YMLA Faculty Handbook 2016-2017

Transcription

YMLA
Faculty Handbook
2016-2017
900 Acorn Street
Jacksonville, Florida 32209
Young Men’s Leadership Academy Faculty Handbook
P a g e |1
Table of Contents
Bell Schedule
4
Worker’s Compensation
Meeting Days & Times
5
Classroom Information
Culture & Climate
5
Activity Scheduling
11
DVD’s/Videos
12
11
Employee Information
Absences (Teachers)
6
Field Experience Procedures
12
Certificates
7
Guest Speakers
13
Communication - School
7
Hall Passes/Restroom Log
Copy Requests
7
Hall/Campus Monitoring
13
Copyright Law
7
Illness (Student)
13
Employee Dress
7
Incident Reports
13
Evaluation
7
Least Restrictive Environment
13
Grievance Procedure
8
Maintenance
14
Laptop Procedures
8
Safety
14
Leaving Campus
8
Storeroom Orders
14
Lounge
8
Technology/Internet
14
Meetings
8
Offices
8
Grade Gathering Documents
14
Planning Period
9
15
Professional Development
9
Grading Scale/ Grade Book
Guideline
Progressive Discipline
9
Lesson Plans
15
Restrooms (Faculty)
9
Lesson Plans (Emergency)
15
Sign In/Sign Out
9
Syllabus
15
Smoke Free Environment
10
Testing
16
Supervision of Students
10
Scholarship Warnings &
Progress Reports
16
Telephones and Faxes
10
Textbooks
10
Types of Leave
10
Workday
11
13
Student Discipline
Discipline Referral
16
Dress Code for Students
16
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Tardies
16
Behavioral Progression Plan
32-33
Weapons Checks / Random
Searches
17
Voicemail Procedures
34
Green Champion Activities
35
Hall Pass Log
36
Pillars of Excellent Instruction
Look Fors
37-44
YMLA Creed
45
Intervention Definitions
46-47
Form #3 -- Coach/Teacher Data
Chat
48
Form #4 – Data Reflection
Guide
49-51
Form #5 – Common Planning
Agenda
52
Form #6 – Standard Analysis
53
Form #8 – Equip Protocol
54-55
Form #9 – Lesson Plan Template
56-57
Form #11 – Teacher/Student
Data Chat Form
58
Form #12 – Intervention Log
59
Form #12 – RTP Tracker
(Optional Replacement)
60
Form #13 – Parent/Guardian
Contact Log
61
School Map
62
Extensions List*
63
Communication
Parent Conferences
17
Intercom
17
Fundraisers
Evening Events/Activities
17
Fundraising Activities
17
Other Important Information
Classroom Technology
18
Visitors / Volunteers
18
Appendix
YMAL Top 10 Strategies
19
Activity Request Form
20
Announcement Forms
21
Customer Service Request Form
22
Field Experience Checklist
23-26
Fundraising Documents
27-28
KELLY -- KASS Quick Start
Guide
29
Leave Form
30
Morning Routine
31
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BELL SCHEDULES
REGULAR DAY
Action
6th Grade
7th Grade
8th Grade
Start 1st
8:25
8:25
8:25
Transition to 2nd
10:00
10:03
10:06
Start 2nd
10:03
10:06
10:09
Transition to 3rd
11:33
11:36
11:39
Start 3rd
11:36
11:39
11:42
Transition to Lunch
1:06
1:09
1:12
Transition to 4th
1:45
1:45
1:45
Start 4th
1:50
1:50
1:50
Dismissal
Varies by student Transportation or Extracurricular Participation
EARLY RELEASE BELL SCHEULE
Action
6th Grade
7th Grade
8th Grade
Start 1st
8:25
8:25
8:25
Transition to 2nd
9:35
9:38
9:41
Start 2nd
9:38
9:41
9:44
Transition to 3rd
10:48
10:51
10:54
Start 3rd
10:51
10:54
10:57
Transition to Lunch
12:01
12:04
12:07
Transition to 4th
12:45
12:45
12:45
Start 4th
12:50
12:50
12:50
Dismissal
Varies by student Transportation or Extracurricular Participation
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Meeting Schedules
Content Area Professional Learning Community (PLCs): 2nd B Day – ELA, Social Studies, Math, Science during
Planning Period (Weekly/PD Room)
Shared Decision Making Team (SDMT): 3rd Tuesday from 3:45-4:45 (Monthly/Media Center)
School Advisory Committee (SAC): 3rd Tuesday 5:30-6:30pm (Monthly/Media Center)
Foundations Team: After every 2nd Early Release 3:45-4:30 (Monthly/Media Center)
School Leadership Meeting (SLT): Every Monday 9:00– 10:00 (Weekly/Sunshine Conference Room)
Early Dismissal: Per DCPS Calendar on Wednesdays 2:25 – 3:40pm (Students day ends at 2:20pm)
Faculty Meetings: As needed; Called by Principal with at least a 24 hour notice, extends PD meetings until 5:00 pm
Common Planning: 2nd B Day
Administrative Directed Meeting: 2nd A Day
CULTURE & CLIMATE
SCHOOL MISSION
To teach model and inspire young men to be focused and
committed to the pillars of honor, scholarship, and
service.
KNOWING THE MISSION
All faculty and staff should know and practice the
mission of the school daily. Faculty and staff should
also know the creed, the crest, and the pillars.
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RECOGNITION
YMLA ATTITUDE
Faculty, staff, and students should be recognized on a
consistent basis. There are five awards that will be
given twice on the 1st & 3rd Monday of each month to
teachers. The awards are as follows: Godzille Award,
Engagement Award, Overall Outstanding Award,
Rituals & Routines Award, Differentiation Award.
Student recognition boards will be located throughout
the building. Remember positive reinforcement goes
further than punishment.
All faculty and staff need to be focused and committed
to leading by example. This year we will continue to
establish the identity of our school by defining the
YMLA Way, The YMLA Attitude. Live the Creed.
CULTURALLY RESPONSIVE SCHOOL
All faculty and staff are employed for the purpose of
improving our school, completing our mission, and
making our vision a reality. There are three expectations
for all faculty and staff: have a passion for children, a
passion for education, and a passion for growing
professionally.
A culturally responsive school:
REVISION TO PROFICIENCY
Students should be supported and pushed to achieve
excellence by revising their work with assistance from
the educator until proficiency is reached.
HOUSE COMPETITIONS & LEADERHSIP
SEMINARS
All faculty & staff are expected to fully participate in
both House Competitions and Leadership Seminars.
TOOLS TO MEASURE
FAME Survey, TNTP, and other qualitative resources.
EMPLOYEE INFORMATION
1. Promotes Positive Perspectives
ABSENCES (TEACHERS)
2. Has High Expectations
For teacher absences, class coverage is a must. Each
teacher is responsible for reporting his or her own
absence to the substitute help line. The line is open 24
hours per day, seven days a week. Call Kelly Services
(904-245-7555) or log-on to
https://kelly.aesoponline.com/login as soon as you
know of the impending absence. Absences can be posted
up to 30 days in advance. TDE absences are to be
posted as soon as a teacher becomes aware of the
impending activity and has approval from the Principal.
Athletic TDE’s must be submitted as soon as the athletic
agenda is posted and the Principal approves it.
Administration has the right to deny a TDE for any
reason.
3. Inspires Intrinsic Motivation
4. Establishes Inclusion
5. Enhances Meaning
6. Teacher Becomes the Facilitator
https://www.brown.edu/academics/educationalliance/teaching-diverse-learners/strategies0/culturally-responsive-teaching-0
http://www.ascd.org/publications/educationalleadership/sept95/vol53/num01/A-Framework-forCulturally-Responsive-Teaching.aspx
CLASSROOM DATA DISPLAYS
Post all of the standards for a given course on the wall.
Students track their own progress towards proficiency.
This trains all YMLA students to be accountable for
their learning. Stakeholders are encouraged to ask the
students what they are struggling on and what steps they
are taking to reach proficiency.
Typically, on Mondays and Fridays, there is a high
incidence of absences in the district. Please be
considerate of your peers on these days. In the absence
of substitute teacher coverage, teachers on planning will
provide class coverage and be paid a supplement for the
class period.
Please complete your substitute folder with the
following: seating charts, copies of materials to be used,
list of rituals and routines and detailed lesson plans.
ANNOUNCEMENTS
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All announcements must be submitted in a timely
fashion to Ms. Maldonado on the Announcement Form
and placed in his mailbox 24 hours prior to the
announcement being made. A blank form can be
obtained from the Main Office. Please avoid lengthy
announcements.
ATTENDANCE POLICY (TEACHERS)
As a courtesy to other staff members, please call Ms.
Anderson or Ms. Monroe to report your absences.
Absences are for either full day or half day. Main
Office personnel will notify the appropriate
Administrator of the absence for more effective staff
planning. Immediately upon return to work from sick
leave, teachers are responsible for returning completed
leave forms. After three days of missing or incomplete
leave forms will cause payroll issues and will constitute
pay being docked for the leave.
Personal Leave requires the Principal's approval in
advance. In cases of emergency, please notify an
administrator in person prior to leaving campus. If an
employee is going to be late, he/she is expected to call
the Main Office so that coverage can be
arranged until arrival. Upon arrival to campus and before
reporting to class, the teacher should submit a leave form
to Ms. Monroe
CERTIFICATES
Teachers are responsible for maintaining certificates on
file with the District Human Resources Office and with
Ms. Monroe. For more information on certification, visit
www.fldoe.org/edcert.
COMMUNICATION
Make sure to check your mailbox, email, and phone for
messages daily! YMLA has a first class customer
service policy with a maximum of a 48-hour window to
provide a response.
COPY REQUESTS
Materials to be copied will need to be placed in the Copy
Room file. Write the date, your name, number of copies
needed, and any special instructions on the Copy
Request Form then attach to your original documents.
When copies are completed, they will be placed in your
mailbox. Please allow 72-hours for requests to be
completed. Students are not to be sent out of class for
copies. Please refrain from making unnecessary copies
(crossword puzzles, word searches or games). Monthly
limit is 1000 copies per person.
COPYRIGHT LAW
Specific copyright laws apply to teachers utilizing
various forms of media in their classrooms. It is the
responsibility of the teacher to follow and abide by all
copyright laws. All media material should be previewed
prior to instructional use. All materials used must be
part of the curriculum. Administrative approval is
required prior to showing any movies. Parental
permission must be obtained for each student prior
to showing any movies, video clips, etc. that have a
rating other than “G”.
EMPLOYEE DRESS
It is the intent of YMLA to ensure all employees present
themselves to our students, parents, and general public in
a manner which enhances their professional position and
to model for students, attire that promotes success.
An employee’s dress should:
a. Reflect their position as a positive and
respectable role model for children by meeting
the general code of appearance for students.
b. Be practical for performing work duties and
responsibilities.
c. Include clothes selected with safety in mind
relative to the employee’s work assignment and
duties.
Teachers may not wear jeans, sweats, wind suits or hats
unless necessary or appropriate for the work assignment.
Please consider and pay special attention to viewable
tattoos and piercings.
EVALUATIONS
All teachers in Duval County will be evaluated based on
the C.A.S.T. evaluation system. For more information on
C.A.S.T visit the Duval Schools website:
www.duvalschools.org. All new teachers must also
complete the Mentoring and Induction for Novice
Teachers program (MINT). See the Professional
Development Facilitator for specific information
regarding MINT requirements.
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GRIEVANCE PROCEDURES
5. Plan and coordinate projects
Any employee, student or parent who has a complaint
concerning any form of discrimination related to
education, employment opportunity or environment in a
Duval County Public School may obtain counsel and
assistance through the immediate supervisor, Principal
and/or school/district contact person.
PLC Agendas, Sign-In Sheets and Minutes shall be
maintained by Department Leaders. Professional
Development Points will be issued to all participants.
KEYS
School Advisory Council meetings will be held
monthly on the 3rd Tuesday from 5:30-6:30 pm.
Shared Decision Making Team meetings will be held
monthly on the 3rd Tuesday from 3:45-4:45 PM.
Teachers are responsible for obtaining and signing for
their room keys via Ms. Monroe. Always keep keys in a
secure place. If your keys are lost, report this to Ms.
Monroe immediately. It is also necessary for an incident
report to be filed with the security Office. Keys should
never be given to students.
LAPTOP PROCEDURES
All laptops are considered property of Duval County
Public Schools and shall be handled with care. The
DCPS Acceptable Use Policy (AUP) will be in full
effect for the use of all school-based technology whether
on campus or not. Ms. Denson-Butler is the STC and all
technology inquiries, issues and requests are processed
through her. Type “Service Desk” in an internet address
bar while connected to the intranet (in school) to submit
technology service tickets or contact the DCPS Help
Desk at 348-5200.
Attendance at Early Dismissal, Faculty Meetings and
PLC meetings are mandatory.
Required Evening Meetings
All employees are required to attend two very important
and traditional evening events.
1. Open House takes place on August 30, 2016. This
is an opportunity for parents to meet teachers and to
learn about teacher expectations, purpose, and
content of curriculum.
2. Middle School Recognition Ceremony (8th Grade
Graduation) during the last week in May. All
Faculty demonstrate support during this
culminating activity where we recognize and
appreciate 8th grade students, teachers and families.
MAIN OFFICE
LEAVING CAMPUS
Students are not allowed in the Staff Lounge. Under no
circumstance should a student be sent to get a drink or
snack from the vending machines.
The Main Office personnel are here to assist the Faculty
and Staff. A few reminders:
 Refrain from discussing specific problems involving
students in open areas such as the Main Office.
 Students coming to the Main Office should have a
hall pass and a note indicating their purpose.
 Students should wait at the counter to be helped.
 Correspondence directed to personnel should be
placed in the appropriate mailbox.
 No students are allowed in the Staff Lounge.
MEETINGS
GUIDANCE OFFICE
Content Area Professional Learning Community
meetings will occur at least once weekly.
 Students may request Counselor appointments in the
Guidance Office.
 Individual credit evaluations are completed during
registration each year prior to the scheduling of
classes for the coming year.
 Copies of report cards can be obtained in the
Curriculum Office.
 Information on FCAT, FSAs, EOC’s, and other
standardized assessments can be found in Guidance.
Employees must sign in and out in the Main Office when
leaving campus for lunch breaks. Please notify an
Administrator and the Main Office any other time when
you must leave campus.
LOUNGE
PLC meetings will be held to:
1. Promote unity and consistency
2. Coordinate the work in various courses
3. Analyze student work using EQUiP
4. Develop and analyze common assessments and/or
anchor charts
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CURRICULUM OFFICE
 Report cards are printed at the end of the grading
period by the Curriculum Office. Unclaimed report cards
should be returned to the Curriculum Office.
 Testing information and preparation for standardized,
school-wide assessments are completed through the
Testing Coordinator. It is the responsibility of the entire
staff to ensure an optimal testing environment for all
students.
 Grades are required to be updated in Focus at
progress report time (Week 5 of each Quarter) and
final grade reporting time, but should be updated
weekly.
 Grade change forms may be obtained from the
Curriculum Office.
 Justification must be submitted to the Principal or
Designee for any grade changed.
 Scholarship Reports and a record of final grades given
by teachers during the school year are kept on file in the
Curriculum Office.
 Grade Audit reports are given to teachers at the end of
each grading period for analysis and approval.
 Student Honor Roll, Athletic Eligibility Reports,
Grade Point Average and Academic Warning reports are
issued from the Curriculum Office.
 Schedules will only be changed for one of the
following reasons:
1. Student has previously failed the class with
the scheduled teacher.
2. An assigned course was previously completed.
3. The student has not passed a required prerequisite
course.
4. Administrative action is necessary to balance class
loads.
Each year the YMLA faculty will be encouraged to
expand their expertise by taking part in professional
development opportunities offered on campus and
throughout the county. Points for recertification will be
awarded for in-service components offered on campus.
Each teacher is responsible for accumulating a total of
120 points within his or her period as indicated on the
certificate. Recertification may be obtained by taking
college courses or participating in workshops.
Tallahassee needs to receive an official transcript to
verify course completion. More information is available
from the school’s Professional Development Facilitator,
Ms. Thomas. You may also visit the following website
to register for District level sessions:
https://ero5.eschoolsolutions.com/user/Login.taf?_fun
ction=logout&orgId=32209
PROFESSIONAL DEVELOPMENT PLAN
Each year teachers are required to complete an
Individual Professional Development Plan. This
requires teachers to develop a plan for teacher growth
using measurable goals. Reviews of the plan will be
conducted during the year. The dates of review will be
determined by the Principal.
PROGRESSIVE DISCIPLINE
As part of the Duval County policy for disciplinary
action the following steps are utilized for employee
infractions:
1. Verbal Reprimand
 No written conference summary is placed in
personnel file
 Employees must be told that a verbal
reprimand initiated the disciplinary process
2. Written Reprimand
3. Suspension Without Pay
4. Termination
PLANNING PERIOD
Teachers may be asked to complete minimum tasks
during their planning period, such as cover a class, hold
a parent or student conference, or meet with committee
members. However, these times are considered sacred
for the purpose of instructional planning for teachers and
their respective teams. Teachers who leave campus
during planning periods must sign out in the Main Office
and sign back in upon your return. Leaving campus
during this time requires that the teacher submit a
leave form.
PROFESSIONAL DEVELOPMENT
RESTROOMS/FACULTY
Adult restrooms are located in the Main Office hallway.
These restrooms are designed for Faculty, Staff and
adult visitors ONLY.
SIGN-IN/ SIGN-OUT PROCEDURES
All teachers are to sign in daily by 8:20 am on a
signature sheet provided in the Main Office. Teachers
are not to have someone else sign in for them. If on
time, teachers do not have to indicate the time arrived. If
late, teachers are requested to indicate the time arrived.
Should a need arise for a teacher to leave before 3:40 pm
9|Page
the teacher must receive authorization from the Principal
or Assistant Principal of Curriculum. After approval, the
teacher must complete a leave form.
SMOKE-FREE / DRUG FREE CAMPUS
Smoking or drug/alcohol use are not allowed anywhere
on campus. Please do not smoke anywhere outside of
the building or in the parking lot. Smoking inside of a
vehicle in the parking lot is strictly prohibited.
SUPERVISION OF STUDENTS
It is the responsibility of the school to provide
supervision for students in attendance. It is the teacher’s
responsibility to make sure that students in his/her
charge are supervised at all times. Teachers should be
aware of the legal and progressive discipline aspects of
failure to provide adequate supervision. Students should
always be supervised by an adult.
It is imperative that a teacher be on time to his/her
classroom when students are assigned that period.
Occasionally, it might be necessary for you to have your
class covered for a brief period of time. If this is
necessary, you should notify the Main Office so that
arrangements can be made prior to leaving the
class/classroom.
All teachers are expected to escort the class to their next
period based on movement plan created by your team.
The expectation is that teachers are also at your doors
during morning movement to monitor behavior in the
hall as well as to check students entering the classroom
for adherence to the Uniform Policy. Teachers should
also ensure all students entering the classroom have a
visible ID. Teachers should also be able to view students
at all times in their rooms. This is the best deterrent to
student problems.
*Teachers are not allowed to place a student in the
hallway as punishment or for a time-out as this is
unsafe. Students should not be moved to an
alternative classroom for behavior modification
purposes. If a student must be sent out of class,
please contact the Dean’s Office Assistant, Ms.
Anderson or through team-based time-out system.
TELEPHONES AND FAXES
Teachers will be called out of class to answer the
telephone only in cases of emergency. All nonemergency phone calls will be sent directly to the
teacher’s voicemail during the instructional day. The fax
machine is located in the front office. Personal long
distance calls are not permitted using school telephones.
Teachers should not use personal cell phones during
assigned class time.
TEXTBOOKS
All classroom sets of textbooks, non-consumable
workbooks for each student, teacher manuals, and
classroom reference sets are issued at the beginning of
the school year to each teacher. This system is the means
of inventory control.
At the end of the school year, all books will be checked
back in by the Instructional Materials Managers, Ms.
Denson-Butler. Teachers will receive specific
procedures prior to the end of the year for this process.
Textbooks are issued as classroom sets and the teacher is
responsible for the handling, care and condition of all
textbooks. Student companions (workbooks) are issued
to the teacher, one for each student.
If a student companion is lost, the student will be
responsible for replacing it. The student will have to pay
for another book or the debt will be placed on the
obligations list. All debts owed on the obligations list
must be paid in order for students to participate in school
sponsored activities (i.e. dance, graduation, field trips,
etc.). Any textbooks, library books, or other media
material found should be returned to the Instructional
Materials Managers, ______________
TYPES OF LEAVE
Sick Leave
Certificated personnel receive ten days per year. Four
days are allocated at the beginning of the school year.
The remaining six days are allocated, one day per month
from September through February.
**A “Leave Form” must be completed, signed, and
returned to the Principal’s Secretary, Ms. Monroe, on
the day following an employee’s absence. Confirmation
number must be included on the form.
Personal Leave
Six days per year may be used as personal leave days.
These days are charged against sick leave days. Persons
must have sick leave days accumulated in order to utilize
personal leave. When personal leave is requested for a
day preceding or following a holiday or non-work day, it
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should be requested two weeks in advance. Personal
leave must be pre-approved by the Principal and may not
cause undue hardship to the school.
**A “Leave Form” must be completed, signed, and
returned to the Principal’s Secretary, Ms. Monroe, prior
to taking personal leave.
Temporary Duty Elsewhere
Any time an employee’s duty necessitates being
elsewhere a “Temporary Duty Elsewhere” (TDE),
request must be made and the proper form initiated. The
completed request must be submitted to the Principal ten
days in advance. All leave forms may be obtained from
the Front Office.
Other Leave
In the event that employees take leave for any reason
other than that outlined above, the employee must
request such leave in writing and submit it to the
Principal who will forward the request to the Human
Resources Division.
employer, is not responsible for unauthorized medical
expense. The Director of Safety can give authorization
for any other physician only with prior approval. It is
the School Board’s position that any unauthorized
medical treatment is at the expense of the employee.
The most important thing to remember when a lifethreatening or serious injury occurs is to get the injured
employee to the nearest hospital. (Walk-in clinics are
permissible on an emergency basis for one visit only.
When an emergency room physician refers an employee
to another physician, an authorized physician must be
used or referred physician cleared by Duval County.)
ALL requests for second medical opinions or change of
physicians must be channeled through the DCPS Safety
Office.
Please direct any questions regarding the reporting of an
accident, procedure, additional doctor’s appointments, or
claims to the Principal’s Secretary, Ms. Monroe.
CLASSROOM INFORMATION
WORKDAY
ACTIVITY SCHEDULING
For 180 student-day contracts, the employee workday
shall be seven and one-third hours, including lunchtime.
The workday begins at 8:10 and ends at 3:30.
Teachers desiring to schedule activities, such as field
trips, assemblies, guest speakers, fundraisers, etc., must
complete the appropriate forms. The correct form must
be submitted at least three weeks prior to the activity
OR field trip being placed on the school calendar. (A
sample of the checklists and forms are included in the
Appendix). Originator/Sponsor will sign and submit the
form to Dean Roberson for the additional signatures.
WORKERS’COMPENSATION (OJI)
Report all employee accidents IMMEDIATELY to the
Principal’s Secretary, Ms. Monroe, or an Administrator.
When an accident results in an On the Job Injury (OJI)
to an employee of the Duval County School Board while
the employee is performing the duties of his
employment, the seriousness of the injury dictates the
course of action to take. If the injury is of a serious
nature, a rescue unit should be summoned by an
Administrator and the employee taken to the nearest
hospital. A responsible adult should stand by to meet
the unit and direct it to the location where needed.
When ANY injury occurs, the employee should
immediately report the injury to the Principal’s
Secretary, Ms. Monroe, so she can obtain the necessary
information to complete a NOTICE OF INJURY
FORM DWC-1. A list of physicians to whom the
injured employee may be sent for medical care and
attention is with the Principal’s Secretary, Ms. Monroe.
The Duval County Safety Office has selected these
doctors. The Workers’ Compensation Law is clear in
specifying that the Duval County Public School, as the
Limited activities are scheduled during testing times and
the end of the year. The person submitting the form will
receive written notice if it has been approved or not
approved. Activities are not officially approved until you
have been notified.
Activities involving fundraising or the collection of
money must comply with the district guidelines. See
Ms. Gant with questions.
If the activity occurs after school hours, then sponsors
are expected to remain with their students until the
last child has been picked up by their
parent/guardian.
All steps must be completed to receive approval. For
more information regarding field trips see “Field Trip
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Procedures.” (A sample of each form and checklist as
included in the appendix.)

DVD’S / VIDEOS
The deadline to finalize the submission of monies
for the total amount to fund a field trip is at least
five school days before the actual trip.
Videos and/or DVD’s should be in good taste and
content-related. All media material should be previewed
prior to instructional use. Administrative approval is
required prior to showing any movies. Parental
permission must be obtained for each student prior
to showing any movies, video clips, etc. that have a
rating other than “G”. Recordings may be used from
CBS, NBC, ABC, and PBS, but not any of the pay
channels. All materials used must be part of the
curriculum. They may be shown once to all classes in
the course of planned, directed instruction.
PARTICIPANTS
FIELD TRIP PROCEDURES
CHAPERONES
Absolutely no water field trips. District guidelines
must be followed explicitly. See District website for
more information.
Before taking a field trip, teachers must complete a Field
Trip Request Form at least three weeks before the
scheduled trip (See Field Trip Request Form in the
Appendix.) and do the following:



Secure appropriate signatures.
Follow the field trip check off sheet and submit
all required documents
Out-of-County and Out-of-State trips must be
approved by the Superintendent (allow for a
processing time of eight weeks for approval
prior to event).
Once the approved notice is received, a teacher must:


Complete a bus request form and submit.
Notify the Bookkeeper, Ms. Gant, and Kelly
Services if a substitute is needed.
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A receipt book must be obtained from the
Bookkeeper, Ms. Gant.
Money must be collected from each student and
receipts must be issued.
All money and the receipt book must be turned into
Ms. Gant daily so that deposits can be completed.
(It is strictly prohibited for anyone to hold
collected monies overnight for any reason)
One chaperone is required for every 10 students for
all fieldtrips. Chaperones are to ride the bus and
stay with the group to which they are assigned.
Chaperones are to assist the team with supervision
of students. ALL chaperones must be cleared as
volunteers through the Duval County Public
Schools system.
TDE arrangements and substitute arrangements
must be made for teachers who will attend.
All outside chaperones should sign the school
Volunteer Log in the Main Office before the event.
STUDENTS WHO DO NOT GO ON THE TRIP

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
PAPERWORK

Only YMLA students can participate in school
sponsored field trips. No exceptions.
The top of the form must be completed and
sufficient copies made.
The forms are to be distributed to students for
parent/guardian signatures.
The deadline for return of permission forms should
be five school days prior to the actual trip. This
avoids last minute problems.
Meaningful assignments must be written for those
students who do not go on the trip.
If a substitute is not required because most of the
students are going, any student not going must be
placed with another teacher and given meaningful
work to last for the periods they are placed with
that teacher.
Provide written notification to an Administrator
concerning arrangements for students not attending
the field trip.
PAPERWORK

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
An alphabetical list of all students attending must
be made, preferably by grade level if applicable.
This list must be emailed to the Principal’s
Secretary, all teachers, and Administrators at least
one day in advance.
After roll is taken on the bus before leaving the
school grounds, a list of absentees must be turned
12 | P a g e
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in to the Principal’s Secretary, Ms. Monroe, and
Data Entry Clerk (Attendance Clerk), Ms. Jackson,
before the field trip bus leaves the school. The
school must know which students are in attendance.
The sponsor must pick up a Bus Voucher Form
from the Bookkeeper, Ms. Gant, and give it to the
bus driver.
The white Bus Voucher Form must be signed after
the trip and returned to the bookkeeper. (See also
Basic Bookkeeping Procedures)
When students return from field trips they should
not be released until the next class period begins.
Chaperoning teachers should hold students in the
open classrooms.
Sponsor must write down mileage before and after
field trips, NOT THE BUS DRIVER.
GUEST SPEAKERS
Prospective guest speakers must be cleared by the
Principal prior to issuing an invitation. Subjects related
to sex, religion, and drugs require prior approval and
must be on the county’s approved guest speaker list in
order to be considered part of the school day program.
All guest speakers and/or volunteers should report to the
Main Office and obtain a Visitor’s Pass. An Activity
Request Form should be completed if the speaker’s visit
will address a large group or change the schedule.
HALL PASSES
Hall passes are to be used for emergencies only. In an
effort to reduce the number of students out of class
during instructional time, each classroom will have
either a lime/orange vest or a colored clipboard. Students
needing to leave the classroom are required to wear the
vest or carry the clipboard. Please make sure students
continue to sign-out when leaving/returning to your
classroom so if the vest/clipboard disappears, you will
know who was in possession of it last. Only one student
per class may be on a hall pass at any given time. If it is
necessary that a student leave your classroom to go to an
Administrative Office and your vest/clipboard is already
being used, security will need to escort student(s) to and
from the classroom.
While it is our desire that no student be in the halls
during instructional time, there are absolutely NO hall
passes for any reason during the first/last 30 minutes
of each class and NO hall passes during 2nd block each
day unless called by an Administrator. Students who are
found out of class during the first/last 30 minutes of the
block will have the vest or clipboard taken and given to
the Assistant Principal for you to retrieve.
Students who are out of class, unaccompanied by
security, and do not have a vest/clipboard will be
considered skipping and appropriate consequences will
be assigned. The teacher will also be held accountable if
not following school procedure.
HALL AND CAMPUS MONITORING
Teacher presence in the hallways/walkways is essential
to the health and safety of all of our students. As a part
YMLA’s Structured Movement Plan (see Structured
Movement Plan), teachers will monitor classroom areas
and halls/walkways outside the classroom by standing in
the doorway to the classrooms at the following times
unless assigned to serve in another duty station.
 Outside of classroom each day as students enter the
building and head to classrooms for breakfast.
 Escort classes during hallway transitions
(STUDENTS SHOULD NEVER WALK BY
THEMSELVES.)
 Immediately after school, each teacher will escort
their section to the bus loading area. Please refer to
map, for traffic pattern of dismissal.
ILLNESS (STUDENT)
In case of illness, parental contact must be made
immediately. Students are to report to Dean’s Office.
All student medication, in its original container, must be
secured in Front Office. The trained staff in the Front
Office will administer students’ medication only with
written consent from the parent. Teachers are not to give
students medication or allow them to take medication in
their presence. This includes over-the-counter
medication.
INCIDENT REPORTS
Situations of a serious nature such as injuries, theft,
assault, threats, etc., must be reported immediately to the
Principal's Secretary, Ms. Monroe, or an Administrator.
LEAST RESTRICTIVE ENVIRONMENT
Since the passing of PL-94-142, in 1975, schools have
been directed to educate special needs students in the
least restrictive environment. This concept involves
moving from the “self-contained” notion to
“mainstreaming” exceptional education students into
regular education classrooms. At YMLA, the Support
13 | P a g e
Facilitation program promotes teaching special needs
students in standard classes. Support Facilitation allows
for the exceptional education teacher to go into the
regular education classroom and assist students. Support
Facilitation provides support for special needs students
through conferences held with the exceptional education
teacher, regular education team, parents, and guidance
persons. Every teacher is responsible for identifying the
special needs students he/she teaches and meeting their
needs in accordance to the IEP, Individual Education
Plan, or 504 Plan.
MAINTENANCE PROCEDURES
When basic maintenance problems occur, a teacher
should report the concern to the Principal’s Secretary,
Ms. Monroe and complete a Maintenance Request Form.
SAFETY
Safety in the Classroom



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
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
All fire extinguishers are to be readily visible
and easily accessible.
Windows in the entrance and exit doors are not
to be covered.
Fire escape routes are not to be blocked
(includes hallways, passageways, doors,
windows designated at escape routes.)
All electrical, electronic, computer, and audio
visual devices are to be turned off at the end of
the day.
Nothing is to be placed on the air conditioner/
heat ventilation units.
The air units are not to be opened or removed,
nor is the air unit to be adjusted by the teacher.
For the system to function properly all air units
need to be on. If adjustment is necessary, notify
your Assistant Principal who will have it
adjusted.
All procedures should be followed to ensure
that the building is safe for all of its occupants.
Any unsafe condition in the classroom or any
part of the building that is observed by an
employee should be reported immediately to
the Principal’s Secretary.
Flammable materials and chemicals should be
stored in the special containers and areas
provided for them.
STOREROOM ORDERS
Turn in all storeroom orders to the Bookkeeper, Ms.
Gant. Items should be listed on a priority basis. These
orders will be filled as school funds permit. Excessive
toner cartridges and paper will not be supplied.
TECHNOLOGY/ INTERNET
YMLA believes that the Internet has much to offer
students with its wide variety of resources. It is our goal
to educate students about efficient, ethical, responsible
and appropriate use of those resources. Within the
context of our mission statement as a school, the internet
connection will be used to meet the goals in our
curriculum.
At school, each student’s access to and use of the
network will be under the teacher’s direction and
monitored as a regular instructional activity. Faculty is
responsible for teaching proper techniques and standards
of network use.
Specifically, students will have the opportunity to
enhance their learning through:
1.
2.
3.
4.
Additional resources for reference and research.
Consultations with experts in a variety of fields.
Activities that support learning and teaching.
Experience in learning to conduct searches, evaluate
resources and locate relevant material. Interaction
with up-to-date primary resources.
The teacher should drive the use of technology.
Therefore, students need to be told when it is a good
time for the use of technology and when the use of
technology is not appropriate.
Firewalls are in place to restrict student access to
inappropriate sites. However, the ultimate responsibility
for security lies with the teacher. Be vigilant and
monitor students at all times!
CURRICULUM *****Register on Blackboard
GRADE GATHERING DOCUMENTS
Grades are collected from teachers for printing report
cards utilizing the FOCUS System. It is highly
recommended that student grades are accurate and
updated on a weekly basis.
It is critical that all teachers meet the “grades due”
14 | P a g e
deadlines as announced by the Curriculum Office.
The deadline must be adhered to because of the short
span of time between “grades due” and the District
mandated distribution of report cards. If it is necessary to
change a grade after the deadline, notify the Curriculum
Office. All incomplete grades and other grade
modifications must be changed within seven days of the
end of the grading period. Grades changed after the ten
day window requires a written explanation from the
teacher which must be signed and approved by the
Assistant Principal of Curriculum before a grade change
may occur. Changes made after the next grading period
has passed must be signed by the Principal.



Emergency Plans Should:


GRADING SCALE/ GRADE BOOK GUIDELINE
The teacher’s grade book and attendance documents
(computerized and/or hard copies) are legal documents
subject to subpoena for court or audit. Grading
documents should be neat, accurate, and current. As a
best practice, grades should be updated weekly in
FOCUS. The individual teacher is personally responsible
for his or her grade book. The teacher should be the only
individual to make entries, withdrawals, or corrections,
or record any information on the grading documents.
Students are not allowed to handle grading documents
for any reason. It is a good practice to print the grade
book from the FOCUS System so that a hard copy is
maintained.
LESSON PLANS/ EMERGENCY PLANS/
SUBSTITUTE FOLDER PLANS
Teachers are required to keep up-to-date and complete
lesson plans for each class that they teach.
Lesson Plans Should Include:
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Standard/Benchmark (NGSSS/CCSS)
Objective
Assessment
Essential Question
Higher Order Questioning
Vocabulary
Introduction/Modeling/Guided
Practice/Independent Practice
Differentiated Instruction
Lesson Closure
Home Learning
Substitute Plans Should:
 Contain a seating chart/ class roster, phone
extensions for the Main Office and Dean’s
Office.
Have instructions for taking roll, restroom
breaks, general classroom procedures, and
discipline issues.
Have lesson plans for the day(s) a substitute will
be in the room.
All copies and materials should be gathered in
advance and forwarded to Ms. Anderson.


Contain a seating chart/ class roster, phone
extension for the Main Office and Dean’s
Office.
Have instructions for taking roll, restroom
breaks, general classroom procedures, and
discipline issues
Have lessons that can be used for any section in
the Curriculum Guide. It should not be busy
work. It should be structured enough to move
the objectives of the Curriculum Guide forward.
Be updated and forwarded to Ms. Anderson on a
quarterly basis.
SYLLABUS
Teachers are required to distribute a course syllabus to
each student on the first day of class. A copy of this
course syllabus must also be submitted to the Assistant
Principal of Curriculum. The purpose of the course
syllabus is to continue to improve communication
among the parents, students, and teachers. The course
syllabus also serves to inform students and parents of the
expectations of the teacher and the requirements of the
course. Please use the following guidelines in
developing your syllabi for the courses that you teach.
Your syllabus for each course should include, but is not
limited to the following:
 Your name, course information, and contact
information
 Description/purpose of the course
 Required materials for the course (book, paper,
lab fees, etc.)
 Evaluation methods and grading procedures;
 Make-up and recovery policies
 Weekly or daily summary of topics/content
 covered
 Long-term assignments required and due dates
 Schedule of exams/quizzes
 A place on the bottom for parent signature
(collect as a homework grade and if not turned in,
call home immediately). Parent contact is crucial!
15 | P a g e
REQUIRED TESTING
Tests will be administered to all students according to
the testing calendar prepared by Duval County. The
Testing Calendar will be provided to each teacher once
received from the District. Please contact the Testing
Coordinator, Mr. Tracy, if you have any questions.

SCHOLARSHIP WARNINGS/ PROGRESS
REPORT PROCEDURES
If the progress report states that a student is passing,
then the teacher cannot give a failing grade on the
report card unless he/she has issued a scholarship
warning prior to the issuance of a report card.
Scholarship warnings should be issued as soon as a
student's grade drops below a "C". If the report is not
returned signed by a parent, the teacher should contact
the parent or mail the scholarship warning. Keep
documentation to show that the student has received the
warning to take home and the parent has been notified if
the warning is not returned.
STUDENT DISCIPLINE
DISCIPLINE PROCEDURES
Always fill out Focus referrals completely with ALL
required information. Students will be pulled from class
by the Dean of Discipline or administrator and will be
assigned disciplinary actions. Do not send students out
of class to the Dean’s Office without notifying the
Office. The Dean’s Office Assistant, Ms. Anderson, ext.
______. If a student is so disruptive that he/she must be
removed from your class, contact the Main Office to
request for Security support. Any serious incidents that
require an immediate response should be reported at
once to the Dean of Discipline.
DRESS CODE FOR STUDENTS
Appropriate attire is the first step in creating an
atmosphere that focuses on academics, respect for self
and others, and teaches students acceptable dress in the
work place. Our students are required to adhere to the
Uniform Policy (See Appendix). The following dress
code information is from the DCPS Code of Conduct.
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
Shoes must be worn. However, bedroom shoes or
slippers shall not be worn.
Properly hemmed outer garments within the
uniform guidelines may be worn.
Head coverings, including, but not limited to, caps,
hats, bandannas, hair curlers, and/or sunglasses,
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shall not be worn on school property, unless
required by a physician or authorized by school
personnel.
Students are prohibited from wearing clothing that
exposes underwear or body parts in an indecent or
vulgar manner or that disrupts the orderly learning
environment. The waistband of shorts, slacks,
skirts, and similar garments shall not be worn
below the hips. Clothing which is not worn
appropriately, is not properly fastened, is
suggestive, or has
tears that reveal or expose body parts, has printing
with words or pictures that have a sexual
connotation will not be permitted.
All trousers must be worn and secured at waist
level.
Underwear, midriff and back may not be exposed.
If belts, suspenders, and straps are worn, they shall
be worn in place and fastened.
Any articles of clothing or jewelry that may cause
injury to oneself or to other students are not
allowed.
*Per the DCPS Student Code of Conduct,
Administrators and other Faculty/Staff members shall
enforce dress and grooming guidelines that promote
successful operation of the school.
STUDENT IDENTIFICATION
ID Cards: ID cards must be worn and be visible at all
times during school hours. Teachers should monitor IDs
when students enter and leave the classroom. IDs are a
part of the student’s uniform.
TARDIES
YMLA’s Structured Movement Plan will eliminate
tardies. If a student arrives to class tardy and does not
have a pass he is to be admitted to class and marked
tardy in focus. However, should a student arrive to class
more than 3 minutes late, the absence is considered an
unauthorized/ unexcused absence. Teachers are to
Tardiness is defined as the physical absence of a student
in the classroom at the beginning of a regularly
scheduled class. A student’s tardiness shall be excused
when the reason given for tardiness is acceptable to the
Principal or Designee. Examples of acceptable reasons
for tardiness are the same as the examples of acceptable
reasons for excused absences.
Please do not hold students in your class after the bell.
16 | P a g e
The first three (3) tardies are documented but there is no
consequences other than a verbal warning by the teacher
and the electronic tardy tracking system.
1st Tardy
 Teacher warning issued to student.
 Student notified of consequences for the next
tardies
When the announcements are in session, everyone
should refrain from speaking or excessive movement. Be
sure to set the example by being attentive to the
speakers. When responding to an intercom message,
keep in mind that others may be listening. It is important
to keep comments professional and polite.
EVENING EVENTS
2nd Tardy
 Teacher notifies parent and student about tardy
behavior.
 Tardy contract with the student (a copy of the
contract should be sent home to the
parent/guardian).
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
3rd Tardy
 Disciplinary Code 1.05 is entered into the
FOCUS system.

4th Tardy
 School Detention (before school, after school,
Saturday, cafeteria) or work assignments.

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
5th Tardy (all additional tardies)
 Any formal disciplinary action as outlined in
the Student Code of Conduct.

WEAPON CHECKS / RANDOM SEARCHES
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
Unscheduled weapons checks will occur throughout the
year. Students will be asked to place all purses on their
desks and be ready to open them for inspection. The
Administrators will utilize the metal detecting wands to
indicate the possible presence of prohibited items. The
appropriate Administrator will confiscate any items and
process student discipline accordingly.


COMMUNICATION

CONFERENCES
If parents send an email or leave a voicemail for a
teacher, the teacher is expected to return the email or
call within 24 hours.
Sometimes a parent would like to meet with several
teachers at once. In this case, the Grade Level Leader
will be contacted so that a conference with all content
area teachers can be arranged. Parent conferences take
precedence over all other activities and all teachers are
expected to attend a scheduled conference.
INTERCOM
All evening activities must be approved through the
Activity Request process with the appropriate
paperwork being completed and submitted for
approval.
Mrs. Monroe and Dean Roberson, will coordinate
the needs with you (i.e. GCA cleaning, A/C
requests, etc.). Any set-up needed must be arranged
in advance.
All activities must be approved and security must be
present, if applicable.
Extra trash cans must be available.
Food should be limited to one area.
All exits or the designated area must be controlled
by assigned chaperones.
Once students enter the event, they must be
supervised until the event is over, or a parent
picks them up. This rule should be well publicized
to the students and parents prior to the event.
The use of the restroom should be controlled.
The number of chaperones must allow for
monitoring of the restrooms, entrance and exits, the
EVENT area, ticket collecting and concessions.
The Student Manual dress code applies to all
activities held on campus or designated as a school
event.
Students who have been suspended or who are
attending the nighttime substance abuse counseling
program may not attend any after hour events or
extracurricular activities
The Sponsor is responsible for remaining until
the last student has been picked up by
parents/guardians.
FUNDRAISING
Clubs and other organizations desiring to sell items on
campus must submit a Request for Fundraising form
with the sponsor's signature to the Bookkeeper, Ms.
Gant. Once her part has been completed, the form will
be forwarded to the Principal for approval. The sponsor
must handle all paperwork. Upon approval, this item
will be added to the calendar of events and the sponsor
should then request a purchase order to procure
fundraising items.
17 | P a g e
Purchases are to be made with prior approval using a
purchase order. Cash purchases are illegal and nonreimbursable. This includes supplies and any other such
items.
Money collected for any purpose from students must be
receipted. Each teacher will be provided with a receipt
book upon request. Money should never be held
overnight. If the bookkeeper is not present, please give
the money to an Administrator so that it can be locked
up in the safe.
For more complete information on procedures for
handling money, see the Bookkeeper, Ms. Gant, for the
Internal Auditing Guidelines manual.
FACULTY EMERGENCY CONTACT
INFORMATION
All teachers need to complete an Emergency Contact
Card with the Main Office. This should be done during
Pre-Planning so that emergency contact information is
on file. Information should be updated as soon as
possible when there are changes.
OTHER INFORMATION
CLASSROOM TECHNOLOGY
 Each core teacher will be provided a laptop cart.
Please ensure that the laptops are stored properly
and locked up at the end of each day. (Unsecured
technology = high potential for loss, especially
for unplanned absences with substitute teachers
in the building!!)
 Each teacher will receive an All-In-One Learning
cart with a document camera, projector, speakers,
65-inch screen TV, and clickers (and remote).
Secure your items daily.
 The maintenance, upkeep and care of all
technology is the teacher’s responsibility. Pay
attention and ensure that the technology is
respected so that we can continue to have access
to it.
RELOCATING CLASSROOMS
There may be a need to relocate one or more of your
classes to another location on campus. This will require
Administrator approval. Once approved, the Main Office
(Ms. Cummings) will need to be advised of the new
location of your class(es). If your class goes to an
alternate location a sign must also be placed on your
stating the location.
VISITORS (Visitor’s Passes are required)
The School Board welcomes visits by parents in the
school, especially if prearranged and for the purpose of
conferences with teachers. Any visitor, which for the
purpose of this policy shall mean a parent, volunteer,
salesman or other person who is not an employee of the
School Board, who enters the premises of a school shall
report to the Main Office to explain the purpose of the
visit, have their ID checked, and to get permission for
the visit. Any visitor to the school shall be made to feel
welcome, shall be allowed to express concerns or
questions to the appropriate person and shall be treated
with dignity and respect. The pass must be worn at all
times.
CAMPUS VOLUNTEERS
For those outside the YMLA community interested in
volunteering should be referred to the Main Office for
volunteer applications, policies and procedures.
18 | P a g e
APPENDIX
Young Men’s Leadership Academy
Top 10 Strategies
1. Structure
 Highly-structured environments limit opportunities for distractions and misbehavior.
2. Regular Breaks
 Movement around the classroom by both teachers and students increases engagement.
3. Male Mentoring Systems
 I.A.M. Individuals Achieving through Mentoring. This may include parents, community
members, male teachers vertical mentoring or peer mentoring. This helps young men gain
an understanding of career and professional goals.
4. Competition
 Allows students to exhibit their natural desire to win and strive for success amongst their
peers.
5. Stations/Rotations
 Provides differentiated instruction and provides students the opportunity for movement.
6. Graphic Organizers
 Provides structure and order to the thinking or note taking process
7. Community and skill-building
 Sitting next to a male student, or working with a male mentor, during conversations works
best when attempting to diffuse a situation. This permeates school culture and cuts down
on off-task behaviors.
8. Verbal Cues
 Easily gather the attention of students by using a Call Back Response, Echo Response, or
Choral Response.
9. Project Based Learning
 Hands on activities and manipulatives give students the opportunity to increase their
learning by doing.
10. Personal Management
 Classroom curricula include skills training in time, homework, and classroom
management. In order to feel competent, engaged, and motivated, many boys need help
learning how to do homework, follow directions, and succeed in school and life; classrooms
are the primary place these boys come for that training.
Borrowed from--http://whitehouseboysmen.org/10-essential-strategies-for-teaching-boys-effectively
19 | P a g e
YMLA
Activity Request
Name:
Group:
Title of Activity:
Date of Activity:
Description of Activity:
Is the activity recurring?
If so, what is the recurrence pattern?
What are the facility needs?
What are the parking needs?
How many required officers/security will be
needed?
If so, who is arranging for security?
What are the security arrangements?
Who is funding the security?
What are the transportation needs?
Who is arranging for transportation?
Signature
Date
Request Originator (Sign and Give to Ms. Gant)
Activities Director/Calendar (C. Smith)
School Resource Officer
Assistant Principal
Principal
*All Signatures are REQUIRED. All requests for Field Trips must be submitted at least 3 weeks in advance
for approval
20 | P a g e
YMLA
Request by: _________________
Organization: _____________
ANNOUNCEMENT REQUEST
Date(s) to be announced _______________
_______________
MESSAGE: (Be concise and PRINT)
Signature:
Date Requested
____________________________
: ___________________________
ADMINISTRATOR APPROVAL: ____________
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Customer Service Request Form
Received by:
_____________
Date: ___/___/___
Time: ____:____
Name: __________________________________________
Phone #: (
Parent/Guardian of: ________________________________
Grade: 6
)___________________
7
8
I would like to request a meeting with ___________________________ for the following reason:
Grades
Attendance
Activity Information
Classroom Concern
Other Reason:
_________________________________________________________________________
I would like to request a phone call from __________________________________ for the
following reason:
_______________________________________________________________________________
Flawless
Outstanding
No Opinion
Please rate today’s visit:
Needs Improvement
1
2
Unfavorable
3
4
5
How could we have made your visit better? _________________________________________
Please support the focus on our awesome students during the instructional day by
providing us with up to a 48-hour window to respond to your request. We
appreciate you!
Copy – Administrator
Copy – School Personnel
Copy – Customer
22 | P a g e
YMLA
Field Experience Checklist
1. _____ Complete a Field Trip Request From (Submit at least 3 weeks prior to the trip for approval)
Be sure to complete the form. Include the date, time of trip, chaperones, and class coverage requirements. Remember to
plan around lunch time, unless you have made other arrangements with the cafeteria or plan to eat off campus
2. _____ Complete a Student Permission Slip
Attach a completed permission slip with all the information of the trip and any memos or information sent home to
parents. Remember all teacher generated letters must be approved by the Principal before being sent home to parents.
3. _____ Signature of Magnet Coordinator to Clear Calendar Dates (Mr. Smith)
Turn in the field trip request form, any information for the trip, and completed permission slip to obtain approval for the
date of the trip. Ms. Gant will forward the form to the Assistant Principal for review. Once signed, the completed form
will be provided to the Principal for approval.
4. _____ Signature of the Bookkeeper (Ms. Gant)
A receipt book is required if money is being collected from students to pay for this trip. Check requisitions must also be
filled out to obtain checks for payment of the trip.
5. _____ Notify the Cafeteria Manager (if applicable)
Notification is required if:
 Any students will miss lunch due to the field trip
 Bag lunches are needed for the trip
6. _____ Turn All Signed Forms and Documents in to the Magnet Coordinator. (Mr. Smith)
Please staple or paper clip them together (you will be notified of approval)
 Field Trip Request Form
 Lesson plans / activities for this trip
 Schedule and information on the trip with phone numbers and addresses of the company / person the trip is
scheduled through
 Class coverage schedule
 Accurate list of chaperones, at least one per ten students and one certificated staff per 30 students
7. _____ Call the Substitute System for TDE (if applicable and approved by the Principal)
8. _____ Issue Field Trip Permission Forms to Students
9. _____ Collect Student Permission Forms and Money
 Check for legitimate parent signature and emergency contact number
 All forms and money should be collected at least five days prior to the trip
 Create an accurate list of all students attending. Provide a list to all teachers with students attending, the Main
Office (Ms.Anderson/Ms. Monroe) and the Data Entry Clerk (Ms. Herbert)
 Follow all supervision expectations, accounting protocols and bookkeeping procedures
ALL STUDENT PERMISISON SLIPS WITH EMERGENCY CONTACT NUMBERS MUST BE TAKEN ON THE TRIP!
23 | P a g e
Duval County School Board
FIELD TRIP REQUEST FORM
Teacher: _____________________
Grade: _____6
_____7
_____8
Today’s Date: ________________________, 20____
_____Other: __________________________________
Number of Teachers: ______ Number of Students: ______ Number of Chaperones: ______
Location of Field Trip: _______________________________________________________
Address of Destination: _________________________________________________________
Cost per Student: $_____________
Cost of Chaperone: $_____________
Purpose of trip and how it relates to the curriculum. Please attach an instructional lesson plan and any other
documents which support this field trip.
Qty you are requesting: ($21.73 per hour and $.70 cents per mile)
___ Regular Bus 65 passengers (3) per seat or 42 passengers (2) per seat
___ Large Bus 77 passengers (3) per seat or 50 passengers (2) per seat (not always available)
Transportation: ___ Student Transportation of America ___ Other: _________(No Student Driven Vehicles)
Departure Date:
___________________ Time: __________ am / pm (as early as 9:00 a.m.)
Return Time: __________ am / pm (as late as 1:45 p.m.)
Chaperones: (District ratio is 10:1 for Chaperones and 30:1 for Certificated Personnel)
1. ________________________
4.___________________________
2. ________________________
5.___________________________
3. ________________________
6.___________________________
Class Coverage Plan
Number of Substitute Teachers Required: ______ (Securing Substitutes and compiling lesson plans will be the responsibility
of each individual teacher). This Field Trip Request is approved with the understanding that proper safety precautions will be
observed and that all School Board Regulations (EEAG, EEAFA, and IJOA) will be followed. When all signatures have been
obtained, this form becomes the sponsor authorization to conduct the described field trip.
***Submit all requests at least three (3) weeks prior to the trip for approval***
**All Out-of-County requests require additional documentation & Superintendent approval**
______________________________
Teacher’s Signature
______________________________
Principal’s Signature
_________________________, 20____
Date
_________________________, 20____
Date
24 | P a g e
PARENT RELEASE / PERMISSION FORM for FIELD TRIPS
I / We consent to ____________________________ going to ___________________________ on
______________________________, 20_______ for supervised activities. I / We agree to Release and discharge
the Duval County School Board, its officers, agents, and employees, exercising reasonable care within their scope
of employment, from liability growing out of personal injuries and property damage resulting or occurring during
the aforementioned activity, or on transit to and from said activity.
___________________________________
Teacher(s) Signature(s)
___________________________________
Parent / Guardian Signature
_________________________, 20____
Date
_________________________, 20____
Date
PLEASE RETURN THE TOP PORTION AND THE TOTAL MONIES DUE NO LATER THAN
_________________________, 20____ (Cash or Money Order, NO Checks)
****PERMISSION VIA TELEPHONE MAY NOT BE GIVEN****
****NO REFUNDS WILL BE GIVEN****
----------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------Please tear along the dotted line. Save the bottom portion for your records.
Date of field trip: __________________________ Student: $_______ Chaperone: $_______
Departure Time: __________________________ Return Time: ________________________
Students will need: _____ Bag Lunch
_____Bag lunch provided for students who receive free lunch
_____ Other __________________________________________________
Comments: ___________________________________________________________________
NOTE: This permission slip, along with monies due must be signed and returned no later than
__________________________________, 20____. (Cash or Money Order, NO Checks)
****PERMISSION VIA TELEPHONE MAY NOT BE GIVEN****
****NO REFUNDS WILL BE GIVEN****
To ensure the safety of our students, volunteers must complete an application and undergo a criminal background screening,
free of charge, conducted by our department. Applicants must be at least 18 years of age. Designated school staff will verify
your clearance to volunteer at the school using our online process. DCPS is no longer using volunteer cards as a proof of
clearance.
Apply at http://www.duvalschools.org/static/offcampus/volunteer/
Note: If you don't have access to a computer, you may ask the school if you can use a computer to apply online. You will need
to have your social security number to apply. All required information must be entered in order for the application to be
submitted. Please allow a two week turn-around for the application process to be completed.
25 | P a g e
CHAPERONE RESPONSIBILITIES for FIELD TRIPS
The following list identifies your responsibilities as a chaperone when accompanying students on Duval County
Public School field trips.
Please review the list, sign and return to your child’s teacher by
_________________________________, 20____.
1. Must be at least 21 years old or a parent of a student going on this field trip.
2. NO children except for those in the participating class or group may attend this field trip.
3. Accompany students on the bus and assist as needed.
4. Provide close supervision of small groups, not to exceed 10 students.
5. A list of names in your group will be provided to you.
6. Medications will only be administered to students by school personnel.
7. Follow assigned agenda of activities.
8. No tobacco or alcoholic beverages are permitted on field trips.
9. NO SWIMMING IS ALLOWED ON FIELD TRIP!
10. IMMEDIATELY report ANY problems directly to the teacher.
11. Arrive promptly for departure of the field trip.
12. Will attend orientation for any out-of-county trips.
Thank you,
______________________________
Teacher
_________________________, 20____
Date
______________________________
Chaperone / Parent Signature
_________________________, 20____
Date
______________________________
Student’s Name (Please print)
_________________________, 20____
Date
To ensure the safety of our students, volunteers must complete an application and undergo a criminal background screening,
free of charge, conducted by our department. Applicants must be at least 18 years of age. Designated school staff will verify
your clearance to volunteer at the school using our online process. DCPS is no longer using volunteer cards as a proof of
clearance.
Apply at http://www.duvalschools.org/static/offcampus/volunteer/
Note: If you don't have access to a computer, you may ask the school if you can use a computer to apply online. You will need
to have your social security number to apply. All required information must be entered in order for the application to be
submitted. Please allow a two week turn-around for the application process to be completed.
26 | P a g e
YMLA
Fundraising Activity Checklist
_____ Obtain fundraising activity request form or special activity request form from bookkeeper
_____ Give completed form to bookkeeper for processing
_____ Once receipt of “approved” copy of fundraising activity request or special activity request form, fill out a request for
purchase approval form and submit it to the bookkeeper for processing
_____ After receiving your copy of the request for purchase approval form, showing Principal’s approval of
purchase, place order for items to be sold
_____ Inventory merchandise when received, sign and date packing slip / invoice and give to bookkeeper.
Record units purchased on the activity operating report from, Line A
_____ Record information on the control sheet form as items to be sold are issued to students / parents.
Student/Parent is to sign form accepting responsibility for items being issued and monies being
collected
_____ As students / parents turn in monies, issue a student activity receipt and log information on the control
sheet form
_____ Prepare a report of monies collected form and remit with monies and student activity receipt book to the bookkeeper
_____ Record official receipt number, when received from the bookkeeper, for day’s deposit on the activity
operating report form. List official receipt #, date and amount of deposit
_____ Retrieve the request for purchase approval form from the bookkeeper and complete the check
requisition part so that the invoice can be paid
_____ Upon receipt of completed (pink) copy of the purchase approval / check requisition form from the
bookkeeper, record check information in the disbursement area of the activity operating report form
_____ Inventory unsold merchandise at the end of the sale and record information on the activity operating
report form, Line B
_____ Complete control sheet and prepare a list of students / parents who have not turned in all monies owed or are holding
merchandise (bad debt list)
_____ Complete activity operating report. Attach bad debt list to document “difference” between actual
receipts and possible sales, if applicable
_____ Turn in all reports, brochure pamphlets, including this check-off list to the bookkeeper
27 | P a g e
YMLA
Fundraising Activity Request
Name of Organization: ______________________________________________________________
Type of Event: _____________________________________________________________________
Purpose of Event: __________________________________________________________________
Location: _________________________________________________________________________
From: _________________________, 20 ___
To: ______________________, 20 ____
Type of Items to be Sold: __________________________
Selling Price: $________
To be Purchased From: ______________________________________________________________
Number to be Sold: _________________________________________________________________
Any Other Necessary Information: _____________________________________________________
___________________________________________________________________________________
**************************************************************************************************
************************
A second fundraiser will not be approved until the prior fundraiser has been completed by turning in your
operating report - Any pending reports? Yes ⁪ No ⁪
Submitted To:
_____________________________________
Bookkeeper
Approved By:
________________
Date
Truitte I. Moreland
_____________________________________
Principal
___________________________________
Sponsor
_______________
Date
_______________
Date
Complete, make copies and distribute as follows:
Original - Student Activity Director/Bookkeeper
2nd Copy - Sponsor
28 | P a g e
29 | P a g e
THE DUVAL COUNTY SCHOOL BOARD
APPLICATION FOR ABSENCE OF ALL PERSONNEL FROM REGULAR WORK LOCATIONS
NAME
DATE
3238
PIN:
POSITION
LEAVE USED: Check appropriate item
SICK
ANNUAL
ILLNESS/INJURY
PERSONAL
TDE
LEAVE W/O PAY
ORIGINAL DATE OF INJURY
SICK LEAVE POOL
PROFESSIONAL
COURT/JURY
MILITARY
OTHER
ENTER LEAVE IN HOURS FOR ALL EMPLOYEES. ALL EMPLOYEES WILL BE CHARGED IN ½ HOUR INCREMENTS, EXCEPT
TEACHERS WHO CAN ALSO BE CHARGED IN ½ DAY (3.67 HOURS) OR FULL DAY (7.33 HOURS). IF THE LEAVE HOURS ARE LESS
THAN 30 MINUTES, THE TIME WILL BE ROUNDED UP AND THE EMPLOYEE WILL BE CHARGED FOR A ½ HOUR (.5 HOURS) PER
CONTRACT.
DATES
LEAVE
USED
I #HRS
FROM
TO
DATES
LEAVE
USED
I #HRS
FROM
TO
DATES
LEAVE
USED
I #HRS
FROM
TO
Reason or explanation:
If requested Sick Leave is not for employee, complete this section:
Illness
Or Death
of relative/member of household
Name of relative
Relationship to Employee
Address of relative
EMPLOYEE SIGNATURE
AUTHORIZED SUPERVISOR
Directions for filing leave requests:
1.
2.
3.
This form is designed for “short term” absences and must be filed when an employee is absent from his/her regular duties. All requests should be routed through the appropriate supervisor and “original” (white copy) sent to the
Payroll Office.
Employees are required to furnish such information and additional documentation as may be needed based upon current School Board policies and bargaining agreements. (e.g. doctor’s statements, subpoenas, death notices,
military orders, etc.)
Consecutive number of Sick Leave days used requiring a doctor’s statement is dependent upon current School Board policy and bargaining agreements. The doctor’s statement should state the length of time.
Special Notes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Sick – For illness of employees or others (based upon School Board policy and bargaining agreements).
Annual – Allowed number of days used per year based upon School Board policy and bargaining units.
Personal – Limits set by policy and bargaining agreements. Leave used reduces the available Sick Leave balance.
TDE – Required approval based upon School Board policy.
LWOP – Allowed number of days used per year based upon School Board policy and bargaining agreements.
Professional – Allowed number of days used based upon School Board policy and bargaining agreements.
Illness/Injury (Line of Duty) and corresponding date; Doctor’s Statement required.
Court/Jury – Proof of attendance required.
Military – Copy of orders required (must be sent through Personnel Division for approval).
Sick Leave Pool – Eligibility based upon School Board policy and bargaining agreements.
FOR OFFICE USE ONLY
PSR-4026
30 | P a g e
MORNING ROUTINE
Good morning gentlemen, Students respond good morning ________
Today is an A-Day / a B-day.
The date is ______, ________, 2016.
Day of Week
Date
Please stand for the Pledge of Allegiance.
(Silently count to 3 – to allow students to stand)
I pledge allegiance to the flag of the United States of America and to the Republic for which it
stands, one Nation, under God, indivisible, with liberty and justice for all.
Please remain standing for a moment of silence and uniform inspection.
(Silently count to 25 – for the moment of silence)
And now Our Creed.
….
At this time, first or fifth period teachers please conduct the daily uniform inspection
and usher non-compliant students to your door. (Silently count to 5 – for the uniform
inspection)
You may now be seated. And now for today’s announcements…
(Read all of the announcements)
Our ______________, Mr./Ms. _______________ will now share an additional
announcement.
31 | P a g e
YMLA’s creed embodies the fundamentals of leadership and the ability to hold oneself to high expectations. YMLA has a
behavioral policy that all students must adhere to the district’s Code of Conduct and the school’s expectations and creed.
Code of Conduct Violations Policy
Students may not earn more than 12 points throughout the school year to maintain their magnet seat at YMLA. Points are based on the
Code of Conduct violations. For example every Class 1 equates to one point and Class 2 equates to two points and Class three equates to
three points.
Accumulated
Points
Dismissal
Behavioral Interventions

(12 or more Points)

Probation

A written letter will be sent home detailing the outcome of the meeting with
signatures of all parties. This letter will include a plan of reAndersongnment of
student behavior and interventions through school-based services.


Student will be referred to the Restorative Justice as outlined in the Code of
Conduct.
Parent conference with student, dean, counselor and a member of the
behavioral intervention team.

A written letter sent home detailing the outcome of the meeting.

Student will be referred to Restorative Justice
(9-11 Points)
Warning
(5-7 Points)
Exit conference includes principal, regional superintendent, and behavioral
intervention team.
o Dismissal from dedicated magnet school requires student to re-enroll
in neighborhood school for the remainder of school year.
Probationary parent conference includes principal and/or designee, counselor,
member of the behavioral intervention team and dean.
*A student that is sent to the alternative school due to violation of Student Code of Conduct can return to his/her seat is at the dedicated magnet school for the
remainder of the school year.
** Tardies and attendance will be handled through Attendance Intervention Team (AIT).
32 | P a g e
Uniform Violations Policy
To maintain the integrity of, students are required to wear the prescribed uniform as agreed to in the policy and procedures outlined in the
Opt-In. Students may not accumulate more than 12 uniform points throughout the entire school year.
Each violation of uniform requirement equals 1 point.
Accumulated
Points
Dismissal
Behavioral Interventions

(12 or more Points)

Probation
(9-11 Points)


Warning
(5-8 Points)

Exit conference includes principal, regional superintendent, and behavioral
intervention team.
o Dismissal from dedicated magnet school requires student to re-enroll
in neighborhood school for the remainder of school year.
Probationary parent conference includes principal and/or designee, counselor,
member of the behavioral intervention team, dean and student
signatures of all parties.
Warning parent conference includes student, dean, counselor and a member of
the behavioral intervention team
signatures of all parties.
UNIFORM POLICY

The 6th Grade Cadet will wear a red polo dry-fit shirt with an embroidered school logo, khaki, pants, black canvas military belt, and ALL
black tennis shoes or boots.

The 7th Grade Cadet will wear a royal blue polo dry-fit shirt with an embroidered school logo, khaki pants, black canvas military belt, and
ALL black tennis shoes or boots.

The 8th Grade Cadet will wear black polo dry-fit shirt with an embroidered school logo, khaki pants, black canvas military belt, and ALL
black tennis shoes or boots.

The Cadet PE uniform will be navy blue dry-fit shirts with the school logo, navy blue shorts with the school logo, and black tennis shoes.
Acknowledgement of Behavioral Progression Plan
Student Name:_______________________________
Parent Name:________________________________
Student Signature:____________________________
Parent Signature:_____________________________
Parent Phone Number:______________________________________________________________________
Date:____________________________________
33 | P a g e
Voice Mail Set Up Procedure
Prior to starting have a 3-digit number that you can remember to change your password to at the end of the
Tutorial. Also have your greeting script written and ready. When the Tutorial asks you to say your name,
use just your name, i.e.: Jane Doe.
1.
Press the button below the “VMAIL” in the display window.
2.
You will be asked to enter your password…currently it is your 3-digit classroom extension.
3.
Follow the tutorial. It will guide you through setting up your voice mail, changing your password
and deleting the tutorial.
4.
Please note that if you do not set up your voice mail anyone being transferred to your extension either
by the Automated Attendant or the Operator will receive a greeting of “That extension is not available”
5.
Also note that calls to Classroom extensions must go through the Operator.
34 | P a g e
YMLA Green Champions Projects
Duval County Public Schools (DCPS)
DCPS founded Green Champions in 2010 as a way to engage school occupants in a district wide sustainability initiative,
“The Greening of DCPS.” Occupant behavior plays a key role in controlling utility use and cost. Central Office
personnel reached out to school personnel hoping to find earth-friendly teachers and staff who would champion green,
sustainable behavior at their school. The response was overwhelming and the Green Champion network was born.
DCPS Green Champions objectives are to reduce cost by eliminating waste, conserve natural resources and incorporate
sustainability into the curriculum. Now, like-minded Central Office and school personnel routinely collaborate
throughout each school year to make this district-wide greening initiative a success.
School-based activities include:












Cafeteria recycling zone
Repurposed five gallon buckets for classroom recycle bins
Community recycling events
School gardens that use composted cafeteria waste for fertilizer
Rain barrel water gardens and landscaping to reduce water use and cost
Student energy police to patrol for unnecessary lights and appliance use, leaky faucets, etc.
Energy/water surveys looking for ways to save
Green-themed field trips, guest speakers, scavenger hunts, poster contests, door decorating competitions, book
exchanges, etc.
School campus, park, river, and Adopt-a-Road cleanup events
Promote walking or biking to school
Conduct class outdoors when weather permits; use natural daylight when possible
Encourage use of refillable water bottles
35 | P a g e
YMLA 2016-2017 HALL PASS LOG
TEACHER: __________________________________
ROOM: ___________
A Hall Pass is REQUIRED anytime that a student is not with an adult during instructional time. No Hall Passes
the FIRST or LAST 30 minutes of each class period. No Hall passed during 2nd block. Students must use the
restroom located closest to or in the classroom that they are leaving from. Bathroom use should be limited to a 2
minute window during instructional time.
DATE
Ex. 9/8/15
STUDENT NAME
Michelle Smith
TIME
OUT
10:15
RETUR
N TIME
10:17
36 | P a g e
Pillars in Excellent in 6-12 Science
Students are working on appropriately rigorous content in 6-12 Science when they are
reading, listening, writing and speaking about informational worthwhile texts and reading
worthwhile content to inform lab practice, inquiry, investigation, and research.
* A majority of time is spent reading, listening to, speaking, or writing about text(s) in order to
build content knowledge for science, and/or actively engaged in lab practice and investigation.
* The text(s) featured in the lesson is at or above the complexity level expected for the grade and
time in the school year.
* The text(s) featured in the lesson is content-rich and includes features such as data, graphs,
visual representations, and diagrams.
* Questions and tasks address featured text by attending to its particular structure, concepts, ideas,
events and details.
* Questions and tasks attend to the academic language of the text so that students develop their
vocabularies through multiple exposures and opportunities to learn word meanings.
* Questions build upon one another from lower-order to higher order thinking.
* Students discover thought processes and patterns through readings, investigations and/or teacher
models.
* Laboratory investigations expand on knowledge built through textual analysis by applying
content in real world contexts.
* Students analyze and interpret data from texts and investigations.
* Students do research to understand content-specific ideas.
* Students receive appropriate scaffolds and supports, including accommodations and
modifications where appropriate, to engage with rigorous work.
Students are taking ownership of their learning in 6-12 Science when they persist in hard
work, respond to teacher prompts thoughtfully and build on each other’s observations or
insights when discussing text, data, lab investigations, and research
* Students ask and respond to questions about the text, data, and investigations, in order to build
deeper understanding of the content.
37 | P a g e
* Students discuss and build on one another’s thinking to deepen their understanding of the
content through the use of collaborative strategies, discussion, and lab investigations.
* Students utilize graphics and other structural elements of the text to gain deeper understanding of
the content presented.
* Students read and analyze texts and data independently and ask questions of peers and teachers
when appropriate to build understanding of the text and scientific content.
* Students plan and carry out investigations to describe a phenomenon or to test a theory.
Students are demonstrating their understanding in 6-12 Science when their written work
and contributions to discussion show progress toward grade-level expectations and/or
rigorous IEP goals.
* Students cite text structure, concepts, ideas, events and details in responding to questions or
sharing ideas about the content.
* Students use details from text or data to demonstrate understanding of the content and to support
their ideas in written and spoken responses.
* Students use academic language in written and oral responses.
* Students demonstrate understanding of the science content through their analysis of the text,
including text structures, graphics, and data presented.
* Students express scientific ideas through written responses, collaborative investigations and
inquiry, and lab investigation write-ups.
* Students cite evidence obtained through inquiry, investigation, and research and use evidence to
support their thinking.
* Students demonstrate understanding through weekly investigations and document findings
within journals.
38 | P a g e
Excellence in K-12 Social Studies
Students are working on appropriately rigorous content in K-12 Social Studies when they
are building knowledge through reading, writing, speaking and listening.
* The lesson is paced such that students spend the majority of the social studies block reading,
listening to, speaking, or writing about high-quAndersonty, content-rich text(s) that advance
students’ understanding of the content described in Florida’s social studies standards.
* The text(s) is worth reading because it exhibits exceptional craft and thought and provides useful
information about the content area.
* Questions and tasks require students to attend to key ideas and details from the text, the craft and
structure of text, and the integration of knowledge within a text or between multiple texts.
* Questions and tasks require students to cite evidence from the text to support analysis, inference
and claims.
* Questions and tasks attend to the academic vocabulary in the text. Students have multiple
exposures to this vocabulary and chances to learn word meanings.
* Students are asked to produce a range of writing, including formal and informal persuasive,
informative pieces, in social studies and incorporate research as appropriate.
Students are taking ownership for their learning in K-12 Social Studies when they persist in
hard work, respond to teacher prompts thoughtfully and build on each other’s observations
or insights when discussing text and during collaborative tasks.
* Students ask and respond to questions about text(s) in order to build deeper understanding of
social studies content.
* Students respond to and build on one another’s thinking throughout the lesson to deepen their
understanding of the content.
* Students work toward independent reading and analysis of texts, asking questions of peers and
teachers when appropriate to build understanding.
* The teacher expects evidence and precision from students and probes students’ answers and
provides corrective feedback accordingly.
39 | P a g e
* The teacher creates the conditions for student conversations and plans tasks where students are
encouraged to talk about each other’s thinking, including whole group, center, small group, and
partner discussions.
* The teacher acts on knowledge and data of individual students to promote progress through
differentiation toward independence in grade-level tasks.
Students are demonstrating their understanding in K-12 Social Studies when their written
work and contributions to discussion show progress toward grade-level expectations and/or
rigorous IEP goals.
* Students’ writing and discussions demonstrate their understanding of social studies content,
especially as gleaned through an analysis of the key ideas and details of a text, the craft and
structure of the text, and the integration of knowledge within a text or between multiple texts.
* Students produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. Students strengthen their work through planning,
revising, editing, rewriting, or trying a new approach.
* The teacher monitors understanding to Andersongn to the content and rigor of the lesson and
identifies strategies and materials to Andersongn to student learning needs.
* Students use graphics and other structural elements (e.g., data, documents, timelines, and other
elements) of the text to gain deeper understanding.
40 | P a g e
Pillars of Excellent in 6-12 Mathematics
Students are working on appropriately rigorous content in 6-12 Mathematics when they are
deeply focused on grade-level content that balances the procedural skill, conceptual
understanding, and real world application
* The lesson focuses on grade-level cluster(s), grade-level content standards(s) or part(s) thereof.
* The lesson intentionally relates new concepts to students’ prior knowledge and skills.
* The lesson intentionally targets the aspect(s) of rigor (conceptual understanding, procedural skill
and fluency, application) called for by the standard(s) being addressed.
* Students have time to work with and practice grade level problems.
* The teacher uses explanations, representations, and/or examples and metacognition to make the
mathematics of the lesson explicit.
* The teacher guides students’ thinking toward the focus of the lesson through the use of high
quAndersonty questions and problems.
* Teachers and students use manipulatives to build conceptual understanding.
* Teacher uses data to differentiate instruction and address individual and whole class deficiencies.
Students are taking ownership for their learning in 6-12 Mathematics when they persist in
hard work, respond to teacher prompts thoughtfully, and build on each other’s observations
or insights when discussing explanations, problems, representations, and solutions.
* Students persevere through challenging problems.
* Students share their developing understanding of the content by explaining their thinking and
their problem solving processes. .
* Students talk about and ask questions about each other’s thinking in order to clarify or improve
their own mathematical understanding.
* The teacher uses collaborative strategies to help students build knowledge from one another’s
insight, including accountable talk, think-pair-share, and discussion.
* Teacher uses questioning techniques such as re-directing, wait-time, and prompting.
41 | P a g e
* Teacher intentionally scaffolds questioning from lower to higher order thinking.
* Students are making sense of problems and persevering in solving them.
* Students engage in abstract and quantitative reasoning.
* Students use appropriate tools strategically.
* Students look for and make use of structure.
* Students attend to precision.
* Students look for and express regularity in repeated reasoning.
* Students create and post data charts to display understanding and progress.
Students are demonstrating their understanding in 6-12 Mathematics when their
representations, solutions, and explanations show progress towards grade-level expectations/
rigorous IEP goals.
* Students share a variety of solution methods to demonstrate and develop their understanding of
the content, and present their work in a variety of formats,
including graphic organizers, flip charts, Venn diagrams, foldables, webs, and t-charts during
activities.
* Students use precise mathematical language to explain and justify their work.
* Students construct viable arguments and critique, explain, and provide feedback on the work of
others.
* Students model with mathematics.
42 | P a g e
Pillars of Excellent Instruction in 6-12 Literacy
Students are working on appropriately rigorous content in 6-12 Literacy when they are reading,
listening, writing and speaking about worthwhile texts.
* The lesson is paced such that students spend the block reading, speaking, and/or writing about highquAndersonty, content-rich text(s) that is at or above the complexity level expected for the grade and time in
the school year, such as these text exemplars.
* The text(s) is worth reading because it exhibits exceptional craft and thought and/or provides useful
information. The text(s) exposes students to multiple levels of meaning, unconventional structures, multiple
themes, multiple perspectives, and academic and domain specific terminology.
* Activities are purposeful and leave students with useful information.
* Questions and tasks require students to attend to key ideas and details from the text, the craft and structure of
text, and the integration of knowledge within a text or between multiple texts.
* Questions and tasks require students to cite evidence from the text to support analysis, inference and claims.
There is evidence of extended writing in response to reading, in which students cite evidence and justify how
the evidence cited supports their rationale.
* Questions and tasks attend to the academic vocabulary in the text. Students have multiple exposures to this
vocabulary and chances to learn word meanings.
* Students read a high volume of texts at their independent level across a wide variety of genres that reflect
topics studied in class as well as students’ choice. Students work with the teacher in small groups to review,
remediate, or enrich student skills using texts at their instructional level.
* Students are asked to produce a range of writing, including formal and informal persuasive, informative and
narrative pieces, across disciplines and that incorporate research.
* Students use technology regularly, including the Internet, to conduct research and produce and publish
writing.
* Students receive appropriate scaffolds and supports, including accommodations and modifications where
appropriate, to engage with rigorous work.
Students are taking ownership for their learning in 6-12 Literacy when they persist in hard work,
respond to teacher prompts thoughtfully and build on each other’s observations or insights when
discussing text and during collaborative tasks.
* Students ask and respond to questions about the text, in order to build deeper understanding of the content.
* Students respond to and build on one another’s thinking throughout the lesson to deepen their understanding
of the content.
43 | P a g e
* Students work toward independent reading and analysis of texts, asking questions of peers and teachers when
appropriate to build understanding.
* The teacher expects evidence and precision from students and probes students’ answers and provides
corrective feedback accordingly.
* The teacher provides opportunities for students to engage in peer editing of tasks and expects students to
provide corrective feedback accordingly.
* The teacher creates the conditions for student conversations and plans tasks where students are encouraged to
talk about each other’s thinking, including whole group, center, circles, and discussions.
* The teacher acts on knowledge and data of individual students to promote progress through differentiation
toward independence in grade-level literacy tasks.
* Students are engaged in learning through active listening, note taking, questioning, responding to questions,
reading critically, or problem solving.
Students are demonstrating their understanding in 6-12 Literacy when their written work and
contributions to discussion show progress toward grade-level expectations and/or rigorous IEP goals.
* Students’ writing and discussions demonstrate their understanding of the key ideas and details of the text, the
craft and structure of the text, and the integration of knowledge within a text or between multiple texts.
* Students produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. Students strengthen their work through planning, revising, editing,
rewriting, or trying a new approach and build a portfolio of writing that shows improvement and growth over
time.
* Students use graphics and other structural elements (e.g., data, documents, timelines, and other elements) of
the text to gain deeper understanding.
* The teacher monitors understanding to Andersongn to the content and rigor of the lesson and identifies
strategies and materials to Andersongn to student learning needs.
44 | P a g e
YMLA CREED
I AM A LEADER.
I AM ACCOUNTABLE FOR MY ACTIONS, CAPABLE IN MY
LEARNING, AND RESPONSIBLE FOR MY COMMUNITY.
I AM NOT MEDIOCRE, UNCERTAIN, OR FEARFUL.
I MAY MAKE MISTAKES, BUT I NEVER MAKE EXCUSES.
I SUCCEED BECAUSE I AM FOCUSED, COMMITTED TO THE
PILLARS: HONOR, SCHOLARSHIP, AND SERVICE.
I AM A LEADER.
45 | P a g e
Intervention Definitions
Note: Interventions should be implemented with consistent progress monitoring and
documented in the student information system.
 Behavior Contract – A simple positive-reinforcement intervention that is used to help
students modify an undesired behavior; it spells out in detail the expectations of the student
and teacher (and sometimes parents) in carrying out intervention plan; this should be
monitored and followed up by the adult on campus that drafts it and any other adults
specified in the plan. Parent Signature is required or not vAndersond
 Community Service - An intervention assigned by the Hearing Officer where the student
will be a part of a mandated work program; incomplete assignments should be referred back
to the Hearing Office
 Parent Contact – Contact with the parent/guardian of student; you must either speak
directly with the parent/guardian or receive a response from an email sent to the parent.
Leaving a message or emailing a parent/guardian with no response will not be considered
contact.
 Parent Conference – A scheduled meeting with the parent/guardian that takes place on
campus with the parent/guardian/student and school representative in attendance. Phone
calls will not suffice as a parent conference.
 Peer Mediation – Structured problem solving by youth with youth by which two or more
students involved in a dispute meet in private, safe and confidential setting to work out
problems. Student mediators should be trained.
 Student Accountability Board – An adult led restorative session with the assistance of
trained mediators and the referred student where strategies, interventions, restitution, and/or
recommendations are offered as consequences for the infraction committed. All parties
must agree.
 Student Support Circle – A tier II intervention to be used with a targeted student or group
of students; topics depend on the nature of the infraction; helps to build community within
the school.
 Parent Shadowing – Parent visits school to shadow student in the school setting. Parents
must sign waivers to not interfere with instruction or any students other than their own.
Teachers should be notified 24-48 hours in advance.
 Counseling Referral/Intervention– Referral to guidance for social/emotional support.
 Refer to AIT – Attendance Intervention Team – Administrator refers student to AIT as an
intervention to improve attendance.
 Planned Discussion- One or more adults confer with a student about a particular concern
and develop a plan for resolving it
 Goal Setting- Opportunity for student and school official to meet and develop strategic
goals relating to student’s success. Plan should be followed up by adult that drafts it and
any other adult on campus outlined in the plan.
46 | P a g e
 Mentor Partner – School based mentoring program developed for students that need more
support with academics or behavior management. Adult will advise or train students to use
replacement behaviors and act as an extra layer of support. All external mentors should
complete and be approved through Family and Community Engagement/Volunteer
Management.
 Check In/Check Out – An evidence based Tier II group oriented intervention designed
especially for students whose problem behaviors would be supported by increased positive
adult contact, embedded social skills training, and positive reinforcement.
 Teacher Student Mediation- Mediation led by admin, between teacher and student. This
should not be used for student accountability board.
 Adult Lead Mediation – Mediation of two students or groups of students lead by an adult Examples: Admin, AFL, City Year, SRO, CIS ect.
 Restitution – A restoring of something lost or stolen to its proper owner; recompense for
injury or loss. In restorative justice, this is used with the referred student makes a mends
with the victim of their behavior.
 Restorative Session- Before or after School session with students to provide a restorative
approach to discipline. This should not be used for detention.
 Social Skills Lesson – Lesson for students that need extra support with social skills; lessons
can be found in Second Step, Learning for Life, etc.
 Meaningful Work- A school based jobs program that gives students responsibility and so it
helps them develop purpose, selfworth, and a sense of belonging.
 Self-Monitoring Tool – Document that is provided to student that allows student to selfmonitor behavior; this should be done with progress monitoring.
 SOS – Student Option for Success – After school intervention for behavior management;
students grades 3 – 12 may be referred to the 5 sites in the county; runs 6:30pm-8:30pm on
Tuesday and Thursday nights.
 Night-time Substance Abuse Counseling – DCPS substance abuse program that is 6
weeks/12 sessions
 Letter of Apology – Student write apology to student or school official
47 | P a g e
Coach/Teacher Data Chat Form #3
Student Name:
Grade:
Teacher:
Florida Standards Assessment
2015 FSA/EOC Level:
2015 FSA/EOC Scale Score:
Goal for 2016 FSA/EOC Level: Points Needed:
Learning Gains Goal:
Recommended Goal:
Target Performance Level (Circle one)
Progressing On Target Above Target
School
Average
Teacher
Average
Grade/Subjec
t
Level 1
Level 2
Level 3
Level 4
Level 1
Level 2
Level 3
Level 4
Fall
Diagnostic
Winter
Diagnostic
i-Ready Reading
Scale
Score
i-Ready Mathematics
Scale
Score
Fall
Level Set
Level
5
Level
5
Winter
Level Set
Achieve3000 Lexile
Level
End of
Year
Level Set
End of Recommended
Year
Goal
Diagnostic
One Year’s
Growth
(Example
fro
m
1.2
End of
Recommended Goal
to
Year
2.2
Level Set
)
One Year’s Growth
(Example
from 1.2 to 2.2)
Plan of Action
Additional Assessment Results:
Reflection:
48 | P a g e
Form #4 Data Reflection Guide
Areas of Success
On which standards did students perform the
strongest? Why?
Areas for Growth:
On which standards did students
Overall Performance Analysis
Performance By Level
Percent (number) of tested students scoring in each level
Below Target
Progressing
On Target
Percent Tested
Percent (number) of
students tested
Above Target
(Assessment)
perform the weakest? Why?
Standards Comparison
Average score on each assessed standard/benchmark, based on standard/benchmark Analysis Report
Record the
tested
standard
s/
benchma
rks in
this row.
School
Class(es)
49 | P a g e
Item Standa
#
rd
Item
#
%
Correct
%
Standar
Correct
d
What did students need to be able to
do in order to answer the
question correctly?
What specific skill or strategy promoted
student success?
What did students need to be able to do in order to answer
the question
correctly?
What specific skill or
strategy led
to the misconception?
Plans for Sharing with
Others
Alternative Best
Practices
50 | P a g e
Instructional Implications - Next Steps
Key Areas to
Address
How?
When?
□ Review
□ Reteach
□ Enrich
□ Core
□ Differentiated Instruction
□ Interventions
□ Other
□ Review
□ Reteach
□ Enrich
□ Core
□ Interventions
□ Other
□ Review
□ Reteach
□ Enrich
□ Core
□ Interventions
□ Other
Who is Responsible?
Teacher, Interventionists
during differentiated
instruction
Teacher
Evidence of Occurrence
What evidence demonstrates fidelity to the core? What are the barriers to full implementation? What can we do to
eliminate those barriers?
What evidence demonstrates fidelity of Tier II and Tier III implementation? What are the barriers to full
implementation? What can we do to eliminate
those barriers?
Follow-up:
Date:
Time:
51 | P a g e
Form 5 Common Planning Agenda
Content/Subject Area:
Admin.
Participants
Teachers:
Other
Date:
Previous Common Planning Focus:



Effect on Student Learning and/or Teaching
Standards Analysis
Data/Item Analysis
EQuIP Student Work
Protocol


Lesson Study

Other
Professional
Development
Date:
Focus of Common Planning:



Standards Analysis
Data/Item Analysis
Lesson Study

Other
Professional
Development
Focus of Next Common Planning






Products and/or
Essential Outcome
EQuIP Student Work
Protocol


Date:
Purpose of Common Planning
Focus
Standards Analysis
Data/Item Analysis
EQuIP Student Work Protocol
Lesson Study
Professional Development
Other:
__________________________________
Materials Needed






Content Standards/Test Item Specs
Pillars of Excellence/Look Fors
Data (formative and/or summative)
Laptop
Textbook/Novel, TE Resource, CGs
Other:
____________________________________
52 | P a g e
Form 6
Step One: Analyze the standard and corresponding item specifications
Standard:
What must students know to meet this standard?
What skills does this standard ask students to apply?
Note: Reference the item specification document.
Step Two: Complete released items Andersongned to the standard
Note: To complete this step, find sample test items released by the FLDOE or other assessments Andersongned to FSA
Guiding Questions:

How do the items address the standard?

What skills and knowledge do you see “at play?”
Step Three: Evaluate the challenge required of the standard based on the assessment item
Guiding question:

What do you anticipate seeing in student responses to these items? (Consider possible misconceptions
and/or gateway skills and knowledge)
Step Four: Identify instructional practices that support Florida standards-Andersongned instruction
Guiding Questions.


What will I see in these lessons if students are working toward the full rigor of the target
standard? What evidence should I look for in student work that kids are being asked to
complete fully-Andersongned tasks?
.
How might you need to supplement or adapt the suggested activities in the curriculum guide to
help students at our school meet or exceed the full demands of the target standards?
53 | P a g e
Form 8 EQuip Protocol
This protocol is based on the work of EQuIP (Educators Evaluating the QuAndersonty of Instructional Products), an
initiative of the American Diploma Project (ADP) Network designed to identify high-quAndersonty materials
Andersongned to college and career readiness standards like those we’ve adopted in Florida. More information available
at: http://www.achieve.org/EQuIP
STEP 1: Review the Instructional Materials.




Record the grade and subject/course of the lesson/unit.
Locate the assignment to be evaluated and record the assignment title or description on the recording
form.
Locate the student work that corresponds to the assignment.
Scan the lesson/unit to see what it contains and how it is organized.
Grade
Subject/Course
Assignment
Title
STEP 2: Without consulting the standards or the lesson/unit, analyze the purpose and demands of the assignment
as evidenced by the directions and the rubrics/scoring guides. Note: Reviewers should limit observations to what the
assignment and rubrics communicate about the purpose and demands of the assignment. Reviewers will consult the
standards in Step 3.
Guiding Questions:


Based on the directions and/or the scoring guides for the assignment, what is its likely purpose?
Based on the directions and/or the scoring guides for the assignment, what demands does it make of
students?
STEP 3: Compare the Andersongnment of the content and performance(s) of the assignment to the targeted
standards for the assignment or lesson/unit.
Guiding Questions:


Do the directions, prompt(s), and/or scoring guide for the assignment give students the opportunity to
demonstrate all or part of the targeted standards for the assignment and lesson/unit?
How well Andersongned are the content and performance(s) of the assignment with the targeted
standards in the assignment and the lesson/unit?
54 | P a g e
ANDERSONGNMENT SCALE: Circle your rating on the Andersongnment Scale
Andersongnment of Task(s) with the Targeted Standards
3
Excellent
2
Strong
1
Weak
0

No
Andersongnment
The assignment demands are clearly consistent with all aspects of the identified
standard(s).
This rating is used for a partial match when the assignment is consistent with the most
critical aspects of the identified standard(s). However, some of the less critical aspects
of the standard(s) may not be addressed (likely by design).
This rating is used for a partial match when the most critical aspects addressed in the
identified standard(s) are NOT addressed in the assignment. However, some of the
less critical aspects of the standard(s) are addressed.
The assignment demands do not match the identified standard(s).
Literacy Assignments: How well Andersongned are the content and performance of the assignment with
target literacy Standards from the year before and the year after?
STEP 4: Diagnose student work.
Guiding Questions:



What does the collection of student work communicate about the kind and level of skills and
knowledge students have learned and still need to learn?
What are the most frequent and fundamental successes students appear to be having with the
assignment?
What are the most frequent and fundamental problems students appear to be having with the
assignment?
STEP 5: Provide suggestions for improving the assignment and related lesson/unit.
As you consider what recommendations to make to the teacher, consider the following guiding questions:





How does the assignment fit into the overall lesson or unit plan?
What does the review of student work suggest are the strengths and weaknesses of the
assignment and related instructional materials?
What should be kept, deleted, and/or added to the assignment or lesson/unit for tighter
Andersongnment with the depth of the targeted standards?
How could the assignment be strengthened to promote active problem solving, reasoning,
and critical thinking (the Standards for Mathematical Practice)?
What next steps would you suggest to the teacher?
55 | P a g e
Form 9 Lesson Plan template
School:
Subject:
Teacher:
Lesson Plan
Date(s):
OBJECTIVE
What will your students be able to learn?
Standard/Benchmark:
PRE-PLANNING
ASSESSMENT “Begin with the End in Mind”
How will you know whether your students have made progress toward the objective? How and when will you
assess mastery?
ESSENTIAL QUESTION
A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson,
discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of
the concepts taught.
HIGHER ORDER QUESTIONS (3-5 questions)
What questions will be answered to provoke higher order thinking and include Moderate to High FSA
Complexity Levels? What would the ideal student response be for each question?
BELL RINGER (10 min) or FOCUS LESSON (30 min)
Follow the Focus Calendar to provide reinforcement of previously taught skills.
REINFORCEMENT
LESSON CYLCE
INTRODUCTION
Brief part of the lesson when students learn the objective/essential question and how
mastering the objective leads to achieving the bigger goal of the course.
 Provide a hook to motivate students and link to prior knowledge in order to
introduce a new concept.
 Explain the relevance of lesson and the importance of learning the concept.
Introduce important vocabulary using the word wall as an interactive learning tool.
MODELING “I DO”
Component of the lesson when teacher explicitly models to students exactly what
they are expected to do during guided practice and eventually during independent
work.
 Conduct a think aloud while modeling the steps to completing an activity or
solving a problem.
 Model the use of a graphic organizer.
Use questioning techniques such as re-directing, wait-time and prompting.
TIME
Approximate
10 min BR
30 min
5-10 min
10-15
min
56 | P a g e
GUIDED PRACTICE “WE DO”
Guide students to independent practice by providing an opportunity to work in small
groups and practice what was taught during the modeled portion of the lesson.
 Incorporate the use of a collaborative strategy in small groups. Encourage
student accountable talk during group discussion.
Perform checks for understanding.
15-25 min
INDEPENDENT PRACTICE “YOU DO”
 Assign students independent work that is directly Andersongned with the “I Do”
and “We Do” portions of the lesson.
Circulate around the room to provide individual support
15-25 min
DIFFERENTIATED INSTRUCTION

Differentiate your instruction to reach the diversity of learners in your
classroom.
 Pull small groups or individuals for more intensive support.
Conduct Center Rotations
Teacher Directed:
Independent:
Technology:
CLOSURE

Wrap up the lesson and help students organize the information learned
into a meaningful context.
5
Min
 Have students reflect on or answer the Essential Question.
Help students connect today’s learning to their bigger goal in the course.
HOME-LEARNING
How will students practice what they learned? How will opportunities be provided for students to maintain
mastery of previously mastered skills/concepts?

57 | P a g e
Form 11 Teacher/Student Data Chat Form
Student Name: ___________________________ Grade: _____ Teacher:
________________
Florida Standards Assessment
2015 FSA/EOC Level:
Goal for 2016 FSA/EOC
Level:
Learning Gains Goal:
2015 FSA/EOC Scale Score:
Points Needed:
Recommended Goal:
Target Performance Level (Circle one)
Progressing On Target Above Target
Grade/Subject
Level 1
Level 2
Fall
Diagnostic
Winter
Diagnostic
Level 3
End of
Year
Diagnostic
Level 4
Level 5
Recommended Goal
One Year’s Growth (Example
from 1.2 to 2.2)
i-Ready Reading
Scale Score
i-Ready Mathematics
Scale Score
Fall
Level Set
Winter
Level Set
End of
Year Level
Set
Recommended Goal
One Year’s Growth (Example
from 1.2 to 2.2)
Achieve3000 Lexile
Level
End of
Year Level
Set
Plan of Action
District FSA Midyear
Additional Assessment Results:
Reflection: ________________________________________________________________________________
58 | P a g e
__________________________________________________________________________________________
Form 12 Intervention Log
____________ Nine Weeks Student Name: __________________________ Tier _____
Intervention Curriculum Used: __________________________________
Goal:
____________________ Teacher:___________________
Student
Monday
Tuesday
Wednesday
Thursday
Friday
#Minutes
#Minutes
#Minutes
#Minutes
#Minutes
Total # of
Min
OPM
Week
Week
Week
Week
Week
Week
Week
Week
SIZE
FOCUS
□ SMALL
GROUP
□ INDIVIDUAL
□ PHONEMIC
AWARENESS
□ PHONICS
□ VOCABULARY
□ FLUENCY
□ COMPREHENSION
□ ORAL LANGUAGE
□ WRITING
□ MATH
□ SCIENCE
ONGOING PROGRESS MONITORING(OPM): ** _________
Reflection on the students’ progress:
Notes:
Parental Contact:
59 | P a g e
Form 12 Option RTP Tracker
Student Name____________________________
Attendance
Method/Type
Access?
(Dates for each)
(Small group, 1-on1, Techology)
(B.O.L.D., Elective,
Sat, Tutoring, In
Class, etc.)
Teacher______________________
Benchmark/
Standards
Targeted
CFU (%)
Next Steps
Formative
Assessment
Outcome
(%)
60 | P a g e
Form 13 Parent / Guardian Contact Log
Teacher: ________________
Date
Student’s Name
School: _______________________ Subject/Grade: ____________________
Parent/Guardian
Time
Type of Meeting
(Phone, Face-to Face,
Email)
Comments
At-Risk
(Y/N)
61 | P a g e
# 207 Reading
#210 /211
#208 - #209
6th /7th Grade Science
Shackelford
#244
Speech Ms.
Martin
8th Grade Math
#243 7th
Delphonse
Grade Math
#212-#213
7th / 8th Grade Science
Green
#204
Principal
Moreland
Civics/Pre-Law
Errico
#46C
Gym
White, L.
#206
#203
#245 Rec
Room
Car
Riders
#214 6th - 8th
Grade
Reading /ELA
#211
EMPTY
Thomas, C.
Walkers
#215 6thGrade
#216
ELA /Reading
TBA
City Year
# 237
6th Math
Salley
#238
Assistant
Principal
Maldonado
#236
Upton
Guidance
#235
ISSP
#225
Sunshine
Room
Ambassador
Room
Parker
#217
#218
#202
7th-8th Grade
#242
Storage
Reading
Interventionist
Oglesby
Interventionist
Testing Room
#201
Media Center
#222
Computer Lab
Leadership
Smith
#224
Computer Lab
Bus
Riders
#234
Mr. Carr
Health/PE Rm
46 and 15
#226 & #233
B.O.L.D.
#227
#232
Roberson
Open
#228
VE/ELA
Nesmith
#231
SS Brewton
= Staff Positions During All
Transitions
62 | P a g e

YMLA Faculty Handbook 2016-2017

Transcription

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