Faculty Handbook & Policies and Procedures Manual 2014-2015
2014-2015 Faculty Handbook & Policies and Procedures Manual Murry Bergtraum High School For Business Careers Naima J. Cook, Principal I.A. 1|P age Table of Contents Part 1 – Teaching and Learning 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 2|P age 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 3|P age 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 4|P age 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 5|P age 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. 6|P age 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 o o o o o o o o o o o o o 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 7|P age 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. 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. 8|P age 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. 9|P age 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% 10 | P a g e 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 11 | P a g e 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. 12 | P a g e 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 13 | P a g e Bloom’s Taxonomy 14 | P a g e 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 15 | P a g e 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. 16 | P a g e 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. 17 | P a g e 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 18 | P a g e 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 19 | P a g e 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. 20 | P a g e 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. 21 | P a g e 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 22 | P a g e 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. 34 | P a g e 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 35 | P a g e 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. 36 | P a g e 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: 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. 38 | P a g e 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 39 | P a g e 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 40 | P a g e 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. 41 | P a g e 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. 42 | P a g e 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 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. 44 | P a g e 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. 45 | P a g e 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 46 | P a g e 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:___________ 47 | P a g e 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 48 |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. 49 | P a g e 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? 50 | P a g e 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 51 | P a g e 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 52 | P a g e 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 53 | P a g e 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.'' 54 | P a g e 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 55 | P a g e 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 56 | P a g e 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 57 | P a g e 58 | P a g e
© Copyright 2024