1. education
2. school

2014-2015
Faculty Handbook &
Policies and Procedures Manual
Murry Bergtraum High School
For Business Careers
Naima J. Cook, Principal I.A.
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Table of Contents
Part 1 – Teaching and Learning
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Professional Commitment Statement
Professional Commitment Sign-Off Sheet
Non-negotiables for 2013-2014
Bell Schedule
Academic Calendar
Professional Development Calendar
Understanding by Design Template
Differentiated Instruction Strategies
Assessment Policy and Practices
Formative Assessment Best Practices
Classroom Evaluations
Habits of Mind
Blooms Taxonomy
Depth of Knowledge
A Learning Board
Learning Board Assignments
Part 2 – School Schedules and Staff Attendance
2.1
Staff Time Schedules
2.2
School Bell Schedules
2.3
Attendance, Absence, and Lateness
Part 3 – School Safety Procedures and Discipline
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
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Discipline Code
Dea s Offi e
Medical Office
Passes from Class
Criminal Acts
Visitors to the School
School-Related Accidents
Evacuation, Lockdown & Shelter Drills
Equal Opportunity, Discrimination, or Harassment of Staff
Lost/Stolen Items
School Hours, Staying Late and Building Permits
Miscellaneous Safety Tips
Conflicts of Interest
Cha ello s ‘egulatio s We site Links
Part 4 – Professional Duties and Responsibilities
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
4.17
4.18
4.19
Referrals to Pupil Personnel Services
Legal Mandates
Disability Harassment
Recording Student Attendance
Entering Report Card Grades
Changing Grades
Proctoring Guidelines
School Trip Procedures
Classroom Environment
Discarding School Documents
Coverages
Clean and Orderly Classrooms
Housekeeping Reminders
Personal Items
Computer Rooms
Fundraising
Student Program Changes
Promotional Requirements
Graduation Requirements
Part 5 – General Information
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
5.13
5.14
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School Committees
Per Session
Copy Center
Fax Machine
Telephones
Audio/Visual Equipment
Bulletin Boards
Supplies
Deliveries
Smoking
Keys
Teacher Room Changes
Internet/Computer Usage
Repair Requests
Part 6 - Appendix
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Progress Report
Essential Questions
Classroom Habits
Sample Curriculum Letter
Sample Pacing Calendar
Sample Unit Test
Fire Drill Procedures
Student Removal Form
Confidential Student Screen
Student Probation Sheet
Medical Office Pass
Teacher Comment Codes
Teacher Coverage Request Form
Support Services Referral
Repair Request Form
Computer/Software/Printer Request Form
Our Mission
At Murry Bergtraum High School, students are challenged and empowered,
faculty are inspired and supported.
We are committed to producing the next generation of elite thought leaders
through academic rigor, exposure to real life experiences and an awareness of
o e s total self.
Our Core
Care
Collegiality
Commitment
Collaboration
Community Engagement
Communication
College Readiness
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Part I - Teaching and Learning
2014-2015 Instructional Focus: At MBHS, our students will use text based evidence to
develop the skills to coherently articulate their ideas and arguments in their speaking and
writing across all content areas.
MBHS is committed to the Following Principles
 Students need to develop expertise in reading, writing, public speaking and research methods
through their course-work and independent learning experiences in order to meet the
challenges they face currently and in the future.
 Our business-based approach to education encourages students to make meaning of the nature
of the world we live in and work in by becoming actively involved in social change through
interaction with community agencies, schools, health care facilities, and government agencies.
 Learning experiences that stress personal reflection, self-esteem, and the value of the individual
are essential.
 Our small learning communities are dedicated to encouraging and supporting all members of
the school.
 The most effective learning provides students with many and varied opportunities for
demonstrating their knowledge and reflecting on their progress.
 We will provide many opportunities for parents and students to participate meaningfully in the
life of the school.
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Professional Commitment
As a teacher at Murry Bergtraum High School, I am prepared to make the professional commitment
described below and do everything I can do to make the school excel.
o
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Treat all students with respect and dignity at all times
Practice active listening in my classroom
Differentiate, use inquiry based and constructivist approaches to teaching and learning
Incorporate State/City standards and State Core Curriculum mandates in our daily lessons
Engage students in higher order, critical thinking
Create and support accountable talk
Implement a standards based writing process in my content area
Commit to the schools vision, educational approach and goals
Contact parents o a egula asis ia pho e, lette , i pe so a out thei hild s
challenges, absences and successes
Effectively establish positive work relationships with colleagues and collaborate with them
regularly on an ongoing practice
Work with other teachers as a department member, grade-team member and member of a
professional learning community in a collegial fashion
Practice tolerance and respect for diversity in the classroom
Engage in inter-visitation on a regular basis to investigate and share best practices between
teachers across all grade levels and content areas
Adhere to all policies and procedures in the Faculty Handbook
I have read and understand the professional commitment expected of all staff members at
MURRY BERGTRAUM High School.
_______________________
________________________
Signature
Date
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Non-Negotiable for 2014-2015
To be a teacher at Murry Bergtraum High School means you must agree to consistently support the
structures we wish to put in place. With this in mind listed below are the non-negotiables for the
2014-2015 school year.
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Student centered learning that engages students in the learning process/note taking
Infusion of essential question
Technology infusion
Standards and core curriculum infusion
Infusion of the mission/vision
Fair and credible assessment (formative, summative, & authentic)
Incorporate portfolio assessment practices
Start-to-Finish Classroom Instruction
Printed lesson plan
Coherent lessons aligned to CCLS and course curriculum/pacing calendar (1e)
Established culture for learning (2b)
Management of classroom procedures to support student learning, progress, and
achievement (2c)
Organization of physical space to support student learning, progress and achievement
(2e)
Facilitation of cognitively challenging questioning and discussion among and by students
(3b)
Engagement of students in learning aligned to CCLS and course curriculum (3c)
Design/use of assessments for lesson planning, monitoring/evaluating students, and
supporting students in their learning, progress and achievement (3d)
Board work: Unit, Do Now, Aim, Learning Objective, Agenda, HW, and Heading.
What is MBHS' heading? It is the standard DOE heading of:
MBHS - Teacher's Name
Student's Name
Course
Date
Standards-Based Grading Policy
Standards-Based Grading Policy
Per 6-week marking period, teachers will use the following to determine grades:
Homework - 10% (minimum of 2 assignments per week)
In-class Assessments for Learning - 30% (minimum of 2 formative assessments per week, e.g.,
entrance/exit tickets, Socratic seminars, class discussions, in-class reading/annotations, etc.)
Tests/Quizzes - 30% (minimum of 2 tests, minimum of 6 quizzes)
Writing Tasks/Projects - 30% (minimum of 2 writing tasks, minimum of 1 project)
School-wide assessments will take place approximately one to two weeks prior to the end of each
marking period as outlined in the current MBHS calendar.
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PROFESSIONAL DEVELOPMENT
WORKSHOPS
During the course of the 2014-2015 school year a number of workshops will be implemented to
assist faculty with the enhancement of professional development. This year, the administrative
cabinet will work with a team of teachers to develop meaningful and engaging professional
development sessions.
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Danielson Rubrics
During the 2014-2015 school year teachers will be have the option to choose between option 1,
option 2 or option 3. Teacher will be assessed using the Danielson Framework components 1E, 1A,
2A, 2D, 3B, 3C, 3D and 4E.
4e:Growing and
Developing
Professionally
5%
1a:
Demonstrating
Knowledge of
Content and
1e: Designing Pedagogy
5%
Coherent
Danielson Framework Breakdown
Instruction
5%
3d: Using
Assessment
in Instruction
17%
3c: Engaging
Students in
Learning
17%
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2a: Creating an
Environment of
Respect and
Rapport
17%
3b: Using
Questioning
and
Discussion
Techniques
17%
2d: Managing
Student
Behavior
17%
Assessment Policy & Practices
In order to promote the academic, social, and total growth of each of students we must
build a culture of formative assessment in our classrooms and throughout our school. Several data
systems are available to teachers and staff that allow you to monitor the growth of each of your
students. These systems also allow you to research their past performance and to communicate
class expectations and student growth with various members of our school community, including
parents and students.
Additionally, all classroom teachers are expected to use best practices in formative
assessment for all of their students. Various workshops and supports will be given to each teacher
to assist them in developing their formative assessment capabilities.
Official Website
Each teacher will have an official class page on this site that allows them to post curriculum,
pacing calendars, and current assignments. All students and parents have access to view this site.
www.mbhsnyc.org
Skedula
Skedula is a school-based system that allows you to report student progress to parents and
to relevant support staff. This system also allows you to view past attendance, a myriad of data and
transcript records. www.skedula.com
ARIS
ARIS is s city-wide database that allows you access to view each of your students previous
academic performance, including results from city-wide administered periodic assessments (ACUITY
and Performance Series). ARIS is a platform that supports multiple data and assessment systems.
Your Outlook username and password can be used to gain access to this site. Ms. Andrea Davidson
can assist you in navigating this site or you can call the city computer help desk at (718) 935-5100.
www.arisnyc.org
Other Resources:
Achieve 3000 www.achieve3000.com
Castle Learning www.castlelearning.com
RevolutionK12 www.revolutionK12.com
NYC Advance FAQs http://schools.nyc.gov/Offices/advance/Resources/faq/default.htm
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Formative Assessment Best Practices
A variety of assessments are used in diagnosing individual, small group, and whole-class needs:
Diagnostic, Formative (Portfolio and Informal Assessment), and Summative.
Diagnostic
At the start of the term, and/or at strategic points within the term, each teacher will
administer an assessment to their classes that is aligned with state standards and department
rubrics. The purpose of this assessment is to diagnose the learning needs of your students and plan
your curriculum to address the learning gaps of your students.
Formative
Formative assessment is done on a continual basis. All teachers are expected to keep
student work folders that contain a variety of student work (classwork, projects, writings,
homework, formal and informal assessments, etc.). All work must be graded according to
departmental rubrics and grading must be normed throughout each department.
Near the end of each a ki g pe iod, tea he s ust e ie ea h stude t s po tfolio a d
t a k stude t p og ess a o di g to ea h ite io o ou depa t e t s aste u i . Additio all ,
a reflection sheet should be completed at the end of each marking period that highlights each
stude t s a eas i eed of de elop e t a d thei st e gth a eas . I st u tio should e alig ed
to the learning needs identified during this review and reflection. Your department head will
support you in developing this practice.
Summative
All unit tests, mid-terms, and final exams should be developed through common planning
and aligned with state common core standards and expectations. Students must be given several
oppo tu ities to ha e ee fo ati el assessed efo e high stakes su
ative assessments.
“u
ati e assess e ts a e o p ehe si e, a d the efo e, high stakes . The ‘ege t s e a s a e
the fi al su
ati e assess e t i ou ses that t pi all e d ith a ‘ege t s.
Every effort should be made by teachers to re-teach content and skill deficits that are
revealed through each type of assessment. Widespread deficit patterns among many students in
your class should prompt a reflection on the alignment of instruction and assessment. Any deficit
patterns identified should also be followed by whole class, small group, or one-to-one tutoring, as
the circumstance dictates.
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Classroom Evaluations
1. Environment
a. Student Work
b. Rich, bright, inviting
c. Footprints of teaching and learning- charted teaching points
d. Classroom set-up to encourage collegiality-pairs, groups, etc.
e. Students are known, valued and challenged
2. Student Engagement
a. Active learners- no checking out, no heads on desk
b. Reading, writing, discussing- engaging with material
c. Knowing what they are learning and why
d. Partner talk, group projects/assignments
e. Hands-on as much as possible
f. Textbook work at a minimum
g. Differentiation/modification based on student needs
h. All students are engaged, not just a few hands raised
3. Evidence of Learning
a. Lots of reading and writing evidence in journals/notebooks (in all content areas)
b. Problems of the day, challenges of the week
c. Fluent reading across the day
d. Charting of best practices
e. Rubrics for assessment
f. Word wall that highlights high frequency words, as well as specific vocabulary
g. Data/conferring/notes/assessments on students that inform instructional practice
h. Incorporating Common Cure Standards into daily lessons
4. Great Teaching
a. Planning, planning and planning! Lesson plans should be available when asked; unit
plans; curriculum maps, etc.
b. Use of time- focused, purposeful, and intentional
c. High expectations with empathy
d. Good time on task, deepening learning
e. Incorporation of the Habits of Mind
f. Rigorous, purposeful assignments
g. Critical thinking
h. Failure is not an option
5. A Happy Teacher
a. Comfortable with students/offers help to all students
b. Smiles, tone of the class is orderly, collegial
c. Gets support from administration and colleagues
d. Considers the various abilities of all students in the classroom
e. Allo s stude t to take e te stage; does t monopolize instructional time
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Bloom’s Taxonomy
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Depth of Knowledge (DOK)
https://www.google.com/search?q=depth+of+knowledge&es_sm=93&biw=978&bih=646&t
bm=isch&imgil=3BiBjse4ExeIOM%253A%253B0vBDSMHfTPQdkM%253Bhttp%25253A
%25252F%25252Fqcsdsi.weebly.com%25252Fwebbs-depth-ofknowledge.html&source=iu&pf=m&fir=3BiBjse4ExeIOM%253A%252C0vBDSMHfTPQdk
M%252C_&usg=__v0nXKK1zoW_qnckbFCjjBJgd4Vo%3D
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A Good Learning Board Looks Like
Essential Question
Title
Student
Work
Graded
Student
Work
Student
Work
Student
Work
Rubric
Graded and dated student work with actionable feedback. Teacher should have their name on Learning Board
and the specific class as part of the title.
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Teacher should have one bulletin board in the classroom designated as a "College and Career Readiness"
board with vital information (content specific and general) as to how students can be prepared for college and
careers.
All supplies (markers, pens, Delaney cards, etc.) should be requested and supplied from
Ms. A. Rodriguez (In the Main Office). The supply request form would then be signed by the AP.
Part 2 - School Schedules and Staff
Attendance
2.1 STAFF TIME SCHEDULES
A. Teachers and Guidance Counselors
By contract, teachers and guidance counselors are required to work a 6 hour and 20 minute
day, inclusive of one period for lunch. There are 2 main time schedules:
1-8 Schedule: 8:10 – 2:30pm (Wed. – Fri. only) *Mon. = 8:10 – 3:50pm & *Tues. = 8:10 – 3:45pm
(Authorized Programs ONLY- 2-9 Schedule: 8:58 – 3:18pm)
Attendance is mandatory at all Professional Development Conferences on Monday and
Tuesday.
B. Supervisors
By contract, the principal and assistant principals are required to work a 7 hour and 50
minute day, inclusive of one lunch period. As much as possible, supervisors are expected to be in
the building for all regularly scheduled classes. Supervisory coverage for after school activities will
be provided as needed.
C. Secretaries
By contract, secretaries are required to work a 7 hour day, inclusive of one period for lunch.
The hours of a secretary may vary depending on the needs of their assigned office.
D. Paraprofessionals
By contract, paraprofessionals are required to work a 6 hour and 20 minute day, inclusive of
one lunch period. Exact work hours may vary.
All other personnel, not covered by UFT or CSA contracts, will be assigned hours appropriate to
their collective bargaining agreements and the needs of the school. This includes school aides and
Community Associates.
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2.2 SCHOOL BELL SCHEDULES
Murry Bergtraum High School | Student Schedule
Each period is 44 minutes long followed by a 4 minute passing time window between
periods.
Period
1
2
3
4
5
6
7
8
*9
Start Time
8:10 A.M.
8:58 A.M.
9:46 A.M.
10:34 A.M.
11:22 A.M.
12:10 P.M.
12:58 P.M.
1:46 P.M.
2:34 P.M.
* Additional class for select students
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End Time
8:54 A.M.
9:42 A.M.
10:30 A.M.
11:18 A.M.
12:06 P.M.
12:54 P.M.
1:42 P.M.
2:30 P.M.
3:18 P.M.
Murry Bergtraum High School | Teacher Schedule
Each period is 44 minutes long followed by a 4 minute passing time window between periods
Period
1
2
3
4
5
6
7
8
Monday Professional
Development
Tuesday
Parent Engagement and
Other
Professional Work
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Start Time
8:10 A.M.
8:58 A.M.
9:46 A.M.
10:34 A.M.
11:22 A.M.
12:10 P.M.
12:58 P.M.
1:46 P.M.
2:34 P.M.
2:34 P.M.
End Time
8:54 A.M.
9:42 A.M.
10:30 A.M.
11:18 A.M.
12:06 P.M.
12:54 P.M.
1:42 P.M.
2:30 P.M.
3:50 P.M.
3:45 P.M.
2.3 ATTENDANCES, ABSENCE, AND LATENESS
A. Time Cards
Ea h staff e e should o e his o he o
ti e a d f o the out to the i
a k upo
arrival. Please do not move any time card except your own. All Staff working per session must clock
themselves in and out. Itinerant personnel must clock in upon arrival.
B. Unanticipated Absences
In the event of an unanticipated or anticipated absence all teachers are required to have 3
emergency substitute lesson plans for each class. The substitute lesson plans must be accompanied
by copies of student work or materials. The lesson plans must be replenished throughout the year if
they are used. Please submit all Emergency Lesson plans to Ms. Torres by Friday, September 19,
2014.
If you are going to be absent, email [email protected] in order for a substitute teacher to be
hired in your absence. Call (212) 964 – 9610, and include the following information in your message:
your full name, date of absence, your teaching schedule, the department in which you teach, and
your file number. Should you encounter an emergency situation that requires you to be out for
several days, please indicate those dates in your message.
C. Anticipated Absences
If you know that you are going to be absent due to Personal reasons, please see Ms. Moody, Payroll
Secretary, to obtain a form on which to request your absence in writing. (See the appendix of this
chapter for examples of the forms used.) You must submit this form to your departmental Assistant
Principal followed by AP Mardy in advance of your absence for approval. Absences for personal
reasons require ADVANCE NOTICE and APPROVAL of the Principal. Days off for business are
intended to be used only for personal business that cannot be conducted on a day other than a
school day and during hours other than school hours. Please note, you must still call the school on
the day of your absence.
All teachers must submit at least 5 relevant and meaningful substitute lesson plans on file at all
times with their department supervisor in order to maintain structure and continuity of
instruction.
D. Excessive Absences
Please try to limit your absences. When you are absent, your students lose valuable instructional
time and guidance that you and only you can provide. Your absence also places an additional
burden on those colleagues who may cover your classes. Absences before or after holidays or
weekends will be carefully scrutinized, as will other patterns of absences and may result in
disciplinary action. Excessive absences can lead to an unsatisfactory rating at the end of the school
year.
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E. Returning From Absence
Please see Ms. A. Moody, Payroll Secretary, immediately upon your return from absence to sign
your Cumulative Absence Report (C.A.R.).
F. Lateness
If you are late, email [email protected] and see Ms. A. Moody, Payroll Secretary, for your time
card. All Staff arriving late must clock in upon arrival. The School Leadership Team, with the
approval of the UFT Executive Board, issued a policy stating that any faculty member who is late 5
times will be required to punch-in upon arrival for the remainder of the semester. Each lateness in
excess of 5 minutes, except those approved by Mr. Jeff Mardy, A.P.O., will be totaled at the end of
the term. Accumulated lateness in excess of 3 hours and 40 minutes will result in a deduction to
your Cumulative Absence Report (C.A.R) balance. Department of Education regulations state that
deductions are to be made as follows:
Under 3:40 = No deduction
3:40 to 9:39 hours = deduction of one personal day from C.A.R. balance
9:40 to 15:39 hours = deduction of two personal days from C.A.R. balance
15:40 to 21:39 hours = deduction of three personal days from C.A.R. balance
21:40 to 27:39 hours = deduction of pay from 1 to 4 days*
27:20 to 33:19 hours = deduction of pay from 2 to 5 days*
* = depending on the usage of Personal Business
If an emergency arises and you will be late to school, please call the school at (212) 964 –
9610 and notify Mr. Jeff Mardy, APO so that your classes can be covered. Please try to estimate
when you might arrive at school.
Patterns of absence and/or excessive lateness may result in letters to your file and an
U satisfa tory e d-of-year rating.
G. Leaving Early
Emergency situations which require you to leave the school early or to be out of the building
during work hours must be approved by your Department Assistant Principal and Mr. Jeff Mardy APO. In the event you know there is a day you must leave early and also require coverage, you must
o plete a ‘e uest fo Co e age fo
da s i ad a e.
H. Jury Duty
Department of Education regulations state that employees receiving a notice to serve jury
duty must show the notice to a school administrator or principal. If you receive a notice of jury
duty, please bring the summons to Mr. Mardy, A.P.O.. A decision will then be made either to grant
permission or to request deferment of service.
Should you have to serve jury duty, please be sure to obtain and fill out an OP201 form from
Ms. A. Moody, Payroll Secretary. You must maintain contact with the school throughout your jury
obligation. Please call the school on a daily basis and notify the school of your impending return.
Failure to do so may result in a loss of sick days from your Cumulative Absence Report (C.A.R)
balance.
Personnel who refuse to seek deferment when requested by an administrator, and where
there would be a demonstrable disruption of essential services, may not be eligible for Department
of Education compensation.
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I. Leaving the School During Work Hours
If you leave the building other than during your lunch period, you must sign out and clock
out in room 151.
J. Arrest Notification Procedures
In the event that you are arrested, it is your responsibility to notify the Office of Personnel
Investigation in writing. In addition, you must also notify Ms. Cook, Principal and/or Mr. Mardy,
A.P.O.
K. Storm Day Procedures/Emergency Situation
The Chancellor will make the city-wide decision to close or delay the opening of schools
during stormy weather or an emergency situation. The decision will be made as early as possible
and communicated to schools on the affected day.
School staff should utilize the it s all-news radio stations including WINS (1010 AM) and
WCBS (880 AM) or certain television stations including WCBS (Channel 2), WNBC (Channel 4), or
WABC (Channel 7). These stations will carry all information regarding special procedures. In
addition, The New York City Hotline (311) will also carry up-to-date information regarding school
closings and delays.
All personnel have the responsibility and obligation to report to work by the announced
delayed starting time. Normal attendance reporting standards apply (absences and latenesses)
based on the later starting time. In the event that a storm intensifies during the school day, the
Chancellor may notify all superintendents and radio and television media of an earlier dismissal
schedule. This information will then be given to school principals.
L. Parent-Teacher Conference Days
Afternoon and evening conferences are scheduled each semester. Contractually, all teachers and
supervisory staff must be present for these conferences. Be sure to arrive at your assigned
classroom on time.
Part 3 - School Safety Procedures and
Discipline
3.1 THE DISCIPLINE CODE
To be distributed to students in September.
3.2 THE DEANS’ OFFICE
The pri ary fu tio of the Dea s’ Offi e is to deal ith a ute disrupti e eha ior, threats, a d
dangerous situations, including gang-related activity. They also handle incidents occurring in the
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halls, cafeteria, and other school vicinities where acute disruptive behavior may take place. For
classroom management issues, please refer to the Ladder of Referral Guidelines below.
The Dea s Offi e is lo ated i room 131. For incidents requiring immediate assistance, call the
security desk (extension 1000 o the Dea s Offi e extension 1291). You may also send a reliable
student with a pass to the nearest Assistant Principal/Department Office to seek assistance.
A. Ladder of Referral Guidelines
For classroom management issues such as talking excessively, inattentiveness, disregarding
instructions, excessive absences, cutting, lateness, etc., the Ladder of Referral is as follows:
1. Speak with the student after class
. Co ta t the stude t s pa e t/gua dia
3. Have the student meet with your Department Supervisor
. Co ta t the stude t s guida e ou selo
. Keep a itte e o d of a e dotal e ide e of the stude t s poo eha io .
6. Keep a record of the actions and effectiveness of each step along the ladder.
Never send a student out of class or prevent a student from entering.
For other issues including cell phone use, forgery, the wearing of headgear/hats, or other incidents
occurring outside of the classroom, complete an official NYCDOE Statement Form which can be
pi ked up at the Dea s offi e oo
. All NYCDOE Statement Forms have an individual serial
number and should be written as soon as possible after the incident occurs. Emails will not be
accepted in lieu of NYCDOE Statement Forms nor will there be a returned response. When writing a
statement, write clearly and be specific, factual, objective, and use quotations when possible.
Statements will be prioritized according to the severity and number of incidents currently being
addressed. Your referral will be followed-up and you will receive notification of the actions taken by
the Dea s Offi e.
B. S.A.V.E. Legislation – The Removal of Substantially Disruptive Students from the Classroom
When Ladder of Referral Guidelines has been followed completely, but the behavior of a
substantially disruptive student has not improved, that student may be removed from your class for
one to four days.
There are three steps that must be taken to enact S.A.V.E.:
: You, the tea he , dete i e that a stude t s eha io is su sta tiall dis upti e a d it iolates a
infraction listed in the NYCDOE’s Discipline Code.
a If the stude t s o du t poses a o ti ui g da ge o o goi g th eat of dis uptio to the
academic process, the student will be removed immediately by a School Security Agent and brought
to the Dea s Offi e. You ill su se ue tl e e ui ed to eet ith the stude t a d thei
parent/guardian to explain your requested removal from your class.
2: You must provide an educational plan for the student and sufficient work that can be completed
during In-House Suspension. If approved, the student will be removed from your class for up to four
23 | P a g e
days. The student will report directly to the In-House Suspension Room instead of to your class.
Du i g the stude t s ti e ith I -House Suspension, the student will be responsible for completing
the assigned work. Failure to provide work will terminate the S.A.V.E removal, as students cannot
be withheld from the educational process.
C. Classwork and Homework Requests for Suspended Students
Whe a stude t i ou lass has ee suspe ded, the Dea s Offi e ill se d ou a e uest fo that
stude t s up o i g lass o k a d ho e o k fo a spe ified u e of days. By law, the
assignments that you provide must be meaningful and relevant to the work that you will be doing in
lass. Please etu the fo
ith a atta hed assig e t as soo as possi le to the Dea s Offi e,
in room 131.
D. Student Probation Sheets
When a student has been placed on probation, they will carry with them a Student Probation Sheet.
When you receive a probation sheet from a student in your class, sign your name in the appropriate
o a d i di ate the ualit of the stude t s o du t i ou lass as ell as the stude t s
punctuality.
3.3 THE MEDICAL OFFICE
A. Medical Emergencies
In the case of a medical emergency, dial the security desk (extension 1000 , o the Dea s Offi e
(extension 1291). Await instruction before taking any action.
B. Medical Passes
If a student in your class wishes to go to the Medical Office (room 500), you must provide them with
a pass. Students are not permitted to leave the building without proper authorization during the
school day.
C. AED Protocols
As designated by the Principal, the AED contact person for Murry Bergtraum High School is Mr. Jeff
Marty AP. Immediately on determining that there is an unconscious victim, 911 must be called, the
internal response team must be activated, and the AED must be brought to the victim.
Due to having NYPD Uniformed Taskforce in the building on a daily basis, the procedure for calling
911 at this school is: School security agent or AP Security activates 911 and then notifies principal.
No staff member should contact 911 until an appropriate school administrator has been notified.
The alle ill state We ha e a defi illato ith the i ti . U less the alle is the pe so
retrieving the AED, the caller must stay on the line with the 911 operator until the operator hangs
up.
The procedure for activating the internal response team at this school is: Responders will be notified
via classroom intercom system or radio. At all schools with Public Address systems, the following
announcement must be made three ti es o e the PA: Code lue, a d state the lo atio of the
emergency.
A staff e e hea i g the a ou e e t o e the PA, o espo di g to the s hool s i te al
response protocol, will immediately retrieve the closest AED to bring to the scene.
At the scene with the victim, trained personnel will provide assistance including but not limited to:
1. Scene safety and evaluation
24 | P a g e
2. Body substances isolation precautions (i.e. gloves and breathing mask)
3. Establishment of unresponsiveness
4. Opening the i ti s ai a
5. Checking for breathing
6. Provision of rescue breathing (if necessary)
7. Checking for signs of circulation (breathing, coughing, or movement)
8. Application of the AED and usage (if necessary)
9. Provision of CPR (if necessary)
10. Continuous monitoring of Airway, Breathing, and Circulation
11. Update of information to security or identified entry
12. Report and transfer of patient care to EMS
The law requires that AED equipment be provided and maintained on-site in each instructional
school facility in locations and quantities adequate to ensure ready and appropriate access for use
during emergencies. Each instructional school facility should have as its goal a specific response plan
that targets a response time from the i ti s ollapse to defi illatio of less tha o e ual to
minutes. Clearly visible signs must indicate the location of an AED device.
3.4 PASSES FROM CLASS Only the official Bergtraum Hall Pass is to be given to students. DO NOT
ISSUE hand-written passes. No passes are to be issued during the first and last ten minutes of class.
Ensure that all students sign in and out using the log book. Only one student is allowed out of the
room at a time with the Hall Pass.
You may obtain your Hall Pass from Main Office. Report any lost passes immediately and ask for a
replacement. Hall passes are distributed in each classroom. They MUST BE KEPT in the drawer of the
tea he s desk.
3.5 POSSIBLE CRIMINAL ACTS
If you become aware of the possibility that a crime has been committed, call Mr. Jean-Pierre, A.P.
Security, (extension 1291) immediately. If he is not available, notify any of the Supervisory or
Administrative Assistant Principals or Deans.
Do not interview any student or obtain a written statement. This may obstruct any future police
investigation. However, you should write down your own statement of events as soon as possible.
3.6 VISITORS TO THE SCHOOL
If you are expecting a visitor to the school, notify the front desk (extension 1000). Let the front desk
know where you can be reached when your visitor arrives. Your visitor will be asked to show photo
identification, sign the visitor log, and be given a yellow sticker to wear for the duration of their visit.
You must escort your visitor to his or her destination and back to the front desk upon the end of the
visit. Failure to adhere to this procedure will deny any future visitor request to the building.
3.7 SCHOOL-RELATED ACCIDENTS/INJURIES TO STAFF
In the case of a school-related injury, a staff member should see the Payroll Secretary, for the
appropriate reporting form within 24 hours of receiving the injury.
3.8 EVACUATION, LOCKDOWN & SHELTER DRILLS
Ma dated e a uatio , lo kdo & shelte d ills a e pa t of MBH“ s “afet pla . D ills ill e
calendared and discussed during the safety committee and campus council meetings held in
25 | P a g e
September. Please follow all guidelines posted near classroom doors and listen for directions given.
There is no staff or student talking allowed during emergencies or drills. At the conclusion of the
drill, please return to the classroom and re- take attendance. Call the parents of any student(s) who
does not cooperate during the drill.
3.9 EQUAL OPPORTUNITY, DISCRIMINATION, or HARASSMENT of STAFF
The Department of Educatio s No -Discrimination Policy is summarized in Chancellor’s Regulation
A-830 found on the NYCDOE website
DISCRIMINATION
Discrimination on the basis of race, color, creed, religion, national origin, citizenship status, gender
(sex), age, marital status, disability, prior record of arrest or conviction (except as permitted by law),
and sexual orientation is prohibited by various Federal, State and City laws, as well as by policies
adopted by the Department of Education and by provisions of collective bargaining agreements;
harassment on the basis of these classifications and retaliation in response to filing a claim of
discrimination also are impermissible.
SEXUAL HARASSMENT BETWEEN EMPLOYEES Sexual harassment of one employee by another
consists of unwelcome sexual advances, requests for sexual favors, and other verbal or physical
conduct or communication of a sexual nature when:
·
Submission to such conduct is made either explicitly or implicitly a term or condition of an
i di idual s e plo e t;
·
Submission to or rejection of such conduct by an individual is used as the basis for
employment decisions affecting such individual; or
·
“u h o du t has the pu pose o effe t of u easo a l i te fe i g ith a i di idual s o k
performance or creating an intimidating, hostile or offensive working environment. Sexual
harassment may take different forms, including explicit sexual propositions or threats, sexual
innuendos, sexually suggestive comments, sexually oriented jokes, obscene gestures, displays
of pornographic or obscene visual or printed material, and physical contact such as touching,
patti g, pi hi g o ushi g agai st a othe s od . These eha io s a o stitute se ual
harassment whether they are directed at persons of the same or opposite sex and may also
constitute criminal behavior
SEXUAL HARASSMENT OF STUDENTS BY EMPLOYEES
OEO will forward complaints of this nature to the Special Commissioner of Investigations who will
determine how to proceed.
Sexual conduct between an adult employee and a student can never be considered welcome or
appropriate. Sexual harassment of a student by an employee consists of sexual advances, requests
for sexual favors and other verbal and physical conduct of a sexual nature. It includes situations
where:
·Su issio to su h o du t is a o ditio of the stude t s ad a e e t o o tai i g a edu atio ;
·Submission to or rejection of such conduct by a student is used as a basis for evaluating or grading a
student or as a factor in decisions affecting the stude t s edu atio ; o
·“u h o du t has the pu pose o effe t of u easo a l i te fe i g ith a stude t s edu atio o
creating an intimidating, hostile or offensive educational environment.
26 | P a g e
Sexual harassment may take different forms, including explicit sexual propositions or threats, sexual
innuendos, sexually suggestive comments, sexually oriented jokes, obscene gestures, displays of
pornographic or obscene visual or printed material, and physical contact, such as touching, patting,
pinching or brushing agai st a othe s od . These eha io s a o stitute se ual ha ass e t
whether they are directed at persons of the same or opposite sex and may also constitute criminal
behavior.
3.10 LOST/STOLEN ITEMS
If you believe that you have lost an item or that it has ee stole , otif the Dea s Offi e
immediately (room 131). You will be asked to complete a NYCDOE Statement Forms and an
investigation may ensue.
3.11 SCHOOL HOURS, STAYING LATE, and BUILDING PERMITS
During typical school days, the building is open between 7AM and 6PM. Use of the building after
6PM on school days, on weekends or on non-school days, requires both a permit and permission
from the principal. You must submit an application for a permit at least two weeks in advance of the
anticipated date. The pe it also assu es that ou ill e o e ed the e e t s i su a e.
For precautionary reasons, if you intend to stay in the building until closing, notify Administration,
colleagues, and the custodial staff of your expected location.
3.12 MISCELLANEOUS SAFETY TIPS
·Avoid verbal confrontations with disorderly students. Such confrontations usually escalate the
problem.
·Avoid touching a student or their possessions at any time.
·Do not allow students to remain in a classroom without a licensed teacher. If you cannot supervise
the students until another licensed teacher arrives, lock the door and have the students wait
outside.
·Lock all doors when leaving your classroom.
·When the late bell rings, collect students of yours who are in the hallway and clear the area near
your doorway.
·Notif the Dea s Offi e of a a eas he e ou o se e g oups of stude ts o g egati g i
between or during periods.
·Notify security (extension 1000) if you observe people in the building who may not belong
·Do not leave any valuables unattended.
·Do not give keys to any student or allow them to have access to your possessions. Keep your keys
and possessions secure.
·Never leave school equipment unattended and return school equipment promptly.
·Be igila t of g affiti tags a d a dalis i ou oo s. Notif the Dea s Offi e of a stude t ho
writes on desks, carries markers, paint pens, spray cans, etc.).
·Notif the Dea s Offi e i
ediatel if ou o se e a stude t ea i g ga g-related
paraphernalia.
3.13 CONFLICTS OF INTEREST
·The regulation sets forth the conflict of interest rules for officials and employees of the New York
City Department of Education to comply with the Conflicts of Interests Law, Chapter 68 of the New
York City Charter.
·The Conflicts of Interest Law as well as Department of Education rules prohibit Department of
Education officials and employees from having private interests that may conflict with official duties.
27 | P a g e
They are designed to preserve the trust placed in Department of Education officials and employees
by the public, to ensure the integrity of the decisions made by Department of Education officials and
employees and, in general, to promote public confidence in the Department of Education
Chancellor’s Regulations Websites
A412 - http://schools.nyc.gov/NR/rdonlyres/44A34025-2D84-4494-B34C-
2F567CC9FA4F/0/A412SecurityintheSchoolsCellPhoneAmendedVersion11806.pdf
A420 - http://schools.nyc.gov/NR/rdonlyres/EDE42781-64EC-4875-A277-88038EB08277/0/A420.pdf
A421 - http://schools.nyc.gov/NR/rdonlyres/5A530213-F044-4F0A-ACE9-D27112BBFC47/0/A421.pdf
A443 - http://docs.nycenet.edu/docushare/dsweb/Get/Document-22/A-443.pdf
A601 - http://docs.nycenet.edu/docushare/dsweb/Get/Document-25/A-601.pdf
A610 - http://docs.nycenet.edu/docushare/dsweb/Get/Document-26/A-610.pdf
A640 - http://docs.nycenet.edu/docushare/dsweb/Get/Document-28/A-640.pdf
A655 - http://schools.nyc.gov/NR/rdonlyres/381F4607-7841-4D28-B7D50F30DDB77DFA/82007/A655FINAL1.pdf
A670 - http://schools.nyc.gov/NR/rdonlyres/381F4607-7841-4D28-B7D50F30DDB77DFA/109108/A67081811FINAL.pdf
A750 - http://schools.nyc.gov/NR/rdonlyres/381F4607-7841-4D28-B7D50F30DDB77DFA/97056/A7501202011FINAL.pdf
A820 - http://docs.nycenet.edu/docushare/dsweb/Get/Document-44/A-820.pdf
A830 - http://schools.nyc.gov/NR/rdonlyres/B5924420-C861-41DB-A586-DCF899060B29/0/A830.pdf
A831- http://schools.nyc.gov/NR/rdonlyres/821E130E-8DCB-4787-A6B9-2968D587359A/0/A831.pdf
C105 - http://docs.nycenet.edu/docushare/dsweb/Get/Document-55/C-105.pdf
Part 4 - Professional Duties and
Responsibilities
4.1 REFERRALS TO PUPIL PERSONNEL SERVICES
A. Our Support Services Staff
E e stude t i the s hool is assig ed a guida e ou selo a o di g to the stude t s
major. The Guidance Directory is published at the beginning of each semester, identifying the
names of the guidance counselors, the AP of the House, and the social workers.
28 | P a g e
In addition to guidance counselors and grade advisors, our school has a number of social
workers and crisis intervention staff including a SPARK counselor, a team from the NYU Child Study
Center, and a school psychologist from Adventures in Teaching and Learning.
The guidance staff at our school is trained to handle issues including academic advisement,
career and college interests, class scheduling, GED programs, and crisis intervention. Guidance
counselors have an omnibus role. Crisis intervention focuses on immediate issues that might arise
from personal problems, home or community situations, or school matters and is handled by our
support services staff. Counselors and support staff work with students individually, in small groups,
or in mini-house assemblies.
Counselors who wish to see a student during class time will issue a pass to that student. The
pass will indicate the date and time of the appointment. When the appointment is kept, the
counselor will countersign the pass and direct the student to show it to the appropriate teacher
Students and parents may also request to see counselors by scheduling appointments with
the appropriate person.
B. Faculty & Staff Referrals to Guidance and Support Services
The guidance and support services staff is interested in identifying and assisting as quickly as
possible any student who seems to be experiencing an emotional or educational problem. If you
notice students in your classes who seem depressed, despondent, or withdrawn, do not hesitate to
fill out a Support Services Referral form.
Please see the chapter appendix for a Support Services Referral form.
Include all known details of the stude t s situatio a d eha io i ou efe al. Also
include any steps you have already taken to address the situation: did you call the parent? Did you
speak to the student? Make a copy of the completed form for yourself and keep it in a safe place.
Place the original completed referral form in a sealed envelope and in the mailbox of Mr. Adams,
Assistant Principal of Student Life. Mr. Adams will then direct the form to the appropriate person.
When the counselor or support person has made contact with the student, you will receive a notice
in your mailbox indicating who the student saw and that action has been taken.
4.2 LEGAL MANDATES FOR REPORTING SUSPECTED CHILD ABUSE
The following information has been pulled from the New York City Board of Education
Regulation of the Chancellor A-750 (9/5/2000):
A. All Pedagogical and Non-Pedagogical Staff are Mandated Reporters
All pedagogical and non-pedagogical school personnel are legally mandated reporters. As a
mandated reporter, when you have reasonable cause to suspect that a child has been abused,
alt eated, o egle ted, ou a e e ui ed to otif the hild s guida e counselor or Mr. George
Adams, Pupil Personnel Services, immediately. You are not required to possess certainty before a
report is made, only reasonable suspicion. Mr. Adams will then be responsible for reporting the
suspicion to the Principal and to the New York State Central Register for Child Abuse and
Maltreatment.
B. Legal Issues for Mandated Reporters
 Immunity from Liability and Legal Representation: Under Social Service Law, any school
employee participating in good faith in the making of a report will have immunity from any
liability, civil or criminal, which might result from such action. Good faith of the reporter is
29 | P a g e
presumed. The malicious filing of a report is strictly prohibited and is not protected by law.
Legal representation will be provided to good faith mandated reporters if necessary.
 Liability and Penalties for Failure to Report: Under Social Service Law, the willful and/or
knowing failure to report child abuse may result in criminal action or civil liability if the
employees had reasonable cause to suspect it. It may also result in disciplinary action
against the employee.
 Service of Subpoena upon School Staff: School staff must comply with all lawfully issued
subpoenas.
C. Summary Definitions of Child Abuse
Below are summary definitions of abuse, neglect and maltreatment. Additional legal
defi itio s a e p o ided i Appe di A to the Cha ello s ‘egulatio .
The Law: A child is considered abused or maltreated if the child is less than 18 years old (21
years old or less if in a residential placement) and a parent or other person legally responsible for
the hild s a e ha s the hild, eates su sta tial isk of ha , o fails to e e ise a i i u
degree of care to protect the child.
Physical Abuse: The non-accidental physical injury of a child inflicted by a parent or legal
caretaker which ranges from superficial bruises and welts to broken bones, burns, serious injuries
and, in some cases, death.
Physical Neglect: The withholding of, or failure to provide a child with adequate food,
shelter, clothing, hygiene, medical care, and/or supervision needed for optimal growth and
development.
Sexual Abuse: The sexual exploitation of a child by a parent, guardian, relative, caretaker,
or other person which may range from non-touching offenses, such as exhibitionism, to fondling,
intercourse, or use of a child in the production of pornographic materials.
Emotional Abuse: Acts or omissions that cause or could cause serious intellectual,
behavioral or psychologi al d sfu tio as a esult of su h pa e t s o a etake s eha io .
Emotional neglect – the withholding of physical and emotional contact to the detriment of the
hild s o al e otio al de elop e t. Must e att i uted to u illi g ess o i a ilit of the parent
or custodian to exercise a minimum degree of care toward the child.
Educational Neglect: The failure of a person in parental relation to a child to ensure that
hild s p o pt a d egula atte da e i s hool o the keepi g of a hild out of school for
impermissible reasons.
4.3 DISABILITY HARASSMENT
Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities
Act of 1990 are laws that protect the rights of students with special needs. Schools have a
responsibility to ensure equal opportunity for these students, including the provision of support
services or reasonable accommodations. Furthermore, these laws prohibit discriminatory or
abusive behavior towards these students.
4.4 RECORDING STUDENT ATTENDANCE
A. Delaney Cards
At your request, at the beginning of each semester, your department supervisor will provide
you with enough Delaney cards to sustain you for the semester. A Delaney card is a legal document
30 | P a g e
and should be marked with care. There must be a Delaney card for every student on your class
roster. If a student has not shown up to your class, make a Delaney card for him or her. A Delaney
card helps to identify a student quickly when recording attendance. Also, in the event of an audit,
the Delaney card is easily accessible.
Attendance must be recorded on Delaney cards as well as on the official cut scan sheets.
The same data must be recorded on each. When completing a Delaney card be sure to make the
appropriate marking on it for students absent (draw a line through the date), late (make an L from
the line you may have made marking the student absent), Medically excused (make an E from the
line you drew marking them absent, or students on a trip (mark a T) on the date of the trip. See
attached examples.
At the end of each term, your department supervisor will collect the Delaney cards for each
of your classes and store them for future reference. Teachers are reminded that during fire drills,
they must have their Delaney book in possession.
B. ATS Pink and Blue Attendance Scan Sheets
Period attendance scan sheets for all of your classes will be in a folder in your mailbox in the
General Office (room 151) each morning.
Blue scan sheets are used for official school attendance and are for 2nd and 9th period classes
only. The same data that is recorded on the period attendance sheets must also be recorded on the
blue sheets. These sheets will be collected by attendance office interns at the beginning of 2 nd and
9th periods. They will be scanned immediately.
Reminders for marking attendance scan sheets:
 Use a Number 2 pencil
 Bu le the i le fo atte da e take u less the lass has ot et
 Sign your legal name in the space provided
 If the student is present, do not mark anything
 If the student is absent or late, bubble a complete circle in the appropriate column
A fo a se t, L fo late . Do ot a k oth.
 Erase stray marks and never use correction fluid or liquid paper
Return all white completed attendance scan sheets to the box provided in the General Office (room
151) at the end of your instructional day. Do not take these documents home.
RETURN ALL BLUE ATTENDANCE SCAN SHEETS BY THE END OF 2ND PERIOD TO ROOM 153.
Attendance scan sheets are legal documents and should only be handled by teachers.
4.5 ENTERING REPORT CARD GRADES
The instructions for entering report card grades may vary slightly for each marking period.
The information given below is generalized and applicable to all marking periods.
A. Valid Grades
Passing Grades: 65, 70, 75, 80, 85, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100
Failing Grades: 50, 55
31 | P a g e
60: A grade of 60 may be issued in the second marking period to indicate that the student
will likely earn a passing grade by the end of the third marking period. Do not use 60 for the third
marking period.
Grades 0 through 11 are not included in student averages and should be used as follows:
0 Never reported; enter with comment # 39
1 New admission; no credit
2 Non-English speaking; no credit
7 Medically excused absences; no credit
9 Medically excused absence for Physical Education only
11 No C edit as pe Cha ello s ‘egulatio #A-225: Whe e the tea he is u a le to make
an evaluation to determine an academic grade solely because of a stude t s a se e fo a good
cause, a grade of NC o edit shall e gi e .
B. Comment Codes
You must enter up to two comments for each student. See the table below for the selection
of available remarks.
(SEE APPENDIX FOR COMMENT CODES)
C. Instructions for Bubbling Information onto the Grade Reporting Forms
 Use a Number 2 pencil only
 To bubble in a two-digit numeric value not ending in a zero, fill in a value in the top
two rows and a value in the bottom two rows. For example, to give a student a
g ade of 7 , u le 7 i the top o a d
i the otto o .
 To bubble in a grade of 100 or a two-digit numeric value ending in zero, bubble in a
value in the top two rows only
 Erase stray marks and never use correction fluid or liquid paper
 Do not submit blank scan sheets; they will be rejected
 Do not tear or fold the sheets
 Check the sheets to be sure that you have assigned a grade to every student
Offi ial s hool atte da e ill also appea o stude t epo t a ds. Bu le i the Class
A se e se tio o l if ou ish to o e ide the school attendance.
Your department supervisor will notify you of the due date for the scan sheets. You will turn
them in to him or her.
4.6 CHANGING GRADES & GRADE VERIFICATION FORMS
If ou desi e to ha ge a stude t s g ade afte a epo t a d has ee issued, ou a
obtain a Grade Verification Form from your Assistant Principal. You must have a valid reason for the
change. The form will require the signature of both your Assistant P i ipal, the stude t s guida e
counselor, and Ms. Cook, Principal.
First and second marking period grades need not be changed with a Grade Verification
Fo . You a ha ge the g ade di e tl o the stude t s epo t a d a d i itial e t to the ha ge.
32 | P a g e
Do not accept any Grade Verification Forms directly from a student. If a student would like a
grade changed, the form will be given to you by their guidance counselor. It will be placed in your
mailbox in a sealed envelope. Do not give any student a Grade Verification Form.
4.7 GUIDELINES FOR PROCTORING REGENTS EXAMS
You may be asked to proctor a Regents Exam in January and June. As a proctor, you will be
responsible for administering the exam with efficiency and order while ensuring the integrity of the
process.
Morning exams should begin at 9 AM or shortly thereafter. Afternoon exams should begin
at 1 AM or shortly thereafter. Please be sure to arrive on time for the exam. If you are the first
proctor of the exam, you must report to the department office of the subject area in which the test
is being given at 8:45 AM for the morning exam or 12:45 PM for the afternoon exam. If you are
the second proctor you should arrive at the assigned classroom no later than 10:30 AM for the
morning exam or 2:30 PM for the afternoon exam.
A. Before the Exam
 Erase all chalkboards, then write the name of the exam, the date, and the time limits of the
exam on the middle board.
 Remove or cover materials on the walls of the classroom that pertain to the subject area of
the test.
 Arrange the seats in rows with adequate spacing to prevent cheating.
 Familiarize yourself with the specific directions given by the department charging the exam.
 Direct students to clear their desks off all materials and books other than pens, pencils,
erasers, rulers, and calculators. (Students may be given bilingual dictionaries and glossaries
that are approved by the department charging the exam.)
 Disallow food, drinks, and electronic devices from being visible in the room.
 Seat the students as they arrive, placing them in their assigned seats if necessary.
 See that each student has proper identification. Students without identification should be
sent to the department charging the exam.
 Read the directions verbatim in a natural speaking voice.
 Distribute all components of the exam only after all students are seated.
 Instruct students to remain in their assigned seats throughout the exam and until you collect
their testing materials.
 Give the signal to begin the exam and note the time on the board.
B. During the Exam
 Write the following on the board, filling in the appropriate times:
Test Began:_______
Time Now:_______
Test Ends:_______
Cha ge the Ti e No e e
i utes. Whe o l
i utes e ai fo the e a ,
change the Ti e No e e
i utes.
 Be sure that no student leaves the morning exam before 10:15 AM. Be sure that no student
leaves the afternoon exam before 1:15 PM.
 Be sure that no student is admitted to the morning exam after 10:15 AM. Be sure that no
student is admitted to the afternoon exam after 1:15 PM.
33 | P a g e
 Disallow students from leaving their seats once the exam has begun. If a student has a
uestio , alk to that stude t s desk.
 Circulate the room, positioning yourself in both the front and back of the room at various
times.
 You may sit on the tea he s desk, ut ot ehi d it.
 Prohibit visitors from entering the room.
 Do NOT help the student with the exam in any way. Do NOT read or interpret any of the
directions on the test nor define any of the words used on the test.
 Do NOT allow students to leave the room unless it is absolutely necessary. Students who
wish to leave the room must be accompanied by a hall proctor.
 If you suspect that a student has been cheating, signal the hall proctor to summon an
Assistant Principal. Do not leave the room. Do not allow the student to leave the room.
Actively supervise the room. You are responsible for the integrity of the examination. Do not
engage in any activity that would not allow you to give your full attention to supervision.
C. At the End of the Exam
 Instruct students to remain seated and raise their hands when they have completed the
exam.
 Colle t o pleted e a s a d all testi g ate ials f o the stude t s desk. Do ot allo
students to leave their seats until you have all materials.
 Arrange collected papers according to the instructions given by the department charging the
exam.
 At the end of the three-hour examination period, collect the remaining papers. You cannot
give anyone any extra time.
 Instruct students who have finished to leave quickly and quietly, one at a time.
 Promptly return all testing materials to the appropriate department in the envelope they
came in.
4.8 SCHOOL TRIP PROCEDURES AND GUIDELINES
A. Applications
A School Trip Application should be approved by your department supervisor and submitted
to Ms. Cook. You must also submit a request for coverage for all participating teachers. Each
teacher must secure the signature of the department supervisor on the coverage request form. Each
teacher must also secure permission slips from each student BEFORE the trip date and a master list
must be submitted to the P i ipal s Offi e. The names on the Master List and Permission Slips must
match up before the trip date.
All trip requests must be submitted at least three weeks in advance. All overnight or out-of-town
trip requests must be submitted at least one month in advance.
Overnight or out-of-town trips must be accompanied by an OP221 form for each teacher
participating on the trip along with appropriate insurance information. For international trips, the
Principal must obtain approval from the Local Instructional Superintendent at least eight weeks
prior to the scheduled departure date. On any trip outside of the five boroughs, there must be at
least 2 staff members and 1 adult for up to 30 students.
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Trips to amusement parks or other recreational destinations may be approved at the
P i ipal s dis etio ut a e ot pe itted du i g the s hool day.
Facilities where physical activities may take place (amusement parks, ski resorts, ice skating
rinks, etc.) must have documentation of insurance on file. Insurance for these facilities must include
at least $2,000,000 of general comprehensive liability coverage. The facility must also provide
written assurance that the health, fire, and safety standards conform to those required by their
locality for the use of persons 4 to 21 years of age. For these trips, it is required that chaperones
include 1 teacher and 1 other adult for no more than 20 students. For example, a trip of 47 students
requires at least three teachers and three other adults to chaperone.
Trips that involve swimming, water sports, or horseback riding are not permitted under
any circumstances.
B. Scheduling
School policy dictates that no more than two trips can be scheduled per day. Before making
reservations for a trip, verify with Mr. Mardy, A.P.O., the availability of the date. Avoid scheduling
trips during instructional time, if possible. Trips scheduled during instructional time will only be
approved if there are extenuating circumstances.
There can be no trips scheduled:
 during the months of September, January, February, and June
 on days before and after school holidays
C. Parental Consent Forms
Students must secure the consent of parents on the parental consent form. In addition,
students will obtain the consent of the teachers of the classes that the student will miss. The
student will agree to make up whatever work will be missed.
The teacher in charge of the trip is mandated to carry the signed parental consent form for
each participating student. A copy of this form must also be kept on file in the office of your
department supervisor.
For overnight trips or trips involving physical activity, there is an additional parental consent
form with safety provisions.
D. Student Attendance
Students who are participating in a school trip are to be marked absent for their classes.
The teacher in charge of the trip will p o ide the P i i pal s Offi e with the roster of students going
on the trip. The trip roster must include each student s i e-digit OSIS number. An attendance
reversal will subsequently be conducted. If this procedure is not followed, all students will be
marked absent for the day.
E. Notification
Before leaving the building, a trip roster of participating students and corresponding ninedigit OSIS numbers must be:
1. Given to the Switchboard Operator in the General Office and subsequently
brought to the P i ipal s Offi e.
F. Coverages
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A completed coverage form indicating the coverages needed for every participating teacher
must be submitted with the application form. Mr. Mardy, A.P.O., will notify Vivian Torres of the
coverage requests in advance of the trip date.
G. Transportation
Certificates for free subway transportation are available with Mr. Mardy, A.P.O. and will be
issued to the teacher in charge with a copy of the approved trip request form. Field Trip Request
forms to reserve a school bus, which must be submitted to the Office of Pupil Transportation at least
one month in advance.
H. Cancelled Trips
Notify Mr. Mardy, A.P.O., and Vivian Torres as soon as possible if a trip is cancelled.
4.9 CLASSROOM ENVIRONMENT
Classrooms should be decorated as soon as possible with materials appropriate to your
subject area. Display exemplary student work as much as possible. Replace old student work with
new student work.
4.10 DISCARDING SCHOOL DOCUMENTS
Documents containing addresses, telephone numbers, social security numbers, or any other
personal information about students or employees must be shredded.
4.11 COVERAGES
A. Getting a Coverage
When a teacher is absent, every attempt is made to call a substitute. However, teachers
may be called upon to cover up to one class per semester (two per year) without additional
compensation (as per the Contract). If you would like to volunteer for paid coverages after these
two, please see Mr. Mardy, A.P. Organization.
If you are assigned a coverage, you will find a notice in your mailbox in the morning. The
notice will indicate the room assignment and department supervisor of the subject area being
covered. Please visit that department supervisor at your earliest convenience to pick up the
materials/work that was left for the class. You will also find the attendance scan sheet that you
must complete for the class.
During the school year, personal emergencies always arise. A teacher may have to arrive
late or leave early for a crucial appointment, home emergency, etc... You may be asked to accept an
emergency coverage with relatively little notice. While emergency coverages are inconvenient, your
compliance will be helpful in maintaining order in the school. Keep in mind that there may come a
time when you require emergency coverage and the support of your colleagues.
B. Requesting Coverage
 If you need coverage due to Department of Education Business (conferences, meetings,
medicals, etc.) you must have proper documentation. Request approval from Mr. Mardy,
A.P. Organization, and notify your department supervisor.
 If you need coverage because you are going on a school trip, check with Mr. Mardy, A.P.
Organization, to make sure that coverage has been arranged for your classes.
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 If you require coverage for personal business which requires you to come in late or leave
early, please notify your department supervisor. You may need to arrange for an unpaid
coverage.
4.12 CLEAN AND ORDERLY CLASSROOMS
Please make sure that your classrooms are kept clean and orderly. A clean classroom is
more conducive to learning and less likely to attract insects and rodents.
Kindly erase blackboards and realign desks that were displaced during your class for the next
teacher.
The last teacher in the classroom for the day is responsible for remaining in the classroom
while students retrieve their belongings from their lockers. Ask the students in your class to make
sure the area around their desk is clean and all trash has been placed in the receptacle. Make sure
the classroom door is locked before you leave for the day.
Disallow food or drinks in the classroom. Please enforce this school policy. Do not send
students on errands for food. Please refrain from eating or drinking while teaching your class.
4.13 HOUSEKEEPING REMINDERS
Absolutely no food or drink is permitted in classrooms by students or staff. Teachers may eat or
drink in Department Offices, Administrative Offices, the Teacher Lounge or the Teacher Cafeteria.
Students may only eat or drink in the Student Cafeteria. Teachers are asked to encourage students
to use the wastebaskets. It might be helpful to assign a student on a rotating basis to circulate the
wastebasket toward the end of the class period.
Equipment should not be left in a classroom unattended.
At the end of the school day or when you know that you are the last teacher to use the room,
PLEASE lock the classroom door.
4.14 PERSONAL ITEMS
Please be aware that the school cannot be responsible for losses of personal items. DO NOT leave
pocketbooks, wallets, briefcases or any valuable item in sight and/or unattended. Although
monetary value of an item that mysteriously disappears may not be large, the inconvenience caused
by its loss certainly will be.
4.15 COMPUTER ROOMS
A. Supervision
Computer room supervision and accountability have been topics for discussion every school
year. Problems have arisen involving hacking, theft, vandalism, etc...Department Supervisors,
teachers, and students alike must take an active role in maintaining our rooms.
MBHS, with support from the DOE, has acquired extensive and costly computer equipment
to aid instruction and created cutting-edge technological laboratories. Computer rooms that are
destroyed due to improper supervision will inhibit instruction, thereby hurting our students and
causing frustration to both you and your colleagues. Repairs to these rooms will join a long list of
the “ hool s o pute -related service needs. Teachers must be active and alert and manage
computer rooms effectively and efficiently.
37 | P a g e
The Tech Support Team is made up of Wayne Leach and St. Cloud Leach (Technicians). They
can be reached at 1032, and 1033.
The following policies must be instituted at the beginning of every term and closely
monitored throughout the semester:
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All malfunctions should be reported to the Tech Team on the proper repair forms. All teachers
must show Supervisors their tech repair request forms before submitting them to the Tech Team.
Drop repair forms in the Tech Support mail boxes.
All compute la s a e o se ed
the
i i ai f a e. All tea he s ill ha e a ou ts
fo
-served rooms. Stand-alone rooms will need a SYSOP (systems operator). The SYSOP is
in charge of adding students and teachers to the network, replacing mice and keyboards when
needed, and properly listing repairs.
To a oid i uses, do ot use disks floppies a d CD s . Also, a oid do loadi g f o the i te et.
The internet is to be used for instruction only, not entertainment.
To have hard drives cleaned, notify Technicians-Wayne Leach and St. Cloud Leach.
Your software needs can be addressed by the Tech Support Team. All requests for new software
must be made to the Tech Support Team at the beginning of each term.
All students should be on time for class. A two-minute grace period is allowed for students
coming from the gym. Late students without a proper pass may not log on to the computers. The
late students will work from a book with handout instruction. Instruction generally should be in a
uniform fashion aimed at the entire class including log-on procedures. All students must be
supervised.
All instructors must move about while teaching. This reduces the likelihood of internet misusage
and vandalism.
Absolutely no eating or drinking is allowed in class. This includes exposed bottles or food bags.
All edibles must be stowed in book bags.
Gum-chewing is not permitted in computer rooms. Make sure that students dispose of gum
properly and do not stick it under desks.
Be careful of foot placement: electrical wires can spark and break.
No book bags or heavy objects are permitted on desks.
Do not tangle keyboard and mouse wires.
When leaving the room, tuck chairs under the table.
The mouse must be used with the mouse pad.
At the end of class: place the mouse on the right-hand side of the security device/place mouse
and keyboard on the side
A few minutes before each class ends, instructors must check each station for damage and wear.
Loaner accounts are not to be used on a regular basis by any student. Loaner accounts are to be
used for one or two days as an emergency account
Supervisors in charge of each Department or SLC are responsible for ensuring that all supplies are
ordered and in place.
Each student must have a numbered assigned seat.
Access to a computer room beyond scheduled class time (and during class time) is up to the
discretion of the Department Supervisor or Smaller Learning Community Director. Should
teachers or students need to use a room while a class is in session, they must sign in. There
should be a sign-in sheet in every room. Teachers who allow students in are responsible for that
student.
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If the computer room must be used outside of classroom time, contact Kian Brown, via email.
Department Supervisors will issue keys to computer rooms. Keys must be returned at the end of
each term.
Substitute teachers or inexperienced teachers covering classes will not be allowed in any
computer room.
All graffiti and vandalism must be reported to the Department Supervisor/SLC Director
immediately.
B. Log-On Procedures for Students
For Windows 2003 XP:
1) Turn on CPU
Turn on monitor
Wait for pre-log-on box
2) Log on with user name, then password in the middle box. Passwords are always the nine
digit OSIS numbers only. The domain will be MBHSO.
User name
LEACH1230
Password
293812345
Domain
MBHSO
Students should never change the domain name
4.16 FUNDRAISING
No fundraising or money collection activity may be conducted without approval from Mr.
Mardy APO and Ms. Cook, Principal. There is an application form available from the School
Treasurer, Mr. Hiller, Room 136.
4.17 STUDENT PROGRAM CHANGES
Student programs are sometimes changed during the semester, particularly at the beginning
of each term. Do not penalize a student for missing a portion of your class due to a program
ha ge. If app op iate, o tai p e ious test o uiz g ades f o that stude t s fo e tea he to
include in your assessment of the student. Welcome the student to your class and help the student
acclimate by providing him or her with whatever materials are necessary.
Please do ot atte pt to ha ge a stude t s p og a o p o ise to take a stude t i to ou
class. All program change requests should be referred to the appropriate guidance counselor
and/or Mr. Adams. Students must follow their programs as printed until an official change is made.
4.1 BERGTRAUM’S PROMOTIONAL REQUIREMENTS FOR STUDENTS
These a e Be gt au s e ui e e ts fo stude t ad a e e t f o g ade to g ade:
 from 9th to 10th – 11 credits
 from 10th to 11th – 21 credits including 4 English/ESL and 4 Social Studies
 from 11th to 12th – 31 credits

4.1 BERGTRAUM’S STUDENT GRADUATION REQUIREMENTS
Students must earn a certain number of credits in each subject area. Each full semester
passed earns on full credit.
Credits needed in each subject area:
English
8
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Math
6
Social Studies 8
Science
6
Physical Education4
(Students must be registered for Physical Education every semester they are registered in school,
exclusive of the semester they are registered for Health Education.)
Music
1
Foreign Language
2
Health
1
Art
1
Internship
1
Business
10-12 (depending on major/SLC
TOTAL CREDITS NEEDED TO GRADUATE 44-50
Local Diploma Regents Exam Requirements: 5 Exams
English, Math, Global History, U.S. History and Science Students entering 9th grade 2008 must pass
all 5 Regents with a minimum grade of 65 or more.
Regents Diploma Regents Exam Requirement: 5 Exams
English, Math, Global History, U.S. History and Science Students entering 9th grade 2008 must pass a
minimum of two of the above exams with at least a 65, the rest must be at least 55. We encourage
at least a 65 on all exams.
Advanced Diploma Regents Exam Requirements: 8 Exams
Students must take and pass with at least a 65: 1 English, 2 Social Studies, 2 Math, 2 Science, 1
Foreign Language
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Part 5 - General Information
5.1 SCHOOL COMMITTEES
There are a number of school committees that meet periodically to discuss specific issues
pertaining to the school.
A. School Leadership Team
The School Leadership Team meets monthly after school to discuss policy issues and school
concerns. The School Leadership Team consists of the Principal, teachers, school aides, parents,
students, other staff, and invited guests. All school constituents are welcome to attend meetings
and voice concerns. For more information, please see Ms. Washington, Chairperson.
B. Parent Association
The Parent Association meets monthly after school to discuss parental concerns. All staff
are encouraged to attend these meetings. For more information, please see Ms. Rueda, Parent
Coordinator, in the P i ipal s Offi e.
C. School Safety Committee
The School Safety Committee meets monthly during school hours to discuss concerns
regarding safety and discipline. For more information, see Mr. Jean Pierre, A.P. Security. All staff
and parents are welcome to attend.
D. Pupil Personnel Team
The Pupil Personnel Team meets twice monthly during school hours to discuss possible
interventions for students experiencing difficulty at school. All staff are welcome to attend. For
more information, please see Ms. Badillo, Guidance Coordinator.
E. School Accreditation Committee
The School Accreditation Committee meets in September, January, June, and may meet at
other times as deemed necessary. The committee reviews courses of study in all curriculum areas
for all required and elective courses. This includes the review of new and redesigned courses,
courses anticipated for CPI approval, and alternative instructional options including independent
study and online courses. The committee may also review the transcripts of transfer students for
course alignment and proposed requests for State Education Department variances. For more
information, please see Ms. Badillo.
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5.2 PER SESSION EMPLOYMENT
See your department supervisor for available per session activities.
A o di g to Cha ello s ‘egulatio C-175, all per session employees must complete an
application (OP 175) for each per session activity prior to commencing service. Individuals applying
for a second per session activity must obtain an approved waiver (OP 175W) prior to commencing
service in the second activity.
If you have been approved for waivers in prior years, you must resubmit a new waiver
application each year. For this purpose, the per session school year is from September to August.
In you are involved in a per session activity, you will be required to keep an accurate time
card. All times must be indicated by the machine time clock located in the General Office (room
. You ust pu h-i a d pu h-out
he ou sta t a d fi ish ea h a ti it . All times
punched must be outside of your regular school time schedule.
Time sheets are to be submitted to Ms. M. Santiago, Payroll Secretary, twice a month and
must accurately reflect the times indicated on the time cards. Failure to submit the time sheets by
the due dates will lead to late payments and, perhaps, denial of payments.
It is your responsibility to be sure that all of these procedures are followed. Per session
hours claimed cannot exceed those indicated in the posting for the position.
5.3 THE COPY CENTER
The Copy Center is open in the morning for limited Xeroxing and mimeographing services.
At the present time, teachers are limited to requests of 70 copies for walk-up service. Requests for
more than 70 copies must be left at the copy center for the copies to be made within two days.
Requests for over 500 copies must be approved by your department supervisor. It is your
responsibility to collate and staple the material.
No students are to be sent in your place to make copies. Should you need copies after the
copy room has closed, you may leave your requests in one of the two marked boxes in the General
Office.
The Copy Center is a privilege. Please do not abuse it. Copy equipment and materials such
as paper, ink, and master roll are expensive and the budget for these items is limited. Also, staff
working at the Copy Center cannot be deployed in other areas of need. Please avoid making
unnecessary copies.
5.4 FAX MACHINES
Secretaries and the staff of the main office will be permitted to use the fax machine. All
other staff may place their requests in the designated box in the general office. Faxes will be sent
periodically throughout the day. Your confirmation sheet and original fax will be placed in your
mailbox.
5.5 TELEPHONES
School telephones are to be used for school business. Staff may use the pay phone in the
Tea he s Cafeteria. In the event of a personal emergency, staff may use the telephone in the office
of a depa t e t supe iso . Telepho es a e also a aila le i the Tea he s Lou ges oo
a d
room 440).
In case of fire, all telephone lines in the school must be kept free for emergency use.
5.6 AUDIO/VISUAL EQUIPMENT
Please see your department supervisor to request audio/visual equipment and to request
taping of special lessons/events.
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5.7 BULLETIN BOARDS
Murry Bergtraum High School | Bulletin Board Standards
Please update the Bulletin Boards inside and outside of your classrooms with
current student including the following components by the last Wednesday of
each month.
Component
Description
Objectives and
Description
What are students being asked to do and be able to know?
Rubric
How are students being assessed? How are students selfassessing themselves? What feedback are you giving
students and how are they using that to revise their work?
Student Work
Showcase work that shows a range of student abilities.
Student work should have the accompanying rubric posted
and teacher and/or student feedback. Grades do not need to
be displayed, but feedback should include next steps for the
student to follow.
Curriculum
How does this task align to the curriculum? Where are you in
your curriculum?
Standards
The CCLS are clearly posted.
Instructional Focus: At MBHS, our students will use text based evidence to
develop the skills to coherently articulate their ideas and arguments in their speaking and writing
across all content areas.
5.8 SUPPLIES
If you are in need of supplies for your class, make a request through your department
supervisor.
5.9 DELIVERIES
Please be reminded of the following procedures regarding ordering and deliveries.
 No personal deliveries are allowed at any time
 Please inform Ms. Rodriguez, Supply Secretary, of all pending orders so that we can ensure
delivery to the appropriate office
43 | P a g e
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All orders will be checked in and received by Ms. Rodriguez. This will entail opening boxes,
retrieving packing slips, and sealing boxes before delivery
If you are expecting a donation i.e., computers, books, furniture, etc., a written memo must
be submitted to Mr. Mardy, A.P.O.
If you have placed an order for free samples of any sort or textbooks to review, please notify
Ms. Rodriguez in advance
When packages are delivered to the appropriate office they must be signed for
Sometimes invoices are mailed to the school with no name appearing on the envelope. In
most cases this mail will be opened by Ms. Rodriguez. Once we have determined who the
invoice should go to, it will forwarded to the correct party
5.10 SMOKING
New York City law forbids the use of any tobacco products, including cigarettes and chewing
tobacco, anywhere on the grounds of a public or private elementary, intermediate, or high school.
Do not engage in such activity on school grounds.
5.11 KEYS
If you need keys, submit a written request to Mr. Mardy, A.P. Organization. Requests will be
honored in a timely fashion. Department supervisors have the ability to enter any room on the
floor.
Identify and return any unnecessary keys to M . Ma d s office. Report cases of lost or
stolen school keys immediately to Mr. Mardy.
5.12 TEACHER ROOM CHANGES
If you request a room change, you must submit your request in writing to
Mr. Mardy, A.P. Organization. Do not change rooms unless you receive approval.
5.13 INTERNET/COMPUTER USAGE
School computers/internet access must be used for educational purposes only.
5.14 REPAIR REQUESTS
When your classrooms, school bathrooms, lounges, or other school facilities need repair,
please submit a Custodial Repair Request form. Place the completed form in the custodian
e gi ee s mailbox or return it to room 125.
Please see the appendix of this chapter for a Custodial R
epair Request form.
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Part 6 – Appendix
Progress Report
To the parent/guardian of: __________________
From: __________________________
Date: ______/______/______
Subject: _________________
I am sending you this progress report at this time in order to let you know how your child
is doing in my class. Please note the items I have checked below:
Attendance/Lateness:
 Excellent Attendance
 _____ Absences
 Always on Time
 _____ Times Late
 Has been absent from _____ Science Labs and is in danger of not qualifying to take
the Regents exam.
Class Participation:
 Excellent Participation
 Often Not Paying Attention
 Volunteers Sometimes
 Distracts Others from Lesson
 Does not volunteer
 Disruptive
Class Assignments:
 Always begins work immediately
 rarely begins work immediately
 Always finishes work in a timely fashion
 rarely finishes work on time
 Shows a lot of effort and works hard
 Shows minimal effort
Homework/Projects:
 Excellent Homework/Project Record
 _____ Missing Homework/Project
Assignments
 Homework/Projects Always Done Well
 Homework/Project is Usually
Incomplete
 Shows a lot of Effort on Homework/Projects
 Homework/Project Below Grade
Level Standards
Academic Progress:
 Excellent Grades on Quizzes
 Poor Grades on Quizzes
 Excellent Grades on Exams
 Needs to study more to improve
 Needs to attend tutoring
Contact Information:
 I have the following telephone number for contacting you
____________________________________
 The number listed above is not working or seems to be incorrect.
 Please contact me with an additional telephone number and/or email address.
I hope this progress report is helpful to you. Please discuss it with your child. You can
call the school number listed above and leave a message for me at the school. I will get
back to you as soon as I can. Thank you for your cooperation and support.
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Sample Curriculum Letter
Course Title: Earth Science: The Physical Setting
Teacher (s):
Ms. C. Claxton-Thomas
Dear Parents/Guardians & Students:
We are pleased to welcome you to the Fall semester of Earth Science: The Physical
“etti g. This ou se is a o p ehe si e ou se that o e s a oad a ge of topi s f o ea th s
dimensions to the development of landscapes. The essence of contemporary science serves to
teach students how to process science skills through a series of discoveries. Students learn more
effectively when they have a central role in the discovery process.
Our goal for this semester is to help facilitate an Earth Science Program that will
effectively engage students in a curriculum that is student-centered, problem-solving rich and
incorporates both City and State Standards. This course will provide students with enough
background and curiosity to investigate important issues in the world around them. As we
progress through the semester it is my hope that students will be proactive in there efforts to
meet the standards. This will enable them to achieve a passing score on the Regents exam. ALL
students need two science Regents to graduate.
This year Science classes will be taught in a 90 minute block, giving students the
opportunity to maximize their performance and critical thinking skills. The course requires that
the student pass Earth Science all three terms, as well as complete twelve hundred minutes of
Earth Science Lab (which is equivalent to a total of twenty five labs. Failure to fulfill the
requirements of the program will result in the student not being able to sit for the Regents
exam.
Below is a course outline for Earth Science
Earth Science
I.
II.
III.
IV.
V.
Introduction to Earth Science
Ea th s Di e sio s
Astronomy
Weather and Atmosphere
Ea th s Matte
VI. Meteorology
VII. Ea th s Matte
VIII. Minerals/Rocks
IX. Erosion/Deposition
X. Building of Earth
Science Standards
-
“tude ts u de sta d a d a dete i e the ea th s pla e i the u i e se
“tude ts ha e a u de sta di g of the p o esses that uild a d eak do the ea th s
surface
Students can identify how energy enters and lea es the ea th s at osphe e
Students can analyze and recognize the resources found on the earth
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Student Expectations
Attendance & Punctuality: Students must report to class on time. Chronic lateness will not be
tolerated. If you are absent you are responsible for both missed class work and homework. You
must return the day after an absence with a signed note from a parent or guardian.
Homework: There is homework every night! In addition to any written assignments, you must
review your work every night. This is the only way to ensure success on the Regents exam in
January.
Projects: A project will be assigned every term.
Notebooks: Students are required to keep an interactive science notebook for this class and
participate in using CORNELL note-taking style.
Notebooks will be reviewed on a regular basis. Books should be neat and complete with do
o s, ai s, lass otes, et . Notes should follo o se uti el .
Discipline: No electronics, no headgear and no food, drink or gum. Please see the BERGTRAUM
and Citywide discipline code for a more extensive list.
Grading Policy:
Exams/Quizzes
40%
Projects
15%
Class Participation
15%
Homework
10%
Lab
20%
* Class participation includes attendance, punctuality and being prepared.
** Lab is not a separate grade – if you do not pass lab, you will not pass the course and
you can not sit for the regents.
Instructional Supplies Needed:
- Spiral Notebook
- Pens/Pencils (Everyday)
-
Calculator
Ba o s ‘ege ts ‘e ie – Earth Science (mandatory)
Parent(s)/Guardian(s) Role:
1. To adhere the student to this contract.
2. To e k o ledgea le of ou hild s p og ess & s hool p og a
3. To establish and maintain contact with the school.
Name of student (printed) _____________________________
Student’s Signature: __________________________________
Parent/Guardian Signature: ____________________________ Contact Numbers:___________
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Sample Pacing Calendar
MONDAY
TUESDAY
Writers find
topics that they
can put forth and
support with
evidences
Writers
imagine a
person or place
they care
deepl a out…
Writers think
about things they
wish were
different in
their/our lives
Writers select
their 3 best
entries and
share with
their partners
to choose
which would
be best to
focus on
Writers move
out of their
notebooks to
begin drafting,
using their
outlines
Writers think of
various ways to
begin their
essays:
story/anecdote,
provocative
question, a brave
statement
Mentor texts help
writers see the
autho s st le a d
voice in the text
Peer and
Independent
editing for
grammar,
spelling, and
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|P age
punctuation
Writers revise
their title and
choose one
that will both
catch their
eade s
attention and
give readers an
idea of the
main point
Typing for
Clarity and
organization
WEDNESDAY
THURSDAY
FRIDAY
From their own
entries, writers
play with the
phrases I think,
or I wonder
Writer begin free
writing for the
bigger picture
from one or two
entries
From the
selected entry,
writers decide
on the idea they
want to convey
Writers look at
mentor texts in
order to imagine
what their own
essay may look
like
Writers think
about issues they
return to often
and think about
all the time; these
are topics of
concern
Writers commit to
a big idea and
then develop
supporting ideas
for their big idea
by thinking about
reasons, parts, etc
Boxes/Bullets
Writers realize
that when they
are tucking
anecdotes into
essays they have
to be concise
and all parts
need to help the
reader relate to
the idea of the
essay
Introduce the
RUBRIC; every
student should
have one inside
their writing
folder to follow
daily
Writers learn to
critique their
work
independently as
well as using
peer feedback.
Writers learn how
the personal
essay is a journey
through reading a
mentor text
Writers prepare
their writings for
publication with
great care; they
make their work
clear and easy to
read
Begin thinking
about and
creating the
author page with
photo and
designing a cover
with relevance
pictures/collage
Writing a
response to the
project
Sample Curriculum Map
Global Studies
Overarching Questions being used to shape my Essential Unit Questions:
1. How can I work for social justice? Or, how will studying history help me work for social justice? This can
connect with my ideas of developing intellectual ammunition and empathy through the study of history, so
as to become more informed and prepared to seek justice.
2. What skills must I seek to become a leader and inspire good in the world? Or, how can I become an
effective leader? The first question hopefully gives meaning to the content we study. I hope that this skill
based question will enlighten students to the skills aspect of this course. A skills based essential overarching
question will give context and meaning to the possible skills-based curriculum that I seek to design.
Unit 1: The Ancient World
Essential Questions (All relating to my overreaching questions):
1. What makes a just community and how can I be a just person?
a. ‘elati g to the de elop e t of lassi al i ilizatio s ith thei go e
e t, la s, e o o …
2. Why must we embrace change in seeking a just world?
a. Relating to the rise and fall of civilizations. Many civilizations over expanded and failed to change
(or at least change with justice in mind) in regards to this expansion. They failed to adapt to the
changes that occurred from their expansion including new lands, ideas, and factions. I want the
students to see that in a changing world we too must seek change to help meet the needs of
everyone in the effort to make a just world.
Knowledge:
1. Students will know and understand the rise of the Neolithic Revolutions, rise of River Civilizations (Egypt,
Mesopotamia, Sumer, Indus, China). Students will know the relationship between geography and rise of
civilizations.
2. Students will know the essential characteristics of the classical civilizations of Greece (Athens and Sparta),
Rome (Republic to Empire), China, and India. They will know the geography, government, economy, social
characteristics and achievements. Again, geography will be linked with this knowledge.
3. Students will know the common reasons for the rise and fall of each civilization above. Themes of trade,
governance, and overexpansion will be known.
4. Students will understand the basic tenets if animism, Hinduism, Buddhism, Confucianism, Taoism, Judaism,
Christianity, Islam.
Skills:
1.
2.
3.
Primary skill: writing a well organized paragraph, leading to a well organized and written thematic essay.
Subsidiary skills: maps, compare and contrast, note-taking, timelines.
State Standards: 3.1, 3.2, 2.2, 2.1
Standards:
Evidence/Assessment:
1. Students will produce a two perfect paragraphs answering one of the Essential Unit Questions.
a. The skill ill e s affold o e the ou se of the u it…
i. Complete sentences
ii. Paragraph: Intro sentence, detail with commentary, transition sentence
iii. Thesis sentence.
iv. Put all this together to make two solid paragraphs accompanied by a thesis statement.
v. A student must make a modern day example of changes occurring in our world that we
must adapt to. I am considering a brief lesson on global warming so that they can make
a correlation between our need to change just as the past civilizations were challenged
by change.
vi. This will start the process to develop their skills in writing. Next unit they will be
producing a solid essay.
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2.
3.
Regents Based Exam testing the basic knowledge itemized above and not revealed by the above
assessments. This exam will be open note. I do this for two reasons. One, to get the students invested in
using the class notebook. I want them to get in the habit of going online, posting their contributions, and
downloading the notebook. Second, I want to scaffold. These Regents based questions are tough. I want
them to see that with adequate knowledge, the questions are answerable.
2 open note quizzes to encourage initial use of Class Notebook.
Time Frame: 10 instructional periods
Unit 2: Civilizations advance, meet, and change.
Essential Questions:
1. Why must I be a world citizen?
a. Relating to the theme of cultural diffusion that occurs among these civilizations. So often we refer
to ourselves as American Citizens. I want my students to recognize themselves as world citizens
who seek to embrace and appreciate other cultures.
2. How can I be conscious of consequences and plan for a better world?
a. Relating to the conflict of the Crusades and the fight for holy land, a fight that still exists today.
Students are hopefully going to become aware of the fact that an event, action, or idea can have
long lasting consequences. As world citizens, they should consider the potential for the
consequences that they will generate.
Knowledge:
1. Students will know Tang and Song Dynasty and its cultural achievements.
2. Students will understand how the fall of the Roman Empire led to the Byzantine Empire and its preservation
of Greco-Roman culture.
3. Will know the Golden Age of Islam, its divisions, influence on Europe, and its tolerant policies.
4. Will know Medieval Europe and feudalist system. Will understand feudalism being caused by the
weakening of central governments and the lack of social mobility. Will know secular role of the Church.
5. Know the Crusades. Understand the cause, effect, the end of feudalism, and the cultural diffusion.
Skills:
1.
2.
3.
Primary Skill: Writing for a DBQ
Subsidiary Skill: literacy with note taking, maps, reading a graph
State Standards: 3.1, 3.2, 2.1, 2.2, 2.3, 2.4
Evidence/Assessment:
1. DBQ Essay: This will be done in two fashions. One DBQ essay will be written by the student over the course
of the unit. The other will appear in the exam.
a. Student inspired DBQ: Student chooses a modern day issue that interests them. They must find
one article, one photo, one speech, and one other primary source of their choice that relates to
the issue. Using the skills developed in the last unit, students will produce a Document Based
Persuasive Essay. They will properly cite these documents.
i. Document Based Essay will incorporate the skills learned in the last Unit
ii. Intro paragraph with thesis
iii. Body paragraphs with topic sentence, details with commentary, transition sentence. Of
these details, one must be a primary source.
iv. Concluding paragraph, relating to one of the Unit Questions.
b. DBQ Essay will appear in the Unit Exam that relates to the Crusades.
2. Regents Based exam covering the content and subsidiary skills itemized above.
3. 2 Open-note quizzes will precede this exam to encourage use of Class Notebook.
Time Frame: 10 instructional periods
Unit 3: Diffusion in the East, and Rebirth in the West
Essential Questions (All relating to my overreaching questions):
1. How can my thoughts and creativity bring about social change?
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a.
Relating to the Renaissance and Reformation and the new focus on thoughts, ideas, and creativity
bringing about changes in society.
Knowledge:
1. Will know and understand the diffusion between Japan, Korea, and China. Will know Shintoism and will
briefly revisit feudalism in Japan. Will understand how geography of Japan inspired feudalism. Will also
know of the Mongols, the effort to expand, but the failure to govern.
2. Will understand how trade brought about the plague, but also led to the money needed for the
Renaissance. Will know the cultural rebirth that took place in the Renaissance with a focus on the
individual, creativity, and diverging from the Church.
3. Will understand how the commercial revolution and Renaissance (individual thought, straying from the
Church) led to the movement of the Reformation. Will know Martin Luther and his Reformation. Will also
know the counter-Reformation and the efforts of the Church to retain its integrity. Will know and
understand the short term and long term effects.
4. Will know the rise of nation states and the limited monarchy of England (Magna Carta and parliament)
Skills:
1.
2.
3.
Primary Skill: Writing a persuasive essay. Once again, done in two fashions. Reinforcing the skill developed
in Unit 2 in regards to writing essays.
a. Students will write a brief reflection on how an idea can lead one to action and change. After
reflecting on this, students will consider things that they like and dislike about BERGTRAUM. They
will be asked to think of an ideal they wish to see at BERGTRAUM. This could include more
creativity, honesty, scholarship, fairness, etc. Then they will be asked how they want to promote
such an ideal. In a sense, they are to develop a grievance, match this grievance with an ideal to be
promoted at BERGTRAUM, and then write a plan of action to promote this ideal. Their audience
for the paper will be the principle and vice-principle.
i. Elements to be found in paper:
1. Grievance, ideal, and plan to promote ideal
2. Thesis
3. Intro, body, and concluding paragraphs
4. Structure, process, analysis, grammar and mechanics
b. Primary skill: Writing a thematic essay.
i. I think the primary skill introduces to students how to write a thematic essay. The
assignment above will be presented in the same fashion of a thematic essay on the
Regents. Their will be a theme and tasks. Hopefully, the skills they develop from the
assignment above will serve them well in writing a thematic essay. They will be retested
on this skill on their exam. In addition, they will have a shot at practicing writing a
thematic essay in class.
Subsidiary Skills: Note-taking. Maps. Charts and graphs. Reading primary sources will be reinforced.
State Standards: 2.1, 2.2, 2.3, 2.4, 3.1
Evidence/Assessment:
1. Refer to (a.) underneath Primary Skill
2. Thematic Essay concerning Reformation in Unit Exam. Prior to this exam, students will practice writing this
thematic essay during instructional time. They will practice organizing and writing the essay under the pressure
of time.
3. One assignment will be devoted to reading primary sources. These sources will relate to the reformation.
The o t p odu e a d e ti e DBQ essa , si e the ill e i esti g i the a o e assess e ts, ut the ill
continue to practice reading primary sources.
4. 2 open note quizzes to keep students on top of the Class Notebook.
5. Unit Exam with Regents based questions testing them on knowledge of content. Questions will include
charts, graphs, and maps.
Time Frame: 10 instructional periods
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Sample Unit Test
1. The Neolithic Revolution was characterized by the
1. change from nomadic herding to settled farming
3. migration of early peoples to the Americas
2. growth of iron tool making technology
4. decline of large empires
2. One result of the Neolithic Revolution was
1. an increase in the number of nomadic tribes
3. the establishment of villages and the rise of
governments
2. a reliance on hunting and gathering for food
4. a decrease in trade between cultural groups
3. Which statement explains a cause rather than an effect of the bantu migration between 500 B.C. and A.D. 1500?
1. Techniques for herding and cultivating were
spread to other peoples.
3. Trading cities developed along the coast of east
Africa.
2. More than sixty million people now speak a
Bantu language.
4. Population increases put pressure on agriculture.
MASTERY OF NEOLITHIC REVOLUTION (Questions 1-3):
4. The code of Hammurabi is an example of
1. written rules for legal procedures
3. regulations on the way to conduct wars against
neighboring nations
2. the power of strong kings to control trade
4. the power of a legislature to veto laws passed by
absolute monarchs
5. The ancient civilizations of Mesopotamia and Egypt were similar in that both cultures
1. developed along rivers
3. established trade routes to China
2. used the ziggurat form for their temples
4. used a hieroglyphic writing system
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6. Which statement most accurately describes how geography affected the growth of the ancient civilizations of Egypt
and Mesopotamia?
1. River valleys provided rich soil to grow plentiful
crops.
3. Access to the Atlantic Ocean provided trade
routes.
2. Large deserts provided many mineral deposits.
4. Large savanna areas provided protection from
invaders.
7. One reason early civilizations developed in China, Egypt, and the Tigris-Euphrates Valley in Mesopotamia is because
1. vast mineral deposits existed for manufacturing
3. rivers contributed to nomadic lifestyles
2. climate and geography favored agriculture
4. natural barriers provided protection from
invasions
8. Base you answer to the following question on the map and on your knowledge of social studies.
What does this map show about the Nile River in ancient Egypt?
1. It was important for the transportation of
soldiers and resources.
3. It brought fresh water from the Mediterranean
Sea to the Valley of the Kings.
2. It was needed for trade between the Red Sea and
4. It flowed through a populated region in Arabia.
the Western Desert.
9. Archaeological studies of the Indus Valley cities of Harappa and Mohenjo-Daro show evidence of
1. dynastic rule
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3. social equality
2. monotheism
4. urban planning
10. Which characteristic did the early civilizations that developed along the Nile, the Tigris-Euphrates, and the Hwang
Ho (Yellow River) have in common?
1. Each society's religious beliefs were based on
monotheism.
3. The form of government in each community was
based on male suffrage.
2. Urban communities were built using iron and
steel tools
4. Transportation and communication were
promoted by a mild climate, fertile soil, and natural
waterways.
MASTERY OF ANCIENT CIVILIZATIONS (QUESTIONS 11-12):
11. In China, Confucianism emphasized the idea that
1. equality should exist between all members of
society
3. individual goals should be placed ahead of the
needs of the group
2. salvation could be attained by prayer,
meditation, and good deeds
4. harmony could be achieved by the proper
behavior of each member of a family or society
12. The exchange of silks and spices and the spread of Buddhism along the Silk Roads are examples of
1. cultural diffusion
3. ethnocentrism
2. self-sufficiency
4. desertification
MASTERY OF ANCIENT CHINA (QUESTIONS 13-16):
13. How did geography influence the development of ancient Greece?
1. Rich farmland led to dependence on agriculture.
3. Flat plains made centralized rule possible.
2. Excellent harbors encouraged seafaring trade.
4. Tropical climate discouraged urban development.
14. One effect of rugged, mountainous geography on the civilization of ancient Greece was the development of
1. absolute monarchies
3. extensive trade with the Persians
2. separate, independent city-states
4. belief in one God
15. Which statement most likely represents the view of a citizen of ancient Athens visiting Sparta?
1. ''The government and society in Sparta are so
strict. The people have little voice in government.''
3. ''This society allows for more freedom of
expression than I have ever experienced in Athens.''
2. ''I feel as though I have never left home.
Everything here is the same as it is in Athens.''
4. ''I have never heard of a society like Sparta that
believes in only one God.''
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16. All citizens in ancient Athens had the right to attend the Assembly, where they could meet in open discussion and
cast votes. This situation is an example of
1. direct democracy
3. parliamentary democracy
2. totalitarianism
4. absolutism
MASTERY OF CLASSICAL GREECE (17-20):
17. A major effect of the decline of the Roman Empire was that western Europe
1. came under the control of the Muslims
3. returned to a republic form of government
2. was absorbed by the Byzantine Empire
4. entered a period of chaos and disorder
18. One way in which the Twelve Tables of Rome, the Code of Hammurabi, and the Justinian Code were similar is that
they established
1. trade agreements with neighboring countries
3. written legal systems
2. tolerance for the different religions of their
people
4. social class equality
19. China under the Han dynasty and the Roman Empire were similar in that both grew wealthy because they
1. developed extensive trade networks
3. encouraged democratic ideals
2. created classless societies
4. established free-market economies
20. A major effect of the decline of the Roman Empire was that western Europe
1. came under the control of the Muslims
3. returned to a republic form of government
2. was absorbed by the Byzantine Empire
4. entered a period of chaos and disorder
MASTERY OF ROME (21-24):
21. A belief of animism is that
1. after death the soul is reborn in another human
form
3. meditation leads followers to nirvana
2. holy wars must be fought to gain entry into
heaven
4. spirits of nature inhabit all living and nonliving
objects
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22. The spread of Buddhist ideas and customs to China and Southeast Asia was the result of
1. the Mandate of Heaven
3. cultural diffusion
2. economic dependence
4. the civil service system
23. Which belief is shared by Hindus and Buddhists?
1. Everyone should have the same social status.
3. The soul can be reincarnated.
2. People should pray five times a day.
4. Material wealth is a sign of the blessing of the
gods.
24. Judaism, Islam, and Christianity share a belief in
1. papal supremacy
3. reincarnation and the Four Noble Truths
2. teachings of the Koran (Quran)
4. an ethical code of conduct and monotheism
MASTERY OF BELIEF SYSTEMS (25-28):
25. Between A.D. 800 and 1600, the West African city of Timbuktu became prosperous with the trading of
1. spices and silk
3. gold and salt
2. iron ore and coal
4. rifles and diamonds
26.
Ti uktu is k o as a g eat e te of lea i g a d t ade.
Walls of Great Zimbabwe reveal a powerful and rich society.
Co ple ultu e p odu es ass s ulptu es i Be i .
What generalization can be made on the basis of these statements?
1. Religious beliefs were the most important
element in many African societies.
3. North African societies were more advanced than
South African societies.
2. Some African societies achieved a high level of
economic and cultural development.
4. Most African societies were hundreds of years
behind Asian societies in using technology.
27. The West African kingdoms of Ghana, Mali, and Songhai flourished between A.D. 700 and 1600 mainly because
they
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1. controlled the trade routes across the Sahara
3. became religious centers considered sacred to
Africans
2. developed self-sufficient economies
4. received support from European colonial
governments
28. What was a significant effect of Mansa Musa's pilgrimage to Mecca?
1. The African written language spread to
southwest Asia.
3. Islamic learning and culture expanded in Mali.
2. Military leaders eventually controlled Mali.
4. The trading of gold for salt ended.
Short Answers can be found at the following website:
http://www.nysedregents.org/testing/socstre/ghg-807.pdf
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