2. Prepare a derivative work based on copyrighted work. 3. Distribution of the work by public sale, transfer of ownership or by rental lease or lending. 4. Performance of the work publicity. 5. Display of the work publicity. Liability: $ to $250,000 per infringement. If proven law broken by willful intent, statutory penalty maybe raised to $1,000,000. $ to $250,000 per infringement and/or 1-5 years imprisonment if found guilty or willfully infringing the law for private or commercial gain. Note: Court must waive statutory penalty of employee of a nonprofit educational institution or library where violator can prove they believed they were operating under Fair Use interpretation. Does not eliminate possibility of a civil suit. Photocopying: (single copies) Teacher/ Classroom Use 1. A chapter of a book. 2. An article from a periodical or newspaper 3. A short story, short essay or short poem 4. A chart, diagram, cartoon or picture from a book, periodical or newspaper Photocopying: (multiple copies) Teacher/Classroom Use: 1. A chapter of a book 2. An excerpt from a longer poem, not to exceed 250 words 3. A complete article, story, or essay if less than 250 words 4. Excerpt from a larger article, story or essay not to exceed 2,500 words or 10% of the whole, whichever is less 5. One chart, graph, diagram, cartoon or picture per book or periodical issue 6. Special works containing prose, poetry and illustrations, but limited to no more than 10% of the total Limits to Proceeding: Photocopying: 1. Copying is made for one course only 2. One work from a single author 3. No more than 3 authors from a collective work 4. No more than 9 instances of multiple copying in one term 5. Copying does not replace or substitute for anthologies 34

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