Faculty Handbook - Snow Canyon High School

Transcription

Snow Canyon High School
Faculty Handbook
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WARRIOR
2013-2014
Snow Canyon High School Bell Schedule 2013-‐2014 Regular Day Schedule 1st 2nd 3rd 4th 8:15 -‐ 9:37 9:42 -‐ 11:06 LUNCH 11:56 – 1:18 1:23 -‐ 2:45 AM Assembly 82 min 84 min 50 min 82 min 82 min PM Assembly 45 min 57 min 59 min 50 min 82 min 82 min 1st 2nd 3rd 4th 1st 8:15 – 8:52 2nd 8:57 – 9:36 rd
3 9:41 – 10:18 th
4 10:23 – 11:00 Lunch 37 min 39 min 37 min 37 min 1a 2a 3a 4a 1b 2b 3b 4b 38 min 39 min 38 min 39 min 50 min 38 min 39 min 38 min 39 min Assembly 8:15 – 9:00 st
1 2nd 3rd 4th 9:05 – 10:02 10:07 – 11:06 LUNCH 11:56 – 1:18 1:23 – 2:45 Minimum Day Early Start GOLD Day 8:15 – 8:53 8:58 -‐ 9:37 9:42 – 10:20 10:25 – 11:06 LUNCH 11:56 – 12:34 12:39 – 1:18 1:23 – 2:01 2:06 – 2:45 8:15 – 9:37 9:42 – 11:06 LUNCH 11:56 – 1:01 1:06 – 2:11 Assembly 2:15 – 2:45 82 min 84 min 50 min 65 min 65 min 30 min Washington County School District
2013-2014 Calendar
August 2013
M T W Th
1
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28 29
F
2
9
16
23
30
September 2013
M
2
9
16
23
30
T
3
10
17
24
W
4
11
18
25
Th
5
12
19
26
F
6
13
20
27
Aug 14 (W)
Sept 2 (M)
Oct 17-18 (Th-F)
Nov 27 (W)
Nov 28-29 (Th-F)
Dec 23(M) - Jan 1(W)
Jan 20 (M)
Feb 17 (M)
Mar 10-14 (M-F)
Apr 18, Apr 21 (F, M)
May 22 (Th)
M T
1
7 8
14 15
21 22
28 29
W
2
9
16
23
30
Th
3
10
17
24
31
F
4
11
18
25
November 2013
M T W Th F
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
December 2013
M
2
9
16
23
30
T
3
10
17
24
31
W
4
11
18
25
Th
5
12
19
26
F
6
13
20
27
Nov 11 (M)-Feb 14 (F) - 58 days
August 28-29 (W-Th)
November 27 (W)
NO SCHOOL - SEP/SEOP Comp Day
November 18-21 (M-Th) Monday 9:00 - 12:30 p.m./ Tuesday-Thursday students released at 1:15 p.m.
February 24-27 (M-Th) Students released at 1:15 p.m.
Kindergarten SEP Days: (SEP by Appointment)
November 18-19 (M-T)
NO SCHOOL
November 20-21 (W-Th) AM - 9:00 a.m. - 10:40 a.m. / PM - 11:35 a.m. - 1:15 p.m.
February 24-25 (M-T)
NO SCHOOL
February 26-27 (W-Th)
AM - 9:00 a.m. - 10:40 a.m. / PM - 11:35 a.m. - 1:15 p.m.
Kindergarten Testing:
Aug 14-16 (W-F), Aug 19 (M) - NO SCHOOL for Kindergarten students - Testing by Appointment
May 12-15 (M-Th) - NO SCHOOL for Kindergarten students - Testing by Appointment
School Times:
Regular School Day
Early-out Friday
Last Day of School:
Elementary
9:00 a.m. - 3:30 p.m.
9:00 a.m. - 1:15 p.m.
9:00 a.m. - 12:00 p.m.
AM Kindergarten
9:00 a.m. - 11:45 a.m.
9:00 a.m. - 10:40 a.m.
NO SCHOOL
PM Kindergarten
12:45 p.m. - 3:30 p.m.
11:35 a.m. - 1:15 p.m.
NO SCHOOL
Minimum School Day - Sept 9, Sept 23, Nov 1, Nov 18, Feb 10, April 14, April 28
Elem 9:00 a.m. -12:30 p.m.
AM Kind - 9:00 a.m.-10:45 a.m.
PM Kind - 10:45 a.m.-12:30 p.m.
SECONDARY
Back to School Nights: See individual school website for Back-to-School Night date and time.
Intermediate School Trimesters: (FRIS, LRIS, SRIS only)
Nov 11 (M)-Feb 14 (F) - 58 days
Intermediate Trimesters Mid-terms:
December 13 (F)
April 11 (F)
Scheduled at individual sites
Q1 - Aug 14 (W) - Oct 16 (W) - 45 days
Q2 - Oct 21 (M) - Dec 20 (F) - 42 days
Q3 - Jan 2 (Th) - March 7 (F) - 45 days
Q4 - March 17 (M) - May 22 (Th) - 47 days
SUECON Technology
Conference
11/1/2013 - Minimum
School Day
Q1 - Week of Sept 9-13
Q2 - Week of Nov 11-15
Q3 - Week of Feb 3-7
Q4 - Week of Apr 14-17
Secondary SEOP Days: ( 4:30-8:00 p.m. unless otherwise noted)
Intermediate:
FRIS-Oct 23 (W), Feb 19 (W) 4:00-7:00 p.m. HIS-Oct 3 (Th), Jan 30 (Th) 2:30-6:00 p.m.
LRIS-Oct 2-3 (W-Th) 3:00-6:30 pm
Middle:
DHMS - Nov 13-14 (W-Th)
Calendar approved by the
WCSD Board of Education
11/8/2011.
High:
DHHS - Nov 12-13 (T-W)
PVHS - Nov 12-13 (T-W)
School Times:
SRIS-Oct 2-3 (W-Th) 3:30-7:00 pm
DMS - Nov 6-7 (W-Th) 3:30-7:00 p.m.
PVMS - Sept 12 (Th), Feb 6 (Th)
This calendar is proposed for
179 school days, 1 SEP/SEOP
Comp Recess, and
3 teacher days.
(183 total contract days)
W
5
12
19
26
Th
6
13
20
27
F
7
14
21
28
SCHS - Nov 5-6 (T-W)
T
4
11
18
25
W
5
12
19
26
Th
6
13
20
27
F
7
14
21
28
April 2014
M T
1
7 8
14 15
21 22
28 29
W
2
9
16
23
30
Th
3
10
17
24
F
4
11
18
25
May 2014
M T W Th
1
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28 29
F
2
9
16
23
30
1st Day of School /
Last Day of School
Holiday/Break
NO SCHOOL
Teacher Prep Day
NO SCHOOL
SEP/SEOP Comp Recess
NO SCHOOL
TQIS-Nov 7 (Th), Feb 6 (Th)
HMS - Nov 6 (W), Feb 4 (T)
SCMS - Sept 24 (T), Feb 4 (T) 3:30-7:00 p.m.
DHS - Nov 6-7 (W-Th)
M
3
10
17
24
31
Feb 18 (T)-May 22 (Th) - 61 days
September 20 (F)
Secondary School Quarters:
Secondary Mid-terms:
T
4
11
18
25
March 2014
New Teacher Induction:
Teacher Prep Days:
F
3
10
17
24
31
Feb 18 (T)-May 22 (Th) - 61 days
Regular School Hours - SEP held from 4:30 p.m. to 8:00 p.m.
Aug 9, 12-13
Th
2
9
16
23
30
February 2014
M
3
10
17
24
Elementary SEP Days:
Aug 14 (W)-Nov 8 (F) - 60 days
TEACHERS
M T W
1
6 7 8
13 14 15
20 21 22
27 28 29
ELEMENTARY
Back to School Nights: See website - www.washk12.org - for elementary dates.
Elementary Trimesters:
Aug 14 (W)-Nov 8 (F) - 60 days
October 2013
January 2014
School Begins
Labor Day (No School)
Fall Break (No School)
SEP/SEOP Comp Recess Day (No School)
Thanksgiving Vacation (No School)
Christmas Vacation/Winter Holiday (No School)
Martin Luther King, Jr. Day (No School)
Washington and Lincoln Day (No School)
Spring Break (No School)
Spring Recess (No School)
Last Day of School
HHS - Nov 7 (Th), Feb 5 (W) 3:30-7:00 p.m.
MHS - Sept 11-12 (W-Th), Feb 5-6 (W-Th)
Regular School Day
Last Day of School
Intermediate
7:45 a.m. - 2:00 p.m.
7:45 a.m. - 11:00 a.m.
Middle
8:20 a.m. - 2:45 p.m.
8:20 a.m. - 10:00 a.m.
High
8:15 a.m. - 2:45 p.m.
8:15 a.m. - 10:00 a.m.
Minimum School Day - Sept 9, Sept 23, Nov 1, Nov 18, Feb 10, April 14, April 28
Intermediate 7:45 a.m. -11:00 a.m.
Middle 8:20 a.m.- 11:45 a.m.
High 8:15 a.m. - 11:45 a.m.
PLC Collaboration Day
MINIMUM DAY
School Times as follows:
Elementary 9:00 am-12:30 pm
AM Kinder 9:00 -10:45 am
PM Kinder 10:45 am-12:30 pm
Intermediate 7:45-11:00 am
Middle 8:20-11:45 am
High School 8:15-11:45 am
Warrior Volleyball 2013
Warrior Football 2013
Date
Varsity
Aug. 23
Aug. 30
Sept. 5
Sept. 13
Sept. 20
Sept. 27
Oct. 4
Oct. 10 Thurs
Oct. 16 Wed
Oct. 25
Nov. 8/9
Nov. 14/15
Nov. 22
Opponent
Location
Time
San Juan
Snow Canyon
Shadow Ridge (NV) SRHS (NV)
BYE
Pine View (homecoming)Snow Canyon
Copper Hills
Copper Hills
Payson
Payson
Hurricane
Hurricane
Cedar
Snow Canyon
Desert Hills (senior night) Snow Canyon
Dixie
Dixie
Quarter Finals
TBA (home site)
Semi-Finals
Univ. of Utah
Finals
Univ. of Utah
7:00pm
7:00pm
JV
Aug. 29
Sept. 5
Sept. 12
Sept. 19
Sept. 26
Oct. 3
Oct. 9 Wed
Oct. 15 Tues
Oct. 24
Hurricane
Diamond Ranch
Pine View
BYE
Payson
Hurricane
Cedar
Desert Hills
Dixie
Hurricane
Snow Canyon
Pine View
6:30pm
7:00pm
6:30pm
Snow Canyon
Snow Canyon
Cedar
Desert Hills
Snow Canyon
6:30pm
6:30pm
6:30pm
6:30pm
6:30pm
Freshmen
Aug. 29
Sept. 5
Sept. 12
Sept. 19
Sept. 26
Oct. 3
Oct. 9 Wed
Oct. 15 Tues
Oct. 24
Hurricane
Diamond Ranch
Pine View
Diamond Ranch
Payson
Hurricane
Cedar
Desert Hills
Dixie
Hurricane
Snow Canyon
Pine View
Diamond Ranch
Snow Canyon
Snow Canyon
Cedar
Desert Hills
Snow Canyon
4:30pm
5:00pm
4:30pm
7:00pm
4:30pm
4:30pm
4:30pm
4:30pm
4:30pm
7:00pm
7:00pm
7:00pm
7:00pm
7:00pm
7:00pm
7:00pm
TBA
TBA
TBA
Date
Sept. 5
Sept. 6 & 7
Sept. 10
Sept. 12
Sept. 17
Sept. 19
Sept. 24
Sept. 26
Oct. 1
Oct. 3
Oct. 8
Oct. 10
Oct. 11 & 12
Oct. 15
Oct. 22
Oct. 24
Nov. 1 & 2Fri & Sat
Opponent
Location
9th
Pine View
Snow Canyon
5:45
Rocky Mtn. Classic Lone Peak HS
Canyon View
Canyon View
5:45
BYE
Desert Hills
Snow Canyon
5:45
Dixie
Dixie
5:45
Hurricane
Hurricane
5:45
Cedar
Snow Canyon
5:45
Pine View
Pine View
5:45
Canyon View
Snow Canyon
5:45
BYE
Desert Hills
Desert Hills
5:45
Utah Classic Tourney West HS
Dixie
Snow Canyon
5:45
Hurricane (senior night) Snow Canyon
5:45
Cedar
Cedar
5:45
State Tourney
Utah Valley University
Date
Aug. 16
Aug. 23
Aug. 24
Aug. 29
Sept. 3
Sept. 5
Sept. 10
Sept. 12
Sept. 17
Sept. 24
Sept. 26
Oct. 1
Oct. 3
Oct. 8
Oct. 11 Fri
Oct. 16 Wed
Oct. 19 Sat
Oct. 25 Fri
Oct. 26 Sat
Opponent
Location
East
Snow Canyon
Alta
Alta
Juan Diego
Juan Diego
Dixie
Dixie
Canyon View
Snow Canyon
Cedar
Cedar
Hurricane
Snow Canyon
Pine View
Snow Canyon
Desert Hills
Desert Hills
Dixie
Snow Canyon
Canyon View
Canyon View
Cedar
Snow Canyon
Hurricane
Hurricane
Pine View
Pine View
Desert Hills (senior night) Snow Canyon
1st Round Playoffs Home Site
Quarter Finals
Home Site
State Semi-Finals
TBA
State Finals
Rio Tinto Stadium
10th
4:30
JV
5:45
4:30
5:45
Var
7:00
TBA
7:00
4:30
4:30
4:30
4:30
4:30
4:30
5:45
5:45
5:45
5:45
5:45
5:45
7:00
7:00
7:00
7:00
7:00
7:00
4:30
5:45
4:30
4:30
4:30
5:45
5:45
5:45
7:00
TBA
7:00
7:00
7:00
TBA
Warrior Girls Soccer 2013
JV
5:30
5:30
1:00
5:30
5:30
6:00
5:30
5:30
5:30
5:30
6:00
5:30
5:30
5:30
5:30
Var
7:30
3:30
11:00am
7:30
7:30
4:00
7:30
7:30
7:30
7:30
4:00
7:30
7:30
7:30
7:30
TBA
TBA
TBA
TBA
Warrior Cross Country 2013
Date
Aug. 13
Aug. 17
Aug. 24
Sept. 3
Location
Cedar Pre-Region (All-Comers)
Hurricane Invitational
SUU Invitational (Bicentennial Park)
Dixie Pre-Region (All-Comers)
Time
6:00pm
8:00am
8:00am
7:00pm
Bloomington Hills Park
Sept. 6
Sept. 14
Sept. 18
Sept. 21
Sept. 26
Oct. 4
Oct. 9
Murray Invitational (Murray HS)
BYU Invitational
Canyon View
Swiss Days 5K
YFA Invitational (Cross Creek)
Cedar Invitational
Snow Canyon Invitational
7:30am
8:00am
4:00pm
7:00am
4:00pm
4:00pm
4:00pm
(senior night)
Oct. 15 Tues Region 9 Championships
4:00pm
Bloomington Hills Park
Oct. 23 Wed
Warrior Tennis 2013
Date
Opponent
Aug. 13
Canyon View
Aug. 15
Pine View
Aug. 20
Cedar
Aug. 27
Hurricane
Aug. 29
Desert Hills
Sept. 3
Dixie
Sept. 5
Canyon View
Sept. 10
Pine View
Sept. 12
Cedar
Sept. 19
Hurricane (senior night)
Sept. 24
Desert Hills
Sept. 26
Dixie
Oct. 4 & 5 Fri/Sat Region
Oct. 11 & 12 State
State Finals @ Parley’s Canyon
4:00
4:00
4:00
4:00
4:00
4:00
4:00
4:00
4:00
4:00
4:00
TBA
TBA
Meet & Location
Time
7th
Warrior Golf 2013
Wed & Thurs
Canyon View
Snow Canyon
Cedar
Hurricane
Snow Canyon
Snow Canyon
Snow Canyon
Pine View
Snow Canyon
Snow Canyon
Desert Hills
Dixie
Green Valley
Liberty Park SLC
Warrior Swimming 2013 - 14
Date
Location
St. George
Cedar Ridge
Sun River
Coral Canyon
Sky Mountain
Sunbrook
Cedar Ridge
Southgate
Mountain Dell
Time
Fri & Sat
State @ Sugarhouse Park SLC 1:00pm
Date
Aug. 13
Aug. 21
Aug. 29
Sept. 5
Sept. 12
Sept. 19
Sept. 25
Oct. 2
Oct. 9 &10
Location
Time
12:30pm
12:00pm
12:00pm
2:00pm
1:30pm
12:00pm
12:00pm
12:30pm
TBA
Stay Tune for Swim/Dive Schedule in October. Oct.
is beginning practice
& team selection and Nov. 8th is 1st day of contest
***Swim/Dive schedule continues through the 2013 – 14 Winter Sport Season***
Finals at BYU - Feb. 13th thru 15th, 2014
Drill Team 2013 – 14
Date
Dec. 6 & 7
Dec. 13 & 14
Jan. 10 & 11
Jan. 25
Feb. 1
Competition & Location
Davis Valley Classic @ Davis HS
UVU Drill Invitational @ UVU
Murray Classic Invitational @ Murray HS
Region Drill @ Dixie State University
State Drill Competition @ UVU
Time
TBA
TBA
TBA
TBA
TBA
SCHS Faculty & Staff Directory 2013-‐14 FACULTY NAME Abernathy, JJ 208 English FACULTY NAME Pulsipher, Jasmine 201 English Bergeson, Brooks 118 Biology Reading, Victor 502 Welding Business Scano, Becky 110 Special Education Main Office Principal Secrist, Reed 134 PE / Health 126 Biology Shaheen, Bruce 116 Science Social Studies/ Drivers Ed Shaheen, Marsha 202 English/ History Ceramics Spor, Carol 104 Foods Counselor Theobald, Tyler 200 Sped Booth, Corbin Brooks, Warren Brown, James Bundy, Casey Burningham, Bruce Burr, Ken ROOM 101 218 501 Couns Ctr SUBJECT Campbell, Kyle 232 Spanish Dan, Liu 235 Chinese Despain, Deric 500 Agricultural Science Asst. Principal/ Ath. Director Vick, Anthony German/ ESL Wallmann, Denise PE Ward, Rob Whitaker, Christy Gali, Conley Gough, Dustin Graft, Jay Main Office 214 Gym / 132 Thayer, Mary Sped Vandenberghe, Bryan 303 Graphic Arts 215 Math Hansen, Ron 216 Social Studies Whitman, Kim Family & Consumer Science STAFF Special Ed/ PE/ Health Brinkerhoff, Rhonda Science Asst. Principal Howard, Ashley 200 / Gym Hunt, Rod 111 Hurt, Paul Main Office Jensen, Shelbee 101 Yearbook/ Computers Jensen, Wade 230 Math/ History Debate 213 Gubler, Joe 102 / 105 SUBJECT Tufuga, Lee Fan Hansen, Shalise ROOM 309 /304 Couns. Ctr. 212 Woods/ Drafting Counselor Spanish Dance Studio Dance 301 Drama Ctr Couns Registrar/Couns.Sec TBA Main Office Principals Secretary Hunt, Melanie Main Office Finance Secretary Mickels, Jill Main Office Receptionist/AthSec Schafer, Amy Couns Ctr Wilson, Mary Main Office Testing/ Registrar Counselor Johnston, Dave 211 Social Studies Jone, Kyle 128 Chemistry/ Spanish Nelson, Cami Ctr Media Media Aide/ Testing Jones, Bill 233 Special Education Larsen, Rochelle Media Ctr Media Aide/ Testing Kerr, Charlie 130 Music App/ Excel Day, Helen 207 Writing Lab Psychology Pack, Sarah 207 Writing Lab Wght Train/ PE / Staff Dev Francom, Raynette 106 Paraprofessional Media/ Upward Bound/ Exec Coun Hedstrom, Melissa 106 Paraprofessional Math Jamison, Tamara 106 Paraprofessional Mathis, Marie 112 Paraprofessional McDaniel, Audrey 108 Paraprofessional Scow, Ruthann 106 Paraprofessional Johnson, Danielle Kitchen, Sheryl Kittrell, Wane Couns Ctr 220 Wt Rm/ 133 Kreyling, Jamie Media Ctr Kreyling, Paul 228 Attendance Secretary Kunde, Kenny 226 Math/ History Lancaster, Bob 124 Chemistry Lang, Nick 113 Biology Lang, Steve 224 Math Layne, Jeff 308 Art Barlow, Tony Head Custodian Linford, Rod 106 Special Education Sanchez, George Lead Custodian Madden, Lenore 206 English Barnum, Elwin Custodian Counselor Muniz, Fany Custodian Choir Palmer, Cole Custodian Matua, Marcus Moore, Terry Couns Ctr 311/312 Morwood, Rick 306 Auto Mechanics Romberger, Nate Custodian Nielson, Delsy 205 English Stucki, Russ Custodian English/ NHS Wilson, Patrick Custodian Social Studies Brown, Travis 107 Resource Officer Esplin, Mike 130 ETS Advisor Computers Oberhansley, Colleen Parker, Alaina 210 222 Paterson, Leslie 204/234 Proffit, Robert 234 French/ English French Wilson, Jason DEPARTMENT CHAIRS AND MEMBERS
2013-14
LANGUAGE ARTS
Colleen Oberhansley
Lenore Madden
Jasmine Pulsipher
JJ Abernathy
Delsy Nielson
Marsha Shaheen
MATHEMATICS
Kenny Kunde
Steve Lang
Paul Kreyling
Joe Gubler
Wade Jensen
SCIENCE
Robert Lancaster
Nick Lang
James Brown
Kyle Jones
Rod Hunt
Bruce Shaheen
Brooks Bergeson
SOCIAL SCIENCE
Alaina Parker
Ron Hansen
Casey Bundy
Sheryl Kitchen
Dave Johnston
FOREIGN LANGUAGE
Rob Ward
Dustin Gough
Leslie Paterson
Kyle Campbell
Liu Dan
VOCATIONAL
Brian Vandenburghe
Rick Morwood
Victor Reading
Anthony Vick
Deric Despain
BUSINESS/HOME EC
Corbin Booth
Shelbee Jensen
Shalise Hansen
Carol Spor
PERFORMING ARTS
Kim Whitman
Terry Moore
Charlie Kerr
VISUAL ARTS
Bruce Burningham
Jeff Layne
HEALTHY LIFE STYLES
Wane Kittrell
Reed Secrist
Dustin Gough
Jay Graft
SPECIAL EDUCATION
Bill Jones
Lee Fan Tufuga
Becky Scano
Tyler Theobald
Rod Linford
STUDENT SERVICES
Ken Burr
Denise Wallman
Marcus Matua
Danielle Johnson
FACULTY ADVISORY/COMMITTEE ASSIGNMENTS
2013-14
10th Grade Advisor
Anthony Vick
Christy Whitaker
11th Grade Advisor
Sheryl Kitchen
Nick Lang
12th Grade Advisor
Paul Kreyling
Brooks Bergeson
Executive Council
Jamie Kreyling
SC Women’s Advisor
Shalise Hansen
Marsha Shaheen
SC Men’s Advisor
Deric Despain
Wane Kittrell
Cheerleaders
Kirsten Hansen
Sheryl Kitchen
Spirit Club
Kyle Campbell
Drill Team
Christy Whitaker
Newspaper/Publicity
Colleen Oberhansley
Yearbook Advisor
Shelbee Jensen
Canyons (publications)
Lenore Madden
National Honor Society
Colleen Oberhansley
Sterling Scholars
Terry Moore
JJ Abernathy
Faculty President
Kim Whitman
Academic Recognition Committee
Paul Hurt
Warren Brooks
Wane Kittrell
Colleen Oberhansely
Denise Wallmann
Paul Kreyling
Standards Committee
Warren Brooks
Paul Hurt
Ken Burr
Denise Wallmann
Marcus Matua
Conley Gali
Danielle Johnson
Accreditation Chair
Ken Burr
Consolidated School Improvement Plan
Wane Kittrell
Paul Hurt
Conley Gali
Warren Brooks
All Department Chairs
At-Risk Committee
Paul Hurt
Ken Burr
Kyle Campbell
Marcus Matua
School Community Council
Paul Hurt/Warren Brooks
Conley Gali
Scheduling Committee
Warren Brooks
Conley Gali
Paul Hurt
Amy Schafer
Kim Whitman
Tony Barlow
Travis Brown
Ken Burr
Jamie Kreyling
Weston Esplin (Student Body President)
Faculty Advisory Committee
Warren Brooks
Ken Burr
Red Ribbon Week
Marcus Matua
Amy Schafer
Rhonda Brinkerhoff
Election Committee
Jamie Kreyling
Casey Bundy
Insurance Rep
Jill Mickels
Warrior Week
Rob Ward
Jamie Kreyling
Carol Spor
2013-2014 Exec
Others as needed
Graduation Committee
Warren Brooks
Conley Gali
Paul Hurt
Denise Wallmann
Marcus Matua
Ken Burr
Bryan Vandenburghe
Tony Barlow
Melanie Hunt
Wane Kittrell
Homecoming Week
Jaime Kreyling
Alaina Parker
Kyle Jones
Colleen Oberhansley
Kim Whitman
Reed Secrist
Joe Gubler
504 Coordinator
Jay Graft
Excel Coordinator
Dustin Gough
DANCE and WEEK, SUPERVISION ASSIGNMENTS
2013-2014
Date
Dance
Assigned Supervision
September 9 - 14
(Dance Saturday)
Homecoming
(HC Week)
J. Kreyling / Gulber
Parker
K. Jones
Whitman
Secrist
Oberhansley
Oct 21 – 26
(Dance Saturday)
Sadie-Hawkins
(Sadie’s Week)
S. Jensen / Bundy
Hunt
Scano
Kunde
Nielson
Johnston
November 18 - 22
(Dance Friday)
Men’s Week
Despain / Kittrell
J. Brown
W. Jensen
B. Shaheen
December 2 - 6
(Friday)
Sophomore Dance
(SO Week)
Vick / Whitaker
Burr
Paterson
Spor
January 13 - 18
(Saturday)
Junior Prom
(JR Week)
Kitchen / N. Lang
Abernathy
Vandengurghe
S. Lang
B. Burningham
Lindford
February 10 - 15
(Saturday)
Preference
(Woman’s Week)
Fisher / M. Shaheen
Morwood
Booth
D. Johnson
Tafuga
Theobald
March 17 - 21
(Friday)
Men vs. W omen
(BOTS Week)
Howard / Campbell
Pulsipher
Matua
Lancaster
D. Liu
April 21 - 26
(Saturday)
Senior Ball
(SR Week)
P. Kreyling / Bergeson
B. Jones
Kerr
Madden
Wallmann
Hansen
May 12-16
Warrior Week
Ward / J. Kreyling
Graft
Gough
Others as needed
HEAD CHAPERONE DUTIES:
General preparation for dance and set up for activities during the week
Arrange for money from Mrs. Hunt
Check with assigned chaperones two weeks prior to dance
Notify administration of problems during dance
SWITCHING DANCE ASSIGNMENTS:
All changes must be submitted to the administration by email. Changes will not be approved unless both chaperones agree to the
change.
MISCELLANEOUS INFORMATION:
1.
Each teacher is scheduled one scheduled dance per year and will help with activities during the dance week.
2.
Teachers need to be actively involved while chaperoning. At least one teacher should be near the cash box or at the entrance of
the dance at all times. All chaperones need to be moving around and watching for problems in the dance area or entrance.
3.
Assigned chaperones should check with the head chaperone prior to the dance for instructions.
Snow Canyon High School Dance Policy
Dance Policies
1. Only Snow Canyon High School students can attend after-game, informal dances.
2. Once a student has entered the dance, they can not leave and re-enter.
3. No slam dancing, dirty dancing or any other physical contact which could be offensive
or a safety hazard to others will be permitted. Students involved may/will be asked to leave
and the dance may be terminated.
4. Dances will end by 11:00 p.m.
5. Dress policies:
a) hats can be worn
b) students should be dressed modestly
c) students are not allowed to wear inappropriate shirts or hats that have vulgar messages.
Music at Dances
1. Music must be of good taste.
a) A play list of the music for each dance must be pre approved by the advisor and
student council.
b) The approved play list must be presented to the principal/vice principal.
c) If inappropriate music is played or students interject inappropriate language the
music will be shut down and the dance may be terminated.
Added information about dances:
1. Each teacher has been assigned one scheduled dance for the year.
2. Teachers will need to be actively involved while chaperoning. At least one teacher should be
near the cash box or at the entrance of the dance. All chaperones should be moving and
watching for problems in the dance area and/or entrance.
3. Assigned teachers should check with the head chaperone prior to the dance.
4. Chaperones and Administration together are to enforce all dance policies.
ASSEMBLY ASSIGNMENTS
2013-14
AUDITORIUM ASSEMBLIES (8:15 A.M.)
PEP ASSEMBLIES (PM)
All faculty members will be in attendance to help
supervise!
Group 1
Bundy
S. Lang
Bergeson
Booth
J. Brown
Lancaster
Campbell
M. Shaheen
Despain
S. Hansen
Graft
Gubler
Hansen
Nielson
Burningham
Theobald
Group 2
Kitchen
S. Jensen
W. Jensen
Hunt
B. Jones
K. Jones
Howard
Kerr
Kittrell
P. Kreyling
Kunde
Abernathy
Lang
Linford
Oberhansley
Tufuga
Group 3
Secrist
Paterson
Pulsipher
Vick
Scano
Parker
Shaheen
Johnston
Vandenberghe
Ward
Whitman
Gough
Layne
Madden
Spor
Dan
Group 1 will supervise the south side of the auditorium.
Group 2 will supervise the center section.
Group 3 will supervise the north side of the auditorium.
First Name Listed is Group Leader
Group Leader will report attendance
2013-14 Party Committee List
Fall Luncheon - October
Conley Gali
Anthony Vick
Ashley Howard
Fany Muniz
Cole Palmer
Danielle Johnson
Patrick Wilson
Mary Wilson
Brooks Bergeson
Leslie Paterson
Denise Wallmann
Shalise Hansen
Dustin Gough
Joe Gubler
JJ Abernathy
Melanie Hunt
Jay Graft
Christy Whitaker
Ini Francom
Marie Mathis
Helen Day
Rochelle Larson
Sarah Pack
Jill Mickels
Rod Linford
Wade Jensen
Christmas Party- December
Amy Schafer
Rhonda Brinkerhoff
Kim Whitman
Tony Barlow
Kyle Campbell
Warren Brooks
Colleen Oberhansley
Jamie Kreyling
Travis Brown
Marcus Matua
Reed Secrist
Nick Lang
Alaina Parker
Victor Reading
Ken Burr
Steve Lang
Bryan Vandenburghe
Kenny Kunde
Carol Spor
Jasmine Pulsipher
Wane Kittrell
Rick Morwood
Paul Kreyling
Marsha Shaheen
Elwin Bamum
End of School
Shelbee Jensen
Jeff Layne
Rob Ward
Lee Fan Tufuga
Russell Stucki
Charlie Kerr
George Sanchez
Delsey Nielson
James Brown
Corbin Booth
Lenore Madden
Jason Wilson
Casey Bundy
Rod Hunt
Bruce Shaheen
Derek Despain
Becky Scano
Paul Hurt
Bob Lancaster
Bill Jones
Kyle Jones
Julian Rollins
Bruce Burningham
Liu Dan
Tyler Theobald
Faculty Meeting/Professional Development
Every Wednesday at 7:155am we will meet in room
209 for Roll Call
Teacher Observation 2013-‐14 BROOKS Abernathy, JJ Bergeson, Brooks Brown, James Despain, Deric Gubler, Joe Hunt, Rod Jensen, Wade Kittrell, Wane Kreyling, Paul Layne, Jeff Oberhansley, Colleen Pulsipher, Jasmine Reading, Victor Shaheen, Bruce Shaheen, Marsha Spor, Carol Vick, Anthony HURT Booth, Corbin GALI Lang, Steve Campbell, Kyle Bundy, Casey Burningham, Bruce Hansen, Shalise Graft, Jay Gough, Dustin Howard, Ashley Hansen, Ron Kerr, Charlie Jensen, Shelbee Kitchen, Sheryl Johnston, Dave Kunde, Kenny Jones, Bill Linford, Rod Jones, Kyle Madden, Lenore Lancaster, Bob Morwood, Rick Lang, Nick Nielson, Delsy Parker, Alaina Secrist, Reed Scano, Becky Vandenberghe,Bryan Tufuga, Lee Fan Ward, Rob Dan, Liu Whitman, Kim Paterson, Leslie Theobald, Tyler Moore, Terry Career Educator Evaluation Standards
Name of Teacher _________________________________________ Name of Observer _____________________________________School _________________________ Grade Level ________ Subject _______________
This is the career eduactor evaluation standards form. EYE teachers will use this same form but will not be accountable for all of the material. See the staff developer for the specific components you are responsible for as an EYE teacher.
Domain 1: Planning and Preparation
Component
Novice/Unsatisfactory
Basic
Proficient
1a
Demonstrat
ing knowledge
Teacher displays little understanding
of the subject or structure of the
discipline, or of content-related
pedagogy.
Teacher’s content and pedagogical
knowledge represents basic
understanding but does not extend to
connections with other disciplines or
to possible student misconceptions.
Teacher’s knowledge of the content and pedagogy
is extensive, showing evidence of a continuing
search for improved practice. Teacher actively
builds on knowledge of prerequisites and
misconceptions when describing instruction of
seeking causes for student misunderstanding.
Teacher makes little or not attempt to
acquire knowledge of students’
backgrounds, skills, or interests, and
does not attempt to use such
information in planning.
Teacher demonstrates partial
knowledge of students’
backgrounds, skills, and interests,
and attempts to use this knowledge
in planning for the class as a whole.
Teacher demonstrates solid
understanding of the content and its
prerequisite relationships and
connections with other disciplines.
Teacher’s instructional practices
reflect current pedagogical
knowledge.
Teacher demonstrates thorough
knowledge of students’
backgrounds, skills, and interests,
and uses this knowledge to plan for
groups of students.
Teacher demonstrates thorough knowledge of
students’ backgrounds, skills, and interests, and
uses this knowledge to plan for individual student
learning.
U
B
P
D
Teacher’s goals represent trivial
learning, are unsuitable for students,
or are stated only as instructional
activities, and they do not permit
viable methods of assessment.
Teacher’s goals are of moderate
value or suitability for students,
consisting of a combination of goals
and activities, some of which permit
viable methods of assessment.
Teacher’s goals represent valuable
learning and are suitable for most
students; they reflect opportunities
for integration and permit viable
methods of assessment.
Teacher’s goals reflect high-level learning related
to curriculum standards; they are adapted, where
necessary, to the needs of individual students, and
permit viable methods of assessment.
U
B
P
D
Teacher is unaware of school or
district resources available either for
teaching or for students who need
them.
Teacher displays limited knowledge
of school or district resources
available either for teaching or for
students who need them.
Teacher seeks out resources for teaching in
professional organizations and in the community,
and is aware of resources available for students
who need them, in the school, the district, and the
larger community.
U
B
P
D
The various elements of the
instructional design do not support
the stated goals or engage students in
meaningful learning, and the lesson
or unit has no defined structure.
Some of the elements of the
instructional design support the
stated goals and engage students in
meaningful learning, while others do
not. Teacher’s lesson or unit has a
recognizable structure.
Teacher’s plan for student
assessment is partially aligned with
the instructional goals and includes
criteria or standards in a form to be
understood by students. Teacher
plans to use assessment results to
plan for future instruction for the
class as a whole.
Teacher is fully aware of school or
district resources available for
teaching, and knows how to gain
access to school and district
resources for students who need
them.
Most of the elements of the
instructional design support the
stated goals and engage students in
meaningful learning, and the lesson
or unit has a clearly defined
structure.
Teacher’s plan for student
assessment is aligned with the
instructional goals, with clear
criteria and standards provided to
students. Teacher uses assessment
results to plan for future instruction
for groups of students.
All of the elements of the instructional design
support the stated goals, engage students in
meaningful learning, and show evidence of student
input. Teacher’s lesson or unit is highly coherent
and has a clear structure.
U
B
P
D
of content and
pedagogy
1b
Demonstrat
ing knowledge
of students
1c
Selecting
instructional
goals
1d
Demonstrating
knowledge of
resources
1e
Designing
coherent
instruction
1f
Assessing
student learning
Teacher’s approach to assessing
student learning contains no clear
criteria or standards, and lacks
congruence with the instructional
goals. Teacher has no plans to use
assessment results in designing
future instruction.
Distinguished
Teacher’s plan for student assessment is fully
aligned with the instructional goals, with clear
criteria and standards that show evidence of student
participation in their development. Teacher uses
assessment results to plan for future instruction for
individual students.
Year
End
U
B
P
D
U
B
P
D
Evidence and Comments
Domain 2: The Classroom Environment
Component
2a
Creating an
environment of
respect and
rapport
2b
Establishing a
culture for
learning
2c
Managing
classroom
procedures
2d
Managing
student behavior
2e
Organizing
physical space
Basic
Proficient
Distinguished
Classroom interactions, both
between the teacher and students
and among students, are negative or
inappropriate and characterized by
sarcasm, put-downs, or conflict.
Classroom interactions are generally
appropriate and free from conflict
but may be characterized by
occasional displays of insensitivity.
Classroom interactions reflect
general warmth and caring, and are
respectful in of the cultural and
developmental differences between
groups of students.
Classroom interactions are highly respectful,
reflecting genuine warmth and caring towards
individuals. Students themselves ensure
maintenance of high levels of civility among
members of the class.
The classroom does not represent a
culture for learning and is
characterized by low teacher
commitment to the subject, low
expectations for student
achievement, and little student pride
in work.
The classroom environment reflects
only a minimal culture for learning
with only modest or inconsistent
expectations for student
achievement, little teacher
commitment to the subject, and little
student pride in work. Both teacher
and students are performing at the
minimal level to “get by.”
The classroom environment
represents a genuine culture for
learning with commitment to the
subject by both teacher and students,
high expectations for student
achievement, and student pride in
work.
Students assume much of the responsibility for
establishing a culture for learning in the classroom
by taking pride in their work, initiating
improvements in to their products, and holding the
work to the highest standard. Teacher
demonstrates a passionate commitment to the
subject.
Classroom routines and procedures
are either nonexistent or inefficient,
resulting in the loss of much
instructional time.
have been established but function
unevenly or inconsistently, with
some loss of instructional time.
have been established and function
smoothly, with little loss of
instructional time.
Classroom routines and procedures are seamless in
their operation, and students assume considerable
responsibility for their smooth functioning.
Student behavior is poor, with no
clear expectation, no monitoring of
student behavior, and inappropriate
responses to student misbehavior.
Teacher makes an effort to establish
standards of conduct for students,
monitor student behavior, and
respond to student misbehavior, but
these efforts are not always
successful.
Teacher is aware of student
behavior, has established clear
standards of conduct, and responds
to student misbehavior in ways that
are appropriate and respectful to
most of the students.
Student behavior is entirely appropriate, with
evidence of student participation in setting
expectations and monitoring behavior. Teacher’s
monitoring of student behavior is subtle and
preventive, and teacher’s response to student
misbehavior is sensitive to individual student
needs.
Teacher makes poor use of the
physical environment, resulting in
unsafe of inaccessible conditions for
some students or a serious mismatch
between the furniture arrangement
and the lesson activities.
Teacher’s classroom is safe, and
essential learning is accessible to all
students, but the furniture
arrangement only partially supports
the learning activities.
Teacher’s classroom is safe, and
learning is accessible to all students;
teacher uses physical resources well
and ensures that the arrangement of
furniture supports the learning
activities.
Teacher’s classroom is safe, and students contribute
to ensuring that the physical environment supports
the learning of all students.
Year
End
U
B
P
D
U
B
P
D
U
B
P
D
U
B
P
D
U
B
P
D
Domain 3: Instruction
Component
3a
Communicating
Teacher’s oral and written
communication contains errors or is
unclear or inappropriate to students
clearly and
accurately
3b
Using questioning
and discussion
techniques
3c
Engaging students in
learning
3d
Using Assessment for
Instruction
3e
Demonstrating
flexibility and
responsiveness
Basic
Proficient
Distinguished
Year
End
Teacher’s oral and written
communication contains no errors
but may not be completely
appropriate or may require further
elaboration to avoid confusion.
Teacher communicates clearly and
accurately to students, both orally
and in writing.
Teacher’s oral and written communication is clear
and expressive, anticipating possible student
misconceptions.
U
B
P
D
Teacher makes poor use of
questioning and discussion
techniques, with low-level
questions, limited student
participation, and little true
discussion.
Teacher’ use of questioning and
discussion techniques is uneven,
with some high-level questions,
attempts at true discussion, and
moderate student participation.
Teacher’ use of questioning and
discussion techniques reflects highlevel questions, true discussion, and
full participation by all students.
Students formulate many of the high-level
questions and assume the responsibility for the
participation of all students in the discussion.
Students are not at all intellectually
engaged in significant learning, as a
result of inappropriate activities or
materials, poor representations of
content, or lack of lesson structure.
Students are intellectually engaged
only partially in significant
learning, resulting from activities or
materials of uneven quality,
inconsistent representations of
content, or uneven lesson structure
or pacing.
Students are intellectually engaged
throughout the lesson in significant
learning, with appropriate activities
and materials, instructive
representations of content, and
suitable lesson structure and
pacing.
Students are highly intellectually engaged
throughout the lesson in significant learning, and
make material contributions to the representation
of content, the activities, and the materials. The
lesson structure and pacing allow for student
reflection and closure.
Assessment information in learning
is not used in instruction, either
through students’ awareness of the
assessment criteria, monitoring of
progress by teacher or students, or
through feedback to students.
Assessment information is
occasionally used in instruction,
through some monitoring of
progress of learning by teacher
and/or students, and through
uneven feedback to students.
Students are aware of only some of
the assessment criteria used to
evaluate their work.
Assessment information is
regularly used in instruction,
through self-assessment by
students, monitoring of progress of
learning by teacher and/or students,
and through high quality feedback
to students. Students are fully
aware of the assessment criteria
used to evaluate their work.
Assessment information is used in a sophisticated
manner in instruction, through student
involvement in establishing the assessment
criteria, self-assessment by students and
monitoring of progress by both students and
teachers, and high quality to students from a
variety of sources.
Teacher adheres to the instruction
plan in spite of evidence of poor
student understanding or of
students’ lack of interest, and fails
to respond to students; questions;
teacher assumes no responsibility
for students’ failure to understand.
Teacher demonstrates moderate
flexibility and responsiveness to
students’ needs and interests during
a lesson, and seeks to ensure the
success of all students.
Teacher seeks ways to ensure
successful learning for all students,
making adjustments as needed to
instruction plans and responding to
student interests and questions.
Teacher is highly responsive to students’ interests
and questions, making minor lesson adjustments
as necessary, and persists in ensuring the success
of all students.
U
B
P
D
U
B
P
D
U
B
P
D
U
B
P
D
Domain 4: Professional Responsibilities
Component
4a:
Reflecting on
Teaching
4b:
Maintaining
Accurate
Records
4c:
Communicating
with Families
4d:
Participating in
a Professional
Community
4e:
Growing and
Developing
Professionally
4f:
Demonstrating
Professionalism
Basic
Proficient
Distinguished
Year
End
Teacher does not reflect accurately
on the lesson or propose ideas as to
how it might be improved.
Teacher’s reflection on the lesson is
generally accurate, and teacher
makes global suggestions as to how
it might be improved.
Teacher reflects accurately on the
lesson, citing general characteristics.
Teacher makes some specific
suggestions about how it might be
improved.
Teacher’s reflection on the lesson is highly accurate
and perceptive, citing specific examples. Teacher
draws on an extensive repertoire to suggest
alternative strategies.
Teacher has no system for
maintaining accurate records,
resulting in errors and confusion.
Teacher’s system for maintaining
accurate records is rudimentary and
only partially effective.
Teacher’s system for maintaining
accurate records is efficient and
effective.
Teacher’s system for maintaining accurate records
is efficient and effective, and students contribute to
its maintenance.
U
B
P
D
Teacher provides little or no
information to families and makes
no attempt to engage them in the
instructional program.
Teacher complies with school
procedures for communicating with
families and makes an effort to
engage families in the instructional
program.
Teacher communicates frequently
with families and successfully
engages them in the instructional
program.
Teacher communicates frequently and sensitively
with families and successfully engages them in the
instructional program; students participate in
communicating with families.
U
B
P
D
Teacher’s relationships with
colleagues are negative or selfserving, and teacher avoids being
involved in the school’s culture of
professional inquiry, along with
other school and district events and
projects.
Teacher does not participate in
professional development activities,
even when such activities are clearly
needed for the development of
teaching skills.
Teacher’s relationships with
colleagues are cordial, and teacher
participates in school’s culture of
professional inquiry, and other
school and district events and
projects, when specifically
requested.
Teacher’s participation in
professional development activities
is limited to those that are
convenient.
Teacher volunteers to participate in
school and district events and
projects, maintains positive
collaborative relationships with
colleagues, and actively supports a
culture of professional inquiry
Teacher makes a substantial contribution to school
and district events and projects, and assumes a
leadership role in promoting a collaborative culture
of professional inquiry with colleagues.
Teacher participates actively in
professional development activities
and contributes to the profession.
Teacher makes a substantial contribution to the
profession through such activities as action
research and mentoring new teachers, and actively
pursues professional development.
U
B
P
D
Teacher’s sense of professionalism
is low, and teacher contributes to
practices that are self-serving or
harmful to students.
Teacher’s attempts to serve students
are genuine but limited.
Teacher makes genuine and
successful efforts to ensure that all
students are well served by the
school.
Teacher assumes a leadership role in ensuring that
school practices and procedures ensure that all
students, particularly those traditionally
underserved, are honored in the school.
U
B
P
D
U
B
P
D
U
B
P
D
Domain 5: Assessment
Component
5a.
Assess learning
goals based on Utah
Core Curriculum
Standards
5b.
Use multiple sources
of formal and
informal assessment
to verify student
learning
5c
Collaborative use of
common assessments
and student data to
drive instruction
5d
Communicate
feedback on learning
progress to students
and
parents/guardians
Basic
Proficient
Distinguished
Year
End
Demonstrates limited
connections with the Utah State
Core Curriculum standards
when assessing student learning
Begins to develop and utilize
assessments that are consistent with
Utah State Core Curriculum
standards and student learning.
Demonstrates connections with the
Utah State Core Curriculum
standards on a consistent basis when
assessing student learning
Aligns assessments based on Utah State Core
Curriculum standards with instructional goals both
in content and process.
U
B
P
D
Uses limited formal and
informal assessments to evaluate
student learning.
Implements regular use of formal
and informal assessments that lack
variety.
Employs a variety of formal and
informal assessments, and utilizes
scoring rubrics to assist students in
improving their performances.
Embeds a wide range of assessments in instruction,
including student self-assessment, and evaluates
assessment tools for bias and sensitivity.
Uses limited student
achievement data to inform
instruction.
Works in isolation from
colleagues.
Works sporadically with support
from colleagues to develop the
knowledge and skill of using
common assessment and student
data to inform instruction.
Reflects regularly on student work
and other data, to inform instruction,
diagnose learning needs, and
identify interventions.
Consistently collaborates with colleagues to
disaggregate student achievement data and analyze
student work to inform instruction to meet the
needs of all students.
Provides accurate but general
feedback to students
Provides minimal feedback on
student progress to
parents/guardians
Gives students accurate feedback
and specific examples of their
strengths and weaknesses.
Communicates with
parents/guardians on student
progress frequently and consistently.
Provides appropriate and accurate
information to students in a relevant
and timely manner from a variety of
sources.
Communicates regularly with
parents/guardians, and provides
specific examples of student
strengths and weaknesses.
Collaborates with students to develop their own
achievement plans based on multiple sources of
feedback.
Communicates regularly with parents/guardian,
and collaborates on developing improvement plans
based on students achievement.
U
B
P
D
U
B
P
D
U
B
P
D
District, Federal, and State Regulation and Policy
Required for Staff Training 2013-2014
* On Line
Sec Required
Elem Required
Elem Required
Admin Required
Admin Required
Coach Required
Required All
Required All
Required All
Required All
Required All
Available
Available
Available
Available
Available
Available
Available
Available
Available
Subject
Student Drug & Alcohol Abuse
Child Abuse: Identification
School Intruders
Managing the Aftermath of Tragedy
Reasonable Suspicion for Drug and
Alcohol Abuse
Concussion Awareness
Online Safety: Cyberbulling
FERPA- Confidentiality of Records
Health Emergencies: Life Threatening
Allergies
Fire Extinguisher Safety
Conflict Management: Managing the
Angry Parent
Avoiding Discriminatory Practices
Sexual Misconduct
Slips, Trips and Falls
Conflict Management
Playground Safety and Supervision
Boundary Invasion
Blood Borne Pathogen Prevention
Student Online Safety
Copyright Laws
504 and Special Education/IEPs
Code of Ethics
Community Councils
Contract Time- 35 hours is only a
minimum week
Corporal Punishment
Dress Code
Employee Accident Reporting
Employee Grievance Procedure
Employee Leave
Employee Reporting of Arrests
FMLA
Inventory Management
School Volunteers
Student Absences and Attendance
Records
Substitutes and Kelly Services
Teacher Evaluations- Domains
Videos and Movies
Policy
District Policy 1400 Drug Free Workplace
District Policy 2310, Child Abuse and Neglect
District Emergency Response Plan: District Plan Link
District Emergency Response Plan: District Plan Link
District Policy 1400 Drug Free Workplace
2360 Student Concussion and Head Injury Policy
District Policy 3510 and 2110
District Policy 2500 and FERPA Handout
District Policy 3120, Emergency Procedures
District Policy 1500 Safety Compliance
District Policy 3500 Parent Grievance Procedure
District Policy 1710, Nondiscrimination
1420 Sexual Harassment (Employee and Student)
State Risk Management Requirement
District Policy 3350 Wellness Policy
1420 Sexual Harassment (Employee and Student)
District Policy 3700 Technology Acceptable Use
District policy 1530, Copyright Agreement
Special Education Department
http://www.le.state.ut.us/UtahCode/section.jsp?code=
67-16 and Handout and Policy 1440
District Policy 2810 and Administrative Guidance,
Title I Compliance
District Policy 1200
District Policy 2120, Corporal Punishment
Employee – District Policy 1470, Student – Student
District Policy 1330, Employee Leave
District Policy 1332, FMLA, ADA, and Sick Leave.
POSTER
See Brent
Follow Policies from Kelly Educational Staffing, 6285213 for training
District Policy 1432 (Under Revision, Change to Utah
Code)
* Available through https://www.washk12.ut.SafeSchools.com on-line training --- Access Code available from HR Department
4240 Videos and Full-Length Movies
Instructional Material Washington County School District - Adopted 12-14-94
1. Purpose:
To clarify the District position on videos and full-length movies.
2. Policy:
2.1. Commercial videos, instructional videos, and full-length movies,
including 16mm, are not to be shown during regular school time for
entertainment or reward purposes, but only for direct classroom
instructional needs in accordance with the approved District curriculum
and applicable copyright laws.
2.2. Where a video or movie which has a rating that suggests
parental guidance or other restrictions is to be shown to students,
the school must obtain parental consent prior to its presentation.
2.3. If commercial videos or other movies are shown for
entertainment or reward purposes, it is to be at a time other than
regular school hours, so students and parents have a choice as to
whether or not they are viewed.
2.4. The school would be responsible for meeting the legal
requirements of applicable copyright laws and paying the required
fees.
FILM/VIDEO NOTIFICATION OF USE FORM
SCHOOL YEAR 2011-2012
The Washington County School District Policy and Procedures Handbook
addresses the use of full-length film and videos in the classroom. Policy #4240 defines
appropriate usage to the following:
1. Commercial videos, instructional videos, and full-length movies (including
16mm) are not to be shown during regular school time for entertainment or
reward purposes, but only for direct classroom instructional needs in
accordance with the approved District curriculum and applicable copyright
laws.
2. If a video or movie has a rating that suggests parental guidance or other
restrictions is to be shown to students, the school must obtain parental consent
prior to its presentation. NO “R” RATED MOVIES SHOULD BE SHOWN.
3. If commercial videos or other movies are shown for entertainment or reward
purposes, it is to be at a time other than regular school hours to provide
students and parents a choice as to whether or not they wish to view the film.
4. The school is responsible for meeting the legal requirements of applicable
copyright laws and paying required fees.
THE FOLLOWING MUST BE SUBMITTED TO THE PRINCIPAL PRIOR TO
SHOWING ANY FULL-LENGTH FILM/VIDEO IN CLASS:
Teacher name
1.
2.
3.
4.
5.
6.
7.
Date
Date(s) film is to be viewed by students
Title of the film
What classes will view the film?
What is the rating of the film?
Have you previewed the film?
YES
NO
Will the film be shown in its entirety?
YES
NO
Briefly describe the educational purpose of the film, and how it relates to the
curriculum of the course:
Faculty Policies
Accidents / Students:
An Accident Report Form must be completed by the supervising teacher whenever a student
is involved in an accident. Forms are available in the main office.
Announcements:
Announcements will be made daily. All announcements will be submitted to the Media Center or
e-mailed to [email protected] by the end of each school day.
Assembly Attendance:
All students are required to attend assemblies, however, many assemblies will be scheduled
at the beginning of the day….students who do not arrive at school on time will not be permitted
to enter into the building (weather permitting) until the assembly is finished. There are two
assemblies schedules (A.M./P.M.) - refer to Bell Schedule for exact times.
Teachers are required to attend all assemblies. Assignments will be made for extra
assistance with supervision. All teachers will assist with monitoring student behavior and
helping students to find seats so that the assembly can begin on time.
Class Disclosure:
Each teacher shall have expectations that address grading, discipline and tardy procedures in
their class disclosure. Class disclosures should set forth high yet attainable expectations.
Classroom:
Classrooms should be clean and orderly and display professionalism.
Classroom Management:
In school classroom management, the first line of discipline is the teacher.
This systematic approach to less than crisis situations must be documented (log entry on power
teacher) and must follow these steps:
Step 1—Class and school policies are given to students.
Step 2—A teacher-student conference is held (INITIATED BY THE TEACHER).
Step 3—Parent or guardian contact is made (INITIATED BY THE TEACHER).
and a conference is held.
Step 4—Student is referred to the counselor or administrator. Teacher will fill out
a PowerSchool Log Entry when referring a student to the office. When a student is asked
to leave class, it will always be with a referral from the teacher, directing him/her to
a specific destination. Teacher will always provide appropriate follow-up. Overriding of the above
steps must be for crisis situations only.
Classroom Supervision:
It is extremely important that classrooms be under the supervision of teachers at all times
when members of the class are present. Liability problems could develop for the individual
teacher when students are left unsupervised. Teachers should be present during the entire
class period and accept full responsibility for their students.
Copy Machines:
A high volume copy machine is available for your use. It is located in the teacher work room
next to the Media Center. Mr. Kreyling will coordinate the copy schedule so that teacher needs
can be met. Please be careful to not place aides in compromising situations by having them run
off tests. Teachers must not compromise the integrity of the Media Center by duplicating
copyrighted materials or making large requests in a short time span.
STUDENTS WILL NOT BE ALLOWED TO USE THE TEACHER WORKROOM UNLESS
THEY’RE A MEDIA AIDE.
The copy machine in the main office should not be used for more than 10 copies.
STUDENTS WILL NOT BE ALLOWED TO USE THE OFFICE COPY MACHINE. A
COPIER WILL BE AVAILABLE IN THE MEDIA CENTER FOR STUDENT USE. TEACHERS
SHOULD NOT RUN COPIES FOR STUDENTS.
Core Curriculum:
Teachers will teach to the objectives of the “core curriculum” as outlined by the Utah State
Office of Education
Discipline:
Teachers are expected to handle minor discipline problems including dress code and cell
phone violations. Parent contact will be made before referring a student elsewhere. As
problems develop, utilize counselors as a preventive measure. Refer to the appropriate
administrator when discipline problems become chronic or serious in nature.
Deficiency Notices to Parents:
In an effort to obtain parental support in motivating students who may be failing in a class,
teachers will contact a parent (by personal contact, telephone or written communication) to
inform them regarding the situation and the efforts their student must make to get a passing
grade. This teacher contact with parents must be made early enough in the quarter so the
student has time to succeed if the required effort is put forth. Teachers are to keep a record of
their contact with the parents.
Teachers are also encouraged to communicate with parents, whenever possible, about the
positive things students are doing. Special cards will be available in the office for positive
communication.
Dress Code (Teachers):
Teachers are expected to dress in good taste and be well groomed, befitting members of a
respected profession. Cleanliness of self and attire, neatness, and attractive grooming are
stressed and expected. Body piercing other than ears, is not allowed
Teachers should always dress in a manner that professionally sets them apart from students:
a. Female employees: Dresses and skirts of modest hem length, pant suits, slack sets, or
dress-type jeans. Blouses and sweaters of a dress-type are appropriate attire.
b. Male employees: Slacks or dress-type jeans, and shirts or dressy sweaters are
appropriate daily attire. Open neck casual shirts are allowed, but ties are encouraged.
Shoes are expected to be shined unless of suede or gym shoe construction. Hair,
including beards, mustaches and sideburns, should be groomed so that it is neat and
clean.
c. Exceptions to the dress limitations are P.E. teachers, who may wear shorts of modest
attire during their P.E. classes or other school approved special events or activities.
Disclosure Documents:
Teachers will submit copies of their Disclosure Documents to the principal prior to the
commencement of school. Each student must receive a copy of the Disclosure at the beginning
of the year or semester.
Eligibility Requirements:
All students who represent Snow Canyon High School in a state or region sponsored event
must be eligible as set forth by the UHSAA. In order to participate in a UHSAA sponsored
activity, a student must not have received more than one failing grade the previous quarter.
Incomplete's and “No Grades” are considered "F's" until made up and corrected and a grade
given by the teacher. A student must also have at least a 2.00 G.P.A. from the previous quarter.
IF A STUDENT IS TRUANT THE WEEK OF AN ACTIVITY, HE/SHE WILL NOT BE
ELIGIBLE TO BE A PARTICIPANT IN EXTRACURRICULAR ACTIVITIES FOR THAT
WEEK OR UP TO 5 SCHOOL DAYS FOLLOWING THE TRUANCY. (WCSD HANDBOOK 4-34
ITEM C).
Faculty Meetings:
Faculty meetings will be held every Wednesday morning before school, and will begin at 7:15
a.m. All teachers need to attend.
Field Trips:
Teachers need to schedule their field trips well in advance (at least ten days prior to the date
of the trip) by submitting the proper request form to the administration for approval. Field
trips should be in as close proximity to the school as possible to prevent unnecessary time out of
school and excessive transportation costs. Field trips should not be scheduled during the first
two weeks of school or the last two weeks of school.
Finance Policies:
v We will no longer accept checks written on a bank or credit union that does not have a local
branch located in St. George. We do not accept counter checks. Counter checks are checks that
don’t have the address and name of the account holder imprinted in the upper left corner of the
check. These policies are due to the number of uncollectible checks written to us. Collecting
from those that have written checks on accounts with insufficient funds generally are very
difficult, and almost impossible to recover the funds, so your fundraiser will actually lose money.
In these cases it just isn’t worth accepting their check.
v You cannot take cash from selling items to buy more items to sell. You have to be reimbursed
using original receipts. There has to be an audit (paper trail) showing what was purchased and
what money was generated from the sales.
v Fundraiser money must be turned in daily. There are drop bags for the bank if collecting money
after the office has closed (during summer camps, evening programs etc.)
v The school does accept Visa and MasterCard.
v Students will not be allowed to participate in any activity requiring payment of fees until they
show a receipt from the finance office for the activity or if you have a list of who has paid from
the finance office.
v Students are required to pay for old fees and fines, including, but not exclusive to, athletic fees,
cheer, drill, library fines, etc., before they are allowed to pay for anything current. As we prepare
SCHS youth for adult living, we show more compassion and care when we require payment first.
This works in tandem with the financial literacy curriculum and will help students learn this
real adult life responsibility. Any exceptions must be cleared with administration.
Allowing students to participate without paying has generated a significant deficit of funds we will
likely never collect. It is also a disservice to students, since they falsely perceive that in life they
don’t have to pay when required. This policy has been adopted by other schools in the district and
throughout the state and has proven to be a positive way to teach financial responsibility and make
schools fiscally sound
1. Purchase Orders: For all in-school or district purchases, a purchase order must be used.
Every purchase order over $50.00 must be signed by an administrator. Do not make any
promises or commitments to an individual or business until approval is given. Purchase
orders will be available from Mrs. Fielding
Prior approval is very important with all expenditures. Telephone orders must have a
purchase order filled out before calling. Do not spend personal money and ask for
reimbursement based on a receipt without prior approval. Advanced planning will help to
solve many of the problems when working with school funds.
PO and Quote Policy:
Amount
0 - $1000
$1000 - $5000
$5000 - +
Price Quotes
None
2 – Bids
3 – Written Bids
PO Required
School PO
School/District
District
2. Request for Payment: When an item arrives that has been ordered, the receiving staff
member should identify the merchandise and check for damage. Following arrival the staff
member should fill out a “Request for Payment” so the bill can be paid.
3. Money Deposits: All student/school funds must be paid to and deposited through the school
treasurer, Mrs. Hunt. No money is to be left in rooms or taken home overnight. Funds
should never be deposited in outside accounts.
4. Budgets: Advisors are to stay within budgets. Expenditures will not be approved that
overextend a budget and cause it to operate in the red.
Full-Length Films:
Teachers should use discretion whenever showing a full-length film in its entirety during
regular class time. The usage of such films must always be educational. Teachers are expected
to inform the administration of their intent to show a full-length motion picture by completing
the appropriate form prior to showing the film.
Hall Passes:
Students are not permitted in the halls during class periods unless they are accompanied by
a teacher or have a hall pass from an authorized staff member. Students cannot be
authorized by staff members to leave campus for any reason. Students that need to leave
campus must receive an off campus slip from the attendance office. This procedure must be
followed to protect the staff member from liability problems.
Please follow these guidelines:
a. Student aides will need to have hall passes.
b. Do not let more than one student at a time leave with a hall pass during class.
c. Two standard hall passes will be given to each teacher. Keep track of who has your
passes to avoid problems with them being stolen.
d. If it is necessary to send a group of students to the media center or another group
area, they must be sent with a slip or personally accompanied by the teacher.
e. Most school vandalism and stealing take place during class time. Students should
be held accountable for the time they are spending outside of the classroom. If the
teacher expects that they return in a certain time frame, most students will
respond appropriately.
f. Students should be required to ask for a hall pass. Hall passes should not be
placed near the doorway for students to take at their convenience.
Insurance:
Student insurance is available to all members of the student body at a minimal cost. It is
recommended that all students have some type of insurance. Snow Canyon High School and/or
Washington County School District are NOT insurance agents. The district does provide the
opportunity for an insurance company to provide school insurance. Students participating in
athletics must have insurance coverage. Forms are available in the main office.
Keys / Responsibilities:
a. It is illegal to duplicate keys to public buildings.
b. Do not let students have keys at any time.
c. Teachers are responsible for the security of their keys. Guard them carefully against theft
or loss.
Lesson Plans:
The lesson plan is the basic teaching tool. It is valuable to the teacher because it tells where
the learners are going, how they will get there, and when they will arrive. All teachers are
expected to write lesson plans. Lesson plans shall be made available to the principal and/or
supervisor upon request.
a. Overall yearly plan: Provides an overview of the course in harmony with the District Core
Curriculum Planned Course Statement. It indicates the units to be taught and the time
devoted to completion.
b. The daily lesson plan: A written account of what a teacher would like to have happen during
a certain lesson or class period. It should contain the concept or objective, the time block, the
procedure and the instructional materials needed.
c. Substitute teacher plan: Lesson plans for substitute teachers should be carefully written in
detail. Detailed plans give the substitute teacher a feeling of confidence and security. The
lesson plans should be placed on the teacher's desk in plain view or given to Mrs. Hedstrom to
give with the class roll.
Each teacher should use the written plan that is most practical and usable for him/her.
Lesson plans may be written in a lesson plan book, notebook, log, journal, etc.
The degree to which a teacher needs to engage in detailed lesson planning will depend
upon the teacher's knowledge of the subject matter and the familiarity with course objectives.
The first year teacher must realize that as a general rule, it will be necessary to plan in
considerable more detail than the teacher with more experience and training. Teachers should
feel free to chart their own course (following the Core Curriculum). The plan should be practical
and usable, be economical in terms of teacher time, and strengthen the educational program.
Important Parts of a Lesson Plan;
1. Concept or objectives to be taught (tells the student what they will learn).
2. Time block (approximate time you expect to devote to lesson).
3. Procedure to be used (design for instruction).
4. Materials needed (student/teacher).
5. Questions (to check student understanding).
6. Independent practice (student time on task).
7. Evaluation (student understanding & application).
(District Policy 3-37 8/92)
Locking Doors and Cabinets:
The following procedures should be followed in order to help prevent problems of theft and
vandalism that can occur during and after school hours,
a. All classrooms should be locked at the end of the day or during prep times. Do not
assume that the room will be locked by a custodian. When the custodians clean a room
they should unlock the door for entry and then lock the door when exiting.
b. Do not leave valuable items in your desks. Even if the door is locked, students could gain
access to desks during class time.
c. Be sure to lock your filing cabinets and built-in cabinets.
d. Students should not be given access to keys.
e. Report any missing items or unusual situations. If you think that anything in your room
(or area of responsibility) has been tampered with, please notify an administrator.
f.
Outside doors should not be propped open on weekends or after school hours. When
teachers prop a door open and go to their rooms, they cannot control who enters the
building.
Media Center:
Teachers, who have their classes use the Media Center during class time, must remain in
the Media Center to monitor and supervise.
Students will not be allowed in the Media Center without a note from their teacher. If there
is a class using the Media Center any students sent down to the Media Center or computer labs
may be sent back to class.
Notice of Non-Discrimination:
"Washington County School District does not discriminate on the basis of race, color, national
origin, sex, age or disability in admission or access to, or treatment or employment in it's
educational programs or activities. Inquiries concerning Title VI, Title IX, and Section 504 may
be referred to: Mr. Marshall Topham, Assistant Superintendent of Schools, Washington County
School District, 121 West Tabernacle Street, St. George, Utah, 84770. (801) 673-3553, or to the
Office for Civil Rights, U.S. Department of Education, 1961 Stout Street, Denver, Colorado,
80294."
Power School:
Student grades must be updated weekly. (Minimum)
Public Relations Policy:
Every employee of the Washington County School District is a member of the district's public
relations team. Whether relations with the public are positive or negative will depend upon
how each employee presents themselves to the public. Every employee should present
themselves in a positive way in every contact with the public. Employees are encouraged to
make the public aware of their programs, and news releases are a good means of doing this.
When employees submit news releases to the media, they shall provide their respective
principal and the superintendent a copy prior to publication. The most positive public relations
our school system can have is happy students. (District Policy, Page 3-19)
Student Attendance (Roll Call):
Teachers are required to take roll every period, every day. It is expected that every effort be
made to ensure the daily accuracy of attendance rolls and to follow school procedures in
inputting and maintaining attendance data.
Student Aides:
The assignment of student aides will be done by the Counseling Office
THE FOLLOWING GUIDELINES ARE ESTABLISHED BY DISTRICT POLICY:
1. The course of student aides must fit into the student’s SEOP in order to be assigned.
2. The teacher requesting a student aide must have sufficient work assigned.
3. ONLY ONE STUDENT AIDE IS ALLOWED FOR EACH TEACHER. IF THERE ARE
SPECIAL CIRCUMSTANCES FOR ADDITIONAL AIDES, PERMISSION MUST BE
GIVEN BY THE PRINCIPAL.
4. A student aide must be a senior and cannot enroll for more than one semester class.
5. Because of the district "Right to Privacy" policy, students cannot be involved in the
following:
a. Recording scores for tests, homework, or other evaluative criteria where the name
or other student identification is available.
b. Calling roll in class: Students cannot make official POINT OF ENTRY for the
attendance of other students.
6. Areas that are appropriate for student aide responsibility would include:
a. Assisting in the preparation of instructional materials.
c. Filing and retrieving instructional materials.
c. Tutoring or other instructional assistance for individual students.
d. Assisting in section practices (music), computer aided instruction, etc.
5. Grading of student aides should emphasize the skills and attitude that are important for
employment in a professional office. Grading should be based on how well the aide takes
care of assigned responsibilities.
6. Hall Passes are required for student aides that are out of the classroom.
7. Student aides should not be asked to leave campus for the purpose of personal errands
for teachers. (Example: Students leaving campus to purchase drinks or food items for
staff members).
Telephones:
Telephones have been placed throughout the school for teacher use. A student telephone is
available in the main corridor. It will be available before school, after school and during lunch.
Students should NOT be excused from class for telephone use. The office will send for a student
for emergency calls. Personal long-distance calls should not be made on school telephones.
Travel:
Bus and van requests are available in the main office. They should be filled out at least two
weeks prior to a scheduled trip and submitted to Mrs. Mickels in the main office. Bus requests
for athletic events go through Mr. Gali. Bus assignments for an activity are done on a first
come, first serve basis at the district office. District transportation vehicles must be returned
clean and in the same condition as when picked up. Please make an effort to have students
take care of buses. Remember that it is the responsibility of the advisor to chaperone the
students, not the bus driver.
Rates for 2012-13: Buses:
0 - 50
miles
$4.00 per mile
51 -100
miles
$2.50 per mile
101-200
miles
$1.55 per mile
201 +
miles
$1.30 per mile
Lodging:
Suburban:
$0.50 per mile
Motel not to exceed
$79.00 per night
Food: (When not provided)
In-state
Out-of-state
$30.00 per diem
$40.00 per diem
Work Day:
Minimum school week: The district policy defines a minimum school week as 35 hours of
teaching and preparation time. Teachers need to be at school 30 minutes before and after
school. It is also expected that teachers would be professional and take the time necessary to
assist students and parents with their needs. Teachers have an 82 minute preparation period
each day to be used appropriately. It is not free time to conduct personal business or to leave
the building.
Extra duty assignments begin at 3:15 pm.
_
_
Auxiliary Gym
_
Weight Room
Dance, Drill, Cheer
Wrestliing Room
______
_____
_______________
Soccer
Drill
Wrestling
Boys
Team
Room
Volleyball
Mech
Football
PE
Boys Locker Room
Offical
Dressing
Offical
l rellTraining
Graft Kitt
Cust
Girls Basketball Boys Basketball
Dressing
Girls
Team
Room
Girls Locker Room
PE
V Ball
Whitman
Cust. Work Room
Cust.
Office W
301
Drama
Kittrell
132
131
305
306
Vandenberghe Morwood
VICK
100
Vick
M
307
Kitchen
Booth
Wood
Shop
304
Admin
Supply
Graft
133
Morwood
309
Fitness
Center
Secrist
134
Vandenberghe
Drafting
Cust Storage
PE Storage
Auto
Shop
303
Wilson
Drill
Storage
Football Storage
302
Cheer Drill Dance
Whitaker
300
Team Room
Whitman
Boiler
Room
Cheer
S.Jensen
Drama Storage
Vick
308
Layne
101
Drama/Tech Room
310
STAGE
Fisher
Faculty
Lounge
Mechanical
Spor
Fisher
104
106
Mail Room
103
102
311
Moore
Finance
Administration
Brooks
312
Moore
Gali
Hurt
Burr
e
Johnson
ag
or
St
Counseling Center
Matua
Wallmann
Storage Sick Room
SPED
112 114
Mathis
Mickels Testing
Mech
109
111
Hunt
113
Lang
Cust
118
116
Shaheen Bergeson
120
Prep
Science
Lab
Prep
Snow Canyon High School First Level Floor Plan
107
T. Brown
Prep
Scano Storage
110 108
105
Linford
Science Lab
122
Mech
Office
124
Lancaster
130
Kerr
128
K. Jones
126
Brown
235
234
233
Dan
Proffit
Chinese Paterson B. Jones
Theobald
Howard
Pulsipher
Shaheen
Computer Lab
Paterson
Nielson
Storage
Wilson
Degraw
Cust. Mechanical Computer Lab
Madden
Storage Teacher Workroom
Office
Abernathy
Oberhansley
MEDIA
CENTER
J. Kreyling
Kittrell
209
Exec. Council
Ward
Mech.
Mechanical
Campbell
Custodial Johnston Tufuga Gubler Office
W.Jensen
Gough
Snow Canyon High School Second Level Floor Plan
Hansen
Bundy Kitchen
Parker S. Lang Kunde
P. Kreyling
501
Burningham
502
Welding
V. READING
502
Classroom
Reading
Drivers
500
Despain
Training
SNOW CANYON HIGH SCHOOL VOCATIONAL BUILDING
Evacuation Zones
Zone A (green) Football Field
Zone B (yellow) Practice Field
Zone C (Red) Lawn Outside of Baseball Field
Snow Canyon High
44
N
Little league drive
45
A
B
A
Cw
Bus pick up
FDC
A
Bs
FDC
gas
Main elec
A
Roof access
Dn
FDC
C
Alarm
panel
A
Ae
Command post
A
FDC
A
A
Lava flow drive
EVACUATION ZONES
2013-2014
ZONE A
FOOTBALL FIELD
BERGESON
BROWN, J* (RADIO)
BUNDY
BURNINGHAM
CAMPBELL
DESPAIN*
GUBLER, J
HUNT
JENSEN, W
JOHNSTON
JONES, K
KERR
KITCHEN
KREYLING, P
KUNDE
LANCASTER* (RADIO)
LANG, N
LANG, S
LAYNE (A Day)
MOORE
PARKER
READING (B Day)
TUFUGA
VICK
*ZONE LEADERS
Teachers report to your
Zone leader after taking
roll.
ZONE B
PRACTICE FIELD
ZONE C
BASEBALL NORTH LAWN
Between SoftBall & Football Field
Front Lawn, outside Left field fence of Baseball Field
HOWARD
KITTRELL* (RADIO)
MADDEN
MORWOOD
NIELSON
PATERSON
PULSIPHER
SHAHEEN, M
THEOBALD
VANDENBERGHE* (RADIO)
WHITAKER
WHITMAN
ABERNATHY
BOOTH
DAN (Chinese)
GOUGH
GRAFT* (RADIO)
HANSEN, R
HANSEN, S
JENSEN, S
JONES, B
LINFORD
OBERHANSLEY
SCANO
SECRIST
SHAHEEN, B
SPOR
WARD* (RADIO)
COUNSELING, FRONT
OFFICE AND LIBRARY
STAFF REPORT TO MARY
IN THE FRONT PARKING LOT
Lockout
Secure the Perimeter
Lockout is called when there is a threat or hazard outside
of the school building.
Students:
TM
Student Safety
A critical ingredient in the safe school recipe is
the classroom response to an incident at school.
Weather events, fire, accidents, intruders and
other threats to student safety are scenarios that
are planned and trained for by students, teachers,
staff and administration.
SRP
Our school is expanding the safety program to
include the Standard Response Protocol (SRP).
The SRP is based on these four actions. Lockout,
Lockdown, Evacuate and Shelter. In the event of
an emergency, the action and appropriate
direction will be called on the PA.
Lockout - “Secure the Perimeter”
Lockdown - “Locks, Lights, Out of Sight”
Evacuate - “To the Announced Location”
Shelter - “Using Announced Type and Method”
Training
Please take a moment to review these actions.
Students and staff will be trained and the school
will drill these actions over the course of the
school year.
More information can be found at
http://iloveuguys.org
to inside of building
•• Return
Do business as usual
Teachers
students and staff from outside building
• Recover
Increased situational awareness
•• Do business as usual
• Take roll, account for students
Lockdown
Locks, Lights, Out of Sight
Lockdown is called when there is a threat or hazard inside
the school building.
Students:
away from sight
•• Move
Maintain silence
Teachers:
classroom door
•• Lock
Lights out
away from sight
•• Move
Maintain silence
for First Responders to open door
•• Wait
Take roll, account for students
Evacuate
To the Announced Location
Evacuate is called to move students and staff from one
location to another.
Students:
stuff behind
•• Leave
Form a single file line
the hands of person in front and behind
•• Take
Be prepared for alternatives during response.
Teachers:
roll sheet if possible
•• Grab
Lead students to Evacuation Location
Shelter
Using the Announced Type and Method
Shelter is called when the need for personal protection is
necessary.
Types:
i love u guys
F O U N D A T I O N
®
Tornado
•• For
For Bomb
• For Hazmat
Methods:
Cover and Hold
•• Drop,
And Seal
• In Silence
Students:
• Use Appropriate Method
Teachers:
Appropriate Method
•• Use
© Copyright 2009, All rights reserved. The “I Love U Guys” Foundation. Bailey, CO 80421. SRP, The Standard Response Protocol and I Love U Guys are Trademarks of The “I Love U Guys”
Foundation and may registered in certain jurisdictions. This material may be duplicated for distribution by recognized schools, districts, departments and agencies.
DRAFT SRP Handout for Students and Parents | Version 0.9.3 | 08/18/2009 | Revised: 10/06/2009 | http://iloveuguys.org
Classroom Roll - Please use to take roll and account for missing or
extra students
TM
The Standard Response Protocol (SRP) is a classroom
response to emergency events that may occur at
school. In the event of an evacuation, please take this
card with you.
Lockout
Evacuate
To the Announced Type
and Location
Lockout is called when there
is a threat or hazard outside
of the school building.
Students:
Missing Students
Extra Students
•• Return
Teachers
students and staff from
• Recover
outside building
situational awareness
•• DoIncreased
business as usual
Evacuate is called to move
students and staff from one location
to another.
Students:
stuff behind
•• Leave
the hands of person in front
• Take
and behind
• Be prepared for alternatives
Teachers:
•• Grab
Lead students to Evacuation
Location
Lockdown
Shelter
Locks, Lights, Out of
Sight
Using the Announced
Type and Method
Lockdown is called when
there is a threat or hazard inside
Shelter is called when the
need for personal protection
is necessary.
Students:
Types:
••
Teachers:
classroom door
•• Lock
Lights out
away from sight
•• Move
Maintain silence
for First Responders Only to
• Wait
open door
Move away from sight
Maintain silence
Tornado
•• For
For Bomb
• For Hazmat
Methods:
Cover and Hold
•• Drop,
And Seal
• In Silence
Students:
Teachers:
Appropriate Method
•• Use
To use this card during Evacuation Assembly, fold along dotted lines so the
appropriate message is outward facing.
© Copyright 2009, All rights reserved. The “I Love U Guys” Foundation. Bailey, CO 80421. SRP, The Standard Response
Protocol are Trademarks of The “I Love U Guys” Foundation. This material may be duplicated for distribution by
recognized schools, districts, departments and agencies.
OK
Help
OK
Help
TM
OK
OK
card with you.
Lockout
Evacuate
and Location
is a threat or hazard outside of
Students:
•• Return
Teachers
• Recover
outside building
•• DoIncreased
business as usual
to another.
Students:
stuff behind
•• Leave
• Take
and behind
Teachers:
•• Grab
Location
Lockdown
Shelter
Sight
Using the Announced
Type and Method
Lockdown is called when there
is a threat or hazard inside the school
building.
Shelter is called when the need
for personal protection
is necessary.
Students:
Types:
••
Teachers:
classroom door
•• Lock
Lights out
away from sight
•• Move
Maintain silence
• Wait
open door
Maintain silence
Tornado
•• For
For Bomb
• For Hazmat
Methods:
Cover and Hold
•• Drop,
And Seal
• In Silence
Students:
Teachers:
Appropriate Method
•• Use
Medical Help
Help
Medical Help
Help
TM
OK
OK
card with you.
Lockout
Evacuate
and Location
is a threat or hazard outside of
Students:
•• Return
Teachers
• Recover
outside building
•• DoIncreased
business as usual
to another.
Students:
stuff behind
•• Leave
• Take
and behind
Teachers:
•• Grab
Location
Lockdown
Shelter
Sight
Using the Announced
Type and Method
Lockdown is called when there
is a threat or hazard inside the school
building.
Shelter is called when the need
for personal protection
is necessary.
Students:
Types:
••
Teachers:
classroom door
•• Lock
Lights out
away from sight
•• Move
Maintain silence
• Wait
open door
Maintain silence
Tornado
•• For
For Bomb
• For Hazmat
Methods:
Cover and Hold
•• Drop,
And Seal
• In Silence
Students:
Teachers:
Appropriate Method
•• Use
Alert
Help
Alert
Help

Faculty Handbook - Snow Canyon High School

Transcription

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