Policy Handbook

Transcription

Policy Handbook

Metro Schools
School Policy Handbook
2016-2017
Mission
Metro Schools committed to academic excellence and closing the achievement gap by
establishing rigorous goals for students, parents, teachers and the school. Metro values cultural,
religious, ethnic, and socioeconomic diversity as central elements of a college preparatory
education and provides a caring learning community that prepares students and staff to be
responsible world citizens.
Vision
The vision of Metro Schools for our students to have a steadfast belief in their worth as human
beings and that they will be prepared socially and academically to fulfill their aspirations in a
changing, challenging world community. We aim to be widely recognized as the most effective
model for closing the achievement gap and preparing students for careers in the 21st century.
“…. preparing responsible citizens
and
innovative leaders….
METRO SCHOOLS
SCHOOL POLICY HANDBOOK 2016-2017
PAGE 2
Introduction
The purpose of this handbook is to organize for easy reference a summary of procedures and practices for Metro
Schools. It is hoped the handbook will serve as a reference source throughout the year to help answer questions
related to procedures and practices. The handbook is by no means complete and will need revision as the
educational program changes. Employees are encouraged to suggest additional information to include in the
handbook and to offer suggestions for improvement of the current contents.
THIS SHOULD NOT BE CONSTRUED AS AN EMPLOYMENT CONTRACT. This is to convey information
concerning terms and conditions of employment. You are responsible to comply with these policies at all times.
Metro Schools is an Affirmative Action/Equal Opportunity Employer. All employees of Metro Schools will be
treated equally without regard to race, color, creed, age, physical or mental disability, religion, sex, sexual
orientation, national origin, marital status, or status with regard to public assistance. Harassment of any sort,
including sexual harassment, will not be tolerated.
General Principles- Honor, Discipline, Learning
Honor
We treat everyone with respect and dignity:
1. We look first for assets in everyone we see.
2. We are polite, respectful and friendly to students, staff, parents, and guests, especially when they are
unhappy.
3. We assume that staff, parents, and guests are right and well-intentioned unless proven otherwise.
4. We do not discuss students, parents, staff or visitors in a negative way or gossip about them
5. We expect staff, parents, and guests to treat us with respect and take action by politely confronting
disrespectful behavior or reporting it to and administrator.
We work with integrity:
1. We report all information accurately, whether good or bad.
2. We admit to errors and look to correct them.
3. We are truthful in all dealings with staff, parents, vendors and guests.
4. We follow all eligibility rules for sports and other clubs and do not compromise our values for outcomes.
Discipline
We do high quality work:
1. We choose high quality work in fewer tasks over mediocre quality in more tasks.
2. We follow through to make sure tasks are complete and loops are closed.
3. We take extra time to get it right instead of rushing through tasks.
4. We reduce the number of tasks if the quality of our work is not high.
5. We are relentless in our goal to prepare students for college, work and citizenship.
Learning
1. We constantly seek to improve:
2. We accept and seek out constructive criticism of our work.
3. We do not take criticism of our work personally.
4. We are willing to have difficult conversations to improve our work.
5. We constantly look for ways to improve our practice and do not give up on ourselves or our students.
Policies for Instruction, Attendance, and Assessments
METRO SCHOOLS
PAGE 3
Course Preparation:
As teachers:
1. We develop curriculum for classes taught.
2. We include curriculum that is required the by the administration.
3. We work with other faculty to integrate subject matter where appropriate.
4. We develop semester plans, unit plans or lesson plans if required by the administration.
5. We distribute a course syllabus that clearly articulates expectations.
6. We use the whiteboard configuration prescribed by the administration.
4 x4 Instruction (Preparation, Engagement, Remain on-task, Understanding checks – PERU)
At teachers:
1. We prepare clear, valuable, and interesting lessons:
 We provide clear, enthusiastic, instruction on material (I).
 We include teacher-guided practice on material (We).
 We include independent student practice (They).
 We include group or paired practice (They).
2. We engage all students and do not accept any student non-participation. Instead of accepting “I don’t
know”, irrelevant answers, or inattention, we:
 Engage students with pre-writing or discussions on topics.
 Break down the question or task into small parts.
 Supply or have classmates supply part of the answer.
 Use targeted, upbeat, cold calls or pre-calls to engage students.
3. We assure that, except in rare cases, each student is on task and that each student remains on task
throughout the class:
 We provide work for students who finish early.
 We make frequent use of in-class writing assignments:
 We ask students to write thoughts or questions about a topic before we introduce it.
 We ask all students to individually write responses to questions before they are answered orally.
 We require all students to take proper notes.
4. We regularly check for understanding:
 We make frequently use of quizzes and other written assessments.
 We frequently walk around to check on individual student work and group work.
 We ask students to check their understanding against each other.
 We have a plan to get students extra help when they don’t have the understanding.
Homework:
As teacher, we assign homework each day that:
1. Is clearly written on the board as part of the whiteboard configuration.
2. Is clearly written in the students’ agendas each time.
3. Students have the skill level and resources to complete.
4. Usually includes all or some practice of taught concepts as opposed to concepts not yet covered.
Exams and Quizzes:
1. May not be given out ahead of time to anyone except to Special Ed. Teachers for modification purposes
only. Study sheets may be given out.
2. Must be closely monitored to assure no cheating is occurring. This may include alternate forms, separated
desks, sitting in the rear, walking the aisles.
3. Must be closely inventoried to be sure they don’t leave the room if that in not desired.
METRO SCHOOLS
PAGE 4
Student Absences and make-up work:
1. Excused absences and absences due to suspension
 Make up work must be allowed. However, the make-up can be rigorous enough to deter students from
taking advantage of excused absences.
 Generally, students are given as many days to turn in work as they were absent. For example, if a
student is absent for two days, they would have to have turn in make-up work by the second day they
are back.
2. Unexcused absences
 Make-up work can be, but doesn’t have to be given. This is up to the teacher’s discretion; however,
teachers are expected to do the best interest of the student.
3. Attendance Entry: Teachers are expected to take attendance every class period and enter the attendance into
Pinnacle within the first ten minutes of the class period. Teachers must follow Pinnacle procedure when it
comes to the grading and attendance.
Advisor Expectations
Monitor advisees academic progress: Advisors are expected to closely monitor the academic progress of each of
their advisees. Advisors are given bi-weekly progress reports to distribute to their advisees. Advisors are expected
to use advisory time to discuss grades with each individual student, making note of classes where as student needs
help, or where he/she has improved. Advisors should familiarize themselves with the policies and requirements of
MCA and ACT (see reading and math club handbook) so that they can effectively advise their students.
Monitor advisees’ behavior: advisors are expected to monitor discipline incidents for their advisees. Advisors are
responsible for distributing detention slips weekly, collecting homework assignments for suspended students, and,
when possible, attending disciplinary conferences with parents. Advisors should be familiar with the rules of the
school campus and the consequences, as well as the status of their advisees’ accumulated detentions. Advisors
should work with students regarding how to modify their behavior and discuss alternative ways of reacting in
difficult/confrontational situations so as to avoid discipline problems.
Refer advisees’ for support services: The Advisor serves as one of the primary players in making referrals for
support services for his/her advisees. Advisors should be familiar with the academic, social and emotional support
services available to assist students with problems that may impact their ability to do their best in school and refer
the student for tutoring, to the social worker or the administration for support.
Communicate with advisees, parents and teachers: It is expected that advisors will be responsible for monitoring
communication between the school and home. Advisors monitor parent notification of student progress by
collecting parent newsletters each week. It expected that advisors contact parents no less then three times a year
with 100% contact and if there is some problem advisors has to contact the parents. Advisors are responsible for
contacting parents to inform them of report card pick-up, and to inform parents of any issue regarding a student in
the advisory. When making parent contact, advisors must log the contact in Pinnacle so that there is documentation
of contact with the home. If the parents do not know English, then the advisors should contact a staff member in the
office who can speak the language of the parent. Advisors are also expected to facilitate communication between
advisees and their teachers, or other adult members of the staff. Students are often intimidated by adults, and lack
self-advocacy skills. Advisors are expected to help students articulate their concerns or issues with teacher/staff in a
way that is respectful, and brings resolution to the issue. It is also expected that over time, advisors will help
students develop skills necessary to advocate on their own behalf.
Assist advisees who are absent or suspended: Advisors should help their advisees when absent or suspended by
telling the student to get what they can themselves and then being the contact person between the advisee and the
teachers. Suspended students may not come to school to pick-up the work, but instead must have it picked up by a
parent or friend.
METRO SCHOOLS
PAGE 5
General Level Topics
Duty Day
The commonly understood duty day for licensed staff is 8:30 a.m. – 4:15 p.m. Monday to Thursday and Friday is
11:50:00 p.m. unless there is staff meeting or staff development. If there is staff development or staff meeting on
Fridays, teachers can log their hours and submitted to the office by 10th and 25th each month. The pay is $25 an
hour. There will be additional duty such as lunch duty, bus duty and participation of different committees. Lead
teachers will determine this.
Absent Staff
If a staff member is planning time-off they would need to submit a requisition form from Academic lead teacher
(Katia). If a Teacher is sick they will be responsible to call Teaching Temps at 952-844-9000 and requesting a
substitute. Any staff or teacher missing work because they are sick will need to leave a message on the Academic
Lead Teacher.
If you are a teacher, you are expected to make sure that the person who substitutes for your class has a
very clear idea about what he/she should do. It is recommended that you have a “buddy” to whom you
can send your lesson plans by email or call them in by phone so that that person can then deliver them to
your room and to your sub if you are sick. Of course, if you know you will be absent ahead of time, leave
your lesson plans in your room with clear instructions.
Dress Code
Employees are expected to model appropriate professional attire for our students. It should be
remembered that our students are impressionable and look to us as role models. Every employee is a
reflection of Metro to our students and to the public. Please also keep in mind that parents and the public
have access to the school and we want to reflect our profession in the best light. Without unduly
restricting individual taste, it is the policy of Metro to encourage and expect personal cleanliness, good
grooming, and appropriateness of dress while employees are at Metro, on a field trip, or related school
activity. General attire should be clean, neat, and moderate in style.
Appearance of both male and female employees should be businesslike and within the limits of
common sense, whether you encounter students or not. Casual and unkempt appearance and/or extremes
of dress, hairstyles, make-up or accessories are not acceptable. Clothes should be moderate and should not
distract students from learning or other employees from conducting their job. Employees are expected to
model appropriate professional dress for our students.
-If you are assigned a photo identification badge, they are to be worn at all times
- Shoes must provide safe, secure footing. Inappropriate footwear will not be permitted
-Blue jeans are acceptable on Fridays and staff-only days, however they should be clean, without holes,
and should not be too short or be worn below the hips
-Please cover tattoos and other body markings
- Fancy gowns, extremely long or short dresses, extremely tight pants, see-through blouses and seethrough muscle shirts, exercise clothes, pajamas, and clothes showing midriffs or
underwear/undergarments are not permitted
-Please do not wear clothing that promotes products or services
Judgment should be exercised in borderline or unusual cases and it may be best to change your
dress/appearance if you think it might disrupt the learning of our students or offend parents. We must
METRO SCHOOLS
PAGE 6
remember as professionals we are here to help our students learn and eliminate distractions that would
prevent them from reaching their full potential.
If you have any questions about the appropriateness of your appearance or dress, please contact
your immediate supervisor. If you cannot resolve the issue, please contact the Executive Director for
clarification of these policies. Employees who violate this policy will be subject to disciplinary action
including and up to termination.
Children of Employees on Worksite
The Director must approve children attending work with an employee.
Community Outreach
All staff is required to participate in community outreach activities. We believe it is important for us to be visible in
the communities we serve, and for us to be in touch and continually learning about various communities in the
Twin Cities. Various activities will take place during professional development days. Additional (but not required)
opportunities will be available after school and weekends.
Copy Machine
It is very important that you know how to run the machine before using it. Please ask someone in the front office
for instructions if needed. If the machine breaks down and you can not clear it, please place a sign that you have
contacted Leydi. Do not copy originals that have lots of dark background or edging. These not only use the toner at
an incredible rate, but they tie up the machine while it “image cycles.”
Metro Schools Staff “Best Practices”
Staff Procedures:
1. Check email everyday. Acknowledge receipt of emails. Let Tech person know immediately if you have a
computer/email issue. This is extremely important.
2. Check staff mailbox at least twice a week (mailboxes are located behind the front desk).
3. Check phone messages at least twice a week.
4. Be on time for breakfast, lunch, and bus duties.
6. Attend all staff and department meetings.
Classroom Procedures:
Every class being taught must include the following—
1. Teacher name on board
2. Date on board
3. Daily content and language objectives on board (in question, list, or stated form)
4. Homework written on board. See to it that all students enter the homework into their planner
5. Check homework planners frequently—every day in Advisory
6. Periodic check of student binders
Smoking and Tobacco Use
The Board of Directors has prohibited the use of tobacco products on all Metro schools properties, including school
buildings and grounds.
Health Services
The school office can be reached by calling 612.722.2555. School Health Services are provided by Minnesota
Visiting Nurses Association 612.998.5760.
Our guidelines follow those set by the State Department for the administration of medication:
METRO SCHOOLS





PAGE 7
Giving medication in unmarked bottles or envelopes violates any medical code of ethics.
The administration of medication to students shall be done only in exceptional circumstances wherein the
student’s health may be jeopardized without it.
Prescription medication may be given at school. Medications must come in the original container correctly
labeled by the pharmacist or doctor. The pharmacist will typically provide the family with two prescription
bottles upon request. Medication authorization forms are available in the nurse’s office.
If medication is to be given not more than three times daily, parents are to arrange to give it at home
(before school, after school, and before bedtime) unless specifically indicated otherwise by the physician.
Over the counter medication, including Tylenol and aspirin, may be given when accompanied by a note
from the parent/guardian and the physician. Over the counter medication must be in the original container
with printed instructions on the bottle or box.
Medication Policy
Please, do NOT administer medication to students. If a student comes in with medication, you must send him/her to
the office to consult with the nurse or other office personnel. If there is a student who needs medication every day,
please contact the nurse (or in her absence, the office) to make the proper procedural arrangements.
Accidents
All accidents must be referred to the office and the person witnessing or receiving first report of the accident must
fill out an Accident Report. Teachers must use their best judgment in handling an emergency situation. The most
important consideration is to avoid decisions that could result in further injury to the student(s) or to any other
person(s). Always be alert to students’ activities and try to prevent accidents before they happen.
Blood Exposure Procedure
A manual entitled Blood Exposure Procedures has been placed in the Nurse’s office. If you have an exposure to
blood, it is necessary to follow the adequate procedures. Also, custodian staff should be in charge of cleaning up the
area infected.
Guidelines:
Did the contact with blood include any of the following?
 Blood in the eyes, nose or mouth; or
 Blood contact with broken skin (less than 24 hours old), including cuts or open skin rashes, or
braking of skin in a bite; or
 Penetration of skin by a blood contaminated sharp object (needle, lancet, glass, teeth, etc.)
If any of the above happened:
 Report the incident to your supervisor
 Use instructions and forms in booklet
 You are encouraged to obtain medical care
Contact: School Nurse: 612.998.5760
Attendance Policy
Arrival time. Students should not arrive at school before 7:30 a.m.
Closed campus. The Metro Schools campus is closed. Under no circumstances may any student leave school
property after arriving without parent/guardian permission and signing out in the office. If a student has an
appointment off-campus during the school day, the student must show proof of that appointment. His/her absences
will be marked as unexcused until he/she shows proof of that appointment either with a note from a parent/guardian
or from the agency where the appointment is.
Student Attendance is required.
METRO SCHOOLS
PAGE 8
Upon return to school, it is the student’s responsibility to request homework assignments from each
teacher.
 5 unexcused absences in any one class in a quarter will result in a failing grade for
the quarter. 10 unexcused absences in any one class in a semester will result in a
failing grade for the semester and the student will not receive credit for that class.
 3 unexcused tardies equal one unexcused absence
 Being tardy more than 20 minutes to class equals one unexcused absence
 Seven unexcused absences or a total of 15 absences in a year will result in a report
to county officials for truancy proceedings
Reporting absences. When your student is absent from school, please call the school at 612.722.2555
before 8:30 a.m. with the reason for the absence. The telephone call eliminates the need to send a note
when your student returns to school. When the parent/guardian does not call the school, the school will
attempt to reach someone at home or at work. If there is no phone contact, the student must bring a note
in order for the absence to be excused.
Appointments/late arrivals/release procedures. All students arriving late must sign in at the front office
and receive a tardy slip. If the tardy results in 20 minutes or more of missed class time, the tardy results in
an absence. If the student arrives at school late due to an appointment, he or she must present a note in the
office. If your student is to leave school during the day, we ask that you send a note to the front office
explaining the reason and the time the student needs to leave. The student must present the note to the
office in the morning when arriving at school to receive a pass to be excused at the appropriate time.
*Exceptions for health reasons will be considered on an individual basis
************************************************************************************************
Minnesota Statutes section 260C.007, subdivision 19, defines "habitual truant" as a child under the
age of 18 years who is absent from school without lawful excuse for seven school days or 1 or more
class periods on 7 school days in secondary school.
Minnesota Statutes section 626.556, subdivision 2(c), states: “Neglect is failure by a person
responsible for a child's care to ensure that a child is educated in accordance with state law as
defined in Sections 120A.22 and 260C.163, Subdivision 11.”
Minnesota Statutes section 260C.163, subdivision 11, states: “A child's absence from school is
presumed to be due to the parent's, guardians, or custodian's failure to comply with compulsory
instruction laws ….. For students 12 to 18 years old, he/she is responsible for his/her own attendance
and unexcused absences/truancies can be referred to the county attorney’s office and the juvenile court
system.
Grading Policy 2016-2017
Metro Schools grades students on the state standards set forth for each course. A student’s letter grade should
reflect their understanding of the standards taught during that grading period. The new grading and reporting policy
and procedures system will—
a. Reflect academic achievement.
b. Contain meaningful feedback.
METRO SCHOOLS
PAGE 9
C. Be honest, fair, transparent, credible, useful and user friendly.
d. Be criterion referenced.
e. Align with the Metro Schools curriculum.
f. Reflect consistency within and among courses, grade levels, departments, and/or schools.
g. Staff is responsible for updating grade books at minimum at every two weeks
h. Assessment should not comprise more than 60% of the student’s grades
Teachers will use a variety of academic achievement assessments to measure what students know and can
do. Example assessments include: projects, essays, quizzes, skill assessments, journals, tests, labs, and portfolios.
Late Enrollment—a student enrolling late in a grading period will receive a grade from Metro if they have
enrolled in at least ½ their classes for the grading period (Example: a student must enroll before the 5 th week of the
grading period is complete.) If the student has transferred, the MS grade will be averaged with the transferred grade
for that grading period. After the 5th week of the grading period has been completed, students will not receive credit
for the quarter/semester. The teachers will make this clear to any late enrolling students.*
Incompletes—a student is given an “I” grade due to incomplete work. This may be for a variety of reasons, such as
prolonged illness, transfer from another school near the end of a grading period, job/family commitments, etc.
Incomplete work must be completed within two weeks of the end of the grading period, or the grade will
automatically be changed to an “F”.
No Credit—a student will be issued an “NC” if their enrollment was late in the grading period, or if they have
reenrolled after a prolonged absence, or if they have exceeded the 5 unexcused absences allowed per grading
period.
METRO SCHOOLS
PAGE 10
Metro Schools Policy on Student Discipline
Guiding Philosophy:
Commanding presence. Firmness combined with warmth. Relationships. Relevance.
Research overwhelmingly indicates that the students who cause the vast majority of disruptions in class and who are the most likely to drop out
of school are most impacted first by their relationships with their teachers and second by the relevance of what is being taught. Teachers with
the strongest relationships with students tend to have the least discipline problems. This does not mean the friendliest teachers have the least
problems. A strong teacher-student relationship is characterized by sincere interest on the teacher’s part in who the student is and what makes
him/her tick, by a strong sense of self on the teacher’s part which enables him/her to open up to students in appropriate, trust-earning ways, as
well as clear lines of authority (I can joke with you now and we can share a good laugh but when it’s time to get to class on time and get to
work, you better get your butt in your seat and get working).
Responsibility of teachers:
Teachers are expected to see the consistent, daily teaching of appropriate norms of conduct for school as part of their job. Many cases of
classroom disruption are due to a teacher’s failure to do that effectively. This teaching is done explicitly and implicitly. An example of
explicit teaching is explaining exactly what you expect students to be doing while you are giving a brief introductory lecture. This, of course,
should be done frequently at the beginning of the school year, but should be continued throughout the school year. An example of implicit
teaching is how you react when you are speaking and students are chatting. If you continue to speak, perhaps raising your voice, and let the
behavior go unchecked, you are implicitly teaching students that it is acceptable to chat while you are addressing the class.
Teachers are expected to implement more than one behavior modification strategy before sending students out of the classroom. A basic but
effective series of steps is:
1. Verbal warning issued in clear but calm language (“Johnny, [looking Johnny straight in the eyes] I need you to stop talking to your
neighbor and keep your eyes and ears on me.”)
2. Telling Johnny that you need to talk to him in the hall and then doing so.
3. Moving Johnny to a seat that is isolated from the rest of the class (or at least isolated from people who distract him) (e.g.”Johnny, I’ve
given you a chance to correct your mistakes but you have chosen to continue to disrupt. Now I need you to move over here.”)
4. Sending Johnny out of the classroom (“Johnny, you have chosen not to be a part of this class today, so I am now sending you to Mr.
Phillips’ office. I need to discuss this with you later because I and all of us need you as a part of this class and you need it, too. I don’t
want this to ever happen again.”)
5. If you send a student out of the classroom, it is important that you make sure the student goes to my office and if I am not there, that the
student goes to the Deans office and if they are not there, that the student goes to the Director’s office. It is also important that as soon
METRO SCHOOLS
PAGE 11
as you can, you get the rest of the class working independently and you briefly check in with Mr. Phillips or whoever took the student to
explain what happened.
6. CRUCIAL POINT: If you send a student out of the classroom, you must find that student later in the day (during your prep or during
lunch) to discuss what occurred. That conversation should give the student an opportunity to speak and explain him or herself. Your
words should convey the deep negative impact of the student’s behavior on you, him or her, and the entire class. Remember—always
affirm the student’s humanity—the student as a person is good—his/her choices, his/her behavior were not good. Most often, if you
conduct this conversation effectively, the student will recognize his/her mistake and your relationship with the student will be repaired,
which will allow learning to resume next class (remember—the students who are most likely to cause disruptions are the ones who most
need a positive relationship with you in order to learn well. If you are finding that certain students do not respond well to your attempts
to discuss such situations with them, that is the time to seek out help from your colleagues (other teachers or ECCs or AD). It could be
that that particular student is really struggling with responsibility or it could be that there is a dynamic between you two that is
impacting the student’s reaction (or it could be many other things). Whatever it is, that is the time to seek out other opinions and
strategies.
What happens when a teacher sends a student out of the classroom?
I (or an ECC or the Director) will ask the student what happened and listen to what he/she says. I (We) will seek out the teacher to hear his/her
version. When necessary, I (we) will seek out the perspective of other witnesses. I (We) will try to do the following:
1. Identify the root of the problem.
2. Help the student see and address the root of the problem.
3. Help the student recognize the negative impact of his/her choices on him/her, the teacher, and the rest of the class.
4. Help the student think of ways to correct his/her mistake or make up for it and develop a plan with him/her for how to do that which I
(we) will follow up on later.
5. If the student is with me, I will inform the student of whether or not he/she lost opportunity points, how many he/she has lost, what the
consequences of that are, and where he/she stands now on the opportunity point scale.
6. If the student is with me and the circumstances seem appropriate, I will initiate a behavior contract with the student.
7. In most instances, I (we) will keep the student out of class for the remainder of the period. In some cases, if the situation seems
appropriate, I (we) might facilitate the student’s reintroduction into the classroom.
How the discipline system works:
1. The possible transgressions by students are laid out in a table in the attached document.
2. Each type of transgression has a different number of points attached to it.
3. All students begin with 10 opportunity points.
4. Students who end the school year with 10 opportunity points intact and high attendance will be recognized and rewarded (reward TBD).
METRO SCHOOLS
PAGE 12
5. As incidents occur, the AD will make a judgment about the incident and what type of transgression occurred.
6. The student will then lose the corresponding number of opportunity points.
a. Lose 1 opportunity point—meeting with AD
b. Lose 2 opportunity points—parents notified
c. Lose 3 opportunity points—1 day suspension and parent meeting
d. Lose 4 opportunity points—2 day suspension and parent meeting
e. Lose 5 opportunity points—3 day suspension and parent meeting
f. Lose 6 opportunity points—4 day suspension and parent meeting
g. Lose 7 opportunity points—5 day suspension, parent meeting, and meeting with all that student’s teachers
h. Lose 8 opportunity points—6 day suspension, parent meeting
i. Lose 9 opportunity points—7 day suspension, parent meeting
j. Lose 10 opportunity points—10 day suspension and expulsion hearing (conducted in accordance with the parameters outlined in
the Pupil Fair Dismissal Act)
*Note that though a student could in theory be suspended on 7 different occasions before being expelled (which seems kind of ridiculous), the
chances of that actually happening are quite slim because the student would have to only commit one-point transgressions, which for a student
who is losing that many opportunity points, is unlikely.
**It is also important to note that when making judgments, the AD will not simply dish out consequences; the AD will also implement
principles of restorative justice whenever possible, helping students to recognize their mistake and apologize for it, correct it, or compensate for
it.
How students will be informed of the discipline policy:
The AD will share it with students in all-school assemblies. Teachers are expected to study it and communicate it to their Advisory students. It
will also be clarified to individual students each time they have to go to the AD’s office after breaking a rule.
*One final note—three common problems in schools related to classroom disruptions are the following: teachers are too quick to send a student
out of the classroom; or teachers fear being noticed as the teacher who sends students out frequently so they permit totally inappropriate
behavior in the classroom; or teachers permit totally inappropriate behavior in the classroom because they think the student will not be deal
with effectively if he/she is sent to an administrator. All three are bad. Many administrators bring this problem on themselves—they either see
themselves as the only person responsible for behavior modification, thus implicitly teaching the teachers that any behavioral situation should
be sent to them immediately; or they make teachers who send students out of the classroom feel like failures instead of strategizing with them
to help them address the problem; or they don’t deal effectively with students who are sent out of the classroom, thus making teachers feel like
it’s pointless to send students out. I was probably guilty of all three at certain points last year. Frankly, I think it is a very real challenge for
teachers and administrators to avoid falling into one of these dysfunctional patterns. It requires honest feedback and on-going dialogue
between and among teachers and administrators. We all need to be committed to this because, in the end, it creates a much healthier
METRO SCHOOLS
PAGE 13
environment for all, especially students. In such an environment, students truly learn from their mistakes, learn what we expect from them, and
tend to rise to those expectations.
Metro Schools Student Discipline System:
Infractions and Number of “Opportunity Points” Associated with Each Infraction
Student-Student Relationships
# of points
Infraction
lost per
infraction
1-5
Libel
2-5
Abuse—verbal
2-5
2-5
Threatening or Intimidating
Acts
Harassment Level 1
2-5
Scuffle/Intimidation
3-10
Theft
3-10
Extortion
5-10
Fighting
5-10
Harassment Level 2
7-10
Physical Attack
Description
A written, printed, or pictorial statement that damages a person by defaming his/her
reputation or character
Using language that is disrespectful, discriminatory, abusive, or obscene in abuse of
another student.
Verbally or by gesture threatening the well-being, health, or safety of any student on
school property or going to or from school.
Engaging in verbal acts that injure, degrade, intimidate, or disgrace other individuals,
including words that negatively impact an individual or group based on their racial,
cultural, or religious background, their sex or sexual preference, or any disability they
may have.
Encouraging, promoting, or initiating of a fight (pushing, shoving, or scuffling) with
low potential for physical injury.
Unauthorized taking of property of another student, or receiving or possessing such
property. Restitution required through parental contact. Referral to police when
appropriate.
The act of extorting things of value from a student in the school under pressure of
implied or expressed threats. Referral to police when appropriate.
Mutual combat (more than pushing, shoving, or scuffling) in which both parties are
involved in verbal and/or physical action. Referral to police when appropriate.
To engage in acts that injure, degrade, intimidate, or disgrace other students including,
but not limited to, the act of touching, grabbing, pulling at a person’s body or clothing.
The act of physically assaulting or, in some manner, attempting to injure or
intentionally inflict bodily harm upon any student on school property or going to or
from school. Referral to police when appropriate.
METRO SCHOOLS
10
Sexual conduct, criminal
Student-Staff Relationships
# of points
Infraction
lost per
infraction
1-2
Insubordination
1-2
1-5
Interference, Disruption,
Obstruction, or Excessive
Noise
Libel
2-4
Academic
Dishonesty/Cheating
1-4
Forgery
2-5
2-5
Abusive, Offensive, or
Disrespectful Language or
Actions
Threatening or Intimidating
Acts
Harassment Level 1
3-10
Theft
5-10
Extortion
3-7
PAGE 14
Engaging in non-consensual sexual contact with another person, including intentional
touching, removal or attempted removal of clothing, or sexual intercourse.
Description
Willful failure or refusal to respond to or carry out a reasonable request by authorized
personnel or failure to identify oneself when asked.
Any action that disrupts the teaching and learning environment for students and staff.
A written, printed, or pictorial statement that damages a person by defaming his/her
reputation or character
Scholastic dishonesty including but not limited to cheating on assignments and
examinations and plagiarism (misrepresenting as one’s own work that which has been
done by another) done intentionally and with full knowledge of the inappropriateness
of the act.
Written or spoken misrepresentation of the truth (forged passes, parental signatures,
false phone calls, misinformation to school personnel).
The use of verbal, written, or published language that is discriminatory, abusive,
obscene or threatening.
Verbally or by gesture threatening the well-being, health, or safety of any staff member
on school property or going to or from school.
Engaging in verbal acts that injure, degrade, intimidate, or disgrace staff member(s),
including words that negatively impact an individual or group based on their racial,
cultural, or religious background, their sex or sexual preference, or any disability they
may have.
Unauthorized taking of property of a staff member, or receiving or possessing such
property. Restitution required through parental contact. Referral to police when
appropriate.
The act of extorting things of value from a staff member in the school under pressure
METRO SCHOOLS
5-10
Harassment Level 2
7-10
Intentional Physical Attack
10
Sexual conduct, criminal
School Property
# of points
lost per
infraction
1-5
PAGE 15
of implied or expressed threats. Referral to police when appropriate.
To engage in acts that injure, degrade, intimidate, or disgrace staff member(s)
including, but not limited to, the act of touching, grabbing, pulling at a person’s body
or clothing.
The act of intentionally physically assaulting or, in some manner, attempting to injure
or intentionally inflict bodily harm upon any staff member on school property or going
to or from school. Referral to police when appropriate.
Engaging in non-consensual sexual contact with another person, including intentional
touching, removal or attempted removal of clothing, or sexual intercourse.
Infraction
Description
Trespassing
Unauthorized presence on school grounds when closed to the public or when barred
from that student.
Littering, defacing, cutting, or otherwise damaging school property in any way
Tampering with hardware or software or inappropriate use of available data in a school
setting including the inappropriate use of the internet.
The unauthorized or illegal use of school property for non-school sponsored activities.
1-5
1-5
Damage of Property
Misuse of Technology
1-5
3-5
3-10
Unauthorized use of school
property
Vandalism
Theft
8-10
Burglary
Protection of Public Safety
# of points
Infraction
lost per
infraction
5-10
Fireworks/Smoke or Stink
bombs—Possession and/or
The act of willful destruction, defacing, or misuse of public property.
Unauthorized taking of school property, or receiving or possessing such property.
Restitution required through parental contact. Referral to police when appropriate.
Entering a building without consent and intending to commit or committing a crime.
Description
Unauthorized use of any substance or combination of substances or articles prepared
for the purpose of producing a visible or audible or olfactory effect by combustion,
METRO SCHOOLS
5-10
10
10
5-10
10
10
Use
False Fire Alarm
detonation, explosion, or breaking.
The act of initiating a fire alarm or initiating a report warning of a fire of other
catastrophe without just cause. Includes false 911 calls.
Explosives—Possession
Possessing or using any compound or mixture, the primary purpose of which is to
and/or Use
cause an explosion.
Bomb Threat
Intentionally giving a false alarm of a bomb.
Arson
The willful and malicious burning of, or attempted burning of any part of any building
or property of the school or its staff and students. Referral to police and fire
department when appropriate.
Terroristic Threat
Threatening, directly or indirectly, to commit any crime of violence with the purpose of
terrorizing another person.
Possession of Weapons on Possessing any firearm, whether loaded or unloaded, or any device intended to look
the Person, in the Locker, or like a firearm; any device or instrument designed as a weapon and capable of doing
in the Vehicle on School
severe bodily harm, or intended to look like a device or instrument capable of
Grounds
producing severe bodily harm; or any other device, instrument, or substance, which, in
the manner in which it is used or intended to be used is calculated or likely to produce
severe bodily harm. Weapons include but are not limited to guns (including pellet
guns, look-alike and non-functioning guns that could be used to threaten others),
knives of any kind (including pocket knives), clubs, metal knuckles, numchucks,
throwing stars, explosives, stun guns, ammunition, and mace. A student who finds a
weapon on the way into or in the building and takes the weapon immediately to school
personnel shall not be considered in possession of a weapon.
Alcohol, Tobacco, and Drugs
# of points
Infraction
lost per
infraction
2-5
Tobacco
5-10
7-10
PAGE 16
Possession of Alcohol
and/or Drugs
Selling or Transmitting
Description
Use or possession of tobacco product in school buildings, on school grounds, in school
vehicles, or at any school event. Referral to police when appropriate. Refer to
chemical health specialist when appropriate.
Referral to police and chemical health specialist when appropriate.
METRO SCHOOLS
6-10
7-10
Alcohol or Drugs
Noticeably under the
influence of alcohol or
drugs
Observed use of drugs or
alcohol
Other Disciplinary Infractions
# of points
Infraction
lost per
infraction
1-2
Leaving
Classroom/Lunchroom
without permission
1-3
Inappropriate Dress and
Attire
2
2
2
Habitual tardiness or
skipping class or habitually
arriving late from prayer or
habitually wasting time
during prayer time
Habitually not doing
classwork or homework
Habitually breaking any
other rule not stated above,
PAGE 17
As indicated by obvious behavior and mood changes and/or smell of substance on the
person. Referral to police and chemical health specialist when appropriate.
Description
a. Headwear may only be worn when entering or exiting the building.
b. Clothing may not include words or visuals which are obscene, abusive, or
discriminatory, or which advertise tobacco, alcohol, narcotics, or dangerous
drugs or activities.
c. Students are not allowed to wear any clothing that is or appears to be gangrelated as determined by the judgment of school personnel.
d. Any other aspect of students’ dress or grooming that interferes with the
teaching and learning environment is not allowed and will be addressed by
school personnel.
METRO SCHOOLS
2-3
including but not limited to
use of cell
phones/ipods/mp3s. etc.
Leaving building/field trip
without permission
PAGE 18
METRO SCHOOLS
PAGE 19
Professional Development days
See school calendar
Includes: sharing of ideas; teambuilding; brain-based, differentiated instruction and culturally-responsive training, community and academic
outreach, recruiting, cultural awareness training and discussions.
Board of Directors
Last Friday of every month; 2:00pm in Office
Bus Duty
Be out front from just after 4:15 until all busses leave. Students should only board their assigned busses. You will receive a bus duty
schedule soon.
Bus Requests
Notify Abdiwali of any bus requests made by students/parents. The Abdiwali will contact transportation services and make the necessary arrangements.
Lunch Duty
Rules:
 No food or drink in library or classrooms
 Loud conversations are to be in cafeteria not library
 Learning Center open only if supervised
 No student is to leave second floor before end first lunch
 No student is to leave second floor before end second lunch
Guidelines: Please station yourself so you are near the stairs and visible to students.
Be on time.
Teacher Development at Metro Schools
Metro Schools’ Mission
Metro Schools will provide immigrant and refugee students with best-practice English instruction in a caring learning community so they can excel
academically, pursue post-secondary education, and become responsible world citizens. Metro Schools will actively partner with families and
communities to preserve students' cultural identity as they become integrated into their new environment.
Metro Schools’ Vision
The vision of the founders of Metro is that students who learn with us will have a steadfast belief in their worth as human beings and will be grounded
emotionally, spiritually, and academically to fulfill their aspirations in a changing, challenging world community.
METRO SCHOOLS
PAGE 20
What is unique about teaching at Metro Schools?
For almost all of our students, English is not their first language and the majority of our students have been in U.S. schools less than five years, making
acquisition of the English language the most important aspect of our students’ schooling. Thus, as teachers, regardless of one’s licensure or previous
training and experience, we are all English teachers. When we prepare to teach a lesson, we must prepare to teach to English language learning
objectives as well as our respective content area learning objectives; when we assess student learning, we must assess how well they learned the English
language learning objectives in addition to how well they learned content area learning objectives. Our students’ prospects for future success in college
and work—not to mention their success in learning the state academic standards—rest heavily on their acquisition of English.
Guiding Philosophy for Teacher Development at Metro Schools
Effective teaching at Metro Schools looks like:
1. Brain-based:
Good teaching at Metro Schools is rooted in the latest research on how the brain learns.
2. Differentiated for a wide range of learners based on ESL best practices for English language instruction and sheltered content
instruction.
We recognize that our students vary widely along a number of lines including, but not limited to, their learning styles, their English levels, their
amount of previous schooling and the nature of their previous schooling, and their future goals. All of these variables affect how well they learn
what we teach in our classrooms. While we recognize that accommodating the individual needs of each student at all times is an impossible task,
it is the ideal that we strive toward and expect to steadily get closer to.
3. Culturally responsive.
Culturally responsive teaching uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning
more appropriate and effective for them. We recognize that the diversity of our student body is one of the greatest assets that our school has.
We believe that students who can learn from and with students from different cultural backgrounds are better off than students who do not
have this opportunity. We must see it as central to our duty as teachers to build upon this asset and use it to advantage (yes, I mean to use
that as a verb) all students.
METRO SCHOOLS
PAGE 21
Profile of the effective Metro Schools teacher:
Characteristic of What does the effective teacher
effective
believe?
teaching
That all students can learn.
Brain-based
That the only true measure of
effective teaching is how well
students learn.
That by gaining a better
understanding of how the brain
learns, the teacher is better
prepared to help students learn.
Differentiated
for a wide range
of learners
based on ESL
best practices
for English
language
instruction and
sheltered
content
instruction
That students’ acquisition of the
English language is directly
linked to their success in learning
the state content objectives and to
their future higher education and
career options.
That he/she is a teacher of the
English language.
That all students learn in unique
ways and it is the teacher’s
responsibility to find a way to
help every student learn well.
What does the effective teacher
do in the classroom?
What does the effective teacher
do outside the classroom?
What are the responsibilities of
Metro Schools administration?
Establishes a commanding
presence—firmness combined
with warmth.
Develops positive, productive
relationships with students.
Does not see his/her primary role
to deliver content, but instead to
organize and facilitate the
acquisition of skills, knowledge,
and positive habits.
Is always intentionally teaching
students not only content and
language, but also behavioral
expectations and learning
strategies.
Develops relationships with
students.
Seeks to steadily deepen his/her
understanding of how the brain
learns.
Strives to steadily make his/her
teaching more brain-based.
Is open to both receiving and
giving feedback and suggestions
to and from colleagues (both
fellow teachers and
administrators).
Provide effective training in
brain-based teaching.
Distribute information that is
useful in helping teachers make
their practice more brain-based.
Structure time for teachers to
learn, reflect on, and share
effective strategies.
Provide or connect teachers to
individualized support for
teachers struggling to make their
practice more brain-based.
Includes content and language
objectives in every lesson and
makes them explicit to students in
every lesson.
Employs a wide range of learning
activities, grouping strategies, and
forms of assessment to facilitate
the success of all learners.
Uses formal and informal
assessment data effectively to
identify the unique needs of each
student.
Uses this understanding of
students’ unique needs to plan
and organize class time in order
to meet these needs.
understanding of ESL best
practice.
teaching more aligned with ESL
best practice.
fellow teachers and
administrators).
differentiated instruction.
their practice more differentiated.
practice more differentiated.
METRO SCHOOLS
Culturally
responsive
That students learn better from
teachers that recognize, respect,
and are interested in their cultural
heritage.
That every student has much to
teach the teacher.
That activating students’ prior
knowledge and experience leads
to better, more sustained learning.
That when students learn with
and from students of different
cultural backgrounds on a daily
basis, they all benefit because this
creates a more comfortable
environment, it forces them to use
English to communicate, and it
encourages new connections in
their brains.
PAGE 22
Asks students questions about
their prior knowledge and
experiences.
Links new learning to students’
prior knowledge and experiences.
Models interest in other cultures
and explains the benefits of
learning about other cultures.
Facilitates students learning with
and from students of different
cultural backgrounds.
Uses learning materials and
strategies that reflect the cultural
heritage of all students in the
class, as well as that of the
teacher.
Asks students about their lives
and experiences.
understanding of culturally
responsive teaching.
teaching more culturally
responsive.
fellow teachers and
administrators).
culturally responsive teaching.
their practice more culturally
responsive.
practice more culturally
responsive.
How do we get teachers there?
Overview of Metro Schools’ Approach to Teacher Development and Evaluation:
Metro Schools recognizes the tremendous complexity of the teaching-learning process. We seek to create amongst our staff an on-going conversation about
our students and how they best learn. Too often, schools’ approach to teacher development consists of asking them to figure things out on their own,
unsupported and in isolation from their colleagues. The only time they are observed is often at the end of the school year by a school administrator who has
not seen them teach all year and is charged with giving them a summative evaluation based on a brief period of time spent in their classroom on one
randomly-chosen day. Our approach at Metro Schools is focused on steady improvement. We set a high ideal which no teacher will likely ever completely
reach. What we expect from each teacher is that they recognize where they are in their own development, that they deeply commit to moving forward
steadily, and that they are open to being critiqued and to trying new approaches. We seek to put into place structures and procedures that will help each
teacher steadily improve his/her effectiveness in facilitating the learning of all of his/her students. At the same time, we do recognize that there is a need for
summative evaluation. As an organization committed to opening up opportunities to all of the students we serve, it is the organization’s responsibility to put
the best teacher possible in the classroom with our students. If any teacher is not able to progress adequately, it is our responsibility to find someone who
METRO SCHOOLS
PAGE 23
will better serve our students. Further, as a charter school with limited resources in a competitive environment, budget cuts are always a potential reality. If
we are forced to cut teachers as a budget-cutting measure, we are committed to using our teacher evaluation system as a way of determining which teachers
to cut and which to keep.
Tools we use to support teachers’ steadily improved reflective practice:
1. Professional Development Plan
How it works:
a. All teachers complete it (electronically) at the beginning of the school year, sending it via email to Katia last two weeks August.
b. All teachers meet with Katia before the beginning of school year to discuss plan (he might encourage additions to it).
c. Teachers keep the plan on hand to share with colleagues and to reflect on progress during the school year.
d. Louse will set up times to reflect on progress, meet with him and/or teaching colleagues to discuss progress.
2. Evaluation Rubric
a. This document lays out what effective classroom teaching looks like at Metro Schools. It is the tool all teachers will use to evaluate
themselves and their progress in the classroom. It is also the tool that their administrative and teaching colleagues will use to observe
and provide feedback to them.
How it is used:
a. As a tool for frequent reflection and self-assessment
b. As a tool for observations and feedback from colleagues
c. As the central document in a year-end summative evaluation made by the Katia
3. Peer Observations
a. Peer observation is an invaluable tool to improve any teacher’s teaching. All teachers are encouraged to observe and be observed as
frequently as possible. All teachers are required to do at least one observation per quarter and be observed by a fellow teacher at least
one time per quarter.
4. Academic Lead Teacher Observations
a. The Louse will conduct on-going informal observations throughout the school year (at least 2 20-40 minute informal observations per
school year). The purpose of these observations is to provide feedback and support for each teacher’s progress. Sometimes these
observations will be pre-planned but most often, they will be unannounced. The intent of unannounced visits is NOT to surprise the
teacher or “catch” the teacher doing something wrong, but instead to get a genuine idea for the typical day-to-day operations of each
classroom.
b. The Louse is committed to providing written and/or verbal feedback after any observation—the same day whenever possible. As a
teacher, you have a right to expect this kind of support from the AD and, if you feel that you are not receiving it, you should bring that
concern to the AD. Anytime you want to set up an observation by the AD, you are highly encouraged to do so!
c. The Louse will also conduct one scheduled 50-60 minute formal observation toward the end of the school year.
METRO SCHOOLS
PAGE 24
5. Video-taped lessons
a. All teachers are strongly encouraged to make frequent use of our video camera to record themselves teaching and then watch it and
reflect on it (using the evaluation rubric). This practice has been shown to be of great worth to teachers committed to reflective
practice. All teachers are required to do this at least one time per school year.
6. Professional Readings and Conferences
a. All teachers are strongly encouraged to enhance their professional knowledge and skills by reading and going to conferences. We
especially encourage teachers to focus on the areas of brain-based teaching, ESL best practice, and culturally responsive teaching.
b. Periodically throughout the school year, teachers will be asked by the AD to complete readings and reflections. These readings will be
of use and importance and it is expected that they be completed in a thoughtful and timely manner.
7. Teacher Improvement Plan (TIP)
a. If the AD determines that a teacher is struggling to become competent in one or more of the areas of classroom or other professional
performance (listed below in “How the Teacher Evaluation System Works”) despite at least 3 interventions (an intervention can be
written or verbal suggestions from AD or a colleague, a workshop or conference, a reading and reflection on that reading, requiring a
certain type of lesson plan form turned in each week, etc.), the teacher might be placed on a TIP by the AD. The purpose of the TIP is
to serve as a notice to the teacher that he/she must be able to demonstrate progress in the area(s) of concern within a reasonable
timeframe agreed upon by the AD and the teacher. The TIP will include goals and action steps that the teacher plans to take, as well as
supports that the AD will either provide for the teacher or connect the teacher to. If there is not satisfactory progress on the goals laid
out in the TIP within the agreed upon timeframe, one of the following actions will be taken by the administration:
i. The teacher’s contract will be terminated.
ii. The teacher will be notified that the school is searching for candidates to fill his/her position. In this case, the teacher is
expected to continue to perform the duties of his/her job and continue to strive to achieve the goals of the TIP. If the teacher
does make satisfactory progress toward the goals of the TIP during the time that the school is searching for a replacement, the
administration will consider not replacing that teacher. In other words, if the school is searching for a replacement, the teacher
in question has the duration of the search to save his/her job.
8. Teacher Professional Files
a. Each teacher will have a professional file that will be kept in the AD’s office. Teachers should also keep their own file with a copy of
all of the materials in their professional file. This file will include all of the deliverable materials cited in the previous 7 sections.
Summary of Deliverables that will go into each teachers file:
Deliverable
Professional Development Plan
Initial Self-Assessment using Evaluation
Rubric
Completed Evaluation Rubrics of your
Amount Due and Due Date (turned in to AD)
August 28
August 28
-Within 3 days of each observation
METRO SCHOOLS
PAGE 25
observations of colleagues
-At least one must be turned in each quarter (at
least 4 per year)
Completed Evaluation Rubrics of
-Within 3 days of each observation
colleagues observations of you
-At least one must be turned in each quarter (at
least 4 per year)
Periodic Self-Assessments using
As determined by AD throughout the school
Evaluation Rubric
year
Completed narrative feedback/Evaluation -Within 3 days of each observation
Rubrics of AD’s observations of you
-At least one per year
Completed reflections on required
As determined by AD throughout the school
professional readings
year
Teacher Improvement Plan (if applicable) Immediately after it is created
*The AD will keep a record of which deliverables have been turned in by each teacher and when each deliverable was turned in.
How the Teacher Evaluation System Works
b. By the end of the school year, the AD will give each teacher a summative evaluation of his/her holistic performance (based both on
his/her classroom teaching and the other aspects of his/her role) during the school year. The summative evaluation will include both
written and verbal feedback. This summative evaluation will be informed by the following information (percentages indicate the
relative weight of each element in the summative evaluation):
i. AD’s 50-60 minute formal observation(s)—30%
ii. AD’s 20-40 minute informal classroom observation(s)—10% total
iii. AD’s informal observations of the given teacher’s performance outside of class hours—60%. Over the school year, the AD will
informally gather the following information through observation of the teacher outside of the classroom in interactions with
students and colleagues, in staff meetings, over email, record-keeping, etc.:
a. How well each teacher maximizes class time (students aren’t at the door three minutes before the end of class).
b. How consistently he/she holds students accountable to high standards
c. Effective communication of classroom policies and teacher decisions so that students understand why policies
are what they are and why teacher makes his/her decisions
d. Timeliness in assessing and grading
e. Students’ prior knowledge tapped and their cultures reflected in the curriculum
f. Identifying students early who are underachieving, communicating with colleagues and administration about it,
and trying multiple approaches to addressing it
g. Effective, timely, and appropriate communication with administration
h. Preparedness
i. Punctuality
METRO SCHOOLS
PAGE 26
j. Meeting deadlines
k. Following through on the expectations laid out in the above section: “Tools we use to support teachers’ steadily
improved reflective practice”
l. Proactively working on weaknesses
m. Generosity of spirit with colleagues
c. The summative evaluation will result in a final “grade.” Here are the possible grades and what they mean:
i. Superior: the teacher excels in all areas evaluated.
ii. Outstanding: the teacher excels in all but a few areas evaluated.
iii. Good: the teacher excels in some areas, is at least strong in almost all of the other areas, and has few if any weaknesses.
iv. Satisfactory: the teacher is strong in some areas, satisfactory in most areas, and areas of strength outweigh areas of weakness.
v. Poor: the teacher is weak in many areas and, while satisfactory or even strong in some areas, weaknesses outweigh strengths.
d. The summative evaluation will be used as a factor by administration when deciding which teachers will be offered contracts for the
following school year. It will also be used as a factor in situations when budget cuts are necessary.
METRO SCHOOLS
PAGE 27
Leadership at Metro
Leadership at Metro is expected from all staff (and students). We need everyone to help lead us to accomplish our mission

Individual – Whenever something needs to be done or leadership taken. Do what makes sense. When the situation passes, tell
someone about it.

Individual (by invitation or volunteer)-Leading a particular project or effort.

Advisor – All staff members are encouraged to take an advisory. The goal of the advisory is to build community. This year (2010-20) we are
asking advisors to assist in the communications needed so students and staff are kept informed.







Supervising and re-enforcing Use of Planner and organizing the folder.
Collection of data- completion of forms for CUM Folders (assisting Leydi)
Two-way communication about student progress toward graduation (assisting Trudy)
Keeping students informed of testing needs (assisting Trudy), attendance status, lack of progress in homework, etc.
Keeping students informed of Homework, work ethic, class behavior in other classes
Tracking and reinforcing feedback on individual student contracts.
The Instructional Team Leaders-- Key responsibility is the leadership of the instructional climate and content for the school.
Included are the following:
 On-going day-to-day environment/action/achievements of students and teachers in search of the mission.
 Curriculum Development as called for in Grant agreements and yearly Goals
 Shared teacher supervision
 Recommend structural/staffing changes that enhance the mission.
 Recommends Policy changes.
CUM Folders
Each student has a Cumulative (CUM) Folder in the Counselor office’s office. In this folder you find all the information that you need about your students,
such as standardized test scores, attendance information, grades, health records, and personal information. Special education files with IEPs of students with
special needs will be kept in the Special Ed (Connie) Office. Please make sure that you are signing these folders out each time you take them.
METRO SCHOOLS
PAGE 28
Security
Security procedures have been established for the safety and security of those who use the facility. Enter and leave by doors controlled by the security
access system only. On non-school days such as weekends and holidays or when the custodian staff is not on duty, procedures for access have been
established. Each Staff person is provided with a key and a code to arm and disarm the building. Please practice entering and leaving. Sending the first
false alarm costs the school dollars. Each false alarm costs an increased amount. If you cause a false alarm, you may be billed $100.
Any and all keys, security access cards and ID badges, etc., will remain the property of Metro Schools. Upon separation from employment which includes
long-term disability or leaves of absences, all of the above items shall be turned back to the LHAN no later than the last day of separation.
Energy Management
We are asked to conserve energy use in the school. Turn Computers off overnight and on weekends. Turn lights off if you are going to be absent from the
room for 10+ minutes. Please do not fiddle with the thermostat. Ask that it be reset if your room is not comfortable
Field Trip Procedures
Teachers must make pre-arrangements with other teachers to place their students in other classes if those students will not or cannot attend the field trip. The
office must be notified of the whereabouts of these students.
The teachers must inform and make arrangements with the Carl regarding bag lunches for the students at least two weeks prior to the field trip.
Since teachers are very familiar with students, they are asked that those students who might misbehave or be resistant to adult supervision, be kept under the
teachers’ direct supervision and not be assigned to other chaperones. Remember that those parents attending the field trips are helpers, and they do not carry
the burden of supervision responsibilities that the teacher does. The teachers are responsible for all supervision matters on a field trip.
These are some of the procedures for Field Trips:
 Teacher completes the Field Trip Request Form
 Director will approve/disapprove the request and turn it over to the Data Coordinator
 Permission Slips have been collected at the beginning of the year. Check to make sure that each student going has completed one.
 If a check is required for the field trip, teacher must fill out a check request form and give it to the Operations Supervisor before the business
office deadline so that a check may be printed by the business office.
 Roll call and head counts must be conducted when boarding buses at the school before departure and again when boarding buses to return to the
school from the field trip site.
See Examples of Forms in the Appendix
When you are planning a field trip, retrieve a Field Trip Request Form from the Data Coordinator in the front office. Please be as specific as possible when
filling out the Field Trip Request Form. When form is completed, please submit to Director two weeks before the field trip for approval. Once the field trip
is approved, the teacher must send home an information letter which gives details about the field trip.
METRO SCHOOLS
PAGE 29
Early Dismissal of a Student
When parents come and pick up their children early, they must sign the student out in the front office (there is a three ring binder with a sign-in/sign-out
sheet located on the front office’s counter).
Grant Proposal Writing
Teachers are encouraged to write proposals. If you have any questions, contact the Director. Please keep the Director informed of any Grant Writing
proposals.
Internal/External Communications
Communication is essential for high student achievement and the appropriate functioning of the school. E-mail is the official internal staff
communication tool. In order to keep pace and respond in an appropriate time period, staff must check their e-mail box twice a day.
Parent/family communication consists of phone calls, send home notes and quarterly newsletters. Each student will be issued a 3 ring binder and a Daily
Planner. Each parent or guardian should be informed that they can expect the student’s homework assignments to be written in the Planner
Grounds (Outside Planting)
If you plan to do any planting on the school grounds, please submit a plan of your project to the Director for approval.
Custodian Support
Please support the custodians at LHAN by teaching your students an “end of the day closing procedure” which may include putting the chairs up, picking up
the classroom floor, and surrounding area floors, etc.
Homework Policy
Homework is an essential part of our school program. The purpose of homework is to
1. provide additional time to complete assignments given during class;
2. reinforce what is learned in class;
3. promote independent work habits;
4. develop organizational and time management skills;
5. get ready for activities that will occur in the classroom
Homework may also be an extension assignment which is frequently a long-term continuing project that parallels class work. Parents/guardians and
teachers must work to help students develop good study habits and a responsible attitude towards homework. Students should have a quiet place to work
and a regular timetable which allows adequate time to complete all homework assignments. Well-designed homework assignments are age appropriate and
directly related to class work and extend students beyond the classroom. The amount of homework may vary from class to class and may also differ
according to the learning needs of individual students.
METRO SCHOOLS
PAGE 30
Objectives of Advisory
1. To build relationships and community across cultures.
2. To ensure that every student has at least one teacher (advisor) that knows him/her well and closely follows his/her progress and
development.
3. To facilitate students’ acquisition of organization skills.
4. To make sure students understand their progress toward graduation.
5. To prepare for school-wide events such as Festival of Nations.
6. To ensure that students understand the school’s policies and expectations.
A Successful Advisor…
1. Has a trusting, positive relationship with each of his/her advisees.
2. Has organized students, which is reflected in their planner and binder.
3. Has students who know what their future goals are and assess their own progress toward those goals once per quarter.
4. Has students who understand their progress toward graduation.
5. Has students who understand how they are doing in all of their classes and what they need to do to improve.
6. Has students who understand the school’s policies and expectations.
7. Facilitates frequent interaction and relationship-building between all students in the class.
8. Establishes clear, consistent procedures that keep students engaged.
9. Closely monitors the behavior contracts of new students and any of his/her Advisory students on contract, works with those students to
help them successfully complete the contract, and reports progress to the Assistant Director.
10. Implements school-wide initiatives and administrative requests in an efficient and timely manner.
METRO SCHOOLS
PAGE 31
Parent/Teacher Conferences
The Board of Directors feels strongly that all parents should be given options and be accommodated in terms of scheduled conference times. Conferences
are scheduled for the end of 1st and 3rd quarters. During the parent/teacher conferences teachers should have:
 The student’s progress report card
 Example of student’s work or portfolio
Letters and phone calls used to inform parents about conferences
Personal Property on Site
When bringing personal items into the school, please have some identification on them so we may distinguish between these and the Metros property.
Reimbursements
Each teacher has classroom budget. For more information how to use and procedures ask Leydi. Save all receipts and attach to a completed reimbursement
form, which can be obtained from the office.
Release of Private Information to Non Custodial Parents
Non-custodial parents have a right to information about their child unless there is a court order to the contrary or there is sufficient reason to believe that the
health/welfare of the child or custodial parent is in jeopardy (i.e. child/spouse abuse). Always notify the Director of any of the above information.
Mandatory Reporting
School personnel are mandated reporters of child abuse. All reports of suspected child abuse and neglect are to be made directly by the staff member to
local welfare service, police department, or the county sheriff, followed by a written report. Please inform the director or office of situations and the need to
report. Confidential Report of Suspected Student Maltreatment forms are available in the office. Please work collaboratively with the Director to address
your concerns of students and the appropriate course of action.
Repairs
Please report any items in need of repair or any safety concerns. Please do this via e-mail to the Mr. Jordan. Work order forms are available in the front
office.
Request of Classroom Resources/Purchase Order Procedure
Request for common office supplies should be made on a purchase requisition form, which can be found in the Forms Service Center located in the office.
After the requisition is filled out, please forward to the Operations Supervisor in the office. She will process the order through the Director and carry out the
ordering process. Once the order is received, please check over the order and return the packing slip to the Operations Supervisor marked with “Okay to
Pay” and sign your name. The business office will also keep track of all expenditures from your classroom budgets.
METRO SCHOOLS
PAGE 32
School Closing
1. The Director will make the determination as to when school will be closed. The call list will be activated and all employees will be notified of the
school closing.
2. Local radio (WCCO 830 AM) will be notified of the decision to close school. Notification of the media will be done by Metro administration.
School phones will be programmed to reflect the school closings.
3. All administrators and custodians should report to work unless they consider their route unsafe. If they cannot report to work, they will notify the
Director.
4. When Minneapolis Public Schools close due to weather, the Metro Schools will also be closed.
Severe Weather Plan/Procedures
The procedures in case of severe weather warning have been posted in each room of the building. Please familiarize yourself and your students with these
procedures. Severe weather shelter signs have been posted throughout the building. Please review these areas with your students in the event we have an
emergency involving severe weather.
Staff Emergency Telephone Calling Tree
Metro staff will receive a Calling Tree. Please let the Katia knows if your phone number changes. When the emergency calling tree is put into effect
(usually used when there is a snow storm), please leave a message on the staff member’s home voicemail and promptly call the next person until you talk
directly to a person.
Fire Drills
Minnesota schools are required to conduct nine fire drills each year. At least one of these drills must be an obstructed exit fire drill. Fire drills will be
conducted on a regular basis as per the State Fire Marshal regulations. In each room, an emergency escape map has been posted. Please refer to this map
when leaving the building. You may want to practice with your students before we have an actual fire drill. In addition, please close all doors as you pass
through them.
The following is a list of guidelines for fire drills at Metro School:
 When the fire alarm sounds, all students and staff are to immediately leave the building without stopping. Some staff may be assigned building
evacuation duties.
 Follow the designated exit routes that are posted in each classroom.
 If your designated exit is blocked, go to the other nearest exit.
 If the alarm sounds when you are outside your classroom, use the nearest exit.
 Designate a student (monitor) to hold the door open at the exit for all the others.
 Stress brisk, quiet, and orderly filing out of the building. The instructor will redirect the group if the exit is blocked.
 Students exiting the building will walk to the sidewalk parallel to 26th Avenue So., then turn South on the sidewalk parallel to 26th Avenue until
they are at least 100 feet away from the building (stop before reaching the railroad track.
METRO SCHOOLS




PAGE 33
Check to see that all students are accounted for once they are reassembled outside. Notify the Director and firefighters if anyone is unaccounted
for and state their likely whereabouts, as they may be in the building.
The head custodian/engineer will provide firefighters with a copy of the floor plan and the location of fire if known.
Do not re-enter the building until the Director or fire officials give approval.
Physically handicapped students must be assigned an adult to accompany them according to their individual Fire Drill Plans.
Tornado Drills and Tornado Emergencies
Every spring we have a statewide Tornado Drill. During the tornado season, we are alert to the emergency weather report, which we monitor from a special
radio in the office. When the Tornado alarm is sounded you will be directed from the office to do the following procedure:
 All students and staff are to vacate the rooms immediately in a brisk, but orderly manner.
 Make sure that the classroom is empty, turn off lights and close the door.
 Once at the assigned location on the first floor, instruct students to immediately assume a sitting position on the floor.
 Students and staff are to remain in the sitting position until the all clear signal is given.
 Once the drill or emergency has ended, students are to be directed to return to their classroom in an orderly manner.
 Handicapped students must be assigned to an adult that will assist them and look out for their safety.
 See map at your location.
School Calendar (see appendix)
There is a copy of the calendar in Appendix of this document.
Standardized Testing
The test coordinator coordinates all standardized testing in the school:
 NWEA (MAP) Tests
 MCAs (Minnesota State Wide Comprehensive Assessment)
 ACT/Explore
Student Hall Behavior
All students must be responsible for their own behavior. Before and after school and between classes, teachers must monitor hallways and bathrooms a
preventative presence goes a long ways. During class time, if you see a student being disruptive or displaying inappropriate behavior in the hallway or
bathrooms, please escort the student to his/her classroom and/or notify the office.
METRO SCHOOLS
PAGE 34
School Visitors
Expect to have visitors in the school. Parent, agency people, luminaries come to visit and tour. Teach your students to be proud of their school and model
for them how to greet visitors. The office will try to inform as possible, but your work in the classroom is to go on as planned. School-aged visitors are
stopped at the door. If it is determined that there is a need for the Metro student to be contacted, the student will be sent for. School-aged visitors may
shadow classes with permission of the director/Katia advance.
Staff will be notified
For safety purposes, if you encounter someone in the hallway, that you do not recognize, challenge them directly with a friendly…”hello, can I help you?”
Video Tape, Computers, and CDs
Only videos or movies rated PG-13 or G may be shown at school without parent permission. Please preview any movie or video that you wish to show to
your class and make sure that the content is appropriate for a school setting. Only movies and videos that contribute to the content of a class and are related
to goals and standards are appropriate.
Computers are supplied for staff professional use. Professional ethics demand that staff members use strict discretion in their use of websites and e-mail
messages. Profanity, pornography, racism, etc. are not appropriate. Use the “Newspaper Headlines” test. If your actions would merit a newspaper headline
in today’s sensationalist environment, it is off limits. It is important for staff to know that e-mail and staff use of internet is easily monitored
Volunteers
Many of our parents work as volunteers in the classroom and in other areas of the school. Please turn in a list of the parents who are volunteering in your
classroom to the office, as we need to register them for insurance purposes. Also, we’d like all visitors (including classroom volunteers) to sign in at the
office when they arrive. They will be given a visitor’s badge, which will identify them to both staff and students. If you see a stranger in the hallways
without a badge, please ask them to report to the office to obtain one.
Please keep a list of volunteers so you can extend special invitations.
Weapons Policy/Zero Tolerance
In accordance with state and federal laws, weapons of any kind are strictly forbidden on all school grounds and buses.
Under this policy, look a-likes (including toy guns, squirt guns, toy knives, etc.) may be considered to be weapons. Students must be counseled not to bring
any form of these objects to school or on a school bus.
Discipline: A student in possession of a firearm on school grounds, school bus, or at a school function, shall be immediately suspended and further
consequences will be determined by the Assistant Director.
Risky Behaviors for Staff
The best way staff can protect themselves from false accusations is to avoid behaviors that can be misconstrued. The following risky behaviors are not
absolute prohibitions, indisputable indicators of wrongdoing, or a substitute for common sense – they are intended as risk management guidelines.
METRO SCHOOLS
PAGE 35
1. If you are going to work with a student after school, please arrange for an appropriate place and inform your Director or a Leadership Team
member. Do not be alone with a student with a closed door.
2. Do not make a habit of meeting students outside of school for a meal, a soft drink, or a cup of coffee. Regardless of the motivation, there is seldom
justification for such conduct.
3. Do not counsel your students in non-academic matters. Teachers, although well meaning, are not trained as counselors. (Teachers generally resent
this suggestion, citing the bond of trust that they have developed with their students.) Teachers must consider the potential risk in discussing
personal matters with students. If they believe that a student is in some type of trouble, they should refer the student to a member of the Leadership
Team.
4. Do not regularly transport students in your own vehicle or allow students to have access to your vehicle.
5. Do not allow students to engage you in conversations regarding their romantic or sexual activities, and do not discuss your personal problems with
students.
6. Do not entertain students in your home unless it is a school-sponsored activity.
7. Do not make sexual comments, comment about student’s bodies, tell sexual jokes, or share sexually orientated material with students.
8. Do not put your hands on students in a manner that a reasonable person could interpret as inappropriate. Do not brush against their bodies; touch
their hair; or rub their necks, shoulders or backs. Does not tickle, wrestle, poke, pat, or spank students.
9. You are provided with a Metro Schools. charter e-mail. Use of other personal e-mail is prohibited.
10. Web-site browsing provides a rich resource for research of curricular and instructional materials. Personal browsing of sites that are illegal,
pornographic, or in any way reflects badly on you as a professional working with young people is prohibited.
Complaints and Concerns
METRO SCHOOLS
PAGE 36
Please bring complaints and concerns to your immediate supervisor. If you feel you cannot discuss the matter or your immediate supervisor
cannot resolve the matter in a reasonable time, please contact the Executive Director or the Superintendent.
Social Media
Metro Schools asks all employees to be careful when using personal social media (Facebook, Myspace, Twitter, Youtube, Buzzfeed etc.) with
other employee and students. Metro Schools employees should not become associated with students through social media or form any online
relationship unless the student is over the age of 18 and has graduated from high school.
If you would like to use social media to instruct or communicate with students for academic purposes, please set up a school account. School
accounts must be designed for educational or communication purposes only, and should not contain any non-public personal information,
photos or anything else you would not want viewed by our information technology contractors. Accounts must be approved by your immediate
supervisor.
Confidential Information
Employees are prohibited from transmitting confidential information to personal emails, servers, home addresses or PO Boxes. Confidential
information includes but not limited to all student information, personal student information, records, information concerning staff members
including personal information. Doing any of the previous is a violation of Minnesota Statute 121A.75.
Family and Medical Leave.
Family and Medical Leave (FML) may be taken in conjunction with the birth
or adoption of a child, in the event of your serious illness or to care
for a sick spouse, child or parent. You may take any or all of this leave
with pay by using available sick days, You may also take this leave as an
unpaid leave.
The maximum length of FML, whether paid, unpaid or a combination of
paid/unpaid shall not exceed 12 weeks.
If you take FML due to your own illness or disability, you will be
required to produce a physician's letter stating your ability to resume
work. If you are receiving payments from the long-term disability
METRO SCHOOLS
PAGE 37
insurance that is provided by Metro Schools, you will also be required to
provide a statement from the insurance company indicating that you are
able to resume work.
During the time you are on FML, Metro Schools will continue to pay its share
of premiums from your health and dental insurance for up to 12 weeks.
Metro Schools may seek to recover any insurance premiums paid on your behalf
if you do not resume your work.
If you do not resume your work after the 12 week leave, the employment
contract will be void. You may apply for any position that is available at
Metro Schools. Metro Schools does not guarantee employment if the FML exceeds 12
weeks.
Enrollment.
Metro Schools seeks to have a diverse and bright student population.
Enrollment will be done on a first come first serve basis. This means that
a COMPLETE application will have to be filled out and returned before a
student will be considered enrolled. After enrollment closes, student will
be assigned a number and contacted as positions open.
I have read Metro’s handbook and I acknowledged it;
Name__________________________________________Signature_________________________________________Date__________________
METRO SCHOOLS
PAGE 38

Policy Handbook

Transcription

Similar documents

Metro ECSU Annual Class Size Study

PDF

2015 SuMMer Fun Guide

save the date card - Metro Maryland Youth for Christ

brand new affordable apartments

Newspaper extinction timeline

Advertising - Web Site Design, Web Site Development, Web Site

Dec-Jan - The Proper Group

AnaEE International Conference 2 – 3 March 2016 How to reach the

accomplishments - City of Rock Island