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Table of Contents

General Information Section............................................................................................................................................................................................... 4

Vision and Mission Statements.......................................................................................................................................................................................... 4

Beliefs............................................................................................................................................................................................................................................ 4

Motto............................................................................................................................................................................................................................................. 4

School Map.................................................................................................................................................................................................................................. 5

Floor Plan .................................................................................................................................................................................................................................. 6

Faculty and Staff Directory.................................................................................................................................................................................................. 7

BOE ................................................................................................................................................................................................................................................ 8

Bell Schedules............................................................................................................................................................................................................................ 9

Administrator Assignments............................................................................................................................................................................................. 10

Psychologist Assignments................................................................................................................................................................................................. 12

School Counselor Assignments....................................................................................................................................................................................... 14

Social Worker Assignments.............................................................................................................................................................................................. 17

Case Manager Coordinator Assignments...................................................................................................................................................................20

Para Teachers Assignments.............................................................................................................................................................................................. 23

Classroom Teachers Assignments................................................................................................................................................................................. 26

Secretary Assignments....................................................................................................................................................................................................... 32

Campus Monitor Assignments......................................................................................................................................................................................... 34

Student Information Specialist........................................................................................................................................................................................ 36

Tutorial Schedule.................................................................................................................................................................................................................. 38

Intervention Block................................................................................................................................................................................................................ 39

Student Discipline: Frequently Asked Questions....................................................................................................................................................40

Email, School Telephone, Shares Drives, Visitors, Keys.......................................................................................................................................41

Room Maintenance............................................................................................................................................................................................................... 42

Faculty Attire ......................................................................................................................................................................................................................... 42

Personnel Records................................................................................................................................................................................................................ 42

The Savannah-Chatham County Board of Public Education does not discriminate in educational programs, activities or employment on the basis of race, color, national origin, sex or disability.

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Teacher's Wor Day............................................................................................................................................................................................................... 43

Lesson Plans............................................................................................................................................................................................................................ 43

Substitute Plans..................................................................................................................................................................................................................... 43

Permanent Duties................................................................................................................................................................................................................. 44

Hall Duty................................................................................................................................................................................................................ 44

Morning Duty....................................................................................................................................................................................................... 44

Afternoon Duty................................................................................................................................................................................................... 44

Lunch Duty........................................................................................................................................................................................................... 45

Meetings and Professional Learning.............................................................................................................................................................................45

Duties and Responsibilities.............................................................................................................................................................................................. 46

Teacher and Staff Absences.............................................................................................................................................................................................. 46

Short Notice and Emergency Leave Procedures..................................................................................................................................47

Professional Leave Requests........................................................................................................................................................................ 47

Conflict of Interest................................................................................................................................................................................................................ 48

Code of Ethics for Educators............................................................................................................................................................................................ 48

Communications.................................................................................................................................................................................................................... 49

School Calendar.................................................................................................................................................................................................. 49

Daily Announcements...................................................................................................................................................................................... 49

Smoking..................................................................................................................................................................................................................................... 49

Nurse's Office.......................................................................................................................................................................................................................... 49

Student Accidents or Injuries........................................................................................................................................................................................... 50

Student Medication.............................................................................................................................................................................................................. 50

Faculty Accidents.................................................................................................................................................................................................................. 50

Emergency Procedures....................................................................................................................................................................................................... 50

Child Abuse or Neglect........................................................................................................................................................................................................ 50

Miscellaneous Do's and Don'ts........................................................................................................................................................................................ 51

Financial Accounting........................................................................................................................................................................................................... 51

Student Conduct.................................................................................................................................................................................................................... 51

Building Bridges Acadmemy High School Discipline Code..............................................................................................................51


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Suspensions.......................................................................................................................................................................................................... 52

Students Skipping Class.................................................................................................................................................................................. 52

Schedule Changes.................................................................................................................................................................................................................. 52

Student Absentee Lists....................................................................................................................................................................................................... 52

Enrollment............................................................................................................................................................................................................................... 52

Students Late to School...................................................................................................................................................................................................... 53

Students in Hall During Class........................................................................................................................................................................................... 53

Student Absences and Excuses........................................................................................................................................................................................ 53

Make-up Assignments..................................................................................................................................................................................... 53

Gradebook/Computer Gradebook................................................................................................................................................................................. 54

Teaching and Learning Section....................................................................................................................................................................................... 55

Classroom Appearance....................................................................................................................................................................................................... 55

Hall Passes: 15-Minute Rule............................................................................................................................................................................................. 55

Standards-Based Classroom Configurations.............................................................................................................................................................56

Evidence of a Standards-Based School: What is Expected?................................................................................................................................58

Focus Walks............................................................................................................................................................................................................................. 59

Field Trip Request Process............................................................................................................................................................................................... 59

Field Trip Bus Request Process.......................................................................................................................................................................................59

Special Education.................................................................................................................................................................................................................. 60

Response to Intervention (RtI)....................................................................................................................................................................................... 61

Credit Recovery/Credit Advancement.........................................................................................................................................................................61

Parent Teacher Conferences Suggestions...................................................................................................................................................................62

Support Structures Section............................................................................................................................................................................................... 64

Community-School Relations........................................................................................................................................................................................... 64

NOTE: This Handbook is in accordance with the policies and procedures of the Savannah-Chatham County Public School System. For complete policies and regulations, refer to the Board Policies Manual located on ACORN. Additionally, this handbook aligns to the Teacher Keyes Effectiveness System for evaluation of staff, as well as all evaluation instruments for SCCPSS employees.


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General Information Section

Savannah-Chatham County Public School District’s Vision and Mission Statements

Vision

From school to the world: All students prepared for productive futures.

Mission

To ignite passion for learning and teaching at high levels

Motto:

A second chance for a first impression … Education is the great equalizer!

Building Bridges Academy Beliefs

Everyone can learn

Every individual deserves the opportunity to learn

Everyone is unique and has value

Everyone deserves to be treated with respect

Everyone deserves a safe environment for learning

Everyone deserves the opportunity to experience success

Learning is an ongoing process that involves everyone

School Map


4

Floor Plan


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Bathroom Bathroom Bathroom Bathroom101

Front office(Scott, Monestime,

Jackson)

102Math

(Dhulipala)

201Computer Lab 1(Scott)

202empty(Jackson)

103Business Lab

(Moore)

104English(Vogel)

203Computer Lab 2(Senior)

204Science teacher(McLaurin

105Foreign Language

(Paradise)

106SS

(Brown)

205Computer Lab 3(Farrior)

204ASRO(Welch)

107English

(T. Brown)

108Appe

(Math)

207Support Offices(Hayden, Piankhi, Helms, Kestler)

208Mini Cafeteria/teacher lounge/workroom/data room

Entrance

Faculty Assignment and Rooms


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Name SubjectWing/Certification

NumberRoom/Office

DirectLine

Marcus Scott IV Interim Center Leader 100 101

Amber Kestler Guidance Counselor 200 207 395-2547

Melissa Helms School Psychologist 200 207 395-2545

Jamal Piankhi School Social Worker 200 207 395-2548

Georgia Welch School Resource Officer 200 204 A 395 - 2542Melvin Hayden Case Manager 200 207 395-2544

School to Work

Jamelle Jackson Student Information Specialist 100 101 395-2541Regine Monestime Administrative Secretary 100 101 395-2540D’Andre Jackson Campus Monitor 200 202 743202Tyshanna Brown English Teacher 100 107 743107Chandrakala Appe Math Teacher 100 108 743108Brian McLaurin Science Teacher 200 204 743204William Tyler Brown Social Studies Teacher 100 106 743106

Science TeacherMichelle Moore Elective Teacher 100 103 743103Mary Paradise French Teacher 100 105 743105Kristin Vogel English Teacher 100 104 743104Usha Dhulipala Math Teacher 100 102 743102Michael Farrior Para Teacher 200 205 743205Janelle Scott Para Teacher 200 201 743201Marlon Senior Para Teacher 200 203 743203

School Number Fax Number

912-395-2540 912-201 – 5065

BOE Frequently Called Numbers


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Benefits 912-395-5899

Help Desk 912-395-5029

Human Resources 912-395-5552

Main Switchboard 912-395-5600

Payroll 912-395-5568

Building Bridges High Academy


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Bell Schedule

2015 – 2016

Monday and Wednesday

7:45-8:00 Advisement8:03-9:33 1st block (Class 1)9:36-11:06 2nd block (Class 2)11:09-12:39 3rd block (Class 3)12:42-1:12 Lunch1:15-3:15 Intervention/online classes (Class 7)

Tuesday and Thursday

7:45-8:00 Advisement8:03-9:33 1st block (Class 1)9:36-11:06 2nd block (Class 2)11:09-12:39 3rd block (Class 3)12:42-1:12 Lunch1:15-3:15 Intervention/online classes (Class 7)

Friday

7:45-7:50 Advisement8:02-8:57 1st block (Class 1)8:59-9:54 2nd block (Class 2)9:56-10:51 3rd block (Class 3)10:53-11:47 4th block (Class 4)11:49-12:44 5th block (Class 5)12:46-1:16 Lunch1:18-2:13 6th block (Class 6)2:15-3:15 Intervention/online classes (Class 7)

Job Descriptions


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Job DescriptionNumber: Title: Center Leader, Building Bridges Academy

Nature of PositionThis position provides leadership, administrative and managerial oversight to the instructional program and school operations and ensures a school climate that fosters the educational development of students.

Duties and Responsibilities

1. Supervises and maintains the physical plant operation, personnel, students, curriculum, budget, finances, and all records within the Program.

2. Maintains an emotionally healthy and physically safe environment conducive to the educational development of students and the professional development of staff, and provides plans for emergency situations.

3. Ensures that all activities are focused on creating and maintaining a learning environment that complies with federal and state law, as well as the policies of the Board of Education.

4. Designs and implements staff development based on needs and rooted in evidence-based research.

5. Supervise the school staff and be responsible for the recruitment, screening, hiring, training, assigning, and evaluation of the staff, both licensed and classified.

6. Establishes and maintains favorable relationships with local community groups and individuals to foster understanding of The Building Bridges Academy, and to solicit support for overall program objectives.

7. Establishes and maintains student personnel and staff evaluation records, counsels and advises students, staff, and parents on personnel related matters.

8. Discusses and resolves individual student problems.9. Develops school plans and organizational procedures for the health, safety, discipline, and

conduct of students as established by district policies and procedures.10. Researches and develops curricula for virtual education according to federal, state

and local guidelines to include professional development of staff for virtual learning.11. Develops an orientation process that clarifies program goals and expectations.12. Establishes guidelines for proper student conduct and maintains student discipline

according to due process and respect for the rights of students.13. Utilizes all available resources of the District and community to provide the most effective

educational program.14. Leads in the development, implementation, and monitoring of the instructional program.15. Initiates, designs, and implements programs to meet specific student needs in order to

support pro-social development and college/career readiness.16. Consults with, and coordinates the services of, resource personnel for effective assistance to

classroom teachers, students, and families.17. Evaluates all assigned personnel and develops performance improvement plans as needed.

Takes appropriate disciplinary action as required, based on federal and state law as well as Board policy.

18. Ensures the accurate and timely preparation and maintenance of all reports and records that are necessary for the successful operation of the Early College Program.

19. Ensures that needed materials, supplies, and equipment are properly requisitioned, maintained, and distributed as required by staff or students.

20. Attends program events and functions.21. Participates in administrative meetings and other meetings as required.22. Performs other duties as assigned.

Name: Marcus Scott IV


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Position: Center Leader Work hours: 7:00 a.m. – untilDuties:

Student Leadership Team All staff evaluations All student discipline Student Activity funds Evening Programs Teacher Handbook Student/Parent handbook Master Schedule Business Partnerships Committee Assignments Community Liaison FTE Budget Duty Rosters School Accountability Plan Lesson Plans Focus Walks Leadership Team meetings Instructional Leader Student Discipline Student Handbook/ Faculty & Staff Handbook Emergency Handbook Lunch Duty School Leadership Team Member End of Year Discipline Report Analyze Grading Hiring Supervise halls during every class change Supervise after school functions Duty Roster Coordinator Intervention block coordinator Master schedule

Job DescriptionNumber: 10330 Title: Psychologist, Alternative Programs

This position is responsible for providing school psychological services related to the


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Nature of Position identification of and services for students with disabilities.


1. Provides school psychological services to students in the public schools by means of psychological-educational tests, observation procedures, and consultations with administrators, teachers, students and parents to enhance the learning and adjustment of students.

2. Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant (local, state and federal) laws and policies that govern practice.

3. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions.

4. Participates in professional organizations and continually seeks to improve professional knowledge and skills necessary to become a contributing member of the profession.

5. Communicates results and conclusions of evaluations as related to instruction and behavioral improvement.

6. Completes comprehensive written reports according to departmental guidelines, accurately and punctually.

7. Upholds the highest standards of confidentiality for student/family information/records.8. Gathers background information on the student’s psychological history by conducting

behavioral observations, making home visits, conducting interviews, and reviewing school records.

9. Serves as a member of the interdisciplinary assessment team assigned to each school and works as a team member in making placement decisions, developing intervention (academic/behavioral) plans, and planning programs based on student needs.

10. Participates in RTI, special education eligibility, and placement committees, as required by state guidelines.

11. Serves as a liaison between the student, home, school, private counseling facilities and community resources such as social services, court services, and family service agencies.

12. Maintains records and statistical data of all activities.13. Demonstrates effective methods of delivering psychological services with particular

concern for fair and accurate assessment and interpretations.14. Assists in staff development activities.15. Performs other duties as necessary for the effectiveness of the organization.

Name: Melissa HelmsPosition: Psychologist Work hours: 7:30 a.m. – 3:30 (or until work is complete)


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Duties:

Meet with each parent for a minimum of two hours per semester Meet with all students for a minimum of 5 hours per semester RtI coordinator Participate in all 504 meetings Provide training sessions for faculty members Attend all data team meetings Supervise halls during every class change Show initiative and assumes responsibility for all aspects of job responsibilities Perform all duties and responsibilities as defined in Job Description Assume any other duties as assigned by the principal of Building Bridges Academy Assist Testing Coordinator Assist with Middle School Transition to High School Assist with data room Provide mediation for students Conduct small groups and individual counseling Identify and work with at-risk students to help them stay on track for graduation Identify and deploy resources that at-risk students can use to stay on track for graduation Identify, recruit, and engage concerned organizations and agencies to support our students in their journey

toward graduation Individual counseling-teacher, peer, and self-referrals (school guidance/psychologist) Attend PBIS meetings Advisement Coordinator Character Counts Coordinator Dropout Prevention Coordinator Conduct Exit Meeting for Students Fresh Start Guidance Office Publications Open House Orientation/Registration Coordinate Parent/Teacher Conferences Professional Learning Coordinator Register/Intake of New Students Respond to Intervention Special Events on Campus Assist Student Mentor/Leadership Coordinator Assist Professional Learning Community Coordinator Assist Emergency Management Team Coordinator

Job DescriptionNumber: Title: School Counselor, Alternative Programs

Nature of PositionThis position is responsible for leading students to understanding themselves, to achieve to their capacity, and to make appropriate decisions through personal, educational, and career


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counseling and support services.


1. Teaches and/or assists in teaching counseling curriculum activities in the classroom.2. Conducts groups outside the regular classroom for students with identified interests or

needs.3. Serves as an advisor to a small group of student advisees, leads group activities with his

advisees, and/or coordinates a team of teacher advisors.4. Organizes and teaches units for student mastery based on student needs which will address

personal/pro -social development, educational planning and development, and career exploration and planning.

5. Selects, instructs, and supervises students in peer mediation and conflict resolution.6. Facilitates student growth and development by training teachers through staff development

to assist students.7. Assists students in exploring, selecting, and following through on alternative to achieve their

life goals.8. Assists students in assessing their unique characteristics through inventories, interviews,

etc., and in processing information about themselves.9. Supports students experiencing problems.10. Consults with parents, teachers, other educators, and community agencies regarding

behavior change strategies for resolving student problems.11. Provides academic, career and post-secondary counseling; assists student with the decision

making process regarding future personal and educational plans; reviews and evaluates student transcripts for four-year planning; and using Georgia College 411, develops learning plans and schedules as required.

12. Utilizes professional resources of the school and community to assist students.13. Assesses the counseling needs of the students, faculty and community and designs a

program addressing these needs.14. Develops appropriate materials for staff development, classroom support, and group

counseling sessions consistent with program goals.15. Assists in the management of the testing program.16. Serves as a public relations person to promote the school counseling program.17. Manages the student record system.18. Attends in-service programs as required.19. Performs other duties as necessary for the effectiveness of the organization.

Name: Amber KestlerPosition: School Counselor Work hours: 7:30 a.m. – 3:30 (or until work is complete)Duties:


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504 Coordinator Meet with all students to develop a plan for graduation and/or career Attend RtI meetings, attend data team meetings Discuss credit options/recovery with all students Conduct small group sessions and individual sessions Classroom guidance/activities GA College 411 Develop comprehensive school counselor plan Update website Supervise halls during every class change Show initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assume any other duties as assigned by the principal of Building Bridges Academy Assist with Middle School Transition to High School Identify and work with at-risk students to help stay on track for graduation Identify and deploy resources that at-risk students can use to stay on track for graduation Identify, recruit and engage concerned organizations and agencies to support our students in their journey

toward graduation Graduation Coach Coordinator Graduation Plan/Career Orientation/Registration Open House Advisement Coordinator Scheduling Coordinator Honors Day Program Credit Recovery Coordinator Scholarships Guidance Office Publications Registration/Intake of new students Exit meeting for Students Mediation with students Comprehensive School Counselor Plan Middle School presentations Parent/Teacher Conferences Career/Job Fairs Attend PBIS meetings Attend RtI meetings Individual counseling-teacher, peer, and self-referrals Implement Bridge to Success Data Team Coordinator Hospital Homebound Master Schedule Response to Intervention


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Scheduling Coordinator Special events on campus Testing Coordinator Student Mentor/Leadership Coordinator Professional Learning Community Coordinator

Job DescriptionNumber: Title: Social Worker, Alternative Programs

Nature of PositionThis position is responsible for acting as a liaison for school, family, and community in dealing with student problems that interfere with educational development in an alternative education setting.


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1. Provides necessary social services to referred students including home visits, conferences, referrals to other school resources and/or community agencies, or other services as appropriate.

2. Provides regular feedback to the referral source on the development of cases referred and develops with the referral source a problem resolution plan.

3. Facilitates special support groups, i.e. students with incarcerated parents, grief and loss, divorce, teen parents, conflict resolution, etc. as needed.

4. Provides consultation to school staff and parents to facilitate student educational, social, and emotional growth.

5. Obtains information concerning the effects of environment, including family, cultural, and economic disadvantages that may be adversely affecting student progress.

6. Conducts home visits that encourage home/school communication.7. Work collaboratively with the Student Support Team (SST) to develop plans of assistance

for students at risk of academic and/or behavioral difficulty.8. Coordinates school and community services.9. Serves as a home-school-community liaison responsible for effective resource utilization

and positive relations with stakeholders.10. Serves as a mediator and advocate for students enrolled in the program.11. Communicates with other agencies involved with students.12. Attends court hearings as the programs representative as needed.13. Conducts needs assessments.14. Plans for support services both within and outside the school.15. Organizes, participates in, and contributes to special projects aimed at improving school

attendance.16. Furnishes local and state reports as required.17. Carries out school social work duties in accordance with the policies and procedures of the

local school system, and the laws of the State of Georgia related to compulsory school attendance.

18. Participates regularly in staff development and in service activities for professional growth and/or certification upgrading.

19. Coordinates matters relating to child abuse with schools and serves as a resource person to the schools in this area.

20. Works cooperatively with other agencies in the community in resolving individual and family problems which interfere with the school attendance of students.

21. Performs other duties as necessary for the effectiveness of the organization.

Name: Jamal PianhkiPosition: School Social Worker Work hours: 7:30 a.m. – 4:30 (or until work is complete)Duties:


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Group and individual sessions Supervise halls during every class change Show initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assume any other duties as assigned by the principal of Building Bridges Academy Assist with Middle School Transition to High School Identify and work with at-risk students to help stay on track for graduation Identify and deploy resources that at-risk students can use to stay on track for graduation Identify, recruit and engage concerned organizations and agencies to support our students in their journey

toward graduation Drop Out Prevention Coordinator Attendance Coordinator (social worker) Hospital Homebound Coordinator (social worker) Uniform closet Attend PBIS meetings Attend RTI meetings Sitting in on student meetings with Parents, DFACS, and Law Enforcement Personnel Character Counts Coordinator Classroom Guidance Comprehensive School Counselor Plan Data Team Coordinator Exit Meeting for students GA College 411 Graduation Plan/Career In School Suspension Coordinator Individual Group Counseling Life Skills Meet with all students Middle School Transition to High School Coordinator Open house Coordinator Parent Involvement Coordinator Register/Intake of New Students Response to Intervention Sponsor/Business partner coordinator Safety Coordinator Small group counseling Textbook coordinator Transitioning to home school Student Mentor/Leadership Coordinator Professional Learning Community Emergency Management Team Coordinator


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Job DescriptionNumber: Title: Case Manager Coordinator

Nature of PositionThis position is responsible for providing support services to teachers in the Remedial Education Program, to meet the needs of identified students.

1. Assists in maintaining and monitoring the FTEs earned at each school for the Remedial Education Program.


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2. Provides monitoring and oversight to ensure compliance with local and state guidance, policies and laws.

3. Assists in monitoring identified student records at each school.4. Provides support and works directly with teachers, school administrators and parents for

the program for the Remedial Education Program.5. Works collaboratively with instructional staff to improve instruction.6. Visits classrooms to provide support and assistance to classroom teachers and site

administrators.7. Develops program reports and budget requests.8. Assists in maintaining records for the Remedial Education Program.9. Develops and coordinates appropriate professional development activities directed toward

improvement of teacher competencies in the area of remedial education.10. Keeps informed on the latest research and instructional practices/strategies to support

students requiring REP services.11. Provides workshops to teachers and administrators aimed at improving student

achievement of identified students.12. Works collaboratively with school administrators, teachers and school governance and

other departments to ensure the implementation of highly effective teaching strategies.13. Seeks and applies for grants related to the Remedial Education Program.14. Performs such other duties as necessary for the effectiveness of the organization.

Name: Melvin HaydenPosition: Case Manager Coordinator Work hours: 7:30 a.m. – 3:30 (or until work is complete)Duties:

Supervise halls during every class change Show initiative and assumes responsibility for all aspects of job responsibilities


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All duties and responsibilities as defined in job description Assume any other duties as assigned by the principal of Building Bridges Academy Textbook Coordinator Testing Coordinator Coordinator of ISS Middle School Transition to High School Coordinator Middle School Presentations Coordinate Data Room/Team Identify and work with at-risk students to help stay on track for graduation Identify and deploy resources that at-risk students can use to stay on track for graduation Parent Involvement Coordinator (case worker) Attend School Attendance Committee Military recruiter Scheduling coordinator Scheduling of Special Events on Campus (case manager) Guest Speakers (case manager) Scheduling College/University/Military Reps both classroom and cafeteria visits Sit in on student meetings with Parents, DFACS, and Law Enforcement Personnel Registration/Intake of new students Exit meeting for Students Open House coordinator Life Skills coordinator Identify, recruit, and engage concerned organizations and agencies to support our students in their journey

toward graduation Advisement Coordinator Morning search coordinator Bus Coordinator Career/Job Fairs Credit Discussions coordinator Credit Recovery Graduation Coach Coordinator Graduation Plan/Career Honors Day Program coordinator Hospital Homebound Implement Bridge Success Plan Individual Group Counseling Meet with all students Scholarships Attend PBIS meetings Safety Coordinator Response to Intervention Small group counseling Special events on campus


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Transition to home school Uniform Closet Student Mentor/Leadership Coordinator Professional Learning Coordinator Emergency Management team coordinator

Job DescriptionNumber: Title: Para Teacher, Alternative Programs

Nature of PositionUnder the supervision of an administrator and general direction of a classroom teacher, assists the teacher in the education of students including management of student behavior; recordkeeping; instructional assistance; classroom safety, security and organization; and interaction and communication with students, support staff, parents/guardians, and agencies.

1. Assists with instruction for assigned students in support of, and under the direction of, the teacher.


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2. Prepares activities under the guidance of the Classroom Teacher including preparation of bulletin boards, displays, exhibits, and related classroom and school displays.

3. Participates in parent conferences and in-service training programs.4. Assists individuals and/or small groups of students in various educational settings including

the media center, computer lab, and community-based instructional settings.5. Scores objective tests, assignments and papers and maintains appropriate records for

teachers.6. Collects and records performance data to include observations which will assist in student

evaluations.7. Assists in the development and implementation of behavioral management procedures to

support a safe learning environment.8. Assists in the presentation and distribution of the student evaluation results to parents,

teachers and other authorized recipients.9. Works with the teacher to develop lesson plans.10. Carries out tutoring activities designed by the teacher11. Assists in monitoring supplementary work and independent study.12. Assists with clerical duties under the direction of the classroom teacher or administration.13. Assists Classroom Teacher with non-instructional duties such as: breakfast/snack/lunch

time, bathroom, and/or clothing routines, and procedures to ensure the supervision and safety of students

14. Assists with instruction in the physical education program as necessary.15. Performs other duties as necessary for the effectiveness of the organization.

Name: Janelle ScottTitle: Para Teacher 1 Work hours: 7:30-3:30 (or until work is complete) Duties:

Tutor students Assist in classroom Intramural dance team Assist in morning search Monitor lab


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Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Mentor students Credit Recovery program Work in inclusion classrooms

Name: Michael FarriorTitle: Para Teacher 2 Work hours: 7:30-3:30 (or until work is complete) Duties:

Monitor lab Tutor students Assist in classroom Intramural basketball Assist with bus duty Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Mentor students Credit Recovery program Work in inclusion classrooms

Name: Marlon SeniorTitle: Para Teacher 3 Work hours: 7:30-3:30 (or until work is complete) Duties:

Monitor lab Tutor students Assist in classroom Lead para teacher Work in inclusion classrooms Monitor ISS Assist with bus duty Assist with morning duty Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Mentor students Credit recovery program


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Job DescriptionNumber: Title: Classroom Teacher, Alternative Programs

Nature of PositionThis position is responsible for planning and delivering an integrated educational program at The Building Bridges Academy. Teaching responsibilities will focus on the teacher providing instruction (academic, vocational, and affective), behavioral interventions, health and counseling services, and other related student services.Teaching Tasks

1. Provides Instruction


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a. Teaches at an appropriate instructional levelb. Provides content development

i. Provides teacher-focused content developmentii. Provides student-focused content development

c. Builds for transferi. Provides initial focus

ii. Provides content emphasis and linkingiii. Provides lesson summaries

2. Assesses and Encourages Student Progressa. Promotes student engagementb. Monitors student progressc. Responds to both adequate and inadequate student progressd. Supports students

3. Manages the Learning Environmenta. Uses time efficiently

i. Handles non-instructional tasks efficientlyii. Uses instructional time appropriately

b. Maintains effective physical setting for instructionc. Maintains appropriate student behavior in the classroom

i. Monitors behaviorii. Intervenes when necessary

General Duties and Responsibilities

1. Teacher Duties and Responsibilitiesa. Follows professional practices consistent with school and district policies in working

with students, students’ records, parents, and colleaguesi. Interacts in a professional manner with students and parents

ii. Is available to students and parents for conferences according to district policiesiii. Facilitates home-school communication by such means as holding conferences,

telephoning, and sending written communicationsiv. Maintains confidentiality of students and students’ recordsv. Works cooperatively with school administrators, special support personnel,

colleagues, and parentsb. Complies with school, district, and state administrative regulations and Board of

Education policiesi. Conducts assigned classes at the times scheduled

ii. Enforces regulations concerning student conduct and disciplineiii. Is punctualiv. Provides adequate information, plans, and materials for substitute teacherv. Maintains accurate, complete and appropriate records and files reports promptly

vi. Attends and participates in faculty meeting and other assigned meetings and activities according to school policy

vii. Complies with conditions as stated in the Contract of Employmentc. Demonstrates professional practices in teaching

i. Models correct use of language, oral and writtenii. Demonstrates accurate and up-to-date knowledge of content

iii. Implements designated curriculumiv. Maintains lesson plans as required by school policy


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v. Assigns reasonable tasks and homework to studentsd. Acts in a professional manner and assumes responsibility for the total school program,

its safety and good orderi. Takes precautions to protect records, equipment, materials, and facilities

ii. Assumes responsibility for supervising students in out-of-class settings2. Participates as a team member in designing an integrated program of instruction in all

areas of curriculum, including academics, electives, vocational courses, health, and affective education.

3. Plans student curricula activities consistent with the concepts of continuous progress and continuity of caring.

4. Utilizes varied instructional techniques, media, and technology through individual and/or group sessions designed to meet the educational, social, and emotional needs of the students.

5. Establishes and maintains open lines of communication with students and their parents concerning academic and behavioral progress of students.

6. Designs a program for parent support and education.7. Performs other duties as required based on the specific content area taught (such as

content-area competitions, after-hours activities, and so on).8. Plans and coordinates purposeful assignments for paraprofessional(s), other supporting

staff, and volunteer(s), and provides input to the administrative staff on the performance of these individuals.

9. Performs other duties as required by the district, the school, or student need.

Name: Tyshanna BrownTitle: English Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Positive Behavior Intervention Specialist Coordinator Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description


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Assumes any other duties as assigned by the principal of Building Bridges Academy Assist with data teams Plan with other teachers Assist with advisement lesson implementation for the year Provide quality instruction daily Attend PBIS meeting Response to Intervention School Attendance Committee Special Education Evaluation

Name: Kristen VogelTitle: English Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Plan with other teachers Assist with data teams Special Education Coordinator Provide Quality Instruction daily Response to Intervention School Attendance Committee Special Education Evaluation

Name: Michelle MooreTitle: Business Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Professional Learning Coordinator Assumes any other duties as assigned by the principal of Building Bridges Academy Plan with other teachers Assist with data teams Teacher Induction Program Coordinator Morning Search Coordinator Provide Quality Instruction Daily Response to Intervention School Attendance Committee Special Education Evaluation


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Name: William BrownTitle: Social Studies Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Assist with data teams Special Education Coordinator Plan with other teachers Bus coordinator Provide Quality Instruction Daily Response to Intervention School Attendance Committee Special Education Evaluation

Name: Chandrakala AppeTitle: Math Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Data Room/Data Team Coordinator Plan with other teachers Provide quality instruction daily Response to Intervention School Attendance Committee Special Education Evaluation

Name: Brian McLaurinTitle: Science Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description


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Assumes any other duties as assigned by the principal of Building Bridges Academy Plan with other teachers Student Mentor Coordinator/Leadership Coordinator Provide Quality Instruction daily Response to Intervention School Attendance Committee Special Education Evaluation

Name: Mary ParadiseTitle: French Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Assist with data teams Plan with other teachers Professional Learning Community Coordinator Provide quality instruction daily Response to Intervention School Attendance Committee Special Education Evaluation

Name: Usha DhulipalaTitle: Science Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Emergency Management team coordinator Plan with other teachers Provide quality instruction daily Response to Intervention School Attendance Committee Special Education Evaluation


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Name: Title: Math Teacher Work hours: 7:30-3:30 (or until work is complete) Duties:

Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Plan with other teachers Schedule special education students Keep Administration informed of IEP information Make the master schedule for special education (self-contained and co-teaching assignments) with Department

Chair Make sure that class size does not exceed the maximum allowed Match IEP’s to student’s schedule---amend IEP’s when necessary Attend IEP meetings and annual reviews with Department Chair Attend/Conduct manifestation meetings with Department Chair Supervise special education personnel (Including Classified and Certified Staff) Monitor special education students Apply for waivers for GHSGT for special education students with the guidance department Attend SST meetings Provide quality instruction daily Testing Coordinator Response to Intervention School Attendance Committee Special Education Evaluation

Job DescriptionNumber: Title: Administrative Secretary – Alternative Programs

Nature of PositionThis position is responsible for assisting and supporting school staff with secretarial and clerical requirements as well as customer service responsibilities to promote the efficient and effective operation in an alternative education setting.

Duties and

1. Serves as the “first face and voice” of customer service for the school and, therefore, ensures that telephone calls are answered and routed promptly, and that visitors are greeted, signed-in, and directed to the proper place.

2. Assists students who arrive late to school, who need to leave early, or who have other needs.3. Coordinates work orders for maintenance or other vendors and purchase orders, with

approval of administration and to ensure that work is done or items are received, as well as the maintenance of all paper and electronic records.

4. Acts as the school timekeeper and ensures accurate entry of employee time based on Board


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Responsibilities policy as well as maintenance of absence or leave documentation.5. Receives and distributes inter-office mail, paychecks, notices, and other information for staff

and students.6. Assists administration in monitoring the school budget.7. Coordinates the receipt, accounting and deposit of student funds or other activity funds for

the school.8. Assists with the coordination of various school events or projects such as student

registration, fire drills, student pictures, staff evaluations, and other similar events.9. Assists the administration and staff by drafting correspondence, gathering data, preparing

reports, maintaining files and other support functions.10. Performs other duties as necessary for the effectiveness of the school.

Name: Regine MonestimeTitle: Administrative Secretary Work hours: 8:00-4:30 (or until work is complete) Duties:

Substitute teachers Faculty work room Budget Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy School-Wide Master Calendar


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Teacher Attendance Kronos Assist with search for tardy students Collect emergency lesson plans Emergency Fan Out/Staff Contact Info Check in Orders & Pull packing slips for processing, Principals’ Needs Bank Deposits Teachers & Staff Mail Pony Work Agreements Staff/Faculty Sign-In Sheets, Sign-Off Sheets (i.e. handbook forms, conflict of interest, ethics training, SAF

procedures, Faculty & PLC Sign-Ins, etc.), Subpoenas, Student Hearing Forms (print outs) Personnel Files Maintenance Code of Conduct Signature Sheets for Every Student (check off system & maintain on file) School Contracts (with vendors) Fire/Emergency Drill Entries Certified/Classified Observation Forms Keys for building Notary Maintenance Requests, Activity Funds/School Checkbook, KRONOS/Leave Time/Payroll, Substitutes/Substitute Plans Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Provide quality instruction daily

Job DescriptionNumber: Title: Campus Monitor, Alternative Programs

Nature of PositionThis position provides leadership, administrative and managerial oversight to the instructional program and school operations and ensures a school climate that fosters the educational development of students.

Reports To Title: Center Leader, Building Bridges Academy1. Provides support for teachers and administrative staff regarding the safe and orderly

operation of schools by monitoring and supervising student behavior in hallways, restrooms, classrooms and other locations on campus.

2. Assists school administrators in the application of the Code of Student Conduct, including the proper reporting of any violations.

3. Assists school personnel with non-instructional duties such as: breakfast/lunch time supervision; bathroom monitoring; bus loading; and by implementing other procedures


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designed to ensure the supervision and safety of students.4. Escort specific students to areas such as office areas, guidance, and to class as needed.5. Cover in classrooms in the event that a substitute teacher is not available to cover for an

absent teacher.6. Supervises classrooms when the teacher is required to leave for a brief period of time.7. Regularly monitors classrooms which are staffed by substitute teachers.8. Monitors visitors to the campus and directs them to the office for assistance.9. Serve as chaperone on field trips as needed.10. Supervises after-school detention as scheduled.11. Assists with student behavior control during special events such as assemblies, lock-downs,

performances, or the removal of students from a classroom or other setting as necessary.12. Takes immediate action to diffuse or control negative situations, including notification to

school administration and school resource officers.13. Participates in all necessary training programs.14. Models and maintains high standards of personal behavior, and maintains positive

communication with students.15. Performs other duties as necessary for the safe and orderly operation of the school.

Name: D’Andre JacksonTitle: Campus Monitor Work hours: 7:15-3:15 (or until work is complete) Duties:

Morning bus duty Assist with morning search when done with bus duty Supervise halls during every class change Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Assist with mentor program


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Textbook collection from home school Work with life skills classes

Job DescriptionNumber: 43065 or 43066 Title: Student Information Specialist – Alternative Programs

Nature of Position This position is responsible for inputting, processing, and reporting of student data required for local, state and federal reporting requirements; for coordinating the student data verification and internal control processes at the school level; and for serving as a support resource for school staff using the student information system in an alternative education setting.1. Inputs, processes, and verifies all student data required for local, state and federal reports.2. Maintains 95% or better accuracy rate for data entry.3. Responsible for attending meetings and participating in professional development activities

(regular workshops and training sessions necessary to maintain proficiency in the use of all current student information software).


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4. Maintains a high level of confidentiality in the administration of all student information.5. Develops specific methods and procedures for program and project data collection to house

extracted data from a variety of sources.6. Creates user-friendly reports to assist the administration in data-driven decision making.7. Develop protocols to ensure data accuracy.8. Supports the Alternative Education staff in the development of reports to meet reporting

requirements.9. Collaborates with various departments within the school division and employees to assist

with the evaluation of alternative education programs.10. Ensures the proper operation of the alternative education office by assisting the staff with

administrative and clerical matters.11. Works with site administrator and the Manager of Student Information Specialist to correct

irregularities with data or procedural issues related to student information.12. Conducts regular data integrity checks to ensure accurate, reliable data and compliance with

district, state, and federal reporting requirements.13. Supports and follows up on teachers concerning attendance and grade posting.14. Performs other duties as assigned.

Name: Jamelle JacksonTitle: Student Information Specialist Work hours: 7:30-4:00 (or until work is complete) Duties:

Assist with female mentor program Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Input referrals Student Attendance


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Back-up secretary Student Discipline Files (w/referrals filed) Maintain Student Behavior Contract Files Assist with Intake and students exiting the program Shows initiative and assumes responsibility for all aspects of job responsibilities All duties and responsibilities as defined in Job Description Assumes any other duties as assigned by the principal of Building Bridges Academy Attendance records

Tutorial Schedule

(TKES Standard 3)

To assure that students have ample opportunity to properly prepare for assessments and that they are not overwhelmed, the following outline shall be used for after school tutorials. Sessions should begin promptly at 3:00 p.m. and should last no longer than 60 minutes. Teachers should have written consent from parents and should accompany students outside of the building after the session ends.

Monday Tuesday Wednesday Thursday FridaySocial Studies Math CTAE Math CTAE


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SpanishEnglish

ScienceSpanish

ElectiveScienceSocial Studies

EnglishSocial Studies

Elective

The credit recovery/acceleration lap will operation from 3:00 – 4:00 p.m.

Intervention Block:

Students

1. Psychologist: meetings one-on-one2. Social worker: Character count3. Caseworker: meet with individual students about transition plan4. Para teachers: A plus learning5. Guidance counselors: career and work counseling sessions, groups6. Life Skill classes


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7. Guest Speakers8. Work base learning9. Incentives PBIS and RTI10. Field trips11. Remediation12. Additional tutorial13. Peer mediation

Teacher One-hour Planning

1. Data team meeting (Monday, 2:20-3:00)2. RtI team meeting (Tuesday, 2:20-3:00)3. PBIS team (Wednesday, 2:20-3:00)4. Attendance committee meeting (Thursday, 2:20-3:00)5. Call parents (weekly)6. PM duty (daily)7. Leadership team (Friday, 12:45-1:15)

Para Teacher

1. A plus 2. Life skills classes3. ISS/A plus4. Khan Academy – Math

Intake

Monday and Wednesday (9:00 – 11:00)

Tuesday and Thursday (3:00-5:00)

Student Discipline: Frequently Asked Questions

Whom should I contact about concerns pertaining to my discipline? You should initially contact a parent. If behavior does not change, contact Mr. Scott.

Whom should I contact if I am unsuccessful contacting a parent? You should complete a school social worker referral.

Whom should I contact if I have not received a copy of a discipline referral that I submitted on a student within 48 hours? You should contact the Student Information Specialist.


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Whom should I contact if I suspect a student has expressed intent to hurt him/ herself or who says that they are being hurt at home, in the community or in the school? You should immediately contact and report the concern to a counselor. Document your report.

Whom should I contact if my classroom has not been cleaned? Notify the custodian or see Mr. Scott.

Whom should I contact for classroom supplies/instructional resources, and textbooks? You should contact the secretary.

Whom should I contact if an unruly student needs to be removed from the classroom? Call the front office immediately.

Whom should I contact if a child suddenly takes ill and needs the assistance of the school’s nurse? Notify the front office. Front office will assist you with getting a nurse to your classroom.

Whom should I contact for normal classroom repairs? Submit a maintenance request form located on ACORN. Completed forms should be submitted to the main office.

Whom should I contact for emergency classroom repairs? Notify front office immediately. Front office will notify maintenance immediately.

Whom should I contact for bus transportation information for a student? You should contact the guidance counselor or person assigned to bus duty.

Email (TKES Standard 10)

The school system e-mail is for official use only. Official use is considered to be instructional and administrative related business. Sending chain e-mails, advertisements, club memberships, or other e-mails not related to official business is considered inappropriate and a violation of board policy ECH.

Remember it is our job to protect you and the school system. By law, we are required to track all e-mails sent and received within the school system; therefore, all e-mails are considered to be official school mail. We are all responsible to ensure proper use of this system.


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Check email regularly, as this is the primary mode of communication regarding school business.

School Telephone

Students are encouraged to make arrangements for the afternoon with their parents or guardians the night before. The school telephones are available to students for emergencies only.

Shares Drives (TKES Standard 10)

Staff members are expected to check the shares drive for necessary documents and information. Remember to download and save needed forms to your computer or flash drive prior to typing in them so as not to remove or corrupt the original file.

Visitors

All visitors are required to sign in at the main office. Visitors will be given an identification badge/sticker. Authorized district personnel wear identification badges. Direct all visitors without badges/stickers to the front office and call the front office for security purposes.

Keys

Teachers are given a set of keys to their assigned rooms and closets. These keys are signed out at the beginning of the year and signed in during post planning by the secretary. Teachers are not authorized to have duplicate keys made or to transfer keys to another person. Staff members will be held responsible for any loss of property due to unauthorized use of keys. Only the principal will authorize personnel to have a master key. Any unauthorized staff member in possession of a master key will be subject to disciplinary actions.

Room Maintenance (TKES Standard 9)

Teachers should assist custodians by doing the following:

Be aware of the time that your room is to be cleaned and make certain that your room is ready to be cleaned. This includes having desks orderly arranged and emptied of all trash, large pieces of paper picked up, and having book bags and other obstacles off the floor.

Clean the whiteboards. Monitor writing on desks, walls, shelves, doors, etc. Secure the classroom when not in use by locking doors and windows and turning off lights.


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Submit maintenance forms to the main office.

Faculty Attire (TKES Standard 9)

As individuals working in a professional environment with children, our responsibilities include being role models and preparing children for the working world. All employees are expected to be appropriately and professionally dressed to perform their duties (see Policy GBRL-R, Appendix). **NOTE - The principal/site administrator has the authority to interpret the Dress Code and make case-by-case determination for appropriateness of dress and appearance which is not covered in this policy. Failure to adhere to this expectation will impact the scoring on your Teacher Keys Effectiveness System Evaluation – TKES Standard 9: Professionalism, specific indicator 9.2 Maintains professional demeanor and behavior (e.g., appearance, punctuality and attendance).

Personnel Records (TKES Standard 9)

The following items need to be completed by the end of the first week that each employee begins work:

Faculty Information Sheet — Please complete and return to front office ASAP and inform office if any information changes during the school year.

Personnel File — A current certificate and evidence that you have met recent study requirements for SACS must be kept on file in the personnel file of each certified staff member. It is the staff member's responsibility to see that this information is updated, as necessary, each school year.

Code of Ethics & Conflict of Interest — Each faculty member must complete a code of ethics and conflict of interest form prior to the last day of pre-planning. Training will occur prior to forms being submitted for the personnel records.

Teacher’s Work Day (TKES Standard 9)

The workday for teachers begins at 7:30 a.m. and ends at 3:30 p.m. (see Policy GBRB and GBRB-R, Appendix). Each teacher shall clock in daily. Teachers are to remain on campus during the school day unless permission to leave the school grounds is granted by a school administrator. ONLY a school administrator can give permission for an employee to leave campus. If permission is given, employees are required to clock-out before leaving and clock-in at the point of returning to campus. No employee should need to leave campus in excess of once per semester. It is an expectation and requirement that all teachers report to work on time and clock in daily. Failure to adhere to this expectation will impact the scoring on your Teacher Keys Effectiveness System Evaluation – TKES Standard 9: Professionalism, specific indicator 9.2 Maintains professional demeanor and behavior (e.g., appearance, punctuality and attendance).


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By 7:30 a.m. all certificated staff is expected to be at their assigned duty posts, to include standing outside classroom doors for the purpose of monitoring and supporting students. Faculty members with first period planning are expected to remain at their duty stations until 7:45 a.m. or until they are no longer needed. Teachers with afternoon duty are expected to report to their duty stations by 2:50 p.m.

Lesson Plans (TKES Standard 2)

Lesson plans are submitted via shares “G” drive to the appropriate folders by midnight on Friday before the instructional week. Each teacher has a folder.

A hard copy of lesson plans must be posted in a conspicuous place for administrative assessment during observations.

The limited use of appropriate, subject-related videos is permissible in lessons. They must pertain to the current standards being taught and be pre-approved by an administrator. Please submit the appropriate form for approval.

Substitute Plans

Substitutes must have (1) class rosters; (2) teaching schedule, including duty responsibilities; (3) seating charts; (4) suitable lessons for students; (5) information about special education students’ needs, any severe behavioral issues, all medical concerns; and (6) emergency procedures (fire drill, evacuation, lock-down, etc.). It is the teacher’s responsibility to make sure the substitute has all of this information.

Emergency Lesson Plans

Emergency lesson plans are prepared and posted on the shares drive in the event that you have an emergency and must call for a sub without advance notice. ELPs are strictly for emergency situations (illness, family emergency). While the lessons may be somewhat generic so that they can be used at any given time, they should NOT be “busy work”. Be VERY CAREFUL when preparing ELP and leave work that is appropriate to reflect EOCT and GPS/Common Core standards work.

The following will constitute the files in the Emergency Lesson Plan Folder for each class taught:

Academically focused assignments for at least five (10) days Your teaching schedule Any duties you have: morning, lunch, or afternoon duty, etc. Class rosters (update these every quarter and as needed) Class seating charts (very important!) The names and locations of buddy teachers Emergency procedures (fire drill, evacuation, lock-down, etc.)


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All information specific to your class as you see fit

NOTE: Emergency Lesson Plans are due to the secretary on the 11th day of school.

Permanent Duties (TKES Standard 9)

Hall Duty

Failure to adhere to this expectation will impact the scoring on your Teacher Keys Effectiveness System Evaluation – TKES Standard 7: Positive Learning and TKES Standard 9: Professionalism

Time: Every bell/every transition

Responsibility: All teachers are expected to stand outside of their classroom doors during class changes. Teachers should monitor and support students by insisting that they move quickly to their next class. This will aid in establishing a culture and climate for behavior and learning school wide.

Morning Duty

Time: 7:30 a.m. until the bus ramp/hallways are clear of all students

Responsibility: Teachers should position themselves at their assigned stations. Students should be discouraged from assembling in the commons area, hallways, and outside of the school. Students should not be allowed to gather in the student parking lot or leave campus.

Afternoon Duty

Time: Teachers with afternoon duty must report to their duty station at 2:50 p.m. During dismissal, all teachers without a specific duty station must stand outside of their classroom doors to assist with clearing the hallways/building.

Responsibility: Monitor the movement of students, routing them either to the bus ramp or the front of the building. Teachers are to remain on duty until all buses and walking students are off campus. Classified staff shall leave at scheduled time so as not to earn overtime, unless otherwise directed (see Board Policy GBRB and GBRB-R).

It is the responsibility of special activity coordinator(s) to ensure that their students are supervised at all times after school. Coordinators should not allow students to leave assigned area without permission. Coordinators should supervise students until all students have left campus. A plan should be in place for students if your after-school activity does not begin immediately following dismissal.

Lunch Duty


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Lunch will be provided to each classroom. Students are provided 30 minutes for lunch.

Meetings and Professional Learning

Reserve every first Tuesday for Faculty Work Groups after school. Attendance is mandatory. If a faculty or staff member is unable to attend, an administrator must be notified and must grant prior approval. Missing a Faculty Work Group does not absolve an employee of duties and responsibilities pertinent to the session’s content.

o Requests for absence must be in writing or documented via email. A documented response from the administrator must be rendered before leave from a meeting is approved. Failure to follow this procedure may result in a TKES Standard 9: Professionalism reminder and/or additional action.

Professional Learning Communities: A professional learning community (PLC) is a process, not a program — a verb, not a noun. Building

Bridges faculty and staff will use the following guiding principles of a PLC, which is based on the work of DuFour, Eaker, and DuFour, to undergird our work: 1. Focus on learning; 2. Focus on collaboration; and 3. Focus on results.

Data Teams and Common Planning — Every teacher will participate in job-embedded professional learning/analysis of student data each week during their data team meeting times. These meeting will occur every Monday during the Intervention block.

The School Leadership Team (SLT) is composed of the administrative team, department chairs, the guidance counselor, and others appointed by the principal. The SLT guide staff through the process of making data-driven decisions for school improvement based on student and teacher performances. The SLT will meet every Friday at 12:30 p.m.

Attendance at all meetings and professional learning is required. Sign-in sheets and minutes must be submitted for review. Minutes shall include: date, time, participants’ names and signature, goal(s), how the group accomplished the

goal(s), and next steps.

Duties and Responsibilities (TKES Standard 9 and 10)

All reports should be completed accurately and submitted on time to the designated personnel upon request. All teachers are responsible for checking dress code violations each period/block. All teachers are responsible for accurately recording and reporting students’ attendance in Power School, to

include tardiness, each period/block. All teachers are responsible for recording and reporting students’ grades. Refer to the calendar for the due dates

of grade reports. Teachers must inform the students and parents, guidance counselors and the appropriate administrator when a

student is at risk of failing due to grades and/or poor attendance (Policy IHA-R(1) and IHE-R, Appendix and ACORN). You must maintain a parent communication log for documentation. In addition to parent


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communication via phone/conference for a student in danger of failing, you must submit a critical decision for each student in danger of failing each marking period.

Teachers are responsible for ensuring that students should remain seated in the classroom until properly dismissed at the end of the period by the teacher. The manner in which the students leave the classroom has a considerable effect on their behavior in hallways and future classes.

Employees should check their email and mailboxes daily, upon arrival in the morning, during planning and/or lunch, and at the end of the day. Employees are prohibited from sending students to either place or to remove materials from mailboxes. Teachers will not be interrupted during class time for phone calls, unless in cases of emergency. Employees are not to have doctors, dentists, or other personal appointment holders call the school to remind them of appointments or to make appointments.

Teachers should maintain a record of all parent communications, i.e. telephone contacts, student-parent conferences, etc.

Teacher/Staff Absences – Policy GBRI-R (Appendix) (TKES Standard 9 and 10)

For every absence for any reason, all teachers and staff members must submit an “Excuse for Absence” form. Teachers shall not request a substitute teacher until requested leave is approved by the principal. Then, teachers may request a substitute through the Smart Find system. Make the contact as soon as possible, preferable the night before, but no later than 6:00 a. m. Teachers are required to call the school so that arrangements can be made for students and coworkers in the event of tardiness. Frequency of calls, late clock-ins, and missed punches will be monitored and documented by administration and the KRONOS operator.

A signed "Required Excuse" form is mandatory for any absence. The method of acquiring leave request forms is through ACORN. Once the form is completed, the secretary will submit it to the Principal for approval. An excuse must be turned in to the designated secretary within five (5) days after returning to work. Failure to turn in an excuse will result in pay being docked for the time of the absence. Request for any other type of leave must be submitted for approval three to five days prior to the "leave" date. The daily docking rate is 1/190th of an employee’s yearly salary. Again, employees must inform the administrator of the request for leave. Not contacting the secretary in the main office before 1:45 p.m. on the day of your absence as to your return, may result in a documented reminder. Employees are responsible for keeping a record of all leave days. Employees will receive a copy of their leave forms.

Sick leave is earned at the rate of 1 1/4 days per month. It must be earned before it can be used. One full month's work earns 10 hours on the first day of the next month. After being absent more than three (3) days, the employee must have a doctor's excuse. Three days of accumulated sick leave may be used as personal leave days. Three personal leave days will be approved in one school year. Please use these judiciously. Forms are available on ACORN. You must also notify the appropriate administrator of intent to be absent. Personal leave requires prior approval. Failure to receive prior approval could result in loss of pay.

In the event of a summons for jury duty or subpoenaed as a witness in a case, immediately notify the appropriate administrator and make arrangements for a substitute using sub finder (see Policy GBRI-R, Appendix).

Note: If you are excused from duty, you must return to school.


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An employee in the Savannah-Chatham County School System who served on jury duty may elect to accept either the jury pay or regular compensation from the Board of Education if service as a jurist causes absence from normal duties as an employee with the Board of Education. If the employee elects to accept regular duty compensation rather than pay offered for jury duty, the employee must endorse the jury duty check to the Board of Education and send it to the Payroll Office upon receipt from the court.

In the event that the jury duty check includes an amount for a meal allowance, that amount will be refunded to the employee within ten (10) working days of the receipt of the jury duty check by the accounting department.

Again, it is the employee’s responsibility to submit excuses to the administrative secretary. Also, the written excuse must correspond with the oral excuse.

Refer to the full policy located in the Appendix and on ACORN. Leave with pay exclusions exist in cases when an employee is engaged in personal litigation.

Short Notice and Emergency Leave Procedures

Occasionally unforeseen situations arise that will not afford the employee adequate time to submit a request for leave form three (3) days in advance, as required by Policies GBRI, GBRI-R, GCRG, and GDRH. In those cases, adhere to the following procedures:

1. Contact the administrator immediately and apprise him/her of the situation requiring the need for being absent from work. It is the employee’s responsibility to call before 6:00 a.m. prior to your absence. Employees have five (5) days after returning to work to submit the appropriate leave form to the front office.

2. Employees must call the front office staff before 1:45 PM to notify of their intent to return to work the next working day. Failure to call will result in the securing of a substitute and the employee will be required to take leave for that day unless the substitute can be used in another, lateral capacity.

Professional Leave Request

All professional leave requests approved by the principal should be in strict compliance with Board Policy GBRI-R. An employee should not plan for any professional leave without prior approval of an administrator.

System professional leave may be granted for the period of time required for the employee to participate in appropriate/approved professional meetings, conferences, or activities directly related to the employee's duties with the Board of Education or which benefits the system as a whole. Attendance at meetings or conferences that connote political issues or that are religious or fraternal (social) in nature will not be approved as system professional leave.

All professional leave requests, with supporting documents attached, are to be submitted three (3) days prior to leave date. The immediate supervisor must approve system professional leave. The principal will sign the request after she has


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verified that the meeting, conference, etc., for which professional leave has been requested will be of benefit to the employee in his or her position at the school or to the system as a whole.

If teacher travel funds are requested for approved professional leave, the estimated amount is to be listed on a sheet attached to the leave request form with supporting documents. If the request for funds is approved, then a duly signed and supported travel voucher is to be submitted after the conference, etc., has been attended. Receipts must support all items of expense.

Leave forms received after the leave has been taken or those without proper documentation will not be approved. See Appendix and ACORN for full policy.

Conflict of Interest (TKES Standard 9)

All employees of (SCCPSS) shall avoid actual conflicts of interest and shall make every reasonable effort to avoid even the appearance of a conflict of interest. Employees shall not participate in or influence transactions or proceedings where they have an actual conflict of interest. See full Conflict of Interest policy (Policy GAG), disclosure procedures (GAG-R), and employee assurance forms are available in the Appendix and on ACORN.

The Code of Ethics for Educators (TKES Standard 9)

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health; safety and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession (see Policy GBU, Appendix).

Communications

School Calendar

A secretary maintains the master calendar online. It is a day-by-day account of ALL school activities and events.

Teachers should avoid scheduling activities that will take students out of another teacher’s class. When this is absolutely necessary, professional courtesy is required. A roster of affected students must be sent via email to all staff at least one week in advance. An updated attendance roster of students must be sent to all staff immediately following the event.


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Daily Announcements

Morning announcements will be generated from the front office and will be made immediately after the Pledge of Allegiance and the Moment of Silence. The announcements will include special messages from student groups, and may include items for teachers. Teachers should emphasize the importance of listening carefully to these announcements, and create a classroom environment that allows all students to hear what is said.

Afternoon announcements will be at 2:50p.m. Afternoon announcements will be very brief.

Daily announcements may also be placed on the scrolling announcements that appear on the classroom television set during the day. These announcements should be submitted in writing to the front office at least two (2) days prior to the event.

Smoking

Per Board of Education Policy GAN, tobacco use is prohibited. Specifically, No student, staff member or school visitor is permitted to use any tobacco product (including smokeless tobacco, cigarettes or electronic nicotine delivery system) at any time.

The prohibition on the use of tobacco products by all staff shall extend beyond school hours and beyond school campuses where employees are directly instructing or supervising students or where students are being transported to and from school activities. See ACORN for full policy.

Nurse’s Office

The nurse’s office is designed and equipped as a place to care for illnesses and injuries. It is not a "hangout". For anything other than injuries, a student must have a signed pass before being admitted. We share a nurse with Woodville Tompkins. Please call the front office if nurse assistance is required.

Student Accidents or Injuries

Student accidents require that the supervising teacher and/or any faculty member having witnessed a student’s accident make a written report to the appropriate administrator. If the student is able, he/she should be immediately escorted to the school nurse or appropriate administrator. Otherwise, the nurse and administrator should be summoned to the accident site. The school nurse is responsible for informing the parent/guardian of the accident or injury. An administrator will follow up with the parent/guardian.

Student Medication


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In accordance with Board Policy JGCD and JGCD-R, the parent or legal guardian must follow the steps written below when it becomes necessary for the school nurse to administer medication to their child.

The medication must be brought to the school in the original prescription bottle and presented to the nurse by the parent or legal guardian.

The parent or legal guardian must sign the approved medical form that authorizes the school staff to administer medication.

NOTE: See ACORN for full policy.

Faculty Accidents

Faculty and staff are covered by Workmen's Compensation provided by the Board of Education. An accident involving a faculty or staff member in performance of duty and requiring medical attention must be immediately reported to the principal. The appropriate forms may be obtained from the front office and the claim must be filed immediately. A copy of the Workmen's Compensation policy is available in the front office.

Emergency Procedures

Fire and Severe Weather Drills

There will be a minimum of one fire drill per month. The statewide fire drill is in October and the tornado drill in March.

When the alarm sounds, everyone is to exit the building as quickly and safely as possible and go to the designated spot. The bell will ring when it is safe to return to the building.

NOTE: See Appendix for additional information on emergency drills. Also refer to your Red and Green SCCPSS Emergency Preparedness and Response Plans flip book.

Child Abuse or Neglect (TKES Standard 9)

Any school administrator, teacher, counselor, social worker, media specialist, nurse, campus police officer, paraprofessional, secretary, clerk, aide, custodian, bus driver, cafeteria worker, or other person employed by Savannah-Chatham County Public Schools who has reasonable cause to believe that a student under the age of eighteen or over the age of 18 with disabilities has been physically injured other than by accidental means, sexually assaulted, neglected or exploited by their parent, caretaker, student/peer, or other person, must immediately report such abuse following the procedures outlined in Board Policy JGI and JGI-R.

Additional information emphasizing the legal responsibility of the employee as a mandated reporter, reporting policies and procedures, confidentiality, and ways to identify child abuse and neglect is located in the Appendix and on ACORN.

Miscellaneous Do’s and Don’ts

Lights should be turned off when the classroom is vacant.


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No passes shall be given the first and last 15 minutes of class. The assigned teacher should give a student a written pass that states his/her reason for being in the hall ONLY if there is an EMERGENCY. You will need to use professional judgment.

Students should not be sent to the office for report cards, discipline forms, detention slips, library permits, permanent records, or other school forms that may be used improperly by them.

Students should not be sent to the office for attendance verification forms for driving permits during instructional time. These forms are only provided during lunch and after school.

All school forms in the above bulleted item should be placed where students cannot get to them for improper use.

Students should not be left unattended in rooms. If the need arises, inform the teacher across the hall or next door.

Please run a spell/grammar check on correspondence sent home. Have your department head peruse the note before sending it home.

Do not send students to the teacher workroom to make copies or for any reason. There must be prior approval by the administration of any correspondence sent out of the building (i.e. memos,

letters, etc.)

Financial Accounting (TKES Standard 9)

Sponsors are required to follow the procedures in order to safeguard the monies collected on behalf of our students and faculty. Detailed Student Activity Fund (SAF) procedures for sponsors and required forms are included in this handbook (see Appendix).

Board policy requires that NO money be left in the vault or kept by a sponsor overnight. Money must be turned into the bookkeeper by 1:30 daily.

Student Conduct (TKES Standard 9)

Building Bridges School Discipline Code

Discipline begins with appropriate classroom management. The teacher is the first line disciplinarian. Well-structured standards-based lessons and activities preclude most discipline issues. Clear rules and guidelines posted, positive reinforcement, and frequent parent communication are the hallmarks of good classroom management.

Suspensions

Only the principal can suspend students. Suspended students' names will be published via email on the Do Not Admit List. Teachers should peruse the list daily to ascertain names and status of students. Their date of return will be noted. Students will not be permitted to remain in school if they return before OSS expires. Teachers should immediately report to administration any OSS student observed on campus during the school day. It is not necessary to send returning students to an administrator for a clearance pass because the return date is noted on the list. If still uncertain of return date, contact the appropriate administrator/front office. OSS will be used only as a last resort.


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Suspended students will have five (5) days upon returning to school to either make up all work or discuss with the teachers a plan for make-up. It is the responsibility of the students to initiate this process, not the teachers. However, teachers should encourage students to make-up work.

When a student is suspended, he/she must serve the assigned days before returning to class. Teachers are responsible for providing adequate assignments to suspended students. Students can make up work only after returning from suspension.

Students Skipping Class

Teachers should check the absentee list daily when they check roll in case there are students who are skipping class. Teachers are to fill out a disciplinary referral for all students who skip his/her class. Submit the completed referral to the appropriate administrator.

Identification Badges

All teachers will check for ID badges each block. If a student does not have an ID badge, he/she is considered in violation of the student dress code and should be held to the conditions of the established progressive discipline plan. ID replacement cost is $5.00.

Schedule Changes

The appropriate guidance counselor will call for students who need schedule changes at the appropriate time. DO NOT SEND OR ALLOW STUDENTS TO SEEK SCHEDULE CHANGES WITHOUT GUIDANCE OFFICE INITIATION AND SUPPORT.

Student Absentee Lists (TKES Standard 9 and 10)

Teachers will electronically record attendance each period within the first five (5) minutes of every class, during which an established routine for a warm-up for students must be in place. It is imperative that if a student enters the class tardy, the teacher changes the absence to a tardy in Power Teacher.

Enrollment

A student is not considered enrolled in your section or class until he/she appears in your classroom. A student's name may be on your class list, but he/she is not to be counted in your enrollment and class count until he/she actually comes to class. Specific procedures for conducting the first 10 day counts will be provided during pre-planning of each school year.

Students Late to School

Please allow late students in your class and document. After three late arrivals, please submit a discipline referral.

Students in Hall During Class (TKES Standard 9)

Students are not allowed to roam the halls during class periods. No passes shall be given the first and last 15 minutes of class. The assigned teacher should give a student a written pass that states his/her reason for being in the hall ONLY if


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there is an EMERGENCY. You will need to use professional judgment. Students are NOT to be placed in the hall for TIME OUT. DO NOT PLACE STUDENTS IN THE HALL UNSUPERVISED.

Student Absences and Excuses (Policy JBD-R)

Excuses Policy JBD-R and IHA-R (1)

Students should present a legal excuse to teachers upon their return to school after each absence. The excuses are immediately submitted to the information specialist in front office. Near the end of the semester, teachers will receive a list of students and dates they have been cleared of absences. Only legal documents such as a court subpoena, doctor’s excuse with proper dates, newspaper obituaries, religious holidays, etc., will be accepted as a legal excuse. Only the attendance clerk will mark excused absences on the computer with the approval for the excuse signed by the principal. Refer to ACORN to read the full policy.

Teachers must permit students to make up work missed during absences for any of the following reasons:

Participation in school-sponsored activities Personal illness Medical requirements Family illness Death of a family member Observance of a religious holiday Orders of government agencies Hazardous conditions Suspension

Make-up Assignments (Board Policy IHA-R (1))

The teacher must permit the student to complete the homework; test or examination within five (5) school days after the student returns to school, provided the absence is approved for make-up work. If it is the fourth marking period, the teacher must permit the student to complete the homework, test or examination by the end of the teachers’ post-planning days, provided the absence is approved for make-up work.

When a student completes a make-up homework assignment, test or examination, the teacher will report the score, and the school data clerk will update the student’s transcript and report card upon signed approval by the principal.

Gradebook / Computer Gradebook

PowerTeacher is the computer system used by Chatham County. Teachers are expected to use PowerTeacher. Teachers must update grades in PowerTeacher by Tuesday each week. Teachers must ensure that PowerTeacher is set up in such a way that homework, classwork, and tests are easily identified and the percentages are indicated and calculated in accordance with Board policy (IHA-R(1)).


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Teachers must maintain a hard copy of their electronic grade book. Grades for the entire year should be kept in that one grade book. All grade books (electronic and hard copy) will be checked by administration during the year. The data entry of grades should allot for easy interpretation by the administration.

Teaching and Learning Section

(TKES Standards 1, 2, 3, 4, 5, and 6)

Appearance of Classroom

Teachers are responsible for all materials and equipment in their classrooms, whether it is a permanent assignment or they are floating. Emphasis should be placed on the prevention of willful marking and cutting of furniture and walls. Desks should be checked for marks and defacing. Students are expected to pick up all trash before leaving each class. Trash should be placed in the wastebasket and not in desks, on the floors, or on the school grounds.


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Teachers are responsible for keeping their classrooms neat and presentable. Students should be instructed, periodically, in the care of the room and the equipment. Inspect the room and equipment regularly.

Bulletin boards should be used to their maximum capacity and changed periodically. They should be kept attractive, up-to-date, and related to subject matter.

Teachers should display student work. This practice is expected by SCCPSS and supported by High Schools That Work.

Teachers should never cover the window on the door leading to the hallway.

Covering a window can lead to unwarranted charges against a teacher. Leaving it uncovered will help protect you, as well as the students in your care.

Hall Passes: 15-Minute Rule

No passes shall be given the first and last 15 minutes of class. The assigned teacher should give a student a written pass that states his/her reason for being in the hall ONLY if there is an EMERGENCY. You will need to use professional judgment.

Standards-Based Classroom Configurations

A. On Board (next to Building Bridges sign)—Daily Board Agenda1. Date2. Subject3. Standard number and element written in student-friendly language4. Essential Question(s)5. Warm-up / Sponge activity / Activating/Review strategy 6. Instructional Framework

i. Opening ii. Work Session


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iii. Closing—Student-led iv. Teacher Wrap-up

1. Homework assignments2. Next Test Date3. Project, Papers, Research, Lab Dates4. Notebook Check Dates5. SAT Word of the Day with definition and sentence

B. Classroom Bulletin Boards (Change Each Semester)1. Student Work (required)

i. Clean background paper and borderii. Standard(s) displayed

iii. Student work with specific teacher commentary2. Informational (If more than one bulletin board)

i. Tests schedules: 1. Tutorial schedule2. Saturday School schedule3. Advisement News

C. Walls1. Student work (Must follow standards-based procedures)2. Word wall – expand to reflect standards 3. Student data wall

i. Common assessments (individual and collaborative)ii. Teacher-made assessments (individual and collaborative)

iii. State assessments4. Rituals and routines5. School’s motto6. System’s vision and mission7. School’s Discipline Process8. Evacuation Plan posted at the door

B. American Flag visibleC. ClockD. Outside

1. Teacher’s name, college attended, and schedule with courses and room numbers2. Each subject area should have a common insignia


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BUILDING BRIDGES

EVIDENCE OF A STANDARDS-BASED SCHOOL

WHAT IS EXPECTED?

On the board in every classroom is to be the DBA (Daily Board Agenda) to include the following:

STANDARDS/ELEMENTS – written in student accessible language

ESSENTIAL QUESTION(s) - written in student accessible language

INSTRUCTIONAL FRAMEWORK:


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A. Opening B. Work Session C. Closing—Student-led (opportunities for students to revisit key concepts)D. Teacher Wrap-up (4 minutes)

1. Homework assignments (meaningful opportunities for students to reinforce learning)2. Next Test Date3. Project, Papers, Research, Lab Dates4. Notebook Check Dates5. SAT Word of the Day with definition and sentence

Additional Expectations for Standards-Based Classrooms:

STUDENT WORK DISPLAYS – to include standard, task, work meeting the standard, exemplar or benchmark piece(s), meaningful teacher commentary, rubric (if used)

WORD WALL – in the context of the content and infused with what you are teaching each nine weeks. Words should not come down until the end of semester.

STUDENTS – must be able to answer these questions when we visit your class:

What am I learning? How do I know when I have learned it? What happens when I don’t learn it? What happens when I already know it?

Focus Walks

Leadership team members and district personnel will conduct focus walks. Focus walks are a formative assessment process designed to improving teaching and learning by:

Providing opportunities to give and receive safe, non-threatening, qualitative evidence-based feedback Reinforcing a focus on teaching and learning priorities within a standards-based instructional environment Gathering and providing qualitative data about instructional practice and student learning to supplement other

data about school and student performance Stimulating collaborative, professional conversations about teaching and learning Deepening an understanding of teaching and learning through ongoing, formative feedback related to school

improvement that supports the school’s instructional focus


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Field Trip Request Process

Field trips that enhance the course objectives and expand the instructional offerings are encouraged. The principal must approve all field trips. Approval is dependent on the availability of funds and the nature of the field trip. Field trip forms, along with the agenda, permission slips, and a plan for how the trip will enhance the instructional program must be turned into the principal. Teachers must make transportation arrangements, notify coworkers in writing with a complete listing of participants and departure and returning times, notify parents and obtain documented permission to travel, file a complete itinerary of the trip in the front office, and provide the principal with a follow-up upon return. Refer to school Board Policy IFCB, IFCB-R, and IFCB-E regarding all field trips and excursions, especially out of county/state/country field trips.

Out of town field trips require an additional approval from a BOE administrator. If approved by the principal, the administrative secretary will forward the request to the BOE. If the request is approved at the second level, the requesting staff/faculty member will receive notification via email from the administrative secretary. A packet with a copy of the approved request form, student permission slips, insurance, and parent contact information must be left with the administrative secretary prior to leaving.

Field Trip Bus Request Protocol

The administrative secretary has Field Trip Bus Request forms in the front office. For local trips, completed Field Trip Bus Request forms must be returned to the main office ten (10) days prior to the date of the trip for principal approval. For out-of-county trips, completed forms must be returned twelve (20) days prior to the date of the trip for principal approval. A copy of the approval/denial notification will be sent via email to the requesting staff/faculty member.

Special Education

Program Modification

Program modifications are addressed as part of the student’s IEP. Modifications are to be used throughout the student’s planned program in special and regular education classes. Modifications are individualized and based on the student’s disability related to the attainment of IEP objectives, progress in the general curriculum, and participation in the educational program with their non-disabled peers. Modifications will be distributed each marking period. Please sign stating that you received the modifications. You are also required to review the student’s IEP. The caseload teacher will provide access to the records.

Each student identified by the Special Education Department has been assigned an IEP teacher to monitor his/her progress.


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Attendance

Please notify the caseload teacher if a student is constantly tardy, not attending classes, or frequently receiving disciplinary referrals. Specific procedural guidelines in reference to attendance, suspensions, and expulsion established by Federal and State Laws for students needing special service must be followed. After three unexcused absences a social work referral should be submitted.

Students Not Identified

Sometimes student are not identified until they experiences problems. In addition, some students register and do not indicate they are special needs students. Notify the Special Education department chairperson if you suspect that a student may need special education services. The chairperson will notify the counselors who will try to identify the student (s). If the student cannot be identified, your department chairperson will be notified.

After the grade level counselor has reviewed the student’s permanent record, he/she will notify the teacher of the findings. If the findings suggest that the student is a special needs student the Special Education chairperson should be contacted immediately. If findings suggest that the student is not a special needs student, the grade level counselor should schedule a SST meeting immediately.

Response to Intervention (RTI) (Policy IHE-R)

Response to Intervention (RTI) is a learning process that matches general education classroom instruction to each student’s learning needs. In other words, educators respond to a student’s academic and/or behavioral challenges with the right amount of intensity in classroom learning supports. See Appendix for additional information and forms.

RTI is a four- tier instructional intervention model that intensifies at each escalating tier.

Tier 1—Standards-Based Classroom Learning (universal—all students receive standards-based, differentiated instruction)

Tier 2—Needs-Based Learning (academic interventions—targeted group intervention; selected students receive these supports)


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Tier 3—SST-Driven Learning (individualized instruction; targeted interventions with moderate to high intensity)

Tier 4—Specifically-Designed Learning (targeted, intensive interventions based on findings in Tier 1-Tier 3; students participate in specialized programs)

RTI:

Determines if students are progressing as expected or need assistance Identifies struggling students (academically and behaviorally) Provides layers of intensive interventions—the practice of providing high-quality instruction and interventions

matched to student need Monitors progress frequently Applies student response data to make educational decisions about changes in instruction and goals

Credit Recovery/Credit Advancement (Policy IHA-R (1))

Refer to Board Policy IHA-R (1), which is located in the Appendix and on ACORN for specific guidelines regarding credit recovery and credit advancement.

Parent Teacher Conferences Suggestions (TKES Standard 10)

Ten strategies for success in a parent-teacher meeting…… and ten things you should never do. By Louise Callaghan

Every teacher wants to have a successful parent conference. Here are some suggestions that might be helpful!

1. DON'T summon parents into the classroom and direct them to sit in front of your desk. Parents may be anxious or fearful about meeting with you, a key authority figure in their child's life. If you distance yourself, put them in a subservient position, or appear to condescend, you're lessening the chances of a successful meeting.


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DO bear in mind that parents may have difficulty talking with teachers as a result of memories of their own school years, or they may be unsure of how to express their concerns to teachers. A few parents may fear that questions or criticism will put their child at a disadvantage in school.

2. DON'T begin by focusing on the student's problem — remember that you both know the child in different contexts, and that each may be unaware of what the child is like in the other context. It is also useful to keep in mind generally that different people often have different perspectives on the same issue. DO start the meeting by showing that you care and know something positive about their child. Summarize the student's strengths before raising problems.

3. DON'T dress too casually for the occasion. Some people think casual attire will make the parent feel more comfortable, but experts say that can backfire. You are a professional, and professional attire communicates that message. DO dress in a way that reflects the meeting's importance and your respect for the parent(s) and their child.

4. DON'T wing it. DO rehearse what you want to say. Prepare an outline and a checklist of areas to cover. Plan how you will keep track of time.

5. DON'T rely on verbal descriptions of the student's work and progress. Avoid subjective statements such as "His conduct is bad." Instead, cite specifics such as: "She talks out of turn." or "He won't sit in his seat." DO use the child's class work to back up your statements. It is much easier to demonstrate progress or show parents what a student needs to do to improve.

6. DON'T point a finger at parents or place blame. DO listen to what parents have to say. Sometimes the teacher is unaware of the child's difficulty or view of a situation. Sometimes a child misunderstands a teacher's intentions, or the teacher is unaware of the child's confusion about a rule or a piece of homework. Direct contact is necessary to define the problem accurately and to develop an agreement about how best to proceed.

7. DON'T dominate a meeting so that parents can't ask questions or make suggestions. Parents have concerns or questions of their own. Allow for occasional silences, which give the parent an opportunity to ask a question or voice a concern. DO ask parents for their suggestions in how to help their child. They have and intimate knowledge of the child's personality and can give invaluable advice on how the child would react to one approach over another.

8. DON'T send parents home empty-handed. DO give parents something to take home with them. If you offer a handout on curriculum, for example, you won't need to go over it extensively at the conference. Parents have time to review the material in more detail and they have something to refer back to during the year.

9. DON'T use educational jargon or acronyms. This can leave parents feeling like outsiders. DO use clear and descriptive terms.

10. DON'T end the meeting on a negative note by recounting student's problem. DO end positively, with a proactive message. Set goals. Review how parents can help. Mention plans for follow-through. Let parents know their support is needed.

Document, Document, Document

Keep a log of all parent communication. All parents must be contacted weekly. Phone communication bi-weekly. This is a non-negotiable and is directly aligned to TKES Standard 9 and 10


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Support Structures: Teachers and Students

It is mandatory that all teachers call parents whose child is in danger of failing your class. This is not negotiable. No parent should be surprised. While we do issue progress reports, grade reports, and report cards, it is still the responsibility of the teacher to contact the parent and inform them of the student’s academic progress. You must maintain a parent log that documents all contact with parents regarding their child, academic or behavior. Each teacher must submit Critical Decision Forms with a list of all students that failed the course for the marking period to your assigned administrator. Make sure students sign for all reports, school wide grade reports, progress reports, report cards, and critical decision forms. Reminder parents must receive weekly contact and grades should be updated daily.


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Failure to adhere to this expectation will impact the scoring on your Teacher Keys Effectiveness System Evaluation – TKES Standard 9: Professionalism and TKES Standard10: Communication.

Community- School Relations

Perhaps the greatest inadequacy in current public education is the inability to keep the public aware of the school programs and purposes. Teachers are encouraged to communicate over and beyond the traditional "back to school night,”. Telephone calls to parents are essential. In addition, each teacher will send a course syllabus home. Communication, once established with the home, can be an invaluable source of assistance and a tremendous aid in the success of the student. Every teacher should establish a school web site. This web site must contain the following:

1. Teacher name, credentials, subject area, courses taught2. Course syllabus for each course3. Expectations (academic and behavior)4. Links to websites that will support student learning, i.e. state EOCT student study guides, student online

textbooks, virtual labs, Kahn Academy, Edmodo, etc.


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Documents

internet.savannah.chatham.k12.ga.usinternet.savannah.chatham.k12.ga.us/schools/bba... · Web viewIdentify and work with at-risk students to help them stay on track for graduation