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LFH/MLK Elementary School 792 Mount Ave. Wyandanch, NY 11798

Faculty Protocol Handbook 2016-2017

“T.E.A.M: Together

Everyone Achieves More”

Ms. Shamika Simpson Principal Ms. Tawanna Rice, Assistant Principal

Dr. Kevin Branch, Assistant Principal

Dr. Monique Habersham. Assistant Principal

Grades Pre-K – 1 Grades 2 - 4 Main Office (631) 870-0580 Main Office: (631) 870-0555 Fax: (631) 870-0584 Fax (631) 491-8573

Office Staff: Vanessa Thorne-LFH Charlene Tulloch-MLK Sandra Martinez-LFH Maria Roberson-MLK

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Table of Content

Mission/Vision/Etc. ……………………………………………………………….page 3 Bell Schedules (Lower House/Upper House)………………………………… page 4 Synopsis: Professional Responsibilities…………………………………………...page 5 Professional Responsibilities……………………………………………………….page 7 Lesson Planning……………………………………………………………………..page 19 Six Models of Co-Teaching…………………………………………………………page 24 Getting Started (Setting Up Your Classroom)……………………………………page 26 K-12 Evidence Based Instructional Practices (John Hattie)……………………..page 30 Five Essential Practices for Teaching ELLs……………………………………….page 33 Cautions and Procedures…………………………………………………………...page 35 Emergency Preparedness…………………………………………………………...page 36 Drug Abuse and/or Drug Possession.…………………………………………….page 47 Food Allergy Facts………………………………………………………………......page 48 Procedures for Testing Accommodations & Modifications (SWDs/ELLs)……page 50 Race to the Top Support Network: Multi-State SLO Rubric…………………….page 56 Teacher Evaluation Rubric: Danielson…………………………………………….page 57 CCSS Instructional Practice Guides………………………………………………..page 63 Employee Accident Reports………………………………………………………...page 73 Parent Letter for Sick Children in School………………………………………….page 77 Field Trip Meal Request Form……………………………………………………...page 79 Teacher Assistants Handbook…………………………………………………… page 81 Teacher Assistants Weekly Reflection Form…………………………………….. page 89 Teacher Assistants Instructional Support Plan………………………………….. page 95 Discipline Flow Chart……………………………………………………………… page 98 LFH/MLK Major Infraction Form…………………………………………………page 100 Zero Noise Signal…………………………………………………………………….page 101

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OUR MISSION To provide a positive safe learning environment that empowers scholars to develop into World Class Leaders by meeting and exceeding Common Core State Standards. OUR VISION We will create an environment where our scholars will become world class leaders. Through acquiring the necessary reading, math, social studies, science and technology skills our scholars will be equipped to meet and exceed New York State Common Core State Standards. WHAT WE BELIEVE

All scholars shall learn in a conducive and nurturing learning environment. A collaborative educational environment promotes combined success for all stakeholders. Scholars are agents of change who have the ability to think creatively and make great contributions to society. Student centered, differentiated instruction allows scholars to demonstrate their personal best. WHAT WE VALUE

We have highly involved staff who ensure our quality instructional program is taught effectively. We instruct with research-based best practices, data and New York State Common Core Learning Standards. We aim to make sure every scholar who comes in our door receives enriching learning experiences and challenging instruction and assignments to develop critical thinking skills as well as become productive citizens of good character. We work together to support our scholars to meet high expectations. OUR GOALS

To create a safe, respectful learning environment. To provide a strong foundation of rigorous reading, writing, and math skills. To develop responsible, independent learners.

WYANDANCH 2015-2016 DISTRICTWIDE CAMPAIGN

“WE WILL RISE” This is NOT a motto nor a slogan but a campaign in which we believe,

promote and will achieve.

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BELL SCHEDULES Lower House

2016-2017 School Year

STAFF ARRIVAL 8:40

SCHOLAR ARRIVAL 8:50

Period Time

1st 8:50-9:35 (BREAKFAST/INSTRUCTION) 2nd 9:38-10:23 3rd 10:26-11:11 4th 11:14-11:59 LUNCH Kindergarten 5th 12:02 – 12:47 LUNCH Pre K 6th 12:50 – 1:35 LUNCH 1st Grade 7th 1:38 – 2:23 8th 2:26 – 3:13 Dismissal 3:25

Upper House

2016-2017 School Year STAFF ARRIVAL 8:05 SCHOLAR ARRIVAL 8:10 BREAKFAST 8:10 – 8: 23

1st 8:25 – 9:10 2nd 9:14 – 9:49 3rd 10:03 – 10:48 4th 10:52 – 11:37 LUNCH 4th Grade 5th 11:41 – 12:26 LUNCH 3rd Grade 6th 12:30 – 1:15 LUNCH 2nd Grade 7th 1:19 – 2:04 8th 2:08 – 2:50 HOME ROOM DISMISSAL 2:50

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SYNOPSIS: PROFESSIONAL RESPONSIBLITIES

OUR CORE VALUES: (For Scholars)

I am a leader ( I can become a knowledgeable person) (I can be a critical thinker and problem solver)

I am a champion ( I can act as a responsible scholar)

I will be successful (I will advocate for education by using my office)

CURRICULUM AND INSTRUCTION: Instructional Non-Negotiable (10 Evidence Based Practices, 6 Practices for ELLs,

Use of Math Modules all grades, Reading Street, Fundations, Fountas & Pinnel lower-house, ELA Modules in grades 3-4)

Lesson Plans

Standardized Heading

Infinite Campus (Grade Book)

Data Binders

Use of Technology

Progress Reports/Report Cards

IEP’s, Scholar Record Cards/Cumulative Folders

Standardized and local test

Schedule Posted outside classroom door by Monday, September 12, 2016

Bulletin Boards (refer to bulletin board checklist

Observations

Homework assignments

ROUTINES AND PROCEDURES: Arrival of Scholars-greet children in your doorway

Notification to attendance clerk (L. Rodriguez) if more than 3 consecutive days

Professional Responsibility in the event of absence and lateness to notify main office in put in Aesop

3 Days of Substitute Plans

Common Planning and Monday Meetings

Professional Conduct

Non usage of Cell Phones during work hours unless it is your prep or lunch period

Reporting School Related Crimes Committed

Miscellaneous Items

SAFETY AND SECURITY:

Fire, Shelter, Bomb, Threat and Hostage Drills (prepare your scholars effectively by reviewing handbook procedures)

Visitors

View Elopement Plan

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PARENTAL INVOLVEMENT

Parent Concerns

Parent-Teacher Association Meetings

CLASSROOM ENVIRONMENT: WHAT SHOULD BE ON MY WALLS?

Current Unit and Essential Question

Learning Target

Interactive Word Walls

Current Scholar work displayed, showing evidence of process and progress

Anchor Charts that have been created for reference and pertain to units of study in progress

All classrooms are expected to be set-up and maintained as learning environments that are welcoming and support scholar learning. Classroom environments should be purposeful, scholar-centered, and aesthetically pleasing: (refer to classroom environment checklist)

You should have the following designated areas present and clearly labeled in your classroom: Scholar folders/portfolios, genre library, materials that are organized, labeled and accessible to a scholars

PLEASE KEEP THE FOLLOWING IN MIND WHEN SETTING UP YOUR CLASSROOM:

Classrooms should be neat and attractive to scholars

When inside classroom lights should be on to provide scholars with sufficient lighting for a better working atmosphere

Desk set up to accommodate grouping

All unnecessary books and papers should be removed from shelves, bookcases and desks

There should be evidence of scholar access to learning materials such as textbooks, handouts, notebooks and other instructional resources

The classroom should be a place to celebrate scholar achievement and also serve as a model of exemplar work to other scholars. Update scholar work every 3 weeks, guide corrections appropriately and align assignments to city, state and national standards.

There should be no visible garbage or scraps on the floors.

Chairs should be pushing in when scholars leave the classroom.

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BUILDING A COMMUNITY WITH SHARED PROFESSIONAL VALUES:

We cannot expect the scholars to exhibit behaviors and values that we do not model for them on a daily basis. As such, as a community we will adhere to the following professional expectations:

Appropriate language will be used and appropriate dress will be worn in the building, on school grounds or wherever scholars and teachers are representing the school

While there is no specific dress code, staff members are reminded that they are role models to scholars and parents. As such, staff are expected to dress in a professional manner. No hats or bandanas are to be worn by any staff members

School pride and spirit is contagious. Respect for property and the rights of others as well as for ourselves will be expected of everyone

Everyone will be prepared and on time for class

PROFESSIONAL RESPONSIBILITIES

ATTENDANCE/ABSENCES/LEAVE REQUESTS Staff members are expected to report to work promptly every day and should not be absent without proper notification. Sick leave days are not intended to be used as vacation days. The school suffers financially and the scholars instructionally, when staff members are absent. IF YOU ARE ABSENT, YOU MUST REPORT THE ABSENCE TO Aesop and call Ms. Tulloch/Ms. Thorne. In the event of an emergency absence or sudden illness, staff members should log in to Aesop before 7:00 a.m., as well as call Ms. Tulloch/Ms. Thorne. If staff members do not have a log in ID/PIN for Aesop they should contact Ann Archer in Human Resources at (631) 870-0410. FAILURE TO REPORT AN ABSENCE WILL RESULT IN DISCIPLINARY ACTION AS WELL AS REFLECT ON THE STAFF MEMBER’S EVALUATION. IF YOU DETERMINE THAT YOU WILL BE LATE, YOU MUST REPORT THIS TO Ms. Thorne / Ms. Tulloch BEFORE 7A.M. REPEATED TARDIES WILL RESULT IN DISCIPLINARY ACTION AS WELL AS REFLECTS ON THE STAFF MEMBER’S EVALUATION. WHILE REPORTING YOUR ABSENCE OR TARDINESS TO YOUR TEAM OR ADMINISTRATOR IS A COURTESY…REPORTING THIS INFORMATION TO THE OFFICE STAFF AND LOGGING INTO AESOP IS PROPER NOTIFICATION AND IS THE EXPECTATION. NO EXCEPTIONS. Classroom teachers: If an emergency arises and you must leave early you must first confer with and get approval from Building Administration. Once approved, you are expected to inform the AESOP secretary, notify your grade level team. If coverage is not available disperse your scholars among your grade level team prior to leaving to ensure a successful bus dismissal.

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SIGNING IN/SIGNING OUT In an effort to maintain accurate attendance records for all teachers; teachers must sign in and out at the start and completion of their school work day. Upon arrival, all teachers are expected to Sign In at the Main Office. The Sign In book will be placed in a visible place and made available for all staff. Teachers are to enter a Sign in time (ONLY), with their signature upon arrival. Teachers are NOT

permitted enter a “Sign Out” time and signature when signing in. Each morning after the designated staff arrival time, a Teacher Late Sign in Sheet will replace the Sign In Binder. All late staff is expected to sign in on this form. FAILURE TO MEET ATTENDANCE EXPECTATIONS FOR SCHOOL MEETINGS WILL RESULT IN DISCIPLINARY ACTION.

MEETING ATTENDANCE EXPECTATIONS All staff is expected to be present and on-time to all scheduled school meetings (GL Planning, Professional Development, etc.) If an emergency arises and you determine that you will be late or absent to a meeting, you are to contact an administrator.

CLOSING CLASSROOMS (END OF DAY)

When leaving your classroom at the end of the day you are expected TO close and lock all windows, turn off all the lights, and the air conditioner (if applicable).

COVERAGE (FOR PD/TRAINING/CSEs/ETC. EXPECTATIONS

All staff is expected to notify Grade Level Teams, Administration and Coordinators of all Professional Development coordinated outside of Central and Building Administration. Central/Building Administration will provide enough time for staff to arrange substitutes. The expectations are for staff to log into AESOP and place information into the system for substitute coverage. For CSEs, the Special Education Coordinator will place a copy of the meeting date and time in the attendee’s mailbox and the Aesop Secretary will coordinate substitute coverage. Attendees are responsible for providing work for class.

PREPARING FOR SUBSTITUTES/EMERGENCY LESSON PLANS Effective lesson planning and execution of those plans represent the backbone of consistently high quality instruction. Lesson plans shall be developed by all teachers at LFH/MLK to ensure that scholars continue to reach their maximum potential. All teachers shall create a set of emergency lesson plans for a minimum of 5 days (one week) which shall be left in the Main Office in a folder labeled “Emergency Lesson Plans” with teacher name and classroom number. LFH teachers will hand over their folder to Sandra Martinez; MLK teachers will hand over their folder to Rita Campos-Holoman. This folder should include class rosters; notes about any scholars with allergies/medical alerts; special needs; seating chart; First Aid Kit; etc.; school schedules; information for emergencies and routine events such as fire drills, and any other information that would facilitate a smooth transition to a substitute teacher (please refer to Substitute Packet Check-List). Each teacher must ensure that these plans remain current and relevant and that confidential information about scholars is handled appropriately.

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When teachers are absent due to an approved event or are sick and able to leave lesson plans, they should notify a teacher on the same hall and the Principal/Assistant Principal about the location of their plans (which should be on the teacher’s desk labeled lesson plans for the date). These plans should be easily identifiable and accessible for substitute teachers. Complete plans left for the substitute will facilitate scholars’ uninterrupted learning during the teachers’ absence. Emergency lesson plans must be completed and submitted to the Main Office before the close of the school day of September 18, 2015.

DUTY STATIONS Classroom Teachers: Teachers are expected to be outside of their doors in the mornings as scholars enter with breakfast and between periods to monitor transition and greet scholars. Additionally, teachers are expected to monitor scholars during school/bus dismissal to ensure scholars’ safety. Support Staff: Support staff is expected to be at their assigned duty stations, see current duty assignments, to monitor and ensure scholar safety. Support Staff is expected to be at assigned duty stations on time, and remain there the duration of their assigned duty. BREAKFAST/LUNCH PROCEDURES Breakfast Upper House Scholars will enter the building 8:10 a.m. for Grades 2 – 4, with 8:05 a.m. being the earliest

hours scholars will be permitted into the building and 8:50 for Grades Pre-K – 1, with 8:40 a.m. being the earliest hour scholars will be permitted into the building, and proceed to pick up breakfast in the cafeteria. Morning duty cafeteria monitors will support scholars in proceeding quietly through the cafeteria line (so that all scholars can be served in a timely manner). A “silent breakfast” policy will be adhered so that we may quickly serve all scholars and prepare for a day of teaching and learning. Do not send Scholars that arrive for breakfast after the tardy bell to the cafeteria. A cereal bar/fruit/juice will be available in a designated area. Morning duty hall monitors and classroom teachers should assist scholars in remaining quiet in the hallways as they transition to class.

Breakfast with the Principal/Assistant Principal Scholars demonstrating good citizenship, leadership or academic improvement may be chosen for Breakfast with the Principal/Assistant Principal each Friday morning. A selection reminder for teachers will be made on

Thursday afternoon announcements. There may be scholars that have been selected for Breakfast with the Principal/ Assistant Principal but parents have requested that he/she not eat breakfast in the mornings. In these cases, the child will join the celebration, but will not be served breakfast.

Lunch The efficiency of our lunchroom operations and procedures will help us maintain order and allow everyone (scholars, teachers and staff) to have a pleasant dining experience. Scholars should be escorted

to and from lunch by the classroom teacher. Please do not leave scholars unattended in the cafeteria. The lunch schedule has been provided. Please arrive and depart from the cafeteria at your assigned class time. The departure times on the lunch schedule are when classes should exit the cafeteria (not when scholars should dump trays.)

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Do not alter the time schedule, as it will affect everyone. If for some reason your class is not going to eat in the cafeteria (field trip, special event, etc.) please notify administration and the front office at least 5 days in advance. Cafeteria Management Plan

Cafeteria Monitors will support 1 lunch class during a lunch period.

Scholars are not to leave their table for any reason permission.

Cafeteria Monitors should circulate and monitor scholars, reminding them to use inside voices and demonstrate appropriate behavior.

Cafeteria Monitors should allow scholars to dump their own trays (kindergarten and first grade may require assistance in first few weeks) 3 minutes before the “exit” time listed on.

Even if scholars have finished their lunch, they are to remain seated (with their trays) until the Cafeteria Monitor announces that it is the 3 minute warning and time to dump their trays to exit.

BULLETIN BOARDS Classroom Bulletin Boards & Hallway Work Displays should be neat and communicate evidence of learning by scholars. Scholar work should be displayed as much as possible and kept current (updated at least once a month.) 1) Work displayed in the hallway should be titled so that the Common Core Standards/skill is evident to all viewers. Bulletin Boards expectations, aligned with Danielson Framework are as follow: Neat, organized and tear free, there is a title, state standard(s) being addressed, the objective, a clear description of the task, connection to a unit of study, post the rubric or criteria used, presentation of scholars’ work is high quality. 2) When items are removed from the wall, please remove double sided tape, rubber cement, etc.

Hallway Bulletin Boards have been assigned to grade levels/areas and should communicate related instructional information (upcoming instructional events, scholar work, instructional activities/tips, etc.) These bulletin boards should be kept neat and current (update every month: September, October, November, December, January, February, March, April, May, and June.)

CELL PHONES Staff members may use cell phones in their classroom during non-instructional times only. Cell phones should be turned off during instructional times and during all meetings.

CLASSROOM APPEARANCE Attractive, colorful classrooms help to enhance the total school environment. Our appearance as a school makes a difference to our scholars, parents and the community as a whole. Each teacher is asked to work with their scholars to organize and decorate their classroom to make it a positive and stimulating instructional environment. Please keep the following in mind as you proceed in this area.

Organize the room so that it is both attractive and easy to keep neat and orderly.

As you plan your room arrangement, keep in mind that you need to be able to see all of your children at any given time.

Keep scholars’ and teachers’ desks and cabinets in order.

Think about your grade level content as you develop learning centers and bulletin boards (e.g. Fontas & Pinnell Readers/Writers Workshop Model See Example Below).

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The wall space outside your classroom should contain scholar work and evidence of quality plus teaching strategies.Be sure to change displays frequently and monitor often so that displays remain neat and timely.

Assign classroom monitors to keep room clean e.g. sweeping, straightening bookshelves, organizating materials, etc.

SCHOOLWIDE HEADING All classrooms will display the following heading on their boards. This heading is expected to be reflected in scholars’ notebooks as well. There are NO exceptions. Scholar’s Name Date Name of Subject Teacher

SCHOOLWIDE RULES Each classroom MUST display a set of positively stated classroom rules/expected behaviors. Teachers are to review and model the Schoolwide Rules with scholars to ensure they understand the expected behaviors scholars at LFH/MLK ought to exhibit. Teachers should refer back to these rules to ensure compliance. The following rules should be displayed in every classroom.

1) Be Positive 2) Come prepared to learn with all necessary materials 3) Raise your hand and wait patiently to be called on 4) Please stay in your own personal space 5) Be courteous to everyone

6) Always walk quietly in the hallway; other classes are busy learning.

BUDDY TEACHER PROCESS

TEACHER REMOVAL OF A DISRUPTIVE STUDENT P5310.2

Defining Language:

As prescribed under New York State Education Law #3214 and Project SAVE

Legislation, a teacher may remove a student from class when that student’s conduct poses

a danger or threat, is substantially disruptive or substantially interferes with the teacher’s

authority and ability to conduct or control the class. Teachers are expected to use all

reasonable and practical management strategies to maintain an orderly classroom climate.

Documentation of interventions taken on individual students must be maintained to

demonstrate that progressive, proactive measures have been taken as corrective action.

Documented communication with parents must be a consistent component of each

student management plan. For purposes of the Code of Conduct, a disruptive student is

one who substantially interferes with the educational process or the teacher’s authority by

demonstrating a persistent unwillingness to comply with the teacher’s instructions or

repeatedly violating the teacher’s/school’s/district’s rules of behavior.

Procedures and Process:

Once a teacher makes a judgment that preventative or corrective action has not resulted in

student compliance, according to the District’s Code of Conduct, the following

procedures will occur:

Short Term Removal – One Period:

1. The teacher will send the student to the designated intervention area with

accompanying documentation (referral form) as to the nature of the reason(s) for

removal from class.

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2. The teacher will notify the Principal and/or his designee verbally that the student

has been removed and sent to the intervention area.

3. The teacher will be available for an informal conference so the student can be

afforded the opportunity to have due process regarding the removal.

4. The teacher will verbally notify the student’s parents regarding the removal from

class and state the reasons for the removal to them, within 24 hours of the actual

infraction.

5. Parents should be afforded the opportunity for a conference, if requested, within

two days of the removal to discuss the reasons for the removal.

6. Building administration will determine if the misconduct that warranted the

removal is subject to further disciplinary action beyond the one period removal

and will notify the parents of that student about the action taken regarding that

removal.

7. Students are responsible to make up all missed work incurred during the removal

period.

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

BUDDY TEACHER PROCESS

TEACHER REMOVAL OF A DISRUPTIVE STUDENT P5310.2 Date:___________ Time:_____________ Period:_________

Scholar:____________________________________ Teacher:___________________________________________

Defining Language: As prescribed under New York State Education Law #3214 and Project SAVE Legislation, a teacher may remove a student from class when that student’s conduct poses a danger or threat, is substantially disruptive or substantially interferes with the teacher’s authority and ability to conduct or control the class. Teachers

are expected to use all reasonable and practical management strategies to maintain an orderly classroom

climate. Documentation of interventions taken on individual students must be maintained to demonstrate that progressive, proactive measures have been taken as corrective action. Documented communication with parents must be a consistent component of each student management plan. For purposes of the Code of Conduct, a disruptive student is one who substantially interferes with the educational process or the teacher’s authority by demonstrating a persistent unwillingness to comply with the teacher’s instructions or repeatedly violating the teacher’s/school’s/district’s rules of behavior.

Disruptive Behavior (be specific):

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Procedures and Process: Preventative or corrective action taken by classroom teacher:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________

Buddy Teacher’s Signature: _____________________________________

*Comments:____________________________________________________________________________

______________________________________________________________________________________

Time scholar returned to class: _________________

Parent Contact was made on_________________ : via ___Phone Call ___Letter ___Conference Both teachers must maintain a copy of this form for your records. Teacher removing the scholar is responsible for providing Building Administration with a copy of this form once completed. Please refer back to the Current Faculty Handbook for detail directives that must be adhered to by the teacher removing the scholar. Directives can be found under the “BUDDY TEACHER PROCESS” title.

ADMINISTRATION: Receiving Administrator: ____________________________________________________________ Date: _______________________

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CLASSROOM SUPERVISION

Teachers must supervise scholars in classrooms at all times. If an emergency arises and you must leave the classroom while scholars are there, please tell a neighbor so that your class can be monitored. Please do not leave your class unattended for any reason.

Please refrain from asking scholars to return to your classroom during lunch or after school. Do not ask scholars to monitor other scholars. Unattended scholars often results in discipline issues or someone getting hurt (even if the scholars are your most trustworthy ones.) Please avoid placing yourself in a liable situation. Please contact the front office for an administrator if you need assistance or if there is an emergency in your classroom.

Due to copy limits:

1. Use parent emails addresses from the Infinite Campus information and send newsletters home electronically.

CLASSROOM PARTIES The Wyandanch School District follows the mandates of the United States Department of Agriculture’s Local School Wellness Policy Implementation, which is under the Healthy, Hunger-Free Kids Act of 2010. In as much said, the WUFSD Wellness Policies on Physical Activity and Nutrition Policy #7590 will be used as a guide for parties and “celebrations”. The district encourages healthy snacks at parties. Due to food allergies and sanitation issues, it is recommended that parents, teachers and students do not bring home made food into school for other students unless there is a school district-wide cultural learning event involving food. Classroom parties maybe held throughout the year. Food items should be limited to one per child. Treats should be healthy. Suggested food items are fruits/vegetables/yogurt: fresh, frozen and canned fruits with no added ingredients except water; fruits packed in 100% fruit juice or extra light, or light syrup; fresh, frozen and canned vegetables with no added ingredients except water; canned vegetables that contain a small about of sugar or processing; low fat/nonfat yogurt with less than 30 grams of sugar per 8 ounces. Salad dressing, cheese, butter, jelly, muffins, bagels are also encourages. Plain water and 100% fruit and vegetable juice are encouraged. Classroom parties should be limited to holidays, birthdays and special events/theme which coincide with a lesson. Parents may request that their child not participate in a party if it conflicts with beliefs at home. Such a request should be sent to the child’s teacher. The teacher will make other arrangements for the child by consulting with the school principal and the parent. These arrangements will not penalize the child in any way. Do not send private party invitations to be distributed at school.

PBIS/DISCIPLINE

PBIS is the school wide behavior system that we use at LFH/MLK Elementary School. PBIS stands for Positive Behavior Interventions and Support. The philosophy of this program is that by rewarding scholars for positive behavior through tickets, positive praise, and rewards, scholars will begin to build intrinsic motivation to behave in a positive way, which will help create a positive learning environment in all areas of the school. Through the PBIS program, LFH/MLK will develop a common language for behavior expectations for all scholars: Respect, Leadership, Responsibility, and Honesty.

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Scholars that demonstrate positive behavior will earn Pillar tickets that will allow them to

participate in school recognition and reward programs throughout the year, including our scholar Celebration. “Bell-to-bell” instruction takes care of most of the discipline problems. Planning is the key to “bell-to-bell” instruction, and for successful scholars. Classroom rules must be posted in each room by Friday,

September 9th. When creating classroom rules, please consider the following guidelines: 1. Rules must have rational purpose 2. The meaning of the rule must be clear 3. Rules must not infringe on protected behavior 4. Rules must be consistently enforced 5. Rules must be fairly enforced 6. Rules must be legal 7. Rules must be positively stated **(See Schoolwide Rules)

DRESS EXPECTATION

All staff is expected to maintain professional standards in their dress when representing LFH/MLK Elementary School, special events, field trips, and school related functions. Proper dress is expected of all

staff. Staff members that violate the professional dress code will be addressed individually.

ELECTRONIC MEDIA (E-MAILS, FACEBOOK, SOCIAL NETWORKS) E-mails are open records. Please be aware of this and do not put anything in writing that you would not want read by a parent, an administrator, or a county official. Please refrain from emailing information about personal business advertisements for yourself, family members, friends or any other information that can be viewed as offensive in nature.

If using Facebook, please refrain from adding scholars (and consider greatly about parents) as “friends.”

Please use strong professional judgement when placing comments/pictures, etc. on Facebook or other

social networks. Offensive information regarding specific staff, parents, scholars or other innapropriate

information may result in an undesired consequence. INSTRUCTIONAL EXPECTATIONS When creating your daily schedule please be sure that this amount of instructional time is reflected. Time allotment per subject area: Language Arts / Social Studies – 90 minutes Math / Science - 90 minutes The administrative team and support provided through professional development, coaching support and grade level collaboration would monitor instructional practices.

SCHEDULES Classroom schedules should be posted outside each classroom door. A copy of each teacher’s schedule

should be on file in the front office by Friday, September 9, 2016. All minutes of the day must be accounted for in your schedule. Please review your schedule to ensure that it has the appropriate balance of instructional time for Math and Literacy instruction as well as integration of content.

If at any time, you will be leaving your classroom for something not on your schedule such as book buddies, media, etc, please make the front office aware of the change. This helps to locate you if needed.

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GRADE LEVEL/COLLABORATION/PLANNING MEETINGS

Each staff member is expected to demonstrate professionalism during collaboration/planning meetings to ensure best results for teaching and learning. Please adhere to the following meeting procedures and expectations:

1) Prompt attendance 2) Active engagement

*refrain from grading papers, use of cell phone, conversations that do not pertain to the meeting objectives 3) Task participation

*all team members must fully participate in the meeting task (i.e. bringing scholar work for analysis, creating lesson plans, sharing of information)

STAFF MEMBERS THAT EXPERIENCE CHALLENGES IN ADHERING TO PROCEDURES AND EXPECTATIONS OF PLANNING MEETINGS WILL BE SUPPORTED BY ADMINISTRATORS.

PREPARATION TIME

In addition to preparing for lessons and other instructional activities, preparation times should include scheduling conferences with parents. In as much said, teachers are not to leave the school building during preparation time (non-teaching time). As per the Wyandanch Teachers’ Association contract: ARTICLE VI (3) No appointment with parents shall be scheduled beyond the full school day without consent by the teachers unless the appointment is scheduled fifteen (15) minutes before or fifteen (15) minutes after the school day in which event the teacher need only be consulted. During school hours, parent appointments shall be made during non-teaching time except in emergencies, at the discretion of the building principal. ARTICLE VI (1) (a) All teachers shall be guaranteed five (5) uninterrupted and continuous forty-five (45) minute duty-free preparation periods per week during the student day. As stated previously, this time is allotted for instructional preparation/parent appointments therefore staff is expected to remain in the building. If there is an emergency or special circumstance and staff must leave during their preparation time it must be approved by the Building Principal.

LUNCH PERIOD Teachers have the option of leaving the school building for lunch. As described in the Wyandanch Teachers’ Association contract: ARTICLE VI (c) All teachers shall receive a forty-five (45) minute uninterrupted lunch period each day. For security reasons, if a teacher choses to leave the school building during their lunch period, they must go to the Main Office to sign out and sign in upon their return.

PARENT COMMUNICATION/LETTERS/FOLDER All staff is to maintain good communication with parents. During the school day, instruction is the top priority. Although you may return parent phone calls and emails during your planning period, the expectation is that calls/emails are returned within 48 hours. Grade level parent letters (letters, etc.) should be reviewed and approved by an administrator prior to being sent home. Any parent letters (individual classroom or grade level) that require school letterhead printing must be approved by an administrator prior to being sent home. *TEACHER ARE TO PREPARE THE WEEKLY COMMUNICATION FOLDERS FOR SCHOLARS TO TAKE HOME EACH FRIDAY. Folder includes flyers, letters, and important announcements regarding school activities.

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RECESS/ADULT DIRECTED P.E. EXPECTATIONS Teacher directed PE is a part of the school day. There are many benefits to a child having time for physical activity during the school day. Please adhere to the following guidelines for recess/teacher directed P.E.: Classes should engage in teacher directed P.E. This engaged activity would reduce discipline infractions at recess. Although teachers do not have to participate in the TDPE, they should monitor the engagement of scholars in the assigned activity.

PROFFESSIONAL DEVELOPMENT To ensure that we continue to grow professionally and effectively support all scholars, ALL staff will participate in staff development throughout the year. The focus of our staff development will be to reach the school-wide goals of continuously improving our instruction.

Classroom and support teachers will participate in monthly staff development sessions in literacy, math, science, social studies and media/technology during common planning time.

INSTRUCTIONAL/INSPIRING MOVIES IN THE CLASSROOM (ONLY)

CREATING LIFE LONG LEARNERS.COM

The Right Way to Show Movies in Class: How to show movies effectively.

All movie shown in the classroom should be instructional and/or inspirational ONLY.

Prior to viewing movies, teachers must include the title, purpose, unit/theme alignment

and student data collection tool (e.g. KWL Chart) in their lesson plans. THERE ARE TO

BE NO MOVIES SHOWN IN CLASS WITHOUT FOLLOWING THIS PROTOCOL.

1. Showing movies in class should not be a Friday fun day activity. However, students

should not view watching a film in class as any less rigorous than reading a book. If

they do then you’re doing nothing to teach media literacy or enhance your curriculum.

Brains should turn on when watching multimedia, not turn off.

2. Show curricular movies at the beginning of units and not at the end. This gives

students background information that they need to understand a unit before teaching

that unit. That background knowledge then pays dividends throughout the unit. If you

wait until the end to show the movie as a “treat” it implies that the rest of your unit is

not a treat and the benefit of having background knowledge to carry students through

the unit is lost.

3. Do not clean your desk, file papers, or correct homework while students watch the

movie. You will need to be front and (off)center.

4. Set up expectations about the content and the delivery of the movie as well as student

behavior.

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Content. This is a movie about X it relates to what we’re learning about Y

because Z.

Delivery. Working with English Language Learners in primary grades, often

any selection will have language students will not understand. tell them, there

will be a lot of academic English in what we’re about to watch and some of it you

won’t understand. Still, you’ll be able to understand a lot of it and figure out the

rest based on what you do understand. If you still don’t understand, right down

what you hear and raise your hand, we’ll stop for a moment to clarify it.

Behavior. When watching a movie about animals, for example, tell students,

you’re going to see a lot of amazing animals that you know in this movie. You’re

going to feel like shouting out every time you see an animal you know. Instead

of shouting out, raise one finger like this (model) every time you see an animal

you’re familiar with. And every time you hear an interesting fact, write it down.

Also, write down any questions you have about anything you hear.

5. Teachers should sit up front at a 90 degree angle to the screen to see both the TV and

students. This keeps students on task and allows you to see the screen.

6. Don’t put down the remote control. You will need to stop the movie frequently. Stop

whenever you want to clarify something or students raise their hands to ask questions.

Students absolutely comprehend more and retain additional information if you stop

along the way rather than waiting until the end.

7. At the end of the movie, ask some students to ask the question they’ve written down

but don’t attempt to answer all those questions. Students can record their questions on a

concept/question board or KWL chart. These questions become the basis for research in

the coming unit. Also assist students in clarifying information that was confusing. Try

to model how to figure out confusing language rather than handing them the definitions

of unfamiliar words.

8. Have students recap what they’ve learned and explain how the movie is related to

the unit. This helps transfer the new knowledge into long term memory. If students can

explain what they’ve learned, you can assist but if they still can’t explain, you need to re-

evaluate showing that movie or better frame the movie discussion next time.

9. Ask students to evaluate the movie. Not just did you like it but did this movie add to

your knowledge about X? If they say yes, be sure to ask why…you’re starting to make

them aware of themselves as learners. If they say no, then that’s learning for you.

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LESSON PLANNING: Agreement between Board of Education Wyandanch Union Free

School District and Wyandanch Teachers Association ARTICLE XXIX PERFORMANCE INDICATORS (1) Teachers shall be responsible for the timely submission of lesson plans which include aims, objectives and methodology (a body of methods, rules, and postulates employed by a discipline: a particular procedure or set of procedures: Merriam-Webster Dictionary). Teachers shall be advised by the school principal of the established

schedule for submission of lesson plans by September 30th of each school year. *All Lesson Plans are due electronically, to your Grade Level Administrator, every Monday of each week.

Dear Colleagues,

When creating a lesson here are the contents and required components to developing

coherent lesson plans.

1. Aim: “Big Idea” “Topic” or “Lesson 1”

2. Standards/Objectives: (RI. 1. 3) SWBAT… and/or I can statement

3. Methods:

Materials: math manipulatives, PWB (personal white boards) graphic

organizers, books

Explicit procedures (Gradual Release Model: Opening “I do” Practice

“We do” Closing “You do”), tiered differentiation, Small group, whole

group lessons, RTI, and Fluency/Sprints for Math & ELA every day!

Closing: Summary of assessment- How do you know the scholars have met the

objective? Evaluations (informal/formal) for delivering instruction to meet

objectives.

ICT Classes: Within the lesson identify which one of the six co-teaching

models you are using. *see reference in Teacher Handbook*

Special Education Teachers: Include IEP Goals being addressed in the

lesson

ENL/Bilingual Classes: Include Language and Content objectives.

Below are attached exemplars to be used as a tool to develop daily lesson plans.

Thank you,

Content Coordinators

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Sample Lesson Plans

Reading Block

Reading-Fundations

AIM: Unit 3 Week 2/Digraphs

Objective: (RF.3.1) SWBAT read and write words with digraphs using correct letter formation

and letter tiles.

Method:

Opening:

Drill sounds using baby echo

Introduce Word of the day, “stomp”. Use taping and blending strategies to have scholars identify blends and sounds in the word. Mark up the blend and sounds using markers

Have scholars TPS sentences using the word stomp. Record sentences in student workbook.

Distribute letter tile boards. Have scholars make words with digraphs.

Check for digraphs in each word. Closing

-Evaluation-Dry erase board Dictation

Reading Block

Engage NY Module 3B- Unit 1- Lesson 9

Aim: Describing the Wolf in Fables: "The Wolf and the Crane"

Objective: I can determine the meaning of words by choosing from a variety of strategies. I

can describe the characters in “The Wolf and the Crane” and explain how their actions

contribute to the sequence of events. I an express an opinion about the wolf in this fable and

support my opinion with reasons.

Opening:

A. Engaging the Reader (5 mins.)

Direct students’ attention to the posted Guiding Questions anchor chart. Tell students that today they are going to read a new fable featuring a wolf and ask for volunteers to remind the class of the guiding questions for this unit:

“What lessons can be learned from traditional stories?”

“Who is the wolf in fiction?”

Tell students they will continue to focus on these questions as they read a fable called “The Wolf and the Crane."

2. Work Time

A. Determining the Gist and the Meaning of Key Terms: "The Wolf and the Crane" (20 mins.)

Distribute the book Aesop’s Fables

Ask students to open their books to page 69 and follow along silently and try to determine the

gist as you read “The Wolf and the Crane” aloud. -scholars record definitions of key terms on

index cards using a glossary (follow questioning techniques in teacher edition pgs.226-227.

B. Describing Characters & Forming an Opinion (30 mins.) distribute the Character

Analysis

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C. Chart and Text-Dependent Questions: “The Wolf and the Crane.”

• Explain to students that this is just like the chart they completed whole group in the previous

lesson. Tell students that today, they will complete the chart and questions more

independently, by discussing their thinking within groups rather than as a whole class.

• Read the directions aloud as students follow along silently, review each column and row of

the chart, and read each of the text-dependent questions aloud. Focus students’ attention on

the fact that the last question is asking them to form and record an opinion about the best

word to describe the wolf in this story, then remind students they may refer to the Opinion

Writing anchor chart and class example of an opinion paragraph (from Lesson 7) for support.

Closing & Assessment:

Debrief & Reviewing Learning Targets:

Narrative Elements and Who is the Wolf in Fiction? (5 mins.) Ask students to refer to their text-dependent questions and responses, as well as the fable “The Wolf and the Crane,” to discuss with nearby peers: “After rereading the story of ‘The Wolf and the Crane' today, what could we add to the columns on our chart?” Then, focus

students on the Who Is the Wolf in Fiction anchor chart and ask them to discuss with nearby partners: “After rereading this fable, how would you describe the wolf? Why?”

Workstations

Differentiated/Tiered Tasks

Scholars will be split into Literacy groups & rotate between the following stations-

*2 station rotations:

1) Read to Self-Station- Identify the skill

2) Read to Partner Station-Identify the skill

3) Listening Station (Use computers)-Identify the skill

4) Word Work Station-Identify the skill

5) Writing Station-Identify the skill

GUIDED READING/Strategy Station:

Objective: (RL.3.1), (RF.3.1) SWBAT read their books by partner reading. SW practice tapping

out/stretching out difficult words. SW look for chunks of words they recognize in multisyllabic

words to help them decode the words. SW answer wh-questions and provide text evidence for

their answers.

IEP GOAL: * Spec. Ed. Teachers: When presented with narrative and/or informational text from

Student’s content area subjects on the first grade level, the student will answer questions about

key details in a text.

According to the Renaissance 360 data, scholars need help with the following:

-Blends, Vowel Teams, Long Vowel

Sounds

-Key Details

-Asking/answering detail questions

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These skills will be addressed during guided reading groups this week.

Method:

Begin with Fundations Sound Drill & Word Card reading –go over 5 new sight words & write them on flash cards together –do sight word check-in

Red Group 1- Word Family Story

Red Group 2- “Bug Alert” (Short Vowels vs. Long Vowels)

Yellow Group- “Charlie the Ranch Dog –Charlie Goes to the Docto r”Strategy-Chunky Monkey, digraphs, blends/ wh- questions

Green Group- “Alexander and the Wind-Up Mouse”/wh-questions/RAP method

Writers Workshop

Writing- I Wanna Iguana Persuasive Writing- Day 3- Rough Draft/Revising/Editing Stage

Aim: Writing a Persuasive Letter

Objective: (W.3.1) SWBAT: use their writing organizers from yesterday to create a rough draft

letter to their parents. SWBAT revise their letters to include persuasive techniques.

Method:

OPENING:

Review list of persuasive techniques the child used in the book I Wanna Iguana

Revising letters mini lesson: including persuasive techniques (Pose question: How do you get what you want usually?)

Scholars continue rough drafts

teacher meets with small groups or individual scholars to conference and offer suggestions for revisions and editing –scholars must be convincing in their letters

CLOSING

Share writing pieces

EVALUATION:

Writing pieces

Math Block

MATH

Aim: Solving Word Problems (Module 7 Lesson 2)

Objective: TSW solve word problems in varied contexts using a letter to represent the

unknown.

Method: -Fluency Practice (15 mins)

OPENING:

1) Name the Shape (3 mins.)

2) Multiply by 3 (8 mins.)

3) Equivalent Counting with Units of 4 (4 mins.)

-Concept Development (35 mins)

-Model & scaffold examples

Part 1: Work cooperatively to identify multiple solution paths. –Solve #6 in small groups –Use

RDW method –discuss within their groups different ways to represent/draw the problem

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-Groups share out how they each solved the problem

Part 2: Work independently to solve and present problems using multiple solution paths.

-assign each student 2 problems off the problem set to complete –scholars should record

more than one way to draw for each problem they solve

-scholars share their work with their group –focus students on asking and answering questions

provided in teacher edition (p.7.A.19)

WORKSTATIONS: Tiered Tasks

CLOSING:

-Student Debrief (10 mins) – Scholars share different number sentences that could be used to

solve problem 3.

-Exit Ticket (3 mins) Students post on Exit

-Pass Parking Poster

HW: Module 7 Lesson 2 (pgs. 7.A.25-7.A.26)

Science

Science

Aim: Weather Changing

Essential Unit Question: How does weather change over time?

Essential Lesson Question: How does weather change over time?

Objective: I can identify and use tools that measure weather conditions.

Method: (ICT MODEL: Parallel Teaching)

Opening: Have scholars describe the weather in the pictures shown-Use Vocabulary Smart Cards to introduce lesson vocabulary (p.279-280)

Explore It!: How does anemometer work? (p.266)(safety goggles, paper cups, push pin from kits needed)

Explain: Review Lesson Question & have scholars read aloud the I will know… statement in order to help them unlock the Big Question p.266-267

Closing:

Evaluation: Exit Ticket

Social Studies To be added…

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Getting Started

See Guided Reading Resource Books (By Fountas & Pinnell) K - 2 Walls

Name chart Nursery rhymes on large charts (optional for second grade) Alphabet charts (optional for second grade) Number charts (optional for second grade) Songs Literacy posters Helper charts Word Wall Interactive writing charts Poem charts Pocket charts Reference charts Label items in your classroom to create a print rich environment and

develop student vocabulary K - 2 Center Ideas

Directions Reading Response notebooks Independent reading activities for “The First Twenty Days” Menus or recipes Informational books Manuals See Guided Reading Resource Book (By Fountas & Pinnell)

K – 2 Classroom Library

Big books Baskets of books sorted by author, illustrator, theme, series or other genres Books arranged by level Browsing boxes

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Designing and Organizing the Learning Environment K-5

Meeting Area

A large-group area for demonstrations and meetings that will develop community

Areas for small-group, partner, and independent work Quiet areas separated from noisy areas

Large-Group Area

Pointers Easels Magnetic letters K-2 Markers Chart paper White correction tape (Optional) Magnetic board and/or small white board Clipboards

Small-Group Area

Use a smaller area of the classroom to create this area Ind. Work Areas

Leave enough space in the classroom where children can work independently

Guided Reading Areas

Clipboard with running record forms Sentence strips Paper and writing materials Student records Pencils Whiteboard or easel with chart paper

A Print-Rich Classroom

Big books Leveled books for guided reading

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Hardcover or paperback books for ind. Reading (include “little books for beginners and chapter books for older children)

A range of quality children’s literature for the teacher to read aloud and children to read independently

Charts of poems and songs Labels and directions for materials Info books in study centers Stories, messages, lists, and other written material produced by children through

interactive writing A word wall, organized alphabetically, of frequently used words and other

theme words A name chart Word charts that show different patterns of word study (phonograms,

homographs, historical roots, usage, etc.) Published versions of children’s ind. writing for others to read Alphabet charts and similar reference material Dictionaries Children’s personal collections of completed and in-progress stories and poems,

all clearly labeled Children’s individual poem books for collecting and rereading Numerous pocket charts to hold a variety of print material (stories, lists, poems,

etc.) Classroom Library 3-6

Comfortable seating Many books displayed face front across the tops of bookcases Books can be arranged by author, illustrator, genre, series, theme, or topic Genres-should include wordless books, fairytales, fables, concept books, Mother Goose,

Alphabet books, number books, poetry, magazines Set up Grades 3-6 Books

Books for literature study Poetry anthologies of various types Picture books Books for reference and information, such as dictionaries, atlases, and thesauruses Books categorized by topic, author, and genre Books that are part of a series Books introduced in book talks that are available for Ind. Reading Books recommended by students in class Books that have received awards Leveled books for guided reading Collections of short stories Journals, magazines, newspapers

Recommended Must Haves

Community Meeting Area

Small-Group Meeting Area

Conferencing Areas

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Additional Reader’s Workshop Materials

Individual storage books (reader’s notebook, current books) Word study notebooks Letter clusters Word tiles Magnetic letters (Optional)

Creating an Environment to Support Good Writing Writing Supplies

Special draft paper with places for initials, date, writing project #, draft #, and page #

Special pastel final draft paper Small sheets of paper Large sheets of paper Various colors and sizes of construction paper Computer paper Scratch paper Note pads Stationary Different kinds of cover papers Stapler and stapler remover White cover-up tape (optional) Index cards Markers Colored pencils Date stamp (optional) Paper clips Scissors Charts Writing notebooks or folders

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Wyandanch Union Free School District

Curriculum Office

K- 12 Evidence Based Instructional Practices

Evidence Based Instructional Practice 1: Clear Lesson Goals (Being clear

about what students know and need to be able to know) John Hattie is one of the main

go-to-gurus on evidence based teaching. He recommends setting clear learning

intentions to gain the focus you need. Learning intentions describe what it is we want

students to learn in terms of the skills, knowledge, attitudes, and values within any

particular unit or lesson.

John Hattie “It is crucial that teachers are clear about what they want students to learn during each lesson. The effect that such clarity has on student results is 32% greater

than the effect of holding high

expectations for every student (and holding high expectations has a sizeable effect). If a teacher

cannot quickly and easily state what he wants students to know and be able to do at the end of a

given lesson, the goal of the lesson will be unclear. “ Clear lesson goals help teachers and students focus every other aspect of the lesson on what

matters most.

Evidence Based Instructional Practice 2: Show & Tell (i.e. Direct Instruction and

Worked Examples)

It is the expectation that teachers will start their lessons with show and tell. Put

simply, telling involves sharing information or knowledge with students while

showing involves modeling how to do something. Once a teacher is clear about what he

wants a student to know and be able to do by the end of the lesson, the teacher would

need to tell them what they need to know and show them how to do the tasks he wants

them to be able to do. Teachers should not spend the entire lesson having the kids

listening to them, so show and tell will focus on what matters most.

Evidence Based Instructional Practice 3: Questioning to Check for

Understanding

Research suggests that teachers typically spend a large amount of teaching time

asking questions. However, few teachers use questions to check for

understanding within a lesson. It is expected that teachers should always check for

understanding before moving onto the next part of their lesson. Techniques such as tell-

a-friend, help the teacher to check for understanding before moving on from the show

and tell part of the lesson while using other questioning techniques at different stages of

the lesson.

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Evidence Based Instructional Practice 4: Summarize New Learning In A

Graphical Way (Creating concept maps)

Graphic outlines include things such as mind maps, flow-charts and Venn diagrams.

Teachers can use them to help students summarize what they have learned and

understand the interrelationships between the aspects of what has been taught. Studies

show that it doesn’t seem to matter who makes the summary graphic, be it the teacher

or the students, provided the graphic is accurate. Discussing a graphical summary is a

fantastic way to finish off the show and tell. Reference can also be given at the end of the

lesson.

Evidence Based Instructional Practice 5: Plenty of Practice As saying says, practice makes perfect. Practice helps students to retain the knowledge

and skills that they have learned while also allowing the teacher another opportunity to

check for understanding. If the teacher wants to harness the potent power of practice,

he must ensure that his students are practicing the right skills. Students should be

practicing what they learned during the show and tell, which in turn should reflect the

lesson goal. Practice is not about mindless busy work. Nor does it involve assigning

independent tasks that haven’t been previously modelled and taught. Finally, research

shows that students do better when their teacher has them practice the same things over a

spaced-out period of time.

Evidence Based Instructional Practice 6: Provide Students With Specific

Feedback

Feedback is the breakfast of champions, and it is the breakfast served by extraordinary

teachers around the world. Put simply, giving feedback involves letting students know

how they have performed on a particular task along with ways that they can improve.

Unlike praise, which focuses on the student rather than the task, feedback provides the

students with a tangible understanding of what they did well, of where they are at, and of

how they can improve. In John Hattie’s view, any teachers who seriously want to boost

their children’s results should start by giving them dollops and dollops of feedback.

Evidence Based Instructional Practice 7: Be Flexible About How Long It

Takes to Learn (Mastery Learning)

The idea that given enough time, every student can learn is not as revolutionary as it

sounds. It underpins the way we teach martial arts, swimming and dancing. It is also the

central premise behind mastery learning, a technique that has the same effect on student

results as socio-economic status and other aspects of home life. When teachers

adopt mastery learning, differentiation is taught in a different way. Learning goals

remain the same, but teachers vary the time each child is given to succeed. Within the

constraints of a crowded curriculum, this may be easier said than done; however, it is the

expectation that all teachers can do it to some degree.

Evidence Based Instructional Practice 8: Get Students Working Together

(Cooperative grouping in productive ways)

Group work is not new, and it can be seen it in every classroom. However, productive

group work is rare. When working in groups, students tend to rely on the person who

seems most willing and able to do the task at hand. Psychologists call this

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phenomenon social loafing. To increase the productivity of groups, teachers need to be

selective about the tasks they assign to students and the individual role that each group

member plays. Teachers should only ask groups to do tasks that all group members can

do successfully. Teachers should also ensure each group member is personally

responsible for one step in the task.

Evidence Based Instructional Practice 9: Teach Strategies Not Just Content

(Explicitly teach strategies)

Earlier, I highlighted the importance of show and tell. Teachers can increase how well

students do in any subject by explicitly teaching them how to use relevant strategies.

When teaching children to read, it is important need to teach them how to attack

unknown words, as well as strategies that will deepen their comprehension. When

teaching them mathematics, you need to teach them problem-solving strategies. From

assignments and studying, to characterization, there are strategies underpinning the

effective execution of many tasks that students are asked to perform in school. And, just

as with content, students should be told about these strategies, shown how to use them

and be given guided practice before being asked to use them independently.

Evidence Based Instructional Practice 10: Nurture Meta-Cognition (Explicitly

teach meta-cognitive strategies)

Many teachers believe they are encouraging students to use meta-cognition when they are

just asking students to use strategies – strategies such as making connections when

reading or self-verbalizing when solving problems. Encouraging students to adopt

strategies is important, but it is not meta-cognition. Meta-cognition involves thinking

about your options, your choices and your results – and it has an even larger effect on

student results than teaching strategies. When using meta-cognition students may think

about what strategies they could use before choosing one, and they may think about how

effective their choice was (after reflecting on their success or lack thereof) before

continuing with or changing their chosen strategies.

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Wyandanch Union Free School District

Curriculum Office

K- 12 Evidence Based Instructional Practices

Five Essential Practices for Teaching ELLs

The Ten Key Points of second language acquisition research are the foundation to understanding

the needs of ELLs. Once you understand how students develop second language then the five

essential practices help you apply that knowledge to the classroom. These five instructional

practices are essential to assist English language learners gain proficiency in language and contents

areas. They provide a framework for creating appropriate lessons to serve the linguistically diverse

classroom. They are not unique, but they are essential for ELLs. Successful teachers incorporate

them into their daily teaching in a very explicit and intentional manner because they know that

learning language is a long-term process for ELLs. The Leadership Team will want to look

specifically for these five essential practices when they are observing classrooms with ELL

students.

Essential Practice 1: Develop Oral Language through Meaningful Conversation and Context

Oral language is the foundation of literacy and main tool for learning and interacting in both

academic and social settings. Natural exposure and planned experiences with oral language

facilitates increases expression and understanding of the second language. Oral language also

supports vocabulary development in context, paving the way for better comprehension and

production. Exposure to rich oral and written language environments is vital for developing

literacy and language skills.

Essential Practice 2: Teach Targeted Skills through Contextualized and Explicit Instruction

Full literacy is a fluid combination of oral, reading, and writing skills. These skills must be taught

through explicit and contextualized instruction that scaffolds learning. Contextualized instruction

provides students with extra linguistic clues that support understanding not only of the content but

also of the language being used in the lesson. Combining contextualized practices with the

knowledge of phonemic awareness, phonics skills, language structures and functions, text patterns,

and literary devices such as metaphors, analogies, figurative language, and unfamiliar cultural

concepts, will aid students in achieving stronger literacy skills. Explicit skills give the students the

tools they need to comprehend increasingly complex literacy demands.

Essential Practice 3: Build Vocabulary through Authentic and Meaningful Experiences with

Words Developing and deepening a student’s understanding of new words is essential for English

language learners. Building vocabulary in the context of literature, experiences and modeled

writing ensures that students will own the new words they encounter. Vocabulary building is a

lifelong process and students must learn ways to integrate and approach new and challenging

words. Discussing, playing with, and using new words allow students to gain new vocabulary

through meaningful, and therefore memorable, experiences.

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Essential Practice 4: Build and Activate Background Knowledge

Learning is based on establishing neural connections in the brain, drawing on previous experience,

background knowledge, and prior and current environments. It is both the teacher’s and the

student’s job to facilitate these connections in order to construct meaning and understand new ideas

and concepts while expanding on their own world knowledge. Actively fostering these connections

will enable students to more easily interpret their surroundings and assign meaning to new concepts

while expanding their own.

Essential Practice 5: Teach and Use Meaning-Making Strategies

Intentionally teaching meaning-making strategies provides students with a toolbox to approach

future learning challenges. Meaning-making strategies vary from helping students comprehend text

to various strategies students can use to understand English dependent lessons. Modeling

appropriate behaviors to students gives them the tools to be autonomous learners and supplies them

with options they can use to interpret environmental input, both academically and socially.

Wyandanch Union Free School District

Curriculum Office

__________________________________________________

SS/ELA Integrated Curriculum

Wyandanch School District will continue to use of the online SS/ELA Integrated Curriculum which

should be used during your Social Studies instruction. Each grade (grades K-7) has units aligned to

the NYS Social Studies Framework and the ELA Common Core Standards with lesson plans

already designed for you (however, you still will want differentiate to make sure you meet the

needs of all students), there are also read aloud suggestions, vocabulary, graphic organizers,

activities, reading passages, SMART Board activities, online resources and assessments all

available for you to use with your class.

Everything that is available in English is also available in Spanish for you as well.

In order to access the curriculum go to:

www.pnwboces.org/ssela

login: Wyandanch

password: WUFSD169

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CAUTIONS AND PROCEDURES FIRE DRILL GUIDELINES

If you notice smoke or fire in your building area call an administrator and pull

the fire alarm.

When the Fire Alarm is rung, evacuate building according to fire drill plan, being

alert to possible impediments to normal route. Be prepared to assist in the

evacuation of students with physical, emotional or mental handicaps.

Prepare students to evacuate as quickly as possible, in an orderly manner and

bring attendance book/sheet. Close the door behind you – if possible close

windows to prevent spread of fire and noxious fumes during evacuation.

Once the building has been evacuated, take attendance and inform the

administrator of any child not in attendance.

Observe directions for return to the building or sheltering in an alternative site.

SHELTERING PLANS

I. BOMB THREAT EVACUATION

A. LFH/MLK

Shelter Drill & Assignment Pre-K-Kindergarten Our Lady of Miraculous Medal Church Grade 1 Our Lady of Miraculous Medal Church Grade 2 Our Lady of Miraculous Medal Church Grade 3 First Church Grade 4 First Church B. LFH/MLK and HS 1. Each school uses the other as a shelter. 2. High School seniors use Wyandanch Library or Wyandanch Youth

Center. 3. Other High School students use LFH/MLK.

Note: If there was a bomb threat at MLO and HS, use LFH/MLK Elementary and Wyandanch Youth Center.

II. TESTING SITES

1. Security check-point (one way in and one way out). 2. All (staff and students) should wear Photo ID’s.

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LFH/MLK Elementary School

Emergency Preparedness Plan

2016-2017

Revised October 8,

2014

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TORNADO DRILL PLAN Remember to practice the tornado drill position and inform your class where the safest place to be is—whether in the classroom or in the hallway. Inclement weather drill practices will take

place 2 times a year. Our goal is to have everyone in place in 2 minutes.

1. The Tornado Drill/Natural Disaster Plan warning will be made over the intercom. If electricity is out, a whistle will be blown in the hall.

2. Silence must be observed from the time the drill is announced until drill is concluded.

3. Stay calm.

4. All teachers and staff are to immediately check the hallway for any unsupervised students and have them join your class.

5. Students on the playground or in the gym move into the main building.

6. Close the door and leave the lights on.

7. Go to assigned area, which should be in your windowless classroom or the nearest solid

hallway. Students should stay away from door openings and windows. (See Map)

8. Students are to assume a kneeling position facing the wall with hands clasped over the back

of their head (“duck and tuck” position). Double rows are permitted if space does not allow for single rows.

9. Students should be placed as close together as possible in a straight line. If necessary, a

double line should be made.

11. It is imperative that all students remain in this position until the all-clear signal is announced.

12. Teachers should hold up their green card if all students are accounted for. Teachers should hold

up their yellow card if a student is missing.

Code/Signal: “WATCH” = PA Announcement

“WARNING” = 3 short blasts

“ALL CLEAR “ is indicated by 1 long bell

Members of the emergency team will sweep the building. A team member will open each classroom door and validate that each student is in a known location. Pre-K-K – Ms. Tawanna Rice (security)

First Grade Hall – Mrs. Simpson (security) Second Grade Hall- Dr. Habersham (security)

Grade 3 Lower level-Dr. Habersham (security) Grade 4 Upper level – Dr. Branch (security)

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FIRE DRILL PROCEDURES

Fire drill practices will take place each month for the 2015-2016 school year. Our goal is to have the entire building evacuated in 1-½ minutes.

The fire drill bell will be sounded.

Silence must be observed from the time the drill is announced until all scholars have returned to the classroom.

Take your class list and green and red card for support with monitoring scholar

attendance.

Leave doors open and leave light on. The open door indicates that the room has not

been checked to determine if all students are out. Security will close doors after checking.

Leave room as orderly as possible. Teachers should assemble their class well away

from the building and exterior windows from the building.

It is imperative that all students and teachers wait quietly in line until they are told to

return to their room.

The fire drill exit route should be posted on the wall in each room.

ALL staff members are required to exit the building during a fire drill.

Teachers should hold up their green card if all students are accounted for. Teachers

should hold up their red card if a student is missing.

39

LOCK DOWN PROCEDURES

An announcement will be made: “Teachers and staff, please secure your classroom for a hard/soft lockdown."

These announcements should NOT be made using special coded signals

There are only two (2) types of Lockdowns, Hard and Soft.

Hard Lockdowns indicate the threat is inside the school building.

Soft Lockdowns indicate the threat is outside the school building.

Hard Lockdown Stay calm.

When you hear this announcement, quickly check the hallway outside your door

and pull any unsupervised students from the hallway into your room.

Lock all doors and windows in your room. Consider barricading the door.

All students and teachers must remain in their rooms with their doors closed and

locked. This includes the gym.

Move away from windows and doors. Keep all blinds open and make sure all

windows are clear of any coverings. Hide behind desks or close to interior walls.

Do not use the intercom button. Only use cell phone to call 911 with emergency

information.

Since the threat has been determined to be inside the school building, students and

staff outside the building, such as on the playground, should NOT attempt to return inside the building. An evacuation site for these situations should be predetermined.

An administrator and/or a uniformed police officer will come to your room,

identify themselves and then open your door. At this point, your room will no

longer be in lockdown.

If there is no teacher present, student(s) in room will close door, push button to lock, and then complete all of the following lockdown steps. This means students will lock

their teacher out of the classroom and not open the door for any reason.

No one is allowed to enter or leave any building during the lockdown. This

includes vendors, visitors, itinerant workers, or volunteers.

40

Soft Lockdown

When you hear the whistle, lock all external doors and windows.

Pre-assigned individuals will randomly check doors to maintain building integrity.

Close all exterior blinds.

Normal classroom procedures will continue, however, all outdoor classroom

activities will be suspended.

If allowed by law enforcement, students in mobile classrooms will transition to pre-

arranged locations inside the main school buildings.

During class transition (class change), no one will be allowed outside and a

designated member of the school staff will monitor each external door.

If class transition (class change) requires students and/or staff to move between

buildings, the transition will not occur until after the soft-lockdown is completed. Class periods will be extended, as necessary.

Unless directly approved on an individual basis by an administrator, or law

enforcement personnel, no one is allowed to enter or leave any building during the lockdown. This includes vendors, visitors, itinerant workers, or volunteers.

An announcement will be made when the Soft Lockdown has concluded.

41

EMERGENCY EVACUATION PROCEDURES

In the event of a gas leak, bomb threat, an actual bombing, explosion or other catastrophic event during the school day resulting in student injuries, we will use the following emergency evacuation

procedures: Our Emergency Evacuation procedure will go into effect when you hear the following announcement:

“Teachers and Staff please secure your classroom for a school evacuation.”

All teachers will follow their building exit route and assemble their class according to the fire drill map. Silence must be observed from the time the evacuation has been announced until you have returned to the

classroom or have been taken to your emergency destination.

Children will not be released to parents until we reach the alternate location, and parents have gone through the proper check out procedures.

If you have a student who is unable to walk (on crutches, handicapped, etc.) look for a school designee or

emergency personnel who will be ready to help transport these students. Don’t take time to look for someone before you evacuate. There will be people sweeping the building

after everyone is gone to insure that everyone is out.

To ensure the safety of all students, the Evacuation Emergency Team will follow the procedures below.

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Emergency

Evacuation Procedures Evacuation Team Responsibilities

School Nurse 1. Bring emergency kit when exiting the building.

School Nurse 1. Bring emergency kit when exiting the building.

Sweepers Security

1. Grab walkie talkie. 2. Get “all clear” signals from Teams 1-2 to report total school evacuation time. 3. Give time for sweepers to report to Team Leaders.

4. Call each team individually to identify missing students.

Sweepers

Security

1. Remain with Toni in front office to report total school evacuation time.

2. Record total school evacuation time. 3. Report fire drill information to officials.

Sweepers

Security

1. Grab walkie talkie. 2.

Sweepers

Security

1. Check all rooms/bathrooms on the 1st/2nd Grade Hall to make sure all have

exited. 2. Close doors and turn off lights. Report “all clear”

Sweeper Security

1. Check all rooms/bathrooms on the Kindergarten/4th Grade Hall to make sure all have exited.

2. Close doors and turn off lights. Report “all clear” to Michele Purcell.

Sweepers Security

1. Check all rooms/bathrooms upstairs to make sure all have exited. 2. Close doors and turn off lights. Report “all clear”

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EMERGENCY PREPAREDNESS KIT

LOCATIONS AND CONTENTS LFH/MLK Elementary School will have Emergency Preparedness Kits at the evacuation site.

Each Emergency Preparedness Kit will have the following contents: 10 Legal Pads

20 Black Medium Ball Point Ink Pens 20 Markers 500 Plain Peel-Off Stickers (to be used to identify injured at scene)

2 Rolls of masking Tape 12 Sheets of Construction Paper (for signs)

Wyandanch UFSD Telephone Directory 6 Flashlights (check batteries quarterly)

3 Clipboards

Folder Content: Copy of Knight Emergency Preparedness Plan List of emergency telephone numbers

Staff and student rosters Floor plan of school

Bus roster list-by route number (updated quarterly) Bus driver roster with telephone numbers (updated quarterly)

20 Student Injury Report Forms List of students with medical problems Copy of tornado map, fire drill map

School schedule

IF IT BECOMES NECESSARY TO EVACUATE THE SCHOOL PREMISES AND WALK TO AN ALTERNATE SITE, LFH side of ELEMENTARY STUDENTS WILL WALK TO

MLK side of ELEENTART STUDENTS WILL WALK TO

1. When your class reaches their evacuation point, students will stay on the sidewalk and walk with their partner (you assign).

2. When students get to the designated location, students are to sit/stand quietly.

3. Teachers without specific classes need to spread themselves among the children to help supervise.

*If it becomes necessary to evacuate the emergency walk location, please follow the

transportation by bus emergency procedures.

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EASTERN SUFFOLK BOCES HEALTH & SAFETY

OFFICE REMINDER Holiday Decorating

Please consider the following when decorating for the Holiday Season in order to

ensure a safe and healthy holiday is had by all:

As always, all displayed artwork/ decorations must be kept at least 2 feet

from ceilings and 10 feet from exit doors (including classroom doors).

Displayed materials must be directly affixed to non-combustible wall

surfaces (and should be flame retardant). The total amount of displayed

material may not exceed 20% of the non-combustible wall surface.

Use only artificial trees that are fire retardant and that bear the name of an

independent testing lab on the label. Remember to use a tree stand that is

sturdy enough and large enough to safely support the tree.

Be careful not to create a tripping hazard when placing power cords. Be

certain that the cord is sufficient to carry the applied electrical load and is

labeled by an independent testing lab. Never use a damaged cord.

Remember to unplug decorations prior to leaving.

Do not place large decorations in corridors. Corridors and areas of travel

through lobbies and other open areas must be kept clear at all times with

no obstructions.

Use break resistant ornaments only. Traditional glass ornaments are very

fragile and can shatter upon impact creating an injury hazard.

Untreated paper and plastics and natural tree boughs are combustible

materials that present fire hazards far beyond their artistic values. Use

only decorations which bear an independent testing laboratory label

and/or are certified by the manufacturer to be flame resistant.

Candles or other open flame items should never be used as decorations.

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Suggestions for Schools

Preparing and Responding to Homeland Security Alerts

(Based on the National Emergency Advisory System)

Please note: These suggestions are not intended to be all-inclusive; they are offered in an

effort to provide some insight and direction for school staff and families.

LOW GREEN

Review your school safety plans to be sure that all hazards are addressed.

Identify internal and external authorities to be notified in the event of suspicious activity

Include plans to maintain the safety of students, staff, and faculty

Include an emergency communication plan to notify parents in case of emergency

Disseminate relevant information to families of children, staff, and faculty

Ensure that the training of selected staff members in CPR/AED and first aid is up to date

Integrate training and education regarding emergency preparedness into relevant curricular areas at all grades levels in as natural a fashion as possible.

GUARDED BLUE

Complete recommended actions at owner level (green)

Be alert to suspicious activity and report it to the proper internal and external authorities.

Conduct safety training/emergency drills with all grades, following the school’s written emergency plan.

Communicate with parents about such trading and /or drills to reduce fear and confusion.

Ensure Emergency communication plan is updated and needed equipment is purchased and maintained

Ensure that designated staff is trained or updated

Continue to integrate training and education on regarding emergency preparedness into relevant curricular areas at all grade leaves

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ELEVATED YELLOW Complete recommended actions at lowers levels (green and blue)

Be alert to suspicious activity and report it to the proper internal and external authorities

Ensure all emergency supplies are stocked and ready

Continue to integrate training and education regarding emergency preparedness into relevant curricular areas at all grades levels

Identify materials to provide to staff and faculty and send home with students (the American Red Cross’s brochure Terrorism: Preparing for the Unexpected, is available on this website for you to download – in English and Spanish

HIGH ORANGE Complete recommended actions at lower levels (green, blue, and yellow )

Be alert to suspicious activity and report it to the proper internal and external authorities

Review emergency plans

Conduct safety training/emergency drills with all grades following the schools written emergency plans

Review the training of selected staff members in CPR/AED and first aid to ensure that it is up to date

Continue to integrate training and education regarding emergency preparedness into relevant curricular areas at all grades levels

Prepare to handle inquiries from anxious parents and media

Openly discuss staff and children fears concerning possible terrorist attacks

SEVERE RED Complete recommended actions at lower levels (green, blue, yellow, and orange)

Listen to radio/TV for current information instructions

Be alert to suspicious activity and report it to the proper internal and external authorities

Close schools if recommended to do so by appropriate authorities

Implement 100% identification check (i.e. driver’s license retained at front office ) and escort of anyone entering school other than students, staff, and faculty

Continue to integrate training and education regarding emergency preparedness into relevant curricular areas at all grades levels

Ensure mental health counselors are available for students, their families, staff, and faculty

Adapted for use in New York State school facilities form Homeland Security Advisory System

Recommendations-Schools, American Red Cross, August 2002

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DRUG ABUSE AND/OR DRUG POSSESSION

(VIOLATION OF CRIMINAL LAW) A. The New York State Drug Law requires that possession and/or possession with

intent to sell any illegal substances or related paraphernalia must be reported to the police. In all cases where illegal substances are actually discovered in a student’s possession, the administrator will immediately notify the Suffolk County Police or other appropriate law enforcement agency to:

a. Identify suspected material. b. Effect arrest and custody of the suspect. c. Where appropriate (as determined by the police) refer for

criminal prosecution. In addition, a five day out-of-school suspension will be the consequence for: Verified student possession of a suspected illegal substance or alcohol at school or at school functions. Verified use of a suspected illegal substance or alcohol at school or at

school functions.

Being under the influence of a suspected illegal substance or alcohol at school or at school functions.

Students who are disciplined for any infraction of the District’s Substance Abuse Policy will be mandated to meet with support personnel as a condition or reinstatement from suspension. All medication prescribed by a private physician may be brought to school only if:

a. The medication is retained in the Health Office. b. A note directing the administration of the medication, signed by

the Physician, and countersigned by the parent is on file.

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FOOD ALLERGY FACTS

It is our goal to ensure that every student in our school can learn in a safe and supportive environment. LHF/MLK will follow the Center for Disease Control and Prevention’s Food Allergies in Schools Guidelines:

Food Allergies in Schools

Food allergies are a growing food safety and public health concern that affect an estimated 4%–6% of children in the United States.1, 2 Allergic reactions can be life threatening and have far-reaching effects on children and their families, as well as on the schools or early care and education (ECE) programs they attend. Staff who work in schools and ECE programs should develop plans for preventing an allergic reaction and responding to a food allergy emergency

What is a Food Allergy?

A food allergy occurs when the body has a specific and reproducible immune response to certain foods.3 The body’s immune response can be severe and life threatening, such as anaphylaxis. Although the immune system normally protects people from germs, in people with food allergies, the immune system mistakenly responds to food as if it were harmful.

Eight foods or food groups account for 90% of serious allergic reactions in the United States: milk, eggs, fish, crustacean shellfish, wheat, soy, peanuts, and tree nuts.3

Symptoms of Food Allergy in Children

Symptoms Communicated by Children with Food Allergies4

It feels like something is poking my tongue. My tongue (or mouth) is tingling (or burning). My tongue (or mouth) itches. My tongue feels like there is hair on it. My mouth feels funny. There’s a frog in my throat; there’s something stuck in my throat. My tongue feels full (or heavy). My lips feel tight. It feels like there are bugs in there (to describe itchy ears). It (my throat) feels thick.

It feels like a bump is on the back of my tongue (throat).

The symptoms and severity of allergic reactions to food can be different between individuals, and can also be different for one person over time. Anaphylaxis is a sudden and severe allergic reaction that may cause death. Not all allergic reactions will develop into anaphylaxis

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Food Allergies in Schools Children with food allergies are two to four times more likely to have asthma or other allergic conditions than those without food allergies. The prevalence of food allergies among children increased 18% during 1997–2007, and allergic reactions to foods have become the most common cause of anaphylaxis in community health settings. In 2006, about 88% of schools had one or more students with a food allergy. Treatment and Prevention of Food Allergies in Children There is no cure for food allergies. Strict avoidance of the food allergen is the only way to prevent a reaction. However, since it is not always easy or possible to avoid certain foods, staff in schools and ECE programs should develop plans to deal with allergic reactions, including anaphylaxis. Early and quick recognition and treatment of allergic reactions that may lead to anaphylaxis can prevent serious health problems or death.

Voluntary Guidelines for Managing Food Allergies In Schools and Early Care and Education Programs

In consultation with the U.S. Department of Education and a number of other federal agencies, CDC developed the Voluntary Guidelines for Managing Food Allergies in Schools

and Early Care and Education Centers [PDF - 10MB] in fulfillment of the 2011 FDA Food

Safety Modernization Act to improve food safety in the United States. Download Food

Allergy Guidelines FAQs [PDF - 163KB].

The Voluntary Guidelines for Managing Food Allergies provide practical information and planning steps for parents, district administrators, school administrators and staff, and ECE program administrators and staff to develop or strengthen plans for food allergy management and prevention. The Voluntary Guidelines for Managing Food Allergies (include recommendations for each of the five priority areas that should be addressed in each school’s or ECE program’s Food Allergy Management Prevention Plan:

1. Ensure the daily management of food allergies in individual children. 2. Prepare for food allergy emergencies. 3. Provide professional development on food allergies for staff members. 4. Educate children and family members about food allergies. 5. Create and maintain a healthy and safe educational environment.

For information about practical food allergy management in the school setting see Schools.AllergyHome.org. Please view the 6 minute awareness module, Food Allergy Awareness for Parents of Children WITHOUT Food Allergies (www.allergyhome.org/parents).

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

Procedures for Testing Accommodations and

Modifications

Students with Disabilities

and English Language Learners

Angela Chatman, ENL Coordinator Kristen Parinello, Special Education Coordinator Deborah Talve, ENL Coordinator Sheron Smith-Parnell, Special Education Coordinator

51

Testing Accommodations for Students with Disabilities and

English Language Learners

It is critical that school leadership ensure that processes are in place to identify,

document and implement a student’s required testing accommodations for all State and

local assessments. NYSED conducts monitoring visits to schools during the

administration of State assessments to ensure that accommodations are provided. In

the event that a school fails to provide a student’s required testing accommodations on

elementary and intermediate level State tests, the school would report the test as a

misadministration.

LFH/MLK Elementary School has developed structures to safeguard systematic

implementation of testing accommodations for subgroups: Students with Disabilities

and English as a New Language. In order to ensure that students successfully receive

testing accommodation, the Special Education Coordinator and English as a New

Language Coordinator, along with the classroom teacher reviews student data to

aggregates a list of students requiring testing accommodations. It is then the teachers

responsibility to provide prior exposure to the accommodation before an actual exam.

In cases where some students may lack familiarity with a particular testing

accommodation, which can place the student at a disadvantage during an exam, the

Coordinators provides the names of these students and a description of their

accommodations to teachers for the purposes of reviewing with students.

Special Education Accommodations

Scholars testing accommodations are identified by the Special Education Coordinators.

In September of every school year, the Special Education Coordinator identifies students

who have an IEP or 504 plan, through the use of IEP Direct. The Special Education

Coordinator then takes this data and creates a list of students and accommodations for

that current school year. The data is used to create a list of students and

accommodations. When complete, the accommodation list is stored with administration

and the Special Ed. Coordinators. Teachers who have students with accommodations

are notified by the Special Ed. Coordinator or have access to view their IEP/504 on IEP

Direct.

English as a New Language Accommodations

ENL Teachers and the Coordinator receive NYSITELL and NYSESLAT scores and levels

after students are tested to identify those who are ENL and Former ELL students to

receive ENL accommodations. Students are grouped by grade on the ENL roster which

provides each student’s level, home language, provider, ELA exemption, and transition

years for Former ELLs.

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The ENL data is entered on the master roster for Administrators and the Coordinator

and providers receive a roster of students specifically assigned to their class. The data is

used to identify students who are ENL and Former ELLs and thus receive

accommodations. Current information and ENL history for ENL students, and their

assessment scores and level are also available in the student’s electronic file on Infinite

Campus as an additional reference source.

The system for Local / NYS Assessments and providing accommodations

Testing accommodations are to be provided at all times throughout the school year.

The implementation and conditions of the accommodations are indicated on the

students IEP or 504 plan. When the Special Ed. Coordinators make the accommodation

list, they also assign proctors to provide the students with the accommodations. There

are two lists generated. One list is distributed to all teachers. The students are grouped

by grade level, but their accommodations are not listed. The second list is only for

administrators, and the teachers providing the accommodations. This list includes the

student groups, accommodations and identified provider. For confidentiality reasons,

the Special Ed. Coordinator meets with each teacher that provides accommodations.

They receive a copy of their group only along with an explanation of the

accommodations they are responsible for administering. Administrators determine the

start time of the NYS Assessments. A plan is then put in place for all accommodation

providers. (i.e., If NYS Assessments begin at 9:30, all accommodation providers must

pick up their students from their classes by 9:15 a.m.)

ENL Providers are notified of NYS accommodations for ENL and Former ELL students at

the beginning of the school year, and when new ENL students are placed in their class

during the school year, via the ENL Accommodations Checklist. The Accommodations

Checklist is then distributed and collected several times a school year based on the

number of assessments each student takes and the accommodations marked on the

Checklist are provided at the time of the assessments.

Accommodation Checklist

The purpose of the Accommodation checklist is to ensure that processes/documents are

in place to identify, and implement a student’s required testing accommodations for all

State and local assessments. The Accommodation Checklists are picked up by the

Provider from either the classroom teacher, Special Education Coordinator, ENL

Coordinator and/or Testing Coordinator (State Assessments) two days prior to

administering an assessment. Providers and Coordinators are expected to utilize the

Accommodation Checklist to identify the testing accommodations implemented (as per

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the students’ IEP and/or as an ENL/Former ELL student), sign, date and return to

building administration.

The accommodation checklist is distributed and collected several times a school year.

The amount of checklists issued per student is based on the number of tests each

student takes. In the beginning of each school year, All teachers that work with students

with an IEP or 504 plan are required to sign off in acknowledgement of the students’

document and accommodations. Providers of ENL students are required to sign

acknowledgement of students’ accommodations. This is the responsibility of the Special

Ed. and ENL Coordinators. The sign off sheets are then stored with administration and

the Special Ed. and ENL Coordinators.

For NYS Assessments, the checklists are distributed to the proctors assigned to provide

accommodations to the students. The Special Ed. Coordinator is responsible for assisting

all testing proctors with the IEP/504 accommodations and the ENL Coordinator is

responsible for assisting proctors with ENL accommodations. When the student has

finished testing, the proctor signs off on the checklist indicating they have provided the

student with the appropriate accommodations. These checklists are then given to the

Special Ed. and ENL Coordinators who store them with the NYS Assessment testing

materials.

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

Accommodations Checklist for ELL/Former ELL Students Student Name ____________________________________________ School ____________________________________________ School Year ____________________________________________ Grade ________________________ Testing accommodations are provided to ELL/Former ELL (up to 2 years immediately after achieving proficiency on the NYSESLAT) students in the administration of statewide and local assessments. Please check the accommodations(s) appropriate for the particular needs of this ELL student:

❑ Time extension

❑ Separate location

❑ Third reading of listening selection (ELA exams only)

❑ Bilingual glossaries (all exams except foreign language)

❑ Oral translation for lower incidence languages (not ELA & foreign lang. exams)

❑ Writing responses in the native language (not for ELA exams)

❑ Simultaneous use of English and alt. lang. editions (not ELA & foreign lang. exams)

These same accommodations must also be provided on a regular basis during local and state assessment

Checklist completed by _______________________________________

Provider

_______________________________________ Coordinator

_______________________________________ Original: ENL folder (Coordinator) Date Copies: Provider, Administrator

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax

631491-8573

Accommodations Checklist for Students with Disabilities

Student Name ____________________________School ____________________________

School Year _________________ Grade __________________

Testing accommodations are provided to Students with Disabilities as specified on the student’s IEP and for the administration during statewide and local assessments. SETTING ACCOMMODATIONS PRESENTATION ACCOMMODATIONS

❑ Preferential seating ❑ Large Print

❑ Separate location ❑ Clarifying directions

❑ Small Group ❑ Test Read: Passages

❑ Individual administration ❑ Directions clarified/explained

❑ Other as specified in student ❑ Test Read: entire test or

IEP: ______________________ selected portion

❑ Minimal distractions ❑ Test Read: Questions/Mult. Choice

Response

❑ Other as specified in student

IEP: _______________________

SCHEDULING ACCOMMODATIONS RESPONSE ACCOMMODATIONS

❑ Over several class periods ❑ Mark answers directly in the test book

❑ During specific time of day or on the test paper

❑ Other as specified in student ❑ Student indicates answers by pointing

IEP:________________________ or other method

TIME ACCOMMODATIONS ❑ Student dictates response to staff

❑ Frequent breaks member or tape records answers

❑ Extended Time ❑ Scribe record in test book

❑ Other as specified in student ❑ Other as specified in student

IEP: ____________________ IEP:________________________

These same accommodations must also be provided on a regular basis during local and state assessment. Checklist completed by: ________________________________ _____________________________ Provider Coordinator Date: _____________________________ Original: Student folder (Coordinator) Copies: Provider, Administrator

56

Race to the Top Support Network: Multi-State SLO Rubric

Draft Criteria/Standard for SLO Approval All items must be checked in order for the SLO to be considered as “meeting expectations.”

Check to

Indicate if

SLO meets

expectation

Domain/Expectation Where to find

In NYS SLO

Template

Domain 1: Priority of Standard

1. Standard(s) identified aligns to common core, international, national, state, local or industry recognized standards

Learning Content

2. Standard(s) selected addresses critical content, skills or knowledge necessary for advancement to future coursework (i.e., if students do not master standards, they will not be able to progress to the next level)

Learning Content

3. Selected standards/content are appropriate for the instructional interval defined

Learning Content

4. SLO justifies the selection of standard(s) by explaining how it aligns to common core or other standards, addresses critical content or skills and is appropriate for the defined instructional interval

Learning Content Rationale

Domain 2: Rigor of Target

1. The target is anchored in baseline data, including historical data (i.e., district, school, and student‐level data) and multiple measures , if possible

Baseline, Evidence

2. If appropriate, the SLO differentiates targets for individuals or groups of students based on baseline data so that all targets are rigorous yet attainable. Rigor is determined by past performance of students, a year’s growth, percentage of students who attain the target or other measures

Target, Evidence, Baseline

3. Rationale provided by teacher/owner of SLO shows that target is rigorous because it is based on data and exceeds past performance of students as appropriate, or demonstrates a year’s worth of growth or other important outcomes

Rationale, Target, Evidence, Baseline

Domain 3: Quality of Measure and Evidence

1. Measure(s) is aligned to standard, provides evidence relative to the target, and is appropriate for the student population*.

Evidence, Population

2. Measure meets the criteria established by state, district or local authority* Evidence

3. Rationale provided by teacher/owner of SLO shows that SLO is aligned to standard, is relative to target, is appropriate to student population and meets the criteria established by state, district, or local authority

Rationale, Learning Content, Evidence, Target, Population

OTHER

SLO(s) address(es) all students taught by the teacher (e.g., SLO may have one target or may have tiered targets, so that all students are addressed)

Population, Target

The instructional period/interval is defined

Interval of Instructional Time

*State/districts should develop supporting documents to help principals and teachers address these descriptors.

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CCSS INSTRUCTIONAL PRACTICE GUIDES

MATH

ELA

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Employee Accident Reports

Please be advised you MUST thoroughly fill out the Employee Accident Reports and submit them to HR no later than a day after the accident. Moving forward take the following steps:

1. Give details and specifics when describing the accident and how it occurred. For example: instead of writing, (6/21/16, 2:30, Classroom, back shoulder); they must write “on 6/21/16 at approximately 2:30pm I slipped on some split water left on the floor in room 21. I landed on my back and my shoulders where I currently feel pain.”

2. Once completed, make a copy for yourself and Administration, these forms must be sent to HR immediately. Triad expects these forms no later than the day after the accident.

3. Employee Accident Report Forms are located in the Main Office, a copy is also included in this handbook. 73

Wyandanch Schools

Employee Accident Report

__________________________________________________________________

______________ EMPLOYEE’S STATEMENT:

Date of Accident : Employee’s Work Location/ School: Age:

Sex: _____________________________________________________________________________________________

___________________

Soc. Security No.: Last Name: First Name:

MI

_____________________________________________________________________________________________

___________________

Home Address: City: State:

Zip:

_____________________________________________________________________________________________

___________________

Home Phone: Work Phone: Work Status: (PT/FT) Job Title: Average weekly earnings:

_____________________________________________________________________________________________

___________________

Hours Worked Per Day: Days Worked Per Week: Date of Hire:

_____________________________________________________________________________________________

___________________ (How and why the accident occurred. Date, time and exact location of accident. All body parts

injured and time of notification to Supervisor) _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

____________________________________________________________________________

Is this a reoccurrence of a previous injury? Yes ___ No ___. If Yes, provide details:

________________________________________________________________________________________________________________

_____________________________________________________________________________________________

___________________

Names of Witnesses:

______________________________________________________________________________

________________

Employee’s Signature: _________________________________________ Date: ______________________

__________________________________________________________________

______________ NURSE’S STATEMENT:

Was Medical Treatment Provided By School Nurse?: Yes ____ No ____. If Yes, please have nurse describe:

______________________________________________________________________________

______________________________________________________________________________

________________________________

______________________________________________________________________________

________________

Nurses Signature: Date:

______________________________________________________________________________

________________ Name of Hospital or Physician Treating Employee: Date of Treatment

______________________________________________________________________________

________________Was an EMT or Ambulance Service Used? Yes ____ No ____.

__________________________________________________________________

______________

SUPERVISOR’S /PRINCIPAL’S STATEMENT:

Do you confirm that this accident has been reported to you? Yes ____ No ____ Date Accident Reported to

you:

_____________________________________________________________________________________________

___________________

Other Accident Details:

______________________________________________________________________________

______________________________________________________________________________

________________________________ Suggestions on how to prevent future injuries of this type:

______________________________________________________________________________

________________ Has Employee Continued To Work? Yes ____ No ____. If No, First Date of Lost Time:

_____________________________________________________________________________________________

___________________

Signature of Supervisor/Principal/Superintendent: Date Signed:

__________________________________________________________________

______________

TRIAD GROUP

185 Jordan Rd. Troy NY 12180

TEL: (800-337-7419) FAX: (1-866 593-9245)

Since 1966

792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

Date: Dear Parents/Guardians: We feel that it is a good time to review our procedures in regards to children who are sick at school. If your child gets sick, it is often most appropriate to keep him/her home from school. A child who is sick will not be able to perform well in school and is likely to spread the illness to other children and staff. Please make arrangements for childcare ahead of time so you will not be caught without a place for your child to stay if he/she is ill. Our school policy states that you should not send your child to school if he/she has:

1. Fever in the past 24 hours 2. Vomiting in the past 24 hours 3. Diarrhea in the past 24 hours 4. Chills 5. Sore throat 6. Strep Throat (must have been taking an antibiotic for at least 24 hours before returning to school). 7. Bad cold, with a very runny nose or bad cough, especially if it has kept the child awake at night. 8. Head lice - unless they have been treated according to the nurse or doctor’s instructions.

If your child becomes ill at school and the teacher or school nurse feel the child is too sick to benefit from school or is contagious to other children, you will be called to come and take him/her home from school. It is essential that your child’s teacher have a phone number where you can be contacted during the day and an emergency number in the event you cannot be reached. Please be sure that arrangements can be made to transport your child home from school and that childcare is available in case of illness. If your daytime or emergency phone numbers change during the year, please notify your child’s teacher immediately. These guidelines are meant to serve the best interests of all the children in our program. If you have questions or concerns please do not hesitate to call us.

77

School Nurse: School:

Phone #: Fax: Email:

Since 1966

792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

Fecha:

Estimados padres/tutores:

Creemos que es un buen momento para revisar nuestros procedimientos en lo que respecta a los niños que están enfermos en la escuela. Si su hijo se enferma, es a menudo más apropiado mantenerlo en su hogar de la escuela. Un niño que está enfermo no podrá realizar bien en la escuela y es probable que la propagación de la enfermedad a otros niños y el personal. Por favor haga arreglos para el cuidado de niños antes de tiempo por lo que no ser pillada sin un lugar para alojarte si él o ella está enfermo su hijo. Nuestra política de la escuela dice que usted debe no enviar a su hijo a la escuela si tiene:

1. Fiebre en las últimas 24 horas

2. Vómitos en las últimas 24 horas

3. Diarrea en las últimas 24 horas

4. Escalofríos 5. Dolor de garganta

6. Estreptocócica (tiene que haber estado tomando un antibiótico por al menos 24 horas antes de regresar a la escuela).

7. Frío mal, con un muy rinorrea o tos, sobre todo si se ha mantenido al niño despierto en la noche. 8. Piojos - a menos que hayan sido tratadas según las instrucciones del médico o la enfermera.

Si su niño se enferma en la escuela y el maestro o sensación de enfermera de la escuela el niño está demasiado enfermo para beneficiarse de la escuela o es contagiosa a otros niños, se llamará para que le lleve a casa de la escuela. Es esencial que el maestro tiene un número de teléfono donde usted puede ser contactado durante el día y un número de emergencia en caso de no se puede llegar. Por favor asegúrese de que se pueden hacer arreglos para el transporte de su hijo casa a la escuela y eso cuidado de niños está disponible en caso de enfermedad. Si sus números de teléfono de emergencia o durante el día cambian durante el año, por favor notifíquelo inmediatamente a la maestra.

Estas directrices están destinadas a servir a los intereses de todos los niños en nuestro programa. Si usted tiene preguntas o inquietudes no dude en llamarnos.

78

Enfermera de la escuela: Escuela:

Número de teléfono: Fax: Correo electrónico:

WYANDANCH UFSD CHILD NUTRITION DEPT.

PHONE #: 631-870-0520 FAX #: 631-491-8526

FIELD TRIP MEAL REQUEST FORM Required Submission Date: 2 Weeks Advance Notice

(Via email, fax or interoffice mail)

Field Trip Date Time Required

____/____/______ _____________

# of Bags

Required: Breakfast_____________ Lunch______________

Scholars Names Student ID #’s

79

Scholars Names Student ID #’s

80

Teacher Verification:_________________________ Date:___/___/___

792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

LFH/MLK ELEMENTARY SCHOOL

TEACHER ASSISTANT

HANDBOOK

81

Letter from Administration

Dear Teaching Assistant:

You are an important part of the school program, sharing in the work of the team of adults who

teach children. Much of the success of this educational venture depends upon you—your

actions, and your feelings. As a team member, your role needs to be clearly understood by you

and by the teacher. When in doubt as to your role, please consult the teacher and/or principal

involved. As a member on the team working to promote the growth of the elementary and

adolescent students, the same educational goals, objectives, and guidelines governing the ways

teachers work with elementary and adolescent students apply to you. Your work is professional

and confidential.

Sincerely,

LFH/MLK Administration

LFH/MLK Administration

82

Rationale

LFH/MLK Elementary School Community believes in the intrinsic worth of all human beings, and in the

full development of their potentialities. In order to help implement this philosophy, teaching assistants

work under the direction of the principal or principal designee, general education/special education

coordinators, and classroom teacher in an effort to enhance and enrich the educational program for all

students. The teaching assistant instructional support plan will continue to enable teachers to plan for,

instruct, and evaluate more effectively the continuous progress of their students. The teaching assistant

can help to ensure students experience academic success under the teacher’s direction. With help from

a teaching assistant, a teacher can spend more time instructing individual students and small groups.

REQUIREMENTS AND CHARACTERISTICS OF

TEACHING ASSISTANT

Qualifications

1. High School Diploma

2. Demonstrate aptitude for the work to be performed (highly qualified)

3. NYS Teacher Assistant Certificate

Personal Characteristics

The teaching assistant is expected to be personable, able to get along with people,

compassionate, dedicated, appreciative of children or adolescents, flexible, adaptable,

creative, dependable, sensitive to needs, and responsible. The teaching assistant is also

expected to show initiative, have a sense of humor, common sense, and good judgment,

possess a pleasing voice, and exhibit physical energy.

Appearance

All personnel are expected to be neat, well groomed and appropriately dressed for the

professional position assigned.

83

JOB DESCRIPTION

The following job description is intended to be illustrative rather than restrictive. These are suggestions

to help teaching assistants plan, develop, and perform their job effectively. As the working relationship

between teacher and teaching assistant develops and the assistant’s abilities and interests become

known, tasks, ensuring academic programming and academic structures, other than those listed below

may become part of the assistant’s responsibilities. Nevertheless, it should be kept in mind that this is

not a teaching position, but the position of an assistant to students and teachers. When working with a

teaching assistant, the teacher must plan and supervise the work carried out by the assistant.

Direct Service

1. Report to assigned area(s) on time.

2. Become familiar with assigned students’ educational needs and/or modifications.

3. Maintain the same high level of ethical behavior and confidentiality of

information about students and staff as is expected of teachers.

4. Assist in the supervision of on-going activities related to extending academic

skills of students.

5. Help reinforce skills in small groups or with individual students (i.e., directing

drill and practice, re-teaching, or tutoring sessions).

6. Moderate and monitor discussion in small groups.

7. Assist students, teachers and administration, in carrying out special assignments.

8. Supervise students being tested.

9. Help supervise field trips.

10. Supervise students in the cafeteria, restrooms, hallways, library and assist with

between class stairwell supervision, as assigned.

11. Above all else, assist teachers and students to ensure academic success.

Indirect Service

1. Assist in organizing and preparing materials for instruction as requested by faculty and

administration.

2. Assist in keeping the classroom attractive by organizing materials and arranging classroom

furniture for special purposes.

3. Serve as the chief source of information and help to any substitute teacher assigned in the

absence of the regular teacher.

Other

1. Perform other related duties as the need arises.

84

Relationships with the Teacher and Students

1. The teaching assistant, as part of the staff, is a member of a team. All share responsibility for the

school program.

2. A relationship of mutual respect should exist among students, teachers and teaching assistants

in order to promote a positive learning environment.

3. The classroom teacher has the responsibility for planning, managing, instructing, and evaluating

student academic progress and educational program.

4. Careful planning is necessary to ensure the harmony and cooperative effort between teaching

assistants and teachers. In cases where problems are not solved successfully by the teaching

assistant and teacher, the principal or principal designee will be consulted.

5. The teaching assistant may use minimal corrective measures and reprimand, but the regular and

official discipline should be left to the classroom teacher.

6. In general, where several teachers and a teaching assistant are involved, an assistant should

receive consistent instructions from each teacher.

Relationships with the Community

1. School concerns must be discussed in a professional way in order to keep the confidence of the

teacher(s), staff members, and community.

2. Teaching assistants are not to discuss or answer questions from the community (including

parent) about curriculum, progress reports, student behavior, discipline, and school adjustment

issues. These types of questions or concerns will be addressed and answered by the teacher.

3. Teaching assistants must practice ethical behavior by maintaining confidentiality of all school

matters and supporting the school mission, vision, beliefs, and goals.

Evaluation of Teaching Assistants

Teaching assistants will be evaluated annually, unless the need for more frequent evaluations arises.

Administration will review the evaluation with the teaching assistant. The assistant principal and

teaching assistant will both sign the evaluation form at a post-evaluation conference. A copy of the form

will be kept on file in the principal’s office and one copy will be sent to the Central Office.

85

Employment Expectations

Teaching assistants are expected to work the number of days that students are required to report to

school (181 days). Teaching assistants are expected to attend any scheduled full faculty and staff

meetings in order to stay informed regarding the larger functioning of the school community.

Absences

In case of necessary absences, the teaching assistant shall enter absence in ASEOP to obtain a sub. The

teaching assistant may be required to submit doctor excuses when excessive absences occur, also see

LFH/MLK Faculty Handbook.

Effective Practices

EFFECTIVE COMMUNICATION

PROFESSIONALISM

ROLES & RESPONSIBILITIES

CREATION OF A POSITIVE LEARNING ENVIRONMENT FOR ACADEMIC EXCELLENCE

Components of A LEARNING ENVIRONMENT

1. STUDENTS-each one of them brings:

a. knowledge, skills, attitude/values/goals, cultural background, special needs, learning

style, personality

2. INSTRUCTOR /TEACHING ASSISTANT

b. knowledge, skills, attitude/values/goals, cultural background, special needs, teaching

style, personality

3. PHYSICAL SETTING

c. room arrangement & location (accessibility), safety issues, temperature, air supply,

lighting, appropriate resources (refer to Faculty Handbook)

HELPING STUDENTS BECOME SUCCESSFUL LEARNERS

As a facilitator of learning, you can control some of the factors that will enhance student’s ability to

achieve. Demonstrating leadership in the classroom, providing motivation for learners and operating

effective groups will increase the chances of success for students. Your behaviors can contribute

positively to the learning process of students (listening, monitoring student progress, knowing names to

make it personal, scheduling breaks, being available, changing the pace, being friendly, relaxed and at

ease.)

86

COMMUNICATE THAT THEY ARE IMPORTANT BY:

1. SHOW AN INTEREST

inquiring about them – interests, experiences, goals and based on that information, relate

the content and level to as many students as possible

talking less than they do

listening, being supportive and positive

encouraging interaction amongst students so they get to know each other

allowing them input into decisions, assessment, choices

allowing them to get to know some things about you (keeping a professional distance)

giving positive feedback (verbal and non-verbal)

asking for their feedback

2. USE HUMOR

3. USE VARIETY in presentation strategies to catch more learning styles.

4. ADMIT MISTAKES/LACK OF KNOWLEDGE –don’t try to be the authority, just know where to find one!!

5. IMMEDIATE FEEDBACK – keep up with marking and returning materials

87

**This year instead of doing log books you will write reflective learning logs**

Reflective Learning Logs

A learning log is a Journal which is evidence of your own learning and skills development. It’s not just a diary or record of “what you have done”. But a record of what you have learned tried and critically reflected upon. Learning logs contain your record of your experiences, thought, feelings and reflections.

You will be given sheets and a folder. Please see the Weekly Reflection example on the next page and adhere to the calendar enclosed on dates of submission.

88

Weekly Reflection

Date: ________________

Name: _________________________________________

1. Which students stood out this week? Who captured my attention? Why?

2. What did not work or could have been more effective? What was missing or needed?

3. What worked really well this week?

4. What is important for me to do next week?

5. If I had to pick a word or phrase for the week- what would it be?

Anything else?

89

2016-2017 Calendar for Staff Development for Teacher Assistants:

School: Sept. Oct. Nov. Dec. Jan. Feb. March April May June

LFH-3:45-5:45

12th

-1hr.All

TA’s,1hr. Combined

26th

17th

1hr.All

TA’s,1hr. Combined

24th

7th

1hr.All

TA’s,1hr. Combined

14th

9th

1hr.All

TA’s,1hr. Combined

23rd

6th

1hr.All

TA’s,1hr. Combined

20th

TBD TBD TBD

MLK-2:45-4:45

12th

-1hr.All

TA’s,1hr. Combined

26th

17th

1hr.All

TA’s,1hr. Combined

24th

7th

1hr.All

TA’s,1hr. Combined

14th

9th

1hr.All

TA’s,1hr. Combined

23rd

6th

1hr.All

TA’s,1hr. Combined

20th

Teacher Assistants will have 2hrs. as a group, 2 hrs. with their assigned teacher

monthly. (Please do not make any plans for these dates). Times might also

change (e.g. first hour/second hour).

Locations will be determined.

90

792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

Teacher Assistant Instructional Support Plan

Name: ________________________________ Assignment ______________________ Date:

__________________________________

Support Provider: ______________________________________ Title: _________________________________

Support Period: From _______________________ to _____________________________________

Summary of Attendance and Observance of Work Hours during the Support Period

Employee has been absent _____ days. Note reason(s):___________________________________________

Employee has been late beginning work ______ times. Employee has been late returning from lunch/break times.

Summary of Job Performance Ratings (Check one)

Employee’s overall rating is commendable.

Employee’s overall rating is satisfactory.

Employee’s overall rating indicates a need for improvement.

Employee’s overall rating is unsatisfactory.

A signature on this performance appraisal does not necessarily mean that the employee agrees with the opinions

expressed. It merely indicates that the employee has read the performance appraisal and has been given an

opportunity for discussion, comments, and written reaction.

I have read this performance appraisal and have been given the opportunity for comments and written reaction.

Signature of Employee: _________________________________ Date: ________________

I have given the employee an opportunity to comment on and provide written reaction to this performance

appraisal.

Signature of Support Provider: ___________________________ Date: _______________

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

Teacher Assistant Support Summary

Rating: 1 – Exceeds Expectations 2 – Meets Expectations 3 – Needs Improvement

I. ABILITY

A. Completes assigned tasks accurately _____

B. Performs tasks without constant supervision _____

C. Adjusts readily to change in schedule or plans _____

D. Develops a rapport with students _____

E. Is poised and confident when dealing with students’ _____

F. Maintains discipline without losing control _____

G. Holds attention of students when presenting material _____

H. Attends in-service training _____

I. Participates in monthly faculty meetings _____

J. Completes assigned duties in an efficient and timely manner _____

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

II. EFFECTIVENESS

A. Shows clear interest in working with students _____

B. Shows clear interest in working with teachers _____

C. Accepts all students regardless of ability levels or ethnic group _____

D. Promotes a positive learning environment for students _____

E. Takes initiative in helping students experience academic success _____

F. Is poised and confident working with students _____

G. Arrives to assigned area on time _____

H. Has an above average attendance record _____

I. Notifies person responsible in a timely manner when an absence is necessary. _____

III. INTERPERSONAL SKILLS

A. Communicates positively with students and other staff members’ _____

B. Works well with team members and co-workers _____

C. Accepts responsibility willingly and pleasantly _____

D. Exhibits a positive attitude in performing assigned tasks _____

E. Willingly follows directions given by the teacher and/or case manager _____

F. Receives constructive criticism without taking offense __

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

G. Maintains a high level of ethical behavior _____

H. Maintains a high level of confidentiality regarding information about students and staff _____

IV. ETHICS

A. Maintains confidentiality of all school matters (information regarding or shared by teachers, parents,

or students) _____

B. Supports the school philosophy and goals _____

V. APPEARANCE

A. Dresses appropriately for the specific assignment _____

B. Is neat and well groomed _____

COMMENTS:__________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Signature Teacher: _____________________________ Date: __________________

Signature Teacher Assistant: _____________________ Date: __________________

Signature Support Provider:_______________________ Date: __________________

*Teacher assistant’s signature acknowledges review of this record. It does not necessarily indicate

agreement with comments or ratings

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792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

Infractions, Interventions and Consequences

Level 1: Minor infractions that should be addressed within the classroom

Infraction Interventions

Possession of Cellphone, I-pads, electronic devices, etc.

Class Tardiness

Cutting Class

Cheating

Violation of School Dress Code (Refer to handbook)

Unexcused absences

Possession and/or use of obscene literature or materials.

Uncooperative/Noncompliant Behavior (Behaving in a manner which disrupts the educational process, i.e. making excessive noise in the classroom, failure to follow classroom rules)

Confiscate items, contact parent/guardian.

Student/Teacher Conference(Should not be a reprimand)

Contact Parent/guardian

Student Work Protocol

Positive Behavioral Intervention Supports (PBIS)

Parent/Teacher conference

Administrator conference

Classroom Behavior/Reward System

Use Behavioral Strategies

*CONSEQUENCE: Document all Level 1 infractions using Minor Infraction Forms located in Main Office. 3 Level 1 infractions equals 1 major infraction. *

95

Level 2: Disorderly Behavior

Infraction Interventions

Bullying

Insubordination

Inappropriate language

Causing or participating in disorderly behavior on school grounds.

Sexual Harassment (verbal)

Vandalism (writing on desks, bathrooms, etc.

Leaving class or school premises without permission (Eloping)

Consult with DASA Coordinator/Social Worker/Guidance Counselor/School Psychologist

Refer to school elopement plan

Contact Parent/guardian

Use of Buddy Teacher (see Buddy Teacher Plan)

Student Work Protocol

Positive Behavioral Intervention Supports (PBIS)

Peer Mediation

Parent/Teacher conference

Administrator conference

Counseling Groups

Individualized Behavioral Strategies

In School Disciplinary actions, (i.e. exclusion from extracurricular activities)

Parental escort on field trips (if behaviors continue)

*CONSEQUENCE: Document all Level 2 infractions using Minor Infraction Forms. 2 Minor Infractions result in administrative conference with parent. *

Level 3: Disruptive Behavior

Infraction Interventions

Fighting/Instigating a fight

Theft/Stealing

Inappropriate language: vulgar/disrespectful to staff

Vandalism (Destroying school property)

Smoking/Drinking Alcohol on School Property

Continued and willful disobedience to teachers or other persons in authority.

Consult with DASA Coordinator

Contact Parent/guardian

Student Work Protocol

Positive Behavioral Intervention Supports (PBIS)

Parent/Teacher conference

Administrator conference

Classroom Behavior/Reward System

Use Behavioral Strategies

*CONSEQUENCE: Document all Level 3 infractions using Major Infraction Form. 1 Major infraction will result in administrative conference with parent and could result in suspension from school.*

96

Level IV: Aggressive or Injurious/Harmful Behavior

Infraction Interventions

Possession of/use of a weapon or

explosive.

Pulling Fire Alarms/False Alarms/

Bomb Threat

Engaging in Gang Activity

Possession/use of illegal substance.

Sexual Harassment (physical)

Larceny

Breaking and entering

Immediate Suspension/Expulsion

Superintendent’s Hearing

Contact Local Police/Authorities

97

DISCIPLINE FLOWCHART+

POST IN CLASSROOM FOR TEACHER

REFERENCE

Major Incidents

1. Alcohol/Drugs/Weapons

2. Fighting

3. Theft (consequence to be determined by administration)

4. Bullying (consequence to be determined by administration)

5. Forgery

6. Inappropriate language/Gestures 98

NO

Observe Problem

Behavior

Implement Classroom

Discipline Procedures

Is

behavior

Major?

(See

definitions

below)

Record incident

student file.

Teacher should

complete Discipline

Referral (major

infraction form)

Complete

Minor

Infraction

Form

Does the student

have 3 incident

entries violating

the same infraction

within a 30 day

period?

File On the third occurrence,

complete Discipline

Referral, and attach

previous incident logs

Teacher to call for

immediate response or

call office when

sending a Major

Infraction.

Administrator to

determine office

consequence

NO YES

YES

Follow through steps:

Copy documentation;

parent/teacher

communication;

review data determine next

steps

7. Non-Compliant

8. Inappropriate touching (consequence to be determined by administration)

Minor Incidents (Classroom Incident Logs kept in classrooms)

1. Dress Code

2. Disruption in class (calling out, out of seat, talking)

3. Disrespect

4. Property damage (consequence to be determined by administration)

5. Incomplete assignments (classwork, homework, or projects)

99

LFH/MLK Major Infraction Form

100

101

792 Mount Avenue, Wyandanch, NY 11798 * Phone LFH*631 870-0580 MLK *631 870-0555*LFH Fax: (631) 491-8572* MLK Fax 631491-8573

RECEIPT

I have received a copy of and read the LaFrancis Hardiman / Dr. Martin Luther King Jr. Elementary School’s Faculty Protocol Handbook for the 2015/2016 school year. I understand that I will be held accountable for all information in the book. Teacher Signature: _____________________________________ Date: ________________________________________________ *Return to: LOWER HOUSE – MS. RICE UPPER HOUSE – DR. HABERSHAM