Faculty and Staff Handbook

Faculty and Staff Handbook 2016-2017

Thomasville Primary School

Mission Statement We are committed to establishing meaningful relationships with students, parents and colleagues that promotes excellence and personal greatness!

Principal: Dr. Angela Moore Assistant Principal: Mr. Aaron Kline Assistant Principal: Mrs. Jennifer Tallant

1 915 East Sunrise Avenue Thomasville, NC 27360 Telephone: (336) 474-4160 FAX: (336) 472-5020

2 Dear Staff:

We are very excited to be back with you again this year. We anticipate another fabulous year!! This handbook addresses Thomasville Primary procedures and focus. Please refer to this information during this school year.

It is important for each of you to take the time to read and be familiar with all of the contents contained in our handbook. There is extensive important information and it is imperative that you read and understand our complete Thomasville Primary handbook. Please feel comfortable to ask questions for clarification whenever necessary.

As Thomasville Primary Staff, it is necessary for the policies, procedures, and focus to be followed throughout the school year. We will work together as a team to continually improve and update our school.

You will be responsible for reading the staff and student handbooks. I look forward to another positive, productive, and rewarding school year as we work together for our children.

Sincerely,

Dr. Angela Moore Principal

Mr. Aaron Kline Assistant Principal

Mrs. Jennifer Tallant Assistant Principal

3 Table of Contents

SECTION I………………Philosophies

SECTION II………………Operational/Procedures

SECTION III…………….Curriculum

SECTION IV……………Supervision/Discipline

Philosophies Thomasville Primary School

Mission Statement

We are committed to establishing meaningful relationships with students, parents and colleagues that promote excellence and personal greatness!

5 THOMASVILLE PRIMARY SCHOOL VISION STATEMENT

Thomasville Primary School will be a school where students know that teachers care and respect them as evidenced by their interactions and the classroom climate. Teachers will demonstrate their care and respect by having high expectations, guiding and gently correcting students as necessary and by demonstrating an interest in their personal life, goals and learning.

Parents will share the view point of the students and recognize that all staff members have the best interest of the children in the fore front of all decisions. Parents will reflect on teacher options and say that there is not a bad option; they trust all of the teachers at TPS to provide a safe learning environment for their children. Parents will feel respected and acknowledge the wonderful opportunities afforded to their students due to the staff at TPS.

We will be known at our district level as the school where staff does whatever it takes and puts in the hours to make sure that children get the best opportunities. We will be viewed as competent, professional, resourceful and indispensable. Our Central Office administrators will view our school personnel as committed to excellence in all areas.

The community will recognize our staff as compassionate, knowledgeable and welcoming. The community will seek ways to become involved through increased volunteer hours and by providing support and resources. They will be heard in the community as saying, there is no better place for a child to begin as these teachers love their students and provide the best beginning possible.

The staff at our Feeder Schools will be excited to see the new students coming each year, knowing that they are more and more prepared. They will view student data as being valid and will feel as though we are a team with a shared vision for our students. Their staff will feel free to communicate honestly with us, as they know we all have the same goals.

When we visit places off campus, people will comment on the respectful and delightful children at Thomasville Primary School. They will commend our staff on our organizational abilities and our interactions with students. We will be the school that all hold up as a model.

People from all over the state will want to visit Thomasville Primary School to be witness to the culture, climate and growth of the students. We will be a model school where we are known to make the right decisions for student learning and achievement.

Former students will always remember TPS as a school where they were accepted as individuals and where the staff members were proud of their accomplishments and believed in them. They will hope the teachers will stay long enough to provide the same opportunities for their own children, they will come back frequently to visit to share their successes with staff and to reconnect with the people that had such a lasting impression on them. They will want to make us proud. They will make us proud, because TPS is where it all begins.

6 A Teacher’s Potential Impact as Described by Dr. Hiam Ginott in Between Teacher and Child.

I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As the teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

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We have just 720 days with a child (K-3) to make them a proficient reader

 A lot of things take away from that (sickness, testing, assemblies, field trips, book fairs, etc.)

Even in a “good class” time is lost during a 90 minute block

 5 mins for movement (between groups)

 5 mins for teacher pulling materials

 5 mins for interruptions

That totals 15 minutes a day of lost instructional time- This can be equal to 30 reading blocks a year!

We must make the most of every instructional day with our students!

7 TPS Belief Statements (revised June 2016)

1. We believe students should come first and we are responsible for providing a foundation for lifelong learning because we believe that all children can learn with appropriate instruction and timely interventions. AUGUST

2. We believe words have power and must be used wisely, knowing that fair is not always equal and should be modeled appropriately. SEPTEMBER

3. We believe that all parents send their children to school to acquire successful lifelong learning skills and will partner with parents to enhance their child’s potential. OCTOBER

4. We believe all individuals should have opportunities for success in a safe environment where they are comfortable taking responsible risks. NOVEMBER

5. We believe that we have a moral and ethical responsibility to do what is best for students knowing that an effective education includes attention to the social, physical and emotional domains. DECEMBER

6. We believe that it is our responsibility to provide opportunities that equip students to become leaders and problem solvers. JANUARY

7. We believe that we should be flexible, open minded and have a positive attitude towards change in order to fulfill a person’s dreams and aspirations. FEBRUARY

8. We believe that school is a vital part of the community and has the potential to positively impact all community members. MARCH

9. We believe all children have the right to learn in an environment free from disruptions. All individuals should be held accountable for their role in the learning process. APRIL

10. We believe all individuals are entitled to respect and we will value and appreciate cultural differences and talents. MAY

11. We believe students should come first and we are responsible for providing a foundation for lifelong learning because we believe that all children can learn with appropriate instruction and timely interventions. JUNE

8 2016-2017 TPS Staff Expectations

Staff,

I look forward to the many changes and challenges that we will face together during this school year. It is time to review our expectations in order to facilitate better communication and prevent any misunderstanding about expectations.

All Staff

 The way we greet each other and our students in the morning can largely determine the outcomes for the day. Please be at your doors and signed in by 7:05 a.m. in order to greet children.  Please make sure you complete your attendance by 9:00 AM.  Appropriate dress is very important and can often impact the way others perceive and subsequently interact with us. Please dress professionally, as if you have an important visitor coming to observe you every day. For specifics regarding dress code for staff and students, please see the handbook.  Discipline is a consistent area of concern voiced by teachers, parents, and administrators alike. We all share responsibility in providing for a safe and orderly environment. Therefore, it is the expectation that all stakeholders will do their part in upholding our PBIS expectations. o When people are treated with respect, they are more likely to respond with respect. o It is never appropriate to yell, belittle, threaten or use sarcasm with children. o Rule of thumb…How would you want school personnel to respond to your child, grandchild, niece or nephew in the particular situation?  Having high expectations for all students is critical to our success. We need to hold each other accountable and draw attention to statements that are indicative of low expectations, with gentle reminders and peer accountability. Often times any statement that limits our children based on economic status, race or ethnicity, EC or other identification, parent involvement is a statement of low expectations. If you hear someone say, “Our kids can’t…or have trouble with…or don’t have….” be ready for a statement of low expectations to follow.

 Remember a neat, tidy and child friendly room environment limits distractions and also conveys a message. If in doubt, ask a friend, colleague or administrator to do periodic walk-throughs. We have a tendency to become a part of our room and sometimes we cannot see the room as others might.

9  Please make sure that you communicate clearly and respectfully with all instructional support staff. Include your TA developing a schedule for her services. Take into consideration the unique talents desires, and gifts of the individuals you work with.

 Interns, student teachers, and teacher assistants have a purpose in your room. Please be mindful of that purpose and careful to support the learning of them. Remember we work daily to impact our students’ lives.

 It is essential that email is answered promptly and administrator/office requests for information are handled in a timely manner or by the deadline provided. Any emails or phone calls by parents or administrators should be responded to within 24 hours.

 Please keep all personal cell phones off during the school day. If you have an opportunity to check your phone when you are not directly in contact with children, please feel free to do so. If there exists a family situation (sick family member, critical phone call that you do not want to miss) please send an email to administration advising them of the specific situation warranting having the cell phone on during school hours.

 It is a school board policy that prohibits smoking on school grounds and during the school day.

 If you anticipate being out more than two days, please communicate with an administrator so that we can arrange consistency in coverage for the well-being of the students.

 Be sure to update your website regularly (at least once a nine weeks). Several of our parents use the website to find out what is happening in their child’s classroom.

Teacher Assistants

 With the shortage of TA’s and due to the fact that your time is very much valued, please adhere to the schedule you have agreed upon as a team. Be where you are supposed to be when you are supposed to be there. Visiting other assistants during instructional time with their teachers impacts the services of our children and we need you to help us help children.

 Be sure to communicate with your teacher where you are going if you have to leave the room during your scheduled times, and limit this to the extent possible.

 If you are going to be out for any reason be sure to let all of the teachers that you work with aware that you are out. This includes teachers’ classes that you take outside to recess.

 Clock in regardless of the time you arrive.

Dr. Moore 10 Operational

Chain of Command On occasion(s), it is necessary for the principal to be away from school. At these times, decisions must still be made. It will be the responsibility of the following individuals to respond to these needs as they arise. Listed below is the order of the chain of command for Thomasville Primary school. Should a group decision be necessary, a majority of the members in the chain of command may comprise a group for the decision.

Principal, Dr. Angela Moore Assistant Principal, Aaron Kline Assistant Principal, Jennifer Tallant Student- Teacher Support Team members, Farzana Basam, Whitney Cox, Sandy Vollinger and Janet Ray School Counselors, Jessica Dreher & Malarie Raynor

Absences It is crucial that each staff member arrives to work each day, on time. Staff members will log-into the computer each morning. YOUR ATTENDANCE DIRECTLY IMPACTS YOUR STUDENTS' ACHIEVEMENT.

If you are going to be out, you are required to: 1. Contact Jean no later than 6:00 AM. If you know the night before please contact her at home. 2. TEACHER ASSISTANTS SHOULD NOTIFY JEAN AND THE TEACHER(S) THEY ARE ASSIGNED TO IN THE EVENT OF THEIR ABSENCE. 3. Staff members should report an absence as soon as they know that they will be absent. Teachers should also inform their assistant when absent.

12 4. Absences with reasons of ―Personal Leave, Professional Leave, Civil or Military Leave, or Staff Development must be approved in advance by the principal. Prior Approval forms need to be completed at least 5 days in advance, except in emergency situations. One criterion that will be used to approve absences for the above reasons is the teacher’s assurance that a substitute has been prearranged. 5. Principals are responsible for making sure that sick leave is used appropriately. You may be asked to provide documentation for absences. 6. Mondays and Fridays are the worst days in terms of the number of absences reported. You have a professional responsibility to the children of Thomasville City Schools to be present every single day possible. 7. Each teacher is to have a substitute folder in his/her classroom. This folder must include emergency lesson plans, student medical information, class rules, daily schedules, crisis management plans, student roster(s), and an attendance sheet. The substitute should find in the classroom a daily schedule, lesson plans, afternoon transportation information, and student medical information. 8. Emergency lesson plans should be current and accessible. They also should be prepared for use when teachers are called to deal with emergencies and have not prepared for a substitute. 9. Emergency lesson plans should be updated and turned into your StS person monthly.

Breakfast Breakfast will be served from 7:15-7:35. Please encourage parents to get students here on time.

Supplies Jean Shelley and Susan Loflin are responsible for supplies. Proper planning will allow you to have materials when you need them. When requesting materials, you will need to email or fill out a form at least 1 day prior to the day the materials are needed. Jean and Susan will fill your order as soon as possible.

****Jean Shelly will need at least a week notice for any materials needed to be purchased by a PURCHASE ORDER. **** Please notify Jean Shelly when workroom supplies are running low or a copier is broken. She will restock items and contact the company about copiers as needed.

Change in Lunch Plan The cafeteria manager must be informed at least two weeks in advance (one month in advance for the month of May) anytime your class will not be eating cafeteria lunches. This includes field trips or special lunches.

13 Cumulative Folders The permanent record is a legal document from the State Department of Public Instruction and is the responsibility of the teacher. It is most important that each record is kept up to date. The record can be a valuable source of information to the teacher. It is a confidential record. Information contained in the record should not be revealed to anyone but the parent, except upon approval of the principal /assistant principal. The contents of permanent student records shall be placed in this order:

Cumulative Folder Order of Documents

Cumulative Record Inspection Log (stapled to inside cover)

Cumulative Record Checklist

Special Services Sheet (Bright Pink-Active EC, Pale Pink-Inactive EC, Green-504)

Registration Forms/Personal Data Sheet

Standardized Test Record

Report Cards/Progress Reports—most current report

Physical Form/Immunization Record

Student Permanent Health Card

Blue Audiological Card

Vision Record

Birth Certificate

PowerSchool Attendance sheets

Picture Card

Home Language Survey

Court/Custody Papers 14 Withdrawal forms

ESL portfolio

Folders are to be kept in alphabetical order grouped by teachers. The folders are located in the records room in the main office. The folders must be signed out. All folders must be kept in records room overnight and are never to be taken home. Cumulative folders are required to be signed out to a staff member in the notebook placed in the room.

All student test data and cumulative folders must be carefully reviewed by teachers within the first two weeks of school. You will need to know where your students are academically at the beginning of the year.

Health Records Check the health records of every student within the first ten days of school. File the health cards in the proper place in the cumulative folders. Contact the office and report any child that is not in compliance with the immunization law. Students have 30 days to be immunized and/or placed on an immunization schedule. Kindergarten students have 30 days to have a Health Assessment on file. On the 31st day, a kindergarten child will be suspended if the Health Assessment form is not on file and/or if the immunization record is not complete.

Child Custody There will be times when a parent indicates that they do not want their spouse to pick up or visit with their child at school. If this should occur, inform the parent that they must provide the office with a copy of the court order indicating child custody arrangements. If you have a situation regarding a parent’s legal right, as it relates to a custody situation, please see the School Counselors to discuss the school’s legal responsibilities.

Comp Time Comp time can ONLY be given to classified personnel, because they get paid by the hour. The only comp time you are granted (for Classified) is when you are asked to remain for special events. You do not keep a log of time you spend at school past the regular workday unless it is to make up for an inclement weather day. All Comp time must have PRIOR approval by the principal. *See principal for further explanation pertaining to comp time.

15 CONTACTS/RESPONSIBILITIES:

16 School Counselor

17 ID Badges ALL staff members will consistently wear their TCS ID Badge each day.

Funds and Collection Reports All money collected by the teacher and/or assistant must be receipted the day it is received. Money collected during the day must be turned into the treasurer no later than 9:30 A.M. Cash, check, money order, or certified bank check are accepted forms of payment when students are paying for school activities, such as field trips, yearbooks, school fundraisers.

Required Teacher Workday Hours 8:00-4:00 pm with an hour for lunch

Master Calendar The office staff will send out the Master Calendar and/or newsletter with school events. Staff members are to send dates of approved events and field trips to the office to place on the calendar.

POWERSCHOOL A. Teachers will be responsible for entering absences and late arrivals into POWERSCHOOL daily up to 9:00 am. If students are not in the classroom by 7:30 mark them tardy. The data manager will make all changes to POWERSCHOOL after 9:00 am daily.

B. Teachers will be provided with a folder to submit absentee notes from parents. Please include the following information on each and every note: Student first and last name, teacher name, date of absence(s).

18 C. Teachers will be provided with a class record form to turn in changes to the attendance record such as absences that were forgotten on the PowerSchool submission. Lates will function in the same manner. Substitutes will also use this form to submit attendance.

D. Teachers will receive a list of rules to follow for POWERSCHOOL prior to the start of school.

E. Teachers must receive a handwritten note, e-mail or fax in order to code an absence anything but unexcused. Notes must be received within 3 days after an absence. Teachers may code the day of the absence. The Data Manager will have to do any coding after the same day as the absence.

Personnel Policies, Practices and Procedures Our mutual goal as teachers and administrators is to help each child reach his/her full potential in today’s society through an improved instructional program. This is no single recipe for successful teaching and a successful school; however, cooperation and respect for each other’s accomplishments are ingredients that will mold attitudes into the willingness to serve. The following are some policies and practices that are considered important. You are expected to give these your full support and cooperation through the entire year.  SMOKING No one is to smoke in the school or on school property as prohibited by law.  PROFESSIONALISM Each staff member is expected to exhibit professional conduct and attitude at all times. It is imperative to be predictable, mature and reasonable with students, peers and parents. Teachers are expected to exhibit the qualities and characteristics associated with the professional educator, including but not limited to: appropriate choice of apparel. (i.e. no denim jeans during the week (except on Fridays), tank tops, flip-flops, shorts, or revealing clothing). Teachers are reminded that talking on a personal cell phone in the presence of students during the school day is prohibited. The only exception would be for an emergency. *To provide a professional, working environment, children of staff members are not allowed in the building during work days or after school.  SECURITY Never leave money in the school overnight. School personnel, as well as students, should not leave any money visible in desks during the day. Personal items should be placed in a safe place at all times. Students should not bring toys, games, large amounts of money or other items, which might be lost or stolen, to school.

19 It is imperative that all classrooms are locked before classes leave to go on field trips. It is good practice to keep your door locked whenever the room is vacant. Locking the door will keep all teacher documentation private and classroom items secure.

Release of School–Related Information Unfortunately, some parents make contact with school personnel other than their child’s teacher, to obtain information regarding their child. If you should have a parent contact you for this reason, you should refrain from discussing the situation. It is in the best interest of all that you very politely tell the parents that they need to contact the child’s teacher or principal if they have questions or concerns.

******Also, all staff members must be very cautious about discussing students in the teacher workroom, main office, and the lounge. There are many people who are in these areas and may overhear comments being made about individual students. The best policy is to restrict ourselves to discussing students in the principal’s office, counselor’s office, or within the confines of the classroom. ******

Request to Leave Early Please see an administrator if you need to leave school for any reason during the school day (emergency or planned).

Student Check-Out Students leaving school during the school day need to be signed out in the office. Parents will be informed to come to the office to pick up their children. Under no circumstances is a teacher to dismiss a child during the school day without the knowledge and permission of the office. If a parent should come to your room and ask you to dismiss his/her child, you must refer him/her to the office. No students can be checked out after 1:30.

Students with excessive absences and/or tardies

Absences: A note from the student's parent or guardian is needed each time a student is absent. If a student does not bring a note within three days, the absence will remain marked as unexcused. Please turn in absence & tardy notes to Ms. Rice daily so that the absence code can be changed when needed. Once the change is made, Ms. Rice keeps these in a file in her office.

Examples of Excused Absences: 1. Student illness 4. Medical appointment

20 2. Death in the family 5. Educational experience * 3. Religious holiday 6. Court proceedings 7. Going with a parent to work (Take Your Daughter to Work Day) * If students are going to be absent for a family trip, vacation, or educational trip, the parents must obtain prior approval at least one week or more in writing from the principal. A copy of the letter will be given to the teacher, who will inform the Data Manager of the excused absence. The letter should include the dates the students will be absent and the purpose of the trip.

Examples of Unexcused Absences: 1. Shopping 2. Golf tournament 3. Missed the bus

Half-day Absences: If a student is in school for 1/2 day (until 10:25), he/she will be counted for the day.

Accumulated Absences:

Teachers are responsible for calling parents when students have 3 consecutive unexcused absences, to let them know that their child has missed 3 days of school and to find out the reason for the absence. Attendance letters will go out at 3, 6, and 10 absences. Letters will be sent daily.

When a student misses 6 accumulated unexcused days: *Teachers need to contact the parents again and try to find out why the student has been absent. * Notify the Mr. Kline, who will send a letter to the parents regarding the unexcused absences. * Letters will be sent automatically by the state as well as by the school

After 10 accumulated unexcused absences, teachers need to: * Call parents to try to find out why the student has been absent *Notify the Mr. Kline, who will send a letter to the parents regarding the unexcused absences. * Letters will be sent automatically by the state as well as by the school

Student Withdrawals: When the office notifies you that a student is withdrawing: * Print a copy of the Reading 3D student summary sheet to be included in the cumulative folder. 21 *Turn in any RtI information/paperwork *Turn in current progress report/report card * Please note if the student receives resource classes, ESL, EC or speech. * This needs to be done as soon as possible in order to send it to the student's new school. Continue to mark a student "absent" until you find out from the office that he/she has withdrawn. This must be completed within 5 school days.

Suspected Child Abuse or Neglect It is the philosophy of both the Department of Public Instruction and the Department of Human Resources that North Carolina school children be afforded the utmost protection in all suspected cases of child abuse and neglect. All cases of suspected abuse must be reported to the Division of Protective Services in the Department of Social Services. Abuse is defined in North Carolina as any juvenile less than 18 years of age whose parent, guardian, custodian, or caretaker inflicts, allows to be inflicted, or creates a substantial risk of a serious physical injury on the student by means other than an accident. *****Each individual is responsible for reporting suspected child abuse or neglect to the school counselors immediately. Do not wait until the end of the day or the following day. ***** Any communication received from Social Services related to reports will be shared with the appropriate personnel involved with the situation.

Substitute Teacher Plan for 2016-2017 EMERGENCY LESSON PLANS MUST BE WRITTEN AND ACCESSIBLE. YOU MAY ELECT TO CREATE A GENERIC GRADE LEVEL PLAN.

Substitute Teacher Folder Requirements Each teacher should develop a folder for their class (es), which contains the following:

1. Schedule 2. Seating Chart(s) 3. Class Roster(s) 4. Student Medical Information 5. Instructions and Student Assignments 6. Plans (work to be collected by substitute) 7. Emergency Contact Teacher 8. Expectations and Class Procedures 9. Bus, daycare & car transportation lists 22 TEACHER ASSISTANTS AS SUBSTITUTES The State Board of Education has adopted regulations allowing the use of teacher assistants as substitutes. It states: ―a principal who feels it appropriate to do so may assign a teacher assistant to serve as a substitute in the classroom in which the assistant is regularly assigned. Every effort will be made to obtain a sub from the substitute list. However, if this is not possible, then teacher assistants may be utilized as substitutes. In the event an assistant serves as a sub, they will need to sign in the substitute book for payroll purposes the day of being a substitute. See the principal or secretary for further questions.

Lesson Plans Post a copy of your daily teaching schedule in your classroom. Be sure your lesson plan book is in an accessible location daily for administrators to be able to review when needed. A copy of your daily schedule is to be submitted to your administrator by August 29th. Teachers should have clear, detailed lesson plans with the objective, and “I Can” statements stated. These plans should be clear and detailed enough for a substitute to follow. Every Monday morning, the teacher should leave “the current week’s plans” (5 days) completed and in an easily accessible location. Plans are to be available for the principal and assistant principals during walkthrough visits.

Visitors All visitors are to register in the office and obtain a visitor’s sticker. If a visitor comes to your room without a sticker please send them back to the office. Notify the office immediately if you see anyone you are unfamiliar with on campus without a sticker. Teachers should familiarize themselves with classroom visitation policies that are stated in the TPS parent/student handbook. Volunteers must report to the office and sign in on the volunteer sheet and obtain a visitor sticker.

Classroom Care & Cleaning Classrooms should be left neat and orderly at the end of the day. Student chairs should be left on top of the desks unless your hall custodian asks otherwise. IT IS THE JOB OF THE STUDENTS IN EACH CLASSROOM TO PICK UP ALL PIECES OF PAPER AND OTHER DEBRIS FROM THE FLOOR BEFORE DISMISSAL—make this a part of your daily routines. It is not the job of the custodians to pick up paper, pencils, crayons, etc. before vacuuming or mopping. Teach your students to take pride in their room and encourage them to help keep THEIR room clean and neat at all times.

23 Meeting Days Wednesday afternoons will be our designated meeting days. Please reserve this day and avoid scheduling appointments. 1st Wednesday: SIT 2nd Wednesday: Team meetings 3rd Wednesday: Staff meetings 4th Wednesday: Vertical alignment meetings

*Weekly grade level data/PLC - Teachers will meet twice a week with their StS person. One meeting will occur during the day and one will be afterschool.

Dress Guidelines-Faculty and Staff All faculty and staff members are expected to dress professionally and in good taste at all times. We serve as important role models for our students and should reflect the standards we expect of them.

Dress Guidelines-Student The classroom teacher will contact the parent if there is a concern regarding appropriate student dress; teachers should discuss the situation with an administrator or counselor if in doubt. The following guidelines have been given to parents to consider when making choices for their child’s wardrobe:  Clothing that advertises items that are illegal for minors to purchase or possess will not be allowed (example alcoholic beverages, cigarettes, etc.)  Obscene language/gestures/slang expressions will not be permitted on any type of clothing.  Sandals without back straps, flip-flops and “Crocs” are discouraged during PE and recess because they can cause playground safety issues. Comfortable shoes that can be secured to the feet are most appropriate for elementary school children. Athletic shoes must be worn during formal PE times with the PE teacher.  Students with inappropriate footwear may be given alternate activities during PE or organized recess time if safety is an issue.  Hats, caps, sun visors, do rags, and bandannas may not be worn in the school or classrooms.  Halter tops, midriff shirts and blouses, strapless and/or backless tops, and shirts with spaghetti straps are not allowed. Tank type shirts may be worn if they provide appropriate coverage.

24  Pants, shorts, and skirts should be worn at the waistline, allowing no underwear to show. Tops and bottoms should meet. Shorts and skirts should be of an appropriate length (finger-tip rule).  Neatness and cleanliness are expected at all times.  Parents and visitors are asked to respect these guidelines while at the school so that they provide a good example to our students.

Early Dismissal/Delayed Arrival (Weather or Other Emergencies)  Parents are asked to give written directions to their child’s teacher as to how their child is to go home in case school must be dismissed early because of an emergency. Teachers must collect these directions for each child in their classrooms. Collect these during the first two (2) weeks of school. Our buses will take children home but many daycares do not pick up children and some close when school is dismissed early. Parents should develop an emergency plan for these situations. If we have the parent’s directions in writing, they are to be followed. Otherwise, the child will be sent home in the normal manner.  If a child must leave school early on a particular day, the parent should send the teacher a note. When leaving school under these conditions, the student must be signed out in the office by the parent or by an individual listed on the Emergency Information card.  When students are dismissed early because of emergency/weather conditions, an announcement will be made concerning when staff may leave. Generally speaking, staff may leave 15 minutes after the students have been dismissed. In such circumstances, no staff member may leave until all the children in his/her care/class have left our campus. All school activities or afterschool activities are canceled on such a day.  The Superintendent is assigned the responsibility for determining whether to close or delay school when inclement weather is predicted to the Director of Transportation. If there is a chance of inclement weather before the school day begins, one of the following three recommendations will be made to the Associate Superintendent for Student Services: 1. School will open at the normal time. 2. The opening of school will be delayed one or two hours. 3. School will not open that day.

E-Mail & Internet Use Check your email in the morning when you arrive, before or after lunch and after school before you leave for the day. It only takes a minute! Please refrain from checking email and texting during instructional time. Your focus is to be on the students during instructional time. All TCS employees are expected to abide by the system procedures, policies and expectations dealing with appropriate use of the internet and email. Remember:

25  NOTHING sent by email is private.  Personal email is not strictly confidential.  As email is not private, employees should use caution when mentioning students by name or when providing confidential information about a child.  Employees should not participate in or forward chain letters, advertisements or commercial contest announcements.  Employees should not send school wide emails regarding “personal issues” (ex. Items for sale). If this occurs it could lead to a disciplinary action.  Use caution when social networking with other adults as some postings may become public resulting in embarrassment or even disciplinary action. Refer to the TCS policy on the use of social networking including Facebook.  School equipment is for school use only unless prior administrative approval is given.  Social networking with students is not appropriate.  “The purpose of the internet is to support research, education and to extend the resources of TCS. All use of the internet must be in support of education, research and enrichment consistent with the purposes of TCS.”  Teachers are responsible for monitoring student use of the internet and should report any inappropriate use. Failure to report the misconduct of internet use by a student could result in a disciplinary action.

Cell Phones : Staff members are reminded to refrain from making or taking phone calls during the day unless those calls are of an emergency nature. Staff members are also to refrain from texting and social networking during school hours (unless there is a school emergency). Make sure your cell phone is turned off during faculty meetings or parent conferences.

Emergency Information  In case of emergency each student is required to have on file in the school office the following information: 1. Parents(s) or guardian(s) name(s). 2. Complete and up-to-date address. 3. Home phone, cell phone, and parent(s) work phone. 4. Emergency phone number of friend or relative. 5. Physician’s name and phone. 6. Medical alert information. 7. Names of other adults who have permission to pick up a child from school

Emergency Folders 26  The red EMERGENCY FOLDER should be available for you to take with you whenever there is a Fire Drill, Severe Weather Warning, or any emergency which requires your class to leave the building. The EMERGENCY FOLDER should also be readily accessible during a lockdown. The EMERGENCY FOLDER is to be taken on all FIELD TRIPS. The red EMERGENCY FOLDER should always contain current information. Update it whenever you receive a new student or new address or telephone numbers.  In the red EMERGENCY FOLDER each teacher is required to have the following information: 1. Parents(s) or guardian(s) name(s). 2. Complete and up-to-date address. 3. Home phone, cell phone, and parent(s) work phone. 4. Emergency phone number of friend or relative. 5. Physician’s name and phone. 6. Medical alert information. 7. Names of adults who have permission to pick up a child from school. 8. Student Roster 9. Pens/pencils/writing pad  The Student Emergency Form should have much of the information you need. You can make a copy of it to put in the red folder.  MAKE SURE THAT YOUR RED EMERGENCY FOLDER IS ALWAYS UP-TO-DATE AND READY TO USE. You will be expected to carry this with you during school wide safety drills.

Fire Exits & Drills A fire drill will be conducted once a month. The fire alarm system will be sounded. Students must walk quickly and not talk. Please turn off the lights and close the door to your classroom. Take the Red Emergency Folder with you. Practice with your students early during the first week of school. Make sure you have an Emergency Exit Plan posted in your room. If you do not have a plan, see an administrator ASAP.

Fire/Safety Inspection All school staff members – including teachers, assistants, specialists, office staff and custodians are responsible for helping to prevent violations of fire and safety codes. Please correct any observed violations, or notify the custodians or administrators to correct the problem. Some problem areas you should look for:

All corridors, storage areas, stairways, and closets are clear of trash and debris.  All exit doors are in proper working condition and unobstructed. 27  Fire doors and smoke doors are not blocked open.  All emergency exit signs are properly illuminated.  Emergency numbers are posted by telephones.  Evacuation plan is posted—make sure this is in place before the students return.  Combustible school materials (books, paper, art supplies, etc.) are stored in a safe and orderly manner.  No portable electric heaters are present.  No smoking.  No items hanging from the ceiling.  No more than 20% of wall space should be covered with displays of student work, etc.  You will be asked to explain any infractions in your room that may be discovered by the fire marshal.

Gloves For your protection, rubber gloves should be worn any time you are helping a child with a cut or any time there are bodily fluids involved (vomit, blood, urine, etc.). Gloves should be requested from the office or custodians. Always take a pair of gloves on field trips and outside to the playground.

Lockdown Procedures: Administration will: 1. Verify the situation and gather as many facts as quickly as possible. 2. Instruct all personnel to follow lockdown procedures by announcing “This is a Lock down.” 3. Dial 911 and provide the following information to the law enforcement officer:  Location of the incident.  Type of incident.  Number of injured.  Number and location of intruders.  Description of intruders and weapons.  Whether or not the SRO is present.  Stay on the phone, if possible, and wait until law enforcement arrives on the scene. 4. Retrieve and secure the Critical Incident Response Kit. 5. Use phone to check classroom status. 6. Meet law enforcement officers. 7. Provide floor plans to law officers. 28 8. Notify the superintendent/central office

Teachers will: 1. Clear students from the hallway immediately and have them report to the nearest available classroom when a “Lock down” is announced. 2. Close and lock all windows and doors. 3. Move students away from windows and doors. It is preferable to seat students on the floor against an interior wall which will provide them protection. 4. Turn off lights; monitor school email if practical. 5. Account for students. Determine if any students are missing in your class and be prepared to give those names to the office when asked. 6. Use “RED” to communicate with emergency responders.  RED CARD – (1) The teacher should display a red card in the exterior window and (2) slide a second red card under the door to the classroom to alert responders that emergency assistance is needed as soon as possible.  NO CARD – under the door to alert responders that everything is safe in the classroom. Staff without students: Lockdown your assigned area (following procedures above) and remain there until the lockdown is over. If you are not near your room, go into the nearest one available. You will be called if your assistance is needed.

Classroom items needed: 1. Teachers should have a copy of the PROCEDURES FOR LOCKDOWN and know the contents. 2. Teachers should make red and green communication cards for their classrooms. Each classroom should have two (2) sets of red and green cards. These cards should be made of construction paper 8.5 x 11 inches. Each card should have the room number written in large, legible print and should be laminated. 3. Monitor your email if possible during a lockdown for further communication updates. 4. Teacher should have their red emergency folder with them.

Concluding the lockdown: An announcement will be made that, “The lockdown is over” or you will be given other directions. Stay secured until an announcement is made.

Tornado & Severe Weather Instructions Faculty members are responsible for the safety of each student assigned to them at all times but even more so in the event of an emergency. The tornado/ severe weather drill will be 29 announced over the intercom system. If there is an electrical failure, the “megaphones” will be used. The following procedures are to be followed during this kind of emergency:

Procedures if you are in the classroom–  Students proceed out of the classroom to the designated spot in an orderly manner.  Students should walk quickly and quietly to their designated safe area. If a child is out of your homeroom, the child should take safety at the first available spot. Make sure you explain this to your students.  Turn off the classroom lights and close the door.  Remain in the “protective position” until the “all clear” call is given.  Return to your classrooms quietly when the drill or emergency is over.

Procedures if you are outside–  You should make every effort to get your students inside the building if possible. If a WATCH is already in effect, you should NOT go outside to begin with.  If you cannot get to your designated area, then get down in the “protective position” in a safe area inside the building.  If you do not have time to get back inside, then instruct your students to assume the “protective position” on the ground (outside) in a ditch or low lying area.  Remain in the “protective position” until the “all clear” call is given.  Return to the classroom quickly and quietly.

Protective Position– The NC Division of Emergency Management recommends the following position:  Students should be on their knees facing the wall (if inside).  Hands should be clasped behind their heads.  Hands should hold coats over their heads (if available).  Elbows should be pressed alongside of the students’ heads – elbows touching the floor or ground.  Students’ eyes should remain closed.

Students should be instructed to follow the teacher’s command of “Everybody down!” When this command is given, the students should assume the “protective position” described above. Avoid areas of windows, auditoriums, gymnasiums, or other structures with wide, free-span roofs. Students will remain in this position until the “all clear” call is given.

First Aid Responders / Injuries

30 Report all injuries to the office immediately and complete an accident report form. If a student is seriously injured, the parents must be notified immediately. The office can call for emergency help if needed. Parents must be notified any time a student has a head injury, even if the student seems fine. There are designated and trained first aid responders in our school. Call two of them to respond (contact their classroom or cellular), as they can help each other administer first aid and remind each other of important check points to follow. We will try to have other staff members in all parts of the campus trained as the training is available.

First Responders: The following staff members are certified as first responders: Rosemary Williams, Susan Campbell, Elaine Rice, Christine Morrison, Susan Loflin, Sheryl Hall, and Maria Pinzon

If you have an emergency in your room, contact another adult to help monitor your class. Until help arrives, make sure that you use rubber gloves. Have several pair in your room for use at any time. Appropriate hand washing facilities, blood borne pathogens kit, and first aid kits are located in the health room. In case of a moderate injury or illness (for example, asthma attack, bee sting, diabetic hypoglycemia, high fever, vomiting, etc.), the teacher or teacher assistant should accompany the child to the office and contact the parent, while the first responders or nurse attend to the child. When there has been any kind of injury, there is a form that has to be filled out. It is very important that we have a record of these in case a parent calls to ask about the circumstances surrounding the injury. Occasionally schools have received statements for medical services for injuries for which they have no record. Prompt attention to the first aid needs of students gives the student a feeling of security and lets parents know we regard the safety of their child as very important!

Field Trip Reminders & Procedures Remember that an initial field trip plan summary is due to your administrator by September 30th. Be sure to plan ahead with your grade level to cover the cost of each trip. Plans that are not turned in by September 30, 2016 may not be approved.  Field trips must be directly related to your grade level curriculum.  Field trips must have very specific instructional objectives. The activities are to be clearly indicated to parents in writing when the permission slip is sent home.

31  Regulations concerning collecting and receipting money apply-always check with Jean Shelley.

Field Trip Meals 1. As previously stated, the cafeteria manager must be informed of all field trips when you will not be here for lunch at least four (4) weeks in advance of the field trip. The number of meals needed must be provided at that time. This will give the cafeteria manager the time needed to make plans and order the food and supplies that are needed. 2. Classroom teachers should notify parents that meals are available from the cafeteria when the field trip permission form is sent to parents. 3. All students – not just students eligible to receive free or reduced price meals – should be invited to order field trip meals from the cafeteria. 4. Teachers should give a copy of the field trip permission slip to the cafeteria manager after the field trip has been approved.

Grades

It is very important that teachers throughout the school use uniform grading procedures. Refer to the following guidelines:

1. Grades should reflect a student’s progress in meeting the objectives of a curriculum through a variety of methods. These include: oral and written assignments, class participation, special projects, self-assessments, checklists, and tests. 2. Grades should be used to provide feedback and motivate students to succeed. 3. Teachers should maintain accurate, on-going records to show how each student’s grades were determined. 4. Teachers should work together by grade level to ensure that each teacher is weighting grades in the same manner, in order to be fair and consistent. 5. Grades cannot be lowered because of conduct. 6. Homework is reviewed for completion and not an official grade

*Please think about the effect of a child receiving an “F” for a grade. Look into why a child is receiving the “F” and what you can do to work with the student to improve the grade (Mastery Learning). Be sure you are consistently communicating with parents if a student is not completing work. Do not just wait for the report card to go home.

The lowest grade we are to record for averaging in our grade books is a 60. 60 – 69 is an “F”.

32 Make sure any concerns regarding grades/academic performance and progress are clearly communicated early on with parents. Keep them continuously informed!

K-2 Rating Scale

In Kindergarten through 2nd grade, students will receive a standards based report card indicating the student’s ability to independently apply each standard. This allows us to communicate areas of strength and areas where additional time and effort are needed in regards to the achievement of specific learning goals. The K- 2 rating scale is as follows:

3-Student is consistently applying this standard (90%-100%)

2-Student is not consistently applying this standard (75%-89%)

1-Student is not meeting grade level expectations (74% and below)

3rd Grade Grading Scale

In 3rd grade students receive a report card indicating an overall average for each core subject.

93-100 A 85-92 B 77-84 C 70-76 D 69 and below F

Homework Policy The purpose of homework is to practice what has already been taught in class.  Every student in grades K-3 will have a homework folder, binder or notebook  Appropriate question stems will be supplied to parents.  Kindergarten students may be assigned up to 10 minutes of homework for the evening. (this includes reading)  1st grade students may be assigned up to 15 minutes of homework for the evening (10 minutes reading/responding to text & 5 minutes word study and math practice)

33  2nd grade students may be assigned up to 20 minutes of homework for the evening (includes 10-15 minutes of reading and 5-10 minutes of word study and math practice)  3rd grade students may be assigned up to 30 minutes of homework for the evening. (includes 15-20 minutes of reading and 10-15 minutes of word study and math practice)  Homework may be assigned on Monday, Tuesday, Wednesday, and Thursday evenings.  No assigned tests may be given on Mondays or the day following a holiday.  Reading, studying for a test, or completing a project should all be included in calculating the amount of time your students will have to spend on homework.  An unfinished class assignment taken home to complete is homework.  New material may not be assigned as homework until it has been covered in class.  Homework is reviewed for completion and not an official grade o Feedback on homework will be provided weekly (no later than Monday the following week)

If a student continuously does not turn in homework, it is your responsibility to determine why (make a personal contact to the child’s parent – do not wait until the end of the quarter to make a parent aware of the problem). Continuous punishment will not solve the problem – do not give silent lunch for not having homework completed. Look at alternative strategies.

REPORT CARDS

Report cards are issued each nine weeks. Conferences will also be held at the end of the 1st quarter. Other conferences may be set up throughout the year at your request and/or at the request of the parent. Parents must be notified by the end of the 3rd nine weeks if you are considering retaining a student. This should NEVER be a surprise to a parent.

Report cards will go home at the end of each grading period: November 4th, January 27th, April 4th, and the last student day of school.

34 Interim reports will be sent home with students four weeks before the report cards. Teachers will keep parents informed of each child’s daily progress through the weekly folder, email, note, etc. Do not wait for the interim reports to go home to make a parent aware of a concern.

Interim reports will go home half way through each nine weeks.

Student Led conferences will occur in October and March.

Student Weekly Folders Student work should be sent home weekly (no later than Tuesday) in folders as a part of your scheduled routine. Parents should know to expect these folders weekly in order for them to plan to review the contents. This is a good time to send weekly newsletters, notice of special assignments, activities, or special requests.

Sick Students The teacher or assistant should refer a sick child to the office as soon as possible. If the nurse is not available and the child has a temperature or is obviously sick, the teacher or assistant should contact the parent and then send the child to the office to make arrangements for the child to go home. Be sure to let the front office staff know if you have reached the parent. If the parent contact has been made and the child will be picked up within thirty (30) minutes, the child may remain in the office. If the parent is not coming or contact cannot be made, the teacher remains the chief care-giver until other arrangements can be made. Depending on the condition of the child, it will be decided where the child is to wait.

School Assemblies The following is expected and required when a school assembly is held.

Teachers should review expectations for student behavior before going to a program in the gym or media center. (See PBIS expectations for more details)  Students should go to the restroom before going to a program. Make time for this before a program to reduce the number of emergencies and interruptions. Be very reluctant to excuse a child to the restroom during the assembly as once one is allowed to go, the flood gate may open.  Students should be taught that it is rude to get up and down or leave their place during a performance unless requested to do so by an adult.  A RAISED HAND by the administrator or person in charge of the program is a signal for students to be quiet, come to order and listen for instructions or announcements. Teachers are needed to assist in keeping order by raising their hand as well and by

35 getting the attention of your students. As students are expected to enter the program quietly to begin with, it should only take a moment for all to settle down.  Students are to sit on their bottoms facing the stage; only in the rarest of occasions will there be chairs for students. Seats will be available for staff members.  Students are not to talk to each other during the program.  Students are to keep their hands and feet to themselves.  Teachers should discuss with students and lead by example appropriate occasions for clapping (Remember to use the marshmallow clap).  Students should not make verbal noises during a program unless directed to do so by the presenter.  The teacher should sit where he/she can observe the class. The students should also be able to see the teacher.  Teachers should correct problems they observe immediately. If you are closer to a situation than the assigned homeroom teacher, you should take action as needed or appropriate in an appropriate manner.  Teach your children how to be a good audience-refer to first sentence in this section.  Always exit a performance in a single quiet line. Classes must wait for a closing statement and/or directions from the administrator or individual in charge before getting up to leave the assembly.  Follow hall rules when returning to your classroom.

Daily Dismissal Procedures

Car riders are dismissed at 2:05 p.m. Daycare van riders are to be dismissed at 2:07 p.m. We will begin bus riders at 2:09pm  Do not bring your students to the buses until your grade level has been called.  When you bring your students to the buses, bring them quietly through the building in a straight and orderly line. Be sure you have a class list as to which bus each student rides. K-3 teachers must drop off the students by assigned buses. Please be sure that your students stay together in one group as you come out. Don’t allow students to walk out alone. (See PBIS handbook for expectations)  All students should be escorted to the buses by the teacher. The classroom teacher must accompany children down the row of buses to insure each child gets on the right bus. Make sure this step is highlighted for your substitute. Keep your children with you in an orderly group. Do NOT dismiss “and turn them loose” at the doorway.  NO child may switch buses without approval and notification from the office. Contact the office any time a “switch the bus” issue arises from a driver. 36  Students may NOT ride a different bus than the one to which they are assigned.  ALL teachers should remain available until the buses have pulled away - you never know when you might be needed.  After all students have boarded the buses and the administrator or designee has indicated all are in order and ready to go, the buses will be dismissed.  On rainy days, teachers still must walk their students to the buses so go ahead and secure an umbrella NOW. After your students have loaded their bus, you may wait under the awning/sheltered sidewalk area.

37 Curriculum/Data Meetings

“To the world, you may be just one person; but to one person, you may be the world.” - Josephine Billings

38 TPS Non-Negotiables for Classroom Instructional Practices

“I Can” statements

 Posted, current and visible

 Aligned to the Common Core

 Include academic vocabulary

 Aligned to the student activity

Activities promote a high level of student engagement (not just flipchart driven)

Lesson plans must include the district lesson plan components addressing the following questions:

1. What do I want my students to learn?

2. What teaching activities will you see and hear?

3. How will I check for understanding?

Lessons should include listening, speaking, writing, academic vocabulary and reading

Lesson plans should be aligned with the Common Core and incorporate resources from the unpacking documents and other DPI resources

Instruction should be aligned to the Instructional Focus Calendar

Lesson will include the components of effective Tier 1 instructional practices:

 Modeling/Guiding instruction

 Explicit instruction

 Multiple opportunities for practice

 Specific corrective feedback

39  Ways to encourage effort

 Active engagement

Active Word Walls should be posted and utilized daily

 Kindergarten & 1st Grade

o Sound and spelling cards posted

o High Frequency words posted

o Anchor charts posted with current academic vocabulary for core subjects

 2nd and 3rd Grade

o Content walls with current academic vocabulary for core subjects

o High frequency words available to students (either posted or in folders at their desk)

Teacher and student data notebooks must be utilized and contain current data

Teacher Data Notebooks

*This notebook should be a compilation of your overall classroom data.

Specific components should include:

 2016-2017 Assessment Schedule

 Reading 3D Class Summary Sheet with analysis of benchmarking, progress

monitoring, and effectiveness of strategies utilized

 Evidence of Intensive Intervention and Impact (what is being done, how often, progress)

 Spelling Inventory Class Composite Form (K-3)

 Documentation of Formative data

 Common Formative Assessment Analysis (math & reading)

 Writing Assessments

 Documentation of flexible grouping based on current data 40 Student Data Notebooks

The purpose of a student data notebook:

• Data notebooks help students to identify clear targets

• Data notebooks allow students to set goals to reach targets

• Data notebooks teach students to create plans of action for reaching targets

• Data notebooks guide students in monitoring their own progress in any given area

• Data Notebooks are a way for students to keep track of their:

– assessment scores

– goals (personal and academic)

– behavior

• Provide visual aids (graphs) for students to monitor progress over time.

• Data Notebooks encourage students to take responsibility for their learning and also help reinforce many concepts taught in the classroom.

• Students should have attainable short and long term goals.

• Students should spend time identifying things they did well and analyzing mistakes to improve upon next time.

• There needs to be a focus on effort and improvement NOT the grade!

• A copy of the CFA should be included in the student data notebook

Specific grade level guidelines:

Pre-K Guidelines

 Student work samples

 Student understanding of colors, shapes, numbers, writing name, book & print awareness

 Journal samples

41  Scissor skills

Kindergarten Guidelines

 TRC reading level

 Writing samples

 Writing name

 Proficiency of the following skills:

o upper and lower case letters

o letter sound

o Sight words

o Number recognition

o Counting

o Shapes

1 st Grade

 CFA reading and math (include goals for improvement)

 TRC levels

 Proficiency of the following skills:

o Sight words

o Math facts

2 nd Grade

 CFA reading and math (include goals for improvement)

 TRC levels

 Proficiency on math facts

3 rd Grade

42  CFA reading and math (include goals for improvement)

 TRC levels

 Proficiency on math facts

 Read to Achieve Assessments

Classroom Data Walls

Should reflect the same information contained in student data notebooks but at the class level. It should also identify class strengths and weaknesses and an action plan to reach targeted goals. They can also be personalized to class need (ex. attendance, behavior, etc.). Developing a class mission will set the priority and purpose for why students come to school.

English Language Arts Instruction

 Pre-K word walls should include environmental print and vocabulary from thematic units

 High frequency word walls should be posted in all K-2 rooms

 3rd grade students should have personal word walls for high frequency words

 Kindergarten - 3rd grade rooms should have content walls (reading skills and vocabulary, social studies and science vocabulary)

 Anchor charts are current and visible

 Teacher read aloud time should occur for 5-10 minutes daily (books of interest)

 Phonics whole group

o K-2nd grade – Letterland

o 3rd grade- Words Their Way sorts & activities

 All students should have a personal baggie, bucket, etc., of just right text for use during “down time” and Friday reading

43  Daily lessons should include a mini-lesson, student practice, academic vocabulary and student interaction with text and writing in response to text

 REI block

o Occurs daily Monday-Thursday

o Friday REI time will be used for

. Progress monitoring

. 1:1 conferences/extra small group lessons

. Student data notebooks

o Targeted instruction based on data

o Aligned to the Common Core and Reading behaviors checklist

o Appropriate book baskets available for students

o Writing in response to text

o Evidence based discussions and writing

 Extra Small groups

o Occur on Friday

o “Neediest” students should be seen most often (either in small group or 1:1 conference)

o High level students should be seen 1-2 times per month (1 small group and a 1:1 conference)

o Lessons are aligned with the Common Core and Reading Behaviors checklist

o Fluid and based on data

o Student read in just right texts and work on appropriate literacy activities while teacher pulls small groups

Writing Instruction

 Process writing must occur (appropriate to grade level standards) 44 o Mechanics, grammar and types of writing

 Letter formation lessons

o Kindergarten – 10 mins. daily (for as long as needed)

o 1st grade- 5 mins. daily (for as long as needed)

o 2nd grade- as long as needed

o 3rd grade-

. Print formation as needed

. Cursive writing beginning in January 10 mins. daily

 Grade level expectations include:

o Pre-K

. Journals including student drawn pictures and teacher written, student dictated sentences

o Kindergarten

. Capital letters at the beginning of all sentences

. Ending punctuation

. Spacing (spaghetti and meatballs)

. Write 3-4 sentences about one topic

o 1st Grade

. All Kindergarten expectations

. Continue writing on the same line even when a sentence ends (text wrapping)

. Write 5-6 sentences about one topic with correct sequence using simple transition words

o 2nd grade

. All Kindergarten and 1st grade expectations

45 . Begin to write in paragraphs (at least 2) about one topic

. Capitalize proper nouns

. Every sentence should have a subject and verb

o 3rd Grade

. All Kindergarten, 1st and 2nd grade expectations

. Write a text containing at least 3-5 paragraphs about one topic

. Use of details to support and elaborate

. Use of complex sentences

. Correct use of commas

. Correct use of quotation marks

 Response to text including text evidence (appropriate to grade level standards)

 Use of sentence starters to elaborate and respond

 Use of academic vocabulary throughout writing

Math Instruction

 Lessons should include a mini-lesson, student practice with manipulatives, writing, academic vocabulary, real life application and the eight mathematical practices

 Math facts should be practiced daily with games, songs, flash cards, etc.

o K & 1st – 5 mins.

o 2nd & 3rd – 10 mins.

 Math word walls should be current and include the word and an example and/or picture

 Have a number line posted

o Pre-k 0-30

o Kindergarten 0-100 46 o 1st Grade 0-120

o 2nd and 3rd grade 0-200

 8 mathematical practices will be posted

 Word problems should be done daily

o Use Read, Make/Draw, Solve/Write/Explain graphic organizer to help students visualize and make sense of problems

 Pre-K through 1st grade will include a 5-10 minute calendar time daily

 Small group support should occur at least 3-4 times per week

o K & 1 pull groups while other students are in centers

o 2 & 3 pull groups during independent work, centers, and/or games

 The following should be included as part of instruction (one time per week)

o Hundreds boards activity

o Mental math

o Number line activity

o Number of the day

TPS Non-Negotiables for Assessments

 Reading 3D assessments (benchmarks and progress monitoring) must be completed on time. If not it will be reflected in your evaluation instrument

o MSV must be completed on the TRC assessments

 CFA’s need to be created and previewed before a skill is taught

 Teachers should keep up with working document grids to show student growth

TPS Non-Negotiables for RtI/STAT

47  RtI paper work must be kept current

 Interventions should be specific and logs kept

 Keep good documentation of parent contacts / attempts

 EC and ESL teachers must be given the opportunity to give input when a child they serve is discussed---Should be put in the first section before the break down of each subject area

 Reading Foundations CORE assessment should be administered to any student who is on Tier 2 to pinpoint targeted weaknesses

 Progress monitoring should occur weekly for students who will be STAT referrals

TPS Non-Negotiables for Data Meetings, Staff Meetings and Professional Development Sessions

 Be on time and prepared

 Conversations should be professional and confidential

 Collaboration

 Refrain from use of phone and/or ipad

48 Supervision/Discipline

49 Thomasville Primary School

50 Stepping into Excellence

TPS has adopted a new theme for the 2016-2017 school year, PAWS . . . Lights, Camera, Action ! – featuring the TPS Superstars . We will use a “ Hollywood/movie premiere” theme. Classrooms will earn Pawbucks to receive rewards and celebrations. We will continue to impleme nt our Positive Behavior Interventions and Support (PBIS). PBIS is a process for creating scho ol environments that are more predictable and effective to achieve academic and social goals. A key strategy of PBIS is prevention. The majority of students follow the schools expectations, but are never acknowledged for their positive behavior. Through instruction, modeling and regul ar practice all staff and students will use a consistent set of behavior expectations and rules. You will receive a PBIS handbook with behavior matrixes, expectations and lesson plans.

We will continue to use PAWS for our Positive Behavior Intervention Support plan. PAWS stands for:

Practice Respect

Accept Responsibility

Work Towards Success

Stay Safe

51 52 Students Will:

1. Front doors are unlocked for students at 7:10 2. All children must enter the building through their designated doors a. Car Riders: front doors, Bus & Van Riders: doors by cafeteria 3. Wipe their feet when entering the building 4. Be on time 5. Be responsible for yourself and your belongings 6. Hold the door for others 7. Say “thank you” to those holding doors or handing out tardy slips 8. Upon entering the building, you should go straight to your classroom 9. Walk down the halls on the right side at all times following the paws 10.Have a Voice Level 0 when moving through the halls (unless speaking with an adult) 11.Not stop to visit with other teachers or walk their siblings to class 12.All students entering late should go to the front office for a tardy slip, after 7:30 13.Faculty children should stay with their parent until 7:10 and go straight to their class 14.Enter school each day with a positive attitude

Staff Will:

1. Staff members with duty should be at their posts by 7:05 2. Classroom teachers should be at their doorway greeting students by 7:10 3. Staff members on bus duty should release students to class at 7:10 reminding them to use Voice Level 0 4. Begin class at 7:30 5. Staff members in lobby, hallways and outside are dismissed at 7:30 or once all students have left their assigned area. 6. Parents signs students in, office staff will give tardy slips after 7:30.

53 Students Will:

1. All students must be in classrooms by 1:55 2. All students must be packed to leave by 2:00 3. Listen to the teacher who is taking you to your bus, car or van 4. No eating outside of the classroom 5. All car riders are called and walk with their designated teacher using Voice Level 0, single file and walk on the paws 6. All van riders are called and walk with their designated teacher using Voice Level 0, single file and walk on the paws 7. All bus riders are called and walk with their classroom teacher using Voice Level 0, single file and walk on the paws 8. Car rider students sit under shelter on their bottoms, legs crossed, using Voice Level 0 Staff Will:

1. All staff will make sure students are in classrooms by 1:55 2. Classes with the last special should have students prepared to leave before going to the special 3. Hand out snack before dismissal, NO food should be taken outside of the classroom 4. All school tasks must be finished by 1:50 5. Pre-K teacher(s) will escort students to their designated areas 6. Assigned staff will escort car riders and van rider students to the proper area and remain with students until all students from that area have been picked up 7. Other assigned staff for dismissal must be in place by 2:00 8. Staff assigned to supervise lobby for dismissal must stand and actively supervise using Voice Volume 1 when speaking to students 9. Staff will line up students who are van or car riders in a designated place in the hallway 10.Any staff that comes through the lobby during dismissal should use Voice Volume 1 when speaking to another adult 11.Staff will stay in assigned area until all students have been picked up

54 Students Will:

1. Follow hallway procedure to exit building with Voice Level 0 2. Move to selected play area as directed by teacher 3. Use equipment appropriately according to the playground rules  Slide – slide down slide; walk up stairs  Monkey Bars – stay off the top of the bars; climbing only under the bars  Seesaw – sit on seat only; stay off top bar  Cage/Spider Web – sit on top of cage or hang underneath  Parallel Bars – sit or swing only (no standing on bars)  Poles – slide down pole or climb up pole 4. Only 2 students on each piece of equipment (except cage, seesaw) at one time (can use rotation for students to go through the equipment). 5. Leave all wood chips, dirt, gravel, rock, sand, trees, etc. in its natural habitat (environment will not be disturbed; no hanging on tree branches) 6. Refrain from climbing on basketball poles 7. Walk, jog, or run on track looking in the direction that they are going (no congregation on track) 8. Line up in a single line @ designated space/area when teacher calls for dismissal 9. Proceed into building calmly and at a Voice Level 0, holding equipment appropriately 10. Wear appropriate clothing, shoes, etc. on playground 11. Collect all belongings before returning to the building

Staff Will:

1. Actively supervise the class until class is ready for recess 2. Actively supervise class while on the playground 3. Have visual contact at all times with his/her students 4. Actively check playground for safety (bees nest, etc.) 5. Report any safety hazards to office 6. Send 2 responsible students to office for help or call office if there is an emergency 7. Enforce appropriate playground rules and behavior 8. Call class when recess is over at designated spot/area

55 9. Collect entire class before proceeding into the building 10. Walk class into building at end of recess 11. Remain outdoors no longer than designated time 12. Model appropriate behavior while on the playground 13. Remind students to collect belongings before returning to the building

56 Students Will:

1. Arrive at your scheduled time. 2. Wait outside the cafeteria with Voice Level 0 following Hallway Procedures. 3. Enter the cafeteria through the door marked ENTER at Voice Level 0. 4. Follow the line to your designated lunch line (Right or Left) at a Voice Level 0. 5. Stop at the stop sign before the milk cooler. 6. First three people move forward on the numbers to get milk. 7. When getting milk: a. Make one choice. b. Take the first one you touch. c. Hold milk in your hand. d. Keep feet on paw prints. e. Maintain Voice Level 0. 8. Advance on the numbers to the stop sign with a Voice Level 0. 9. When you get to the stop sign, move forward one at a time. 10. Get your silverware 11.Move to Choice One to tell lunch choice in a Level 2 Voice, remembering to say please and thank you. 12. Move to Choice Two to tell lunch choice in a Level 2 Voice, remembering to say please and thank you. 13.Take lunch tray and place on the sideboard, place milk and silverware on the tray. 14. Slide your tray along the sideboard to Paw 3 to tell cashier your name in a Voice Level 2. 15. Pick up your tray with both hands and walk to your assigned table. 16. Sit facing your table with your bottom on the stool and both feet on the floor. 17. Follow your table’s cup color- Red for Voice Level 0, Green for Voice Level 1. 18. Keep hands and feet away from table bar and wheels. 19. Eat your food only. 20. Use good table manners; use a fork or spoon for eating and a straw only for drinking milk. 21. Speak at a Voice Level 1 and only to people at your table. 22. If you need assistance, raise your hand and wait for an adult to help you. 23.Remain in your seat until you are dismissed from your table. 24.Stand behind your seat and pick up all trash from the table and floor, with a Voice Level 0. 25.Follow designated pathway to throw away tray, carrying your tray with both hands. 57 26.Place tray into the trash can gently. 27.Line up along the wall on the paw prints with a Voice Level 0. Stop and wait for teacher signal to exit cafeteria along designated path.

Procedures For Table Washers

1. Table washers will be dismissed from their table first and follow route to drop tray off. 2. They will collect their cleaning supplies and walk back to the table. 3. Clean the table top and sweep the floor. 4. After cleaning the tables, they will drop off cleaning supplies. 5. They will exit the cafeteria, using Hallway Procedures to join their class.

Staff Will:

1. Teach and model cafeteria expectations. 2. Practice and develop procedures before taking students to the cafeteria. 3. Review lunch choices daily in the classroom and refer to visuals in the cafeteria. 4. Appoint students to clean up the cafeteria. 5. Walk with students as they go to the cafeteria. 6. Stand with students in line and remind them to speak clearly to the cafeteria workers using Voice Level 2. Make sure they say “please” and “thank you”. 7. Remind students to get utensils or condiments before being seated. 8. Use cups to control voice level allow students sufficient time to eat.  Red cup if students are becoming too loud and/or to provide students time to eat.  Green cup to permit socialization at a Voice Level 1. 9. Remain with their class at their lunch table during lunch or ask another staff member to supervise their students. 10.Dismiss assigned table washers from the table first and remind of procedures. 11.Dismiss students, one table at a time and follow designated pathway to the trash cans. 12.Monitor students while they are in line along the wall. Remind students of the hallway procedures before entering the hallway.

58 Students Will:

1. Voice Volume 0 in the hallway while waiting and in the restroom 2. Only take necessary items into the restroom and wait on paw print 3. Students who don’t need to use the restroom will follow teacher’s direction 4. One person per stall; boys stand at urinal 5. Allow for privacy of others 6. Leave stall door open when finished and leave stall clean 7. Put toilet paper in toilet and flush one time 8. Use one pump of soap for washing hands 9. Gently turn on water and turn off water when finished washing hands 10.Use two pulls of paper toweling and dry hands thoroughly 11.Place all trash in garbage cans 12.Tell an adult if the restroom needs supplies 13.Line up or return to your classroom when finished

Staff Will:

1. Monitor number of students in the restroom 2. Monitor orderly line in the hallway 3. Monitor restroom conditions before and after class restroom breaks 4. Alert custodians if supplies are needed 5. Monitor Voice Volume 0 in restroom

Students Will: 59 1. Use Voice Level 0 for feet, hands, and voice in the hallways  Voice Level 1 when answering an adult  Use a silent wave when greeting others  Use walking feet 2. Walk single file with hands in control, either by your side or behind your back while facing forward 3. Maintain one step of personal space in line 4. Move at a Voice Level 0 and a steady pace to next destination. 5. Keep to the right when walking down hallways and through doorways, following the paw prints on the floor. 6. Stop at all stop signs and yield to other classes, making sure to keep doorways open. 7. Respect our halls by keeping hands off walls, tables, displays, and bulletin boards. 8. Respect and listen to all adults at all times. 9. Follow hallway rules when with class or by yourself.

Staff Will:

1. Be a role model and speak using Voice Level 1 with students and other staff while in the hallways. 2. Remind students of hallway behavior before leaving the classroom  Teach proper placement of hands  Teach proper voice level  Teach where to stop in halls 3. Escort class to and from activities 4. Monitor all students at all times school wide 5. Provide students with positive feedback when following hallway expectations.

Students Will:

1. Follow hallway procedures to assembly 2. Follow your class into the assembly with Voice Volume 0 3. Never bring anything with you to the assembly unless told by your teacher 4. Sit in assigned section with your class 5. Sit on your bottom 6. Sit with legs crossed

60 7. Leave no gaps between you and your neighbor 8. Face forward 9. Keep your hands to yourself, in your lap 10. Once seated, until the program starts, use Voice Level 1 11. During the program, use Voice Level 0, unless participation is allowed by leader of the assembly 12. Show appreciation at the assembly by clapping at the right times 13. When performance is over, stay seated until your teacher signals you to stand 14. While exiting assembly, use Voice Level 0 15. Follow your class out the appropriate door, using Voice Level 0 16. Follow appropriate hallway procedures to your classroom Staff Will:

1. Staff will know approximate duration of assembly and who is involved 2. Office will call individual classrooms by classroom intercom to dismiss classes to assembly 3. Office will stagger call times to allow individual classes to arrive at assembly, one after the other, one grade level at a time, youngest to oldest 4. Staff will monitor classes in hallway to assembly, following hallway procedures 5. All classes should enter the assembly through the set of double doors of the auditorium, nearest the cafeteria 6. Staff will seat classes according to seating chart 7. Staff will be seated at the end of their class rows to monitor behavior 8. Staff will model appropriate behavior for students by using Voice Level 0 and showing attention to the program. 9. Staff will signal students to stand and lead class to the assigned exit door of assembly 10.Staff will lead students back to classroom, following hallway procedures

Students Will:

1. Board bus and greet the bus driver in a Voice Volume 2 2. Sit in your designated seat and slide toward the window making room for seatmates; Voice Volume 0 3. Keep from bringing toys, electronic devices, food and other inappropriate items on the bus 61 4. Remove backpacks and put on laps and keep backpacks closed; Voice Volume 0 5. Face Forward/Voice Volume 0 6. Stay Properly Seated/Voice Volume 0 7. Keep hands and feet and other objects to yourself/Voice Volume 0 8. Follow driver’s instructions pertaining to Voice Volume (0 or 1); speak only to people in your seat 9. Wait until bus comes to a complete stop, rise and move into the aisle toward the door 10.Smile and thank your driver for transporting you safely in a Voice Volume 2 11.Exit the bus safely 12.Students will walk in front of the bus to there destination.

Staff Will:

1. Greet Students and remind them to go into the seat with a Voice Volume 0 2. Count students as they enter the bus 3. Monitor and correct students/Set voice level (0-1) before moving bus 4. Reinforce voice volumes (0-1) and bus rules throughout ride 5. Acknowledge students and monitor students exiting bus safely 6. Count students as they exit the bus

Classroom Supervision: Each teacher is responsible for the condition of his/her assigned classroom. To protect or guard against damage to assigned areas of the building, each teacher must supervise students in the classroom. The supervision of students includes the areas of curriculum, instruction, discipline, safety, and the care and maintenance of school equipment, furniture, and supplies.

Teacher supervision of students is not limited to the classroom, but includes the supervision of student conduct and behavior in the halls and other common areas of the building and grounds. Students should not be left unsupervised by the teacher or teacher assistant at any time which includes school day, class time and after school time when a child has been asked to stay for a teacher. Any teacher that must be out of the classroom during instructional time should contact administration or office.

62 It is vital to the safety of the students that proper supervision occurs during structured play. Teachers/Teacher Assistants/Substitutes should not be congregated into groups on the playground. These assigned staff members should position themselves in various locations around the playground to help monitor the students.

A staff member who has asked a student to stay after school is responsible for that child until he/she has been picked up by a parent. The teacher must stay until after the student departs. All teachers must make sure their students get home safely (car, bus, walker, bikes etc) before they go home.

During dismissal, teachers or their designee should escort their bus riders to the buses. Staff members who are escorting students to the buses should have in their possession a current student transportation list for that class.

Discipline At the beginning of the school year, each teacher will review with their class the rules, procedures, and consequences. Proper class discipline is the responsibility of every teacher. Good discipline is a necessary precedent to good learning. If proper discipline is not maintained, it means very little can be accomplished from an educational point-of-view. A firm policy on class expectations from the beginning will diminish most problems. Teachers who handle their own discipline problems gain the respect of the class immediately. Students want and expect discipline. Situations beyond the individual teacher’s control should be referred to the administration. Factors to consider in regard to class discipline are:

1. Proper and complete preparation for your class will increase interest and leave little time for off-task behavior.

2. The level of relationship with students should promote respect and friendship.

3. Class punishment for the action of one student will result in nothing but resentment on the part of the entire class.

4. No teacher has the authority to expel a student from any class. Students should not be sent out of the room to roam freely around the building. It shall be the policy at TPS that students will not be placed in the hall or in a corner for discipline problems; other measures shall be utilized.

5. Teachers should be firm, fair, and consistent. The use of poor judgment can be avoided if one will not act in haste.

63 6. Teachers are encouraged to formulate their own consequences but they must be reasonable and educationally sound.

7. If a student should be referred to administration for discipline, the teacher must live with the decision of the administration in the matter. Staff members must complete a discipline referral before sending students to the office.

8. Contact with the home on discipline problems is required. Don’t let the first contact for reoccurring behaviors be from an administrator.

9. Physical contact to enforce discipline should not be used. We will not jerk, pull, shove etc., students when dealing with misbehavior. As teachers, we must exercise self-control, in dealing with students and try to remain calm under all circumstances

10. Adults will not scream or yell at any student, for any reason.

Instructional Discipline Teachers must teach not only the curriculum, but also must teach the behaviors and attitudes necessary for success in school and work settings. This must be a primary objective during the first two or three weeks of the school year. 1. Focus on instruction  Students must be taught how to be successful and behave responsibly in all areas of the school. 2. Provide positive feedback  Teachers must strive to help students to learn by experience that school is a positive and encouraging place.  Never take a child’s negative behavior personally. This will only escalate the problem. In this profession you must learn how to respond to a child’s negative behavior as just a part of the job. Avoid power struggles with students. 3. View misbehavior as a teaching opportunity not as a test of wills  All children will test the limits at some time. Consistent instruction and responses from the staff help students to learn what their limits are and reduce the need to test those limits. 4. Collaboration increases success  All staff members must work together to provide consistent support for each other.

Skills We Need To Teach Our Students (again & again!)  How to work in groups  How to walk in the hall

64  How to study  How to walk in a line  How to memorize  How to use the pencil sharpener  How to organize instructional materials  How to use the trash basket  How to evaluate their work  How to use the media center  How to prepare for class  How to use the computer lab  How to participate in class discussions  How to show appreciation  How to use the cafeteria  How to express disagreement and settle problems  How to use the playgrounds  How to deal with anger  How to request permission to go to the restroom  How to use the restrooms  How to problem solve  How to enter and leave the school  How to behave on the bus  How, where, and when it is OK to talk  How to get the teacher’s attention  How to use classroom resources  How to prepare for the end of the day

Proactive Discipline The following interventions are some of the strategies that should be used prior to initiating a specific discipline procedure or plan with a child:  Eye contact.  Circulate around the classroom and position yourself at potential problem areas. “A teacher on his/her feet is worth five in the seat.”  Keep an academic problem from becoming a discipline problem. Make sure needed supplies are available. Do students understand how to do the assignment? Can they read on the assignment reading level? Provide assistance in a timely manner. Work time must be structured. Instructional activities should incorporate a variety of learning styles.

65  Call on students who may not be participating to draw them into the lesson instead of reprimanding them for not paying attention. Wait a reasonable length of time for a response. Provide clues to encourage an answer.  Ask a disruptive student to respond to what another student or you have just said. Make every student believe they will be called on to participate.  Stand near a disruptive student’s desk.  Move the student who is a victim of the disruptive student (e.g. the person being spoken to or being passed a note).  Use a vocabulary that students understand while introducing them to the meaning of words they may not know.  Make sure you have taught well and the students understand your rules and expectations.  Model and have students practice your procedures until they get them right.  At the early stages of intervention, specify what the student should be doing, not what the student is doing wrong.  BE FAIR. Convince your students and parents that you are fair! Be consistent.  Call parents with GOOD news.  Review the cumulative folders. Check out the reading levels of students having discipline problems.  Give the child a verbal warning, spoken quietly and firmly, within a few inches of the ear. Be very direct about what the child should be doing and the consequences if your directions are not followed. You must be able to refer to a specific rule in your class.  Teach, model and practice PBIS expectations/procedures  Avoid the use of whole class punishments. This always leaves students and parents with the impression that you are unfair.

A Teacher’s Personal Influence On Student Behavior  You must model respect for others in order to be respected. In fact, you must model every positive character trait you want your students to demonstrate in school.  You must take time to understand the student’s feelings, needs, and problems. “Children don’t care how much you know until they know how much you care.”  Try to develop a positive relationship with all your students. They need to feel that you like them. It really is a proven necessary condition of learning.  You must think about the individual instructional needs of each child. You can give assignments based on individual ability and needs.  Some of the biggest problems can be solved by listening to a student talk until he/she reaches a solution. Students need to be encouraged to work out their own problems.  You must make a personal investment in your students. When they fail, we fail.  You must impart that learning is an enjoyable activity. 66  Be willing to try new ideas and teaching strategies. “If you always do what you’ve always done, then you will always get what you’ve always got.”  Take time to get the facts about a problem. Listen to all sides. Listen in order to understand a problem before making an impulsive decision.  Avoid the use of whole class punishments. Hand out punishments individually or to small groups in order that no question of doubt can arise as to guilt or innocence.  If your students and parents perceive you as being reasonable and fair, they will accept your decisions. Positive communication skills are the key.

Procedures To Be Followed Prior To Referring A Child To The Office  All discipline referrals will be entered into Review 360. o Refer to the classroom managed behaviors vs. office managed behaviors  A classroom management system should be established (ex. Class DoJo or clip system) that is connected to PBIS expectations.  Grade level rules and procedures should be developed as a team on each grade level. There should be a consistency of expectations across each grade level. If each teacher is teaching the same rules and expectations on a grade level, there will be fewer problems when you do activities together (such as field trips, etc.).  Minor scuffles, pushing, or verbal arguments should be handled with grade-level discipline procedures in the classroom. If you did not see what happened, you must investigate it thoroughly before taking any action. Other children do not make good witnesses because they often take sides against someone. You must take time to listen to all sides of the story when more than one child is involved. Avoid the use of whole class punishments.  Discipline referrals to the office should be few and only for flagrant disruptive behaviors. If an office referral is made for a child who is habitually misbehaving, there must be documentation of parent contact(s) and classroom consequences.  If a student is referred to the office, the principal and assistant principal reserve the right to determine the appropriateness of a particular punishment for each individual student according to the circumstances. The teacher must not punish the child further if the child has been referred to the office.

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