Building Management Plan 2014-2015 Vista High School Vista School District

Building Management Plan

2014-2015 Vista High School

Vista School District

Table of Contents:

1. Opening2. Models3. Instruction4. Classroom Management 5. Building Management

Opening (Vision Statement, Mission Statement, District Demographics,

Welcome Faculty)

Our vision statement as the Vista School District is to strive for continuous growth of our students, faculty, and community. We seek constant improvement within our schools that will produce high achievement and success. Our Building Management Plan will help ease and develop the success that we see in our students and school district.

Vision Statement

Our mission statement goal is to produce a comfortable and conducive learning environment where students, parents/guardians, faculty, staff, and our community are constantly informed, safe, and successful.

Mission Statement

● Grades K-12● 5,000 Students ● Working Upper Middle Class Parents/Guardians● Small businesses, small and large corporations,

agriculture workplace● Involved community

District Demographics

Ms. Katlyn Bare

Hello, my name is Katlyn Bare and I am currently an English teacher at Vista High School. I am a recent graduate of Miami University, located in Oxford, Ohio. I received a Bachelor in Secondary English Education and a minor in Sport Coaching. I am constantly striving to put the most effort into my classroom and building to produce success of our students.Contact: [email protected]

Welcome, Staff!

mailto:[email protected]

Ms. Victoria Ellis

Hello, my name is Victoria Ellis, and I am a teacher in the Language Arts department here at Vista HighSchool. I graduated from Miami University, located inOxford, Ohio, with a Bachelor’s Degree in Secondary English Education and a minor inProfessional Writing. I enjoy mentoring othersand creative writing as well as singing when noone is around. I strive to create a safe environmentfor students and encourage creativity in teaching andlearning. Contact: [email protected]

Welcome, Staff!


Ms. Kristin Condon

Hello, my name is Kristin Condon. I am currently a teacher in the Language Arts Department at Vista High School. I recently graduated from Miami University, located in Oxford, Ohio, with a Bachelor’s degree in Secondary English Education and a minor in French. In my free time I enjoy singing, playing piano, and reading and writing. It is my goal to create a conducive learning environment for my students that promotes individuality and creativity.Contact: [email protected]

Welcome, Staff!


Welcome, Staff!

Dr. Douglas Brooks

Hello, Dr. Douglas Brooks here. I am a SeniorSocial Studies teacher here at Vista High School.When I am not teaching at Vista, I am teachingfuture teachers at Miami University in the AYA Education program. I am also the departmenthead. After many years of experience teaching, I have developed a solid plan for first year teachersthat includes advice on planning for the first day of school, daily classroom management, and rules and procedures.

Models(Total Quality Learning Management Model, Performance

Pyramid, Integrated Systems Model for Knowing, Stakeholder Model for Improving Student Achievement)

Vista High School follows four main models to strive for the highest achievement of our students, faculty, staff, and community.

Models

Total Quality Learning Management Model

Performance Pyramid

Integrated Systems Model for Knowing

Stakeholder Model for Improving Student Achievement

Vista High School strives for success of our students through learner performance. In order to get there, we have produced a model to reach that learner performance level efficiently and successfully. Through learner perceptions of quality service, caregiver perceptions of quality service, and professional educator influence, this sets the basis to obtain high quality performance by our learners.



Vista High School implements the performance pyramid into our school in order to provide a continuous improvement in our student, faculty, staff, and community’s performance.

Dr. Douglas Brooks states, “The logic of the pyramid structure is that if schools start by attending to student preferred learning styles they are creating data of value as long as the student is in the district. Then each domain, in sequence, adds to the information available to stakeholders. The remaining domains of parental engagement, collaborative networks, content standards, curriculum mapping, instructional design, student test taking skills, student experience with proficiency tests and finally shared best practice will offer the best information to increase student achievement.”

Performance Pyramid

Performance Pyramid

Best Practices

Special Education Early Childhood Education

Middle Childhood Education

Adolescent Education

The integration of Baldrige criteria to improve school district and learner performance

Collaborative Networks

Parental Engagement

Learning Styles

Content Standards

Curriculum Mapping

Instructional Design

Testing Skills Proficiency Skills

Vista High School follows the Integrated Systems Model for Knowing, which focuses on the multiple intelligences, cognitive styles, as well as teachers and technologies. These certain criteria allows us to determine the level of motivation that drives our students from the point of wonder to the point of knowing.



? Point of Wonder! Point of Knowing

!

23

Learner Systems

Learner Systems

Information

? 1

1. Multiple Intelligences2. Cognitive Styles 3. Teachers and

Technologies

Vista High School implements the Stakeholder Model for Improving Student Achievement. This model is a learning community strategic plan which follows three different tracks that lead to learner performance gains on proficiency tests. These three different tracks involve: curriculum, learning, and professional development.



Learner Performance Gains on Proficiency Tests

Learning Community Strategic Plan

Explicit Curriculum Information

Learner Styles and Strategies

Adult Learner Styles

Teaching Teams/Parents

Integrated Learning Systems

Entrepreneurship Peer Coaching

Quality Service Knowing

Learner Engagement

Lifelong Professional Development

Vista High School offers these models in PDF format both in Section 4.2 of the Vista High School handbook as well as on our website:www.vistahighschool.com

Models

Instruction (First Day of School, Cognitive Styles, Learning Styles, Beginning

of the school year checklist, Grading System, The Language of Classrooms, Teacher Effectiveness, Progress Book,

Google Classroom)

● 7:00AM - Building Opens ● 7:30AM - Teachers must arrive by this time, park in faculty parking

spaces and report to the main office to sign in● 7:55AM - Students begin arriving● 8:10AM - School begins ● Instructional Sessions: 45 minutes in length ● 11:30AM-1:00PM - Lunch ● Instructional Sessions: 45 minutes in length● 3:00PM - Students are dismissed ● 3:30PM - Teachers are dismissed ● Planning sessions and homeroom sessions also take place throughout the

day

Vista High School School Schedule

Vista High School values the first day of school each year, because it is a time for teachers and students to start building appropriate relationships in order to have a successful year.

First Day of School

These are 10 activities for our teachers to follow on the first day of school in order to have a smooth and effective first day of school with our students.

10 Activities

1. Pre-Instruction 6. Materials Needed

2. Welcome Opening 7. Content

3. Taking Attendance 8. Learning Styles

4. Notecard 9. Self-Disclosure

5. Rules and Procedures 10. Closing

Pre-Instruction is vital on the first day of school because it allows you to make a great, first impression on your students.

● Greet students at the door/shake hands if comfortable ● Start little conversations with students prior to the class

session starting, such as “How has your day been?” “How was your summer?”

● Smile

1.Pre-Instruction

Welcoming students when the class session starts gives students the comfort that they need on the first day of school.

● Introduce yourself/write name on board for correct spelling

● Give students comfort that you are excited to be here on the first day of school

2.Welcome Opening

Taking Attendance on the first day of school is not only important to determine that your students are in the right place at the right time, but it also opens up the floor for students to be asked to be called a certain name/fixing pronunciation of names, etc.

● Go through roll call with students ● Smile and put a face to the name being called● Allow students to fix mispronunciation errors or allow them to ask to be

called by a different name than on the attendance sheet ● Mark up your attendance sheet with notes to help you remember the

students ● Seating

3.Taking Attendance

Having a designated place, such as a note card, for students to fill information out for the teacher’s purposes will provide organization revolving student information for the teacher. Doing this on the first day of school will ease that organization.

● Have students fill on a notecard basic information: name, parents/guardians, contact information, address, class schedule, medical concerns, hobbies/interests, goals for the year, strengths/weaknesses, previous teachers, etc.

4.Student Information Card

Going over the rules and procedures on the first day of schools sets the expectations and routines that students need to understand for the remaining of the year. If a teacher sets these expectations on the first days of school, students are less likely to break these expectations.

● This should be conducted in a businesslike manner to set the tone for the rules of the classroom

● Provide students a hard copy and go over the course rules and procedures with students

● Check student understanding of the course rules and procedures

5.Rules and Procedures

Addressing the class syllabus as well as content that will be covered over this course is important because it sets expectations for students. Furthermore, it allows the class to understand the purpose of the content as well as acknowledge the class objectives and goals.

● Provide students with a hard copy as well as go over the class syllabus with the students

● Go over the course goals, methods, and assessment strategies within the syllabus

● Check for student understanding of the class syllabus and content being covered over the course of the year

6. Course Goals, Methods and Assessment Strategies

Understanding the learning styles of students are beneficial for the teacher in order to be able to make modifications and accommodations during class sessions. These will allow the students in the classroom to be able to learn to the best of his/her ability.

● Have students complete the Cognitive Learning Style Questionnaire

7.Learning Styles

Directions: Read the sentences below. Put a “1” at the end of the sentences that you like to do the most. Cross that sentence out. Then read the other sentences that are left and pick the one that is your next favorite thing to do. Continue numbering the sentences. Number “7” should be the thing you least like to do. Move your numbers to the summary below.

Summary:Most ___ x___x___x___x___x___x___ Least

1. You enjoy reading books, writing, and telling stories. You have a good memory for names, places, dates, and trivia. You enjoy gathering information.

2. You enjoy math, problem solving, and figuring out riddles. You like to ask questions like a detective might.

3. You learn best with maps, charts, and diagrams. You like mazes and puzzles. You like to design, draw, and create things and enjoy doing new things.

4. You remember melodies or notice pitch and rhythm. You tend to be aware of surrounding sounds and like to compose songs and jingles.

5. You are good at physical activities. You have a tendency to move around, touch things, gesture, and like to make things in projects.

6. You enjoy cooperative work, like to lead and organize. You communicate well with others and enjoy debating and negotiating for things.

7. You would rather work alone. You are self-confident, know what you want, and like to make plans yourself.

*Question to Consider: When you have to learn something for a test, how do you get ready for the test?*

Cognitive Style Questionnaire Example

Cognitive StylesSample theme: inventions

Math Science Reading Writing Social Studies

Linguistic Read math problems involving inventions

Talk about the basic scientific principles involved in specific inventions

Read a general book about inventions

Write about what you’d like to invent!

Write about the social conditions that gave rise to certain inventions

Logical-Mathematical

Learn a math formula that served as the basis for an invention

Create a hypothesis for the development of a new invention

Read a book about the logic and math behind inventions

Write a word problem based on an invention

Create a timeline of famous inventions

Spatial Sketch the geometry involved in specific inventions

Draw a new or existing invention showing all working parts

Read a book with lots of diagrams of the inner workings of inventions

Label the individual components of your drawing of an invention

Paint a mural showing inventions in social/historical context

Bodily-Kinesthetic

Create an invention to measure a specific physical activity

Build your own invention based on sound scientific principles

Read the instructions for pulling together an existing invention

Write instructions for building your own invention from scrap materials

Put on a play about how a certain invention came to be

Cognitive Styles Continued Sample theme:inventions

Math Science Reading Writing Social Studies

Musical Study the math involved in the invention of musical instruments

Study the science behind the invention of electronic music

Read about the background to invention songs such as “John Henry”

Write the lyrics for a song promoting a new invention

Listen to music about inventions at different historical periods

Interpersonal Be in a study group that looks at the mathematics involved in specific inventions

Form a discussion group to study the science behind inventions

Read about the cooperation necessary for developing an invention

Write a play about inventions that can be pull on by the class

Hold a discussion group about how a certain invention came to be

Intrapersonal Create your own word problems based on inventions

Develop a self-study program to examine the scientific basis for a specific invention

Read the biography of a famous invention

Write your personal autobiography as a “famous inventor”

Think about this question: If you could invent a time machine, where would you go?

Cognitive Styles ContinuedIntelligence End-States Core Components

Logical-Mathematical Scientist, Mathematician Sensitivity to and capacity to discern logical or numerical patterns, and the ability to handle long chains of reasoning.

Linguistic Poet, Journalist Sensitivity to sounds, rhythms, and meanings of words; sensitivity to the different functions of language.

Musical Composer, Violinist Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness.

Spatial Navigator, Sculptor Capacities to perceive the visual-spatial worlds accurately and to perform transformations on one’s initial perceptions.

Bodily-Kinesthetic Dancer, Athlete Abilities to control one’s body movements and to handle objects skillfully.

Interpersonal Therapist, Salesman Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people.

Intrapersonal Person with detailed, accurate self-knowledge

Access to one’s own feelings, and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one’s own strengths, weaknesses, desires, and intelligences.

Learning Styles: Right Brained vs. Left Brained

Left Brain Dominance Characteristics:-Intellectual-Remembers names

-Responds to verbal instructions and explanations-Experiments systematically and with control-Prefers solving problems by breaking them into parts, then approaching the problem sequentially, using logic-Makes objective judgments, extrinsic to person, looks at otherness-Planned and structured-Prefers established, certain information-Analytic reader-Primary reliance on language in thinking and remembering-Prefers talking and writing-Prefers multiple choice tests-Prefers work and/or studies well planned-Prefers hierarchical (ranked) authority structures-Control feelings-Responsive to structure of environment

Right Brain Dominance Characteristics:-Intuitive-Remembers faces

-Responds to demonstrated, illustrated or symbolic instruction-Experiments randomly and with less restraint-Prefers solving problems by looking at the whole, the configurations, then approaching the problem through patterns using hunches-Makes subjective judgment, intrinsic to person, looks at sameness

-Fluid and spontaneous-Prefers elusive, uncertain information-Synthesizing reader

-Primary reliance on images in thinking and remembering-Prefers drawing and manipulating objects

-Prefers open-ended questions-Prefers work and/or studies open-ended-Prefers collegial (participative) authority structures-More open with feelings-Essentially self acting

It is important for teachers to provide information regarding themselves too, giving students the comfort that you are willing to share personal facts about you as well. Doing this on the first day of school provides an opportunity for an appropriate student-teacher relationship needed for the remaining school year.

● Provide a brief description of your background, hobbies/interests,etc.

8.Self-Disclosure

It is important to include a closing in your first days of schools within your own class sessions. This gives students the capability to understand when a session will be ending.

● Engage in a closing of the session with concluding remarks and an overview of what you went over today in class

● Give students the goal and preview for next class session ● Give students the capability to ask questions/address concerns

9.Closing

It is important to engage in post-instruction as well. This provides the teacher to be able to successfully close the classroom by visually scanning the class. Moreover, this provides learner access and the ability for students to conference with the teacher for concerns.

● Visually scan the class to close● Provide learner access to students after class● Open up the ability to conference with student(s) if need be

10.Post-Instruction

1. Beginning the Class__ Roll call, absences__ Tardy students__ Academic warm-ups or getting routines__ Distributing Materials__ Behavior during class opening (Elementary)

2. Room/School Areas__ Shared Materials__ Teacher’s desk__ Water fountain, bathroom, pencil sharpener__ Student storage/lockers__ Student desks (Elementary)__ Learning centers, stations (Elementary)__ Playground (Elementary)__ Lunchroom

Beginning the School Year Checklist

3. Setting up Independent Work__ Defining working alone__ Identifying problems__ Identifying resources__ Identifying solutions__ Scheduling__ Intern checkpoints

4. Instructional Activities__ Teacher/student contacts__ Student movement in the room__ Signals for students’ attention__ Signals for teacher’s attention__ Student talk during seatwork__ Activities to do when work is done __ Student participation__ Laboratory procedures__ Student movement in and out of small groups (Elementary)__ Bringing materials to group (Elementary)__ Expected behavior in group (Elementary)__ Expected Behavior of students not in group (Elementary)

5. Ending Class__ Putting away supplies, equipment__ Cleaning up__ Organizing materials class__ Dismissing class

6. Interruptions__ Rules__ Talk among students__ Conduct during interruptions or delays__ Passing out books, supplies__ Turning in work__ Handing back assignments__ Getting back assignments__ Out-of-seat policies

7. Other Procedures__ Fire Drills__ Lunch Procedures__ Student helpers

Beginning the School Year Checklist Cont.

8. Work Requirements__ Heading papers__ Use of pen or pencil__ Writing on back of paper__ Neatness, legibility__ Incomplete work__ Late work__ Missed work__ Due dates__ Make-up work__ Supplies__ Coloring or drawing on paper (Elementary)__ Use of manuscript or cursive (Elementary)

9. Communicating Assignments __ Posting assignments__ Orally giving assignments__ Provision for absences__ Requirements for long term assignments__ Returning assignments__ Homework Assignments

10. Monitoring Student Work__ Total in-class oral participation__ Completion of in-class assignments__ Completion of homework__ Completion of stages of long term assignments__ Monitoring all students

11. Checking Assignments in Class__ Students exchanging papers__ Marking and grading assignments__ Turning in assignments__ Students correcting errors

12. Grading Procedures __ Determining report cards/grades__ Recording grades__ Grading stages of long term/assignments__ Extra credit work__ Keeping records of paper grades/assignments__ Grading criteria__ Contracting with students for grades

Beginning the School Year Checklist Cont.

13. Academic Feedback__ Rewards and incentives__ Posting student work__ Communicating with parents__ Students’ record of grades__ Written comments on assignments

Grading System: Grade Point Average

● GPA = # grade points earned/total credits attempted● Weighted graded system with AP credit ● A,A-,B+,B,B-,C+,C,C-,D+,D,D-,F● Other marks:

o I: Incompleteo P: Passingo W/F: Withdrawal while failing or after the cutoff dateo N: No Grade - contact teacher

Grading System:

Grading System:

● We have two semesters in one academic year● Each semester has two, 9-week grading periods● Grade report cards are given to students at the

end of each grading period● The report card at the end of the second semester

will be mailed to the contact address of the student

Grading System:

Sources of Positive Classroom Self-Concept and Area Motivation

Interpersonal1. Shared Non-Instructional Interests2. In School/Non-Instructional Access3. Participation in School Activities and Events4. Awareness of Immediate and Emerging Concerns

Managerial5. Clear Expectations within Activities6. Learned Routines within Sessions and Activities7. Explicit Cues to Signal Activity Changes8. Rehearsal of Critical Behaviors within Activities9. Reinforcement in Closings and Openings10. Immediate and Appropriate Responses to Threats

to Cooperation/Reteach Expectations

*Peer Apologies = Good idea!*

Instructional1. First Activities Designed for Success2. Explicit Instructional Goals3. Limited Number of Instructional Goals4. Short Teach/Test Spans of Time5. Widen Grade Brackets6. Lower Point Values for Responses7. Increase Scores for Corrections8. Teach Learning/Study Strategies9. Retakes and Corrections to Improve Grades10. Extra Credit to Improve Grades11. Eliminate Lowest Grades12. Attention to Preferred Learning Styles

*This focuses on the idea of not making students pay as much for mistakes they make*

The following are terms used to discuss when and where to act to increase student and large group cooperation and learning:

- Academic Year: Limit on the days of instruction- Semesters/Quarters: Conventional course unit- Grading Periods: Parallel & separate course units for evaluation purposes- Weeks: Subset of semesters or quarters that can host instructional “units”- Days: Subset of weeks that host instructional “sessions”- Sessions: Subset of the academic day that hosts critical contexts- Contexts: Subsets of sessions that hold specific teacher/student interactions characterized by context related to verbal and

nonverbal behaviors- Units: Series of related lessons- Lessons: Series of activities inside units- Activities: Planned sequence of interrelated teacher and student tasks inside lessons- Teacher & Student Tasks: Verbal and nonverbal behaviors that support activities- “Linearity”: Conventional structure of school. The school day is not random. It has periods governed by bells. The period

hold sessions. The sessions hold contexts and activities- “Simultaneity”: Many events happening at the same time- “Withitness”: Requirement that events be attended to as they spontaneously emerge- “Immediacy”: Requirement that spontaneous behaviors and events be responded to quickly- “Overlap”: Characteristic that activities overlap to insure efficiency. While one activity is being concluded an effective

teacher may be preparing for the next next activity

The Language of Classrooms

Before the lesson:1. Did you write specific objectives, and will you share them with your students?2. Have you prepared tentative assessment strategies and items to be used to determine if objectives are being achieved?3. Did you refer to the established course of study for your grade ever and review your state & local frameworks, the teacher’s manuals, and scope & sequence charts?4. Are your motivational techniques relevant to the lesson, helping children connect their learning to real-world experiences?5. Are you taking student’s interest in a topic for granted, or does your motivational component of the lesson meet their developmental needs and interests?6. Did you order materials and equipment pertinent to your lesson, and did you preview these materials?7. Did you prepare large-size demonstration materials, and will you display them so that all of the children can see them?8. Have you planned your lesson transitions from one activity to the next or from one lesson to the next?9. Do you have the necessary supplies and materials ready for the lesson so time is not wasted looking for them once the lesson has begun10. Have you mastered manuscript writing so as to provide a model for the primary grades and mastered cursive writing so as to provide a model for the intermediate and

upper grades?11. Have you established efficient, orderly routines and procedures for your class management tasks, such as collecting homework, taking roll, collecting money,

sharpening pencils, distributing and collecting books, obtaining your attention, moving around in the classroom, and dismissing students for recess, for lunch, and at the end of the school day?

12. Have you planned your pre-assessment strategy, perhaps as an advance organizer for the lesson, to discover what the students already know, or think they know, about the concept of the lesson?

13. Have you built into your lesson plans strategies for student reflection, metacognition, and self-assessment of their learning?14. Have you planned your post-assessment strategies to find out whether the children have, in fact, learned that which you intend them to learn?15. To the best of your knowledge, do your assessment strategies authentically assess the learning objectives?16. Have you planned for frequent checks for student understanding of the material?17. Have you considered the needs of individual children in your class, such as children who have disabilities or who have limited proficiency in the English language?18. Do you have a contingency plan in case something goes wrong with the lesson or there is a major disruption of the learning?19. Are you planning variation in your instructional strategies so that students not only learn subject content, but also develop their thinking skills, study skills, and sense

of self-worth?20. Have you incorporated multitasking in your instruction?21. Have you intelligently planned the physical layout of your classroom to match the nature of the instruction and learning needs of the children?

Assessing One’s Teacher Effectiveness and Continuing Professional Development

During the Lesson:22. Are you clearing the writing board before you begin a new lesson?23. Are you remembering that sometimes material is clearer to students if they can read it as well as hear?24. Are you remembering to write legibly and bodily, with large leter and in an orderly manner, so all can read your

writing on the board?25. Are you being gracious and sympathetic to every student, showing that you have confidence in each child’s abilities?26. Are you allowing your students to participate in discussion (to talk) and be heard, and are you giving each student

the individuals, private, and specific reinforcement that the student deserves?27. Are you setting the mental stage for the learning of each new idea?28. Are you varying your class activities sufficiently to best reach each child’s learning capacities and modalities?29. Are you attempting to build on each student’s ideas, questions, and contributions during the lesson?30. Are you making clear all relationships between main ideas and details for your students, and presenting examples of

abstract concepts in simple and concrete ways?31. Are you explaining, discussing, and commenting on ary media materials you use in your lesson?

Assessing One’s Teacher Effectiveness and Continuing Professional Development

Six functions that aid student learning of explicit, well-structured information and skills:1. Each day, start the lesson by correcting to previous night’s homework and reviewing what students have recently

been taught.2. Tell students the goals of today’s lesson. Then present new information a little at a time, modeling procedures,

giving clear examples, and checking often to make sure students understand.3. Allow students to practice using the new information under the teacher’s direction; ask many questions that give

student’s abundant opportunities to correctly repeat or explain the procedure or concept that has just been taught. Student participation should be active until students are able to respond correctly.

4. During guided practice, give students a great deal of feedback. When students answer incorrectly, reteach the lesson if necessary. When students answer correctly, explain why the answer was right. It is important that feedback be the immediate and thorough.

5. Next, allow students to practice using the new information on their own. The teacher should be available to give short answers to students’ questions, and students should be permitted to help each other.

6. At the beginning of each week, the teacher should review the previous week’s lesson at the end of the month review what students have learned during the last four weeks. It is important that students not be allowed to forget past lessons once they have moved on to new material

Different Students:Slower Students: more review, less presentation, more guided practices, more independent practiceFaster Students: less review, more presentation, less guided practice, less independent work

Explicit Teaching of Well-Defined Knowledge and Skills

- A recent online, grading program

- Access is provided to Parents, Teachers, and Students

- Teachers take attendance, enter assignments and grades, and can view class reports and student reports

- Allows Parents and Students to see grades on assignments, missing assignments, and keep track of attendance

Progress Book

- Google Classroom is a recent application through Google Drive

- It allows the teacher to create assignments and grade assignments efficiently

- It allows the student to work and submit assignments, communicate with teachers, and view their grades

Google Classroom

Classroom Management (Five rules for managing the classroom, Eight Critical Contexts, Discipline: The Greatest Killer of Teachers, Dr. Brook’s Tips for

Successful Classroom Management)

Five Ways to Manage Your Classroom

1. Clearly define classroom procedures and routines2. Teach students classroom procedures and routines3. Monitor student behavior4. Handle inappropriate behavior promptly and consistently 5. Plan Ahead

We will go into further detail for each rule in the following slides.

1. Clearly Define Classroom Procedures and Routines

Effective teachers teach procedures and have students learn routines. A procedure is what a teacher wants students to do, while a routine is what the students will do automatically. By teaching procedures as everyday classroom expectations, students will fall into the same daily routine that will match up with your expectations. Well established procedures will minimize classroom disruptions and wasted time. For example, teachers should have an established routine for entering the classroom, taking roll, collecting homework, etc.


2. Teach Students Classroom Procedures and Routines

Effective teachers spend a good deal of class time within the first two weeks introducing, teaching, modeling and practicing procedures until they become routines. Each day, review procedures for beginning class, every day assignments, restroom breaks, raising hands, etc. Develop a procedure that calls students to order for each class period, so they know what to expect before each class begins. You should develop a signal that will command students’ attention but does not involve yelling or make your class seem disorderly. Do not expect students to learn each procedure on the first day. This will take time and involve reviewing the procedures often.


3. Monitor Student Behavior

Let the students know you are aware at all times. Be aware of who is listening, understanding, participating, misbehavior or faking understanding to make it through the school day. Your desk should allow you to see every student at all times and you should scan the class regularly.


4. Handle Inappropriate Behavior Promptly and Consistently

Constantly monitor to detect inappropriate discipline behavior and inconsistency with procedures. Misbehavior is easiest to correct with it first occurs and should be dealt with calmly, quickly and without disrupting the flow of the lesson.

For more advice on how to handle student initiated disruptions, visit slide #______ under the Eight Critical Contexts.


5. Plan Ahead

Effective teachers not only have students complete assignments, but can teach for mastery, too. Have a clear idea of what you want to be taught and how to teach it. Using online sites, such a Google Classroom will help to ensure constant communication between teachers, students and parents as to what is expected for each classroom assignment. By posting a tenative syllabus, students will know what is expected from them throughout the semester.

Teach your students how to take criterion-referenced tests. Using criterion-referenced tests prevents students from asking, “What will the test cover?” and develops students who know that they are responsible to learn and master.


There are eight critical contexts that are crucial to managing each and every classroom session. Those eight are the following: pre-instruction, opening the session, general instructional functions, transitions, student initiated questions, closing the session, post-instruction, and student initiated disruptions. Following these critical contexts leaves minimal room for disruptions and questions by your students, and it allows your class to conducted as smoothly and effectively as possible.

Eight Critical Contexts

1. PRE-INSTRUCTION (Be Friendly)a. Be accessibleb. Teacher initiated contactc. Use learner namesd. Personalize topic exchange

i. ex. Hi Aaron! I went to see you in the school play, and you did so well! How did the other two shows go this weekend?


2. OPENING THE SESSION (Should have a businesslike tone)a. Visually scan the classb. Routine call to orderc. Efficient roll takingd. Academic organizere. Behavioral organizerf. Check for materialsg. Check for understanding


3. GENERAL INSTRUCTION FUNCTIONS (Should have a businesslike tone)a. Review previous workb. Presentationc. Guided practiced. Corrections and feedbacke. Independent workf. Weekly or extended reviews


4. TRANSITIONSa. Provide nonverbal cue b. Provide verbal cuec. Maintain scanning the classd. Explain expectationse. Signal start of transitionf. Monitor noise level


5. STUDENT INITIATED QUESTIONS (Always assure students they will be dealt with) a. Establish accessb. Actively listenc. Be considering d. Probe, Inquire, Extend


6. CLOSING THE SESSIONa. Signal closingb. Review performancec. Provide motivationd. Preview next sessione. Answer any questions


7. POST-INSTRUCTIONa. Dismissalb. Visual scanningc. Provide learner accessd. Conference to concerns


8. STUDENT INITIATED DISRUPTIONSa. Review the ruleb. Establish proximity or stare c. Statement of closured. After class meetinge. Immediate meetingf. Call parentg. Move to principal

**Make sure to use student names and remind them of what you expect


This section is straight from the writings of William J. Rush, Principal of Wilbur Watts Middle School, Burlington, New Jersey. Discipline: The Greatest Killer of Teachers is a list of advice to teachers pertaining to classroom management to insure the best classroom experience for both themselves and their students.

Discipline: The Greatest Killer of Teachers

1. Learn all you can about previous school experiences of your students (but do NOT let this information bias you).

2. Be prepared for class. Ten seconds of idle time can develop into ten minutes of problems.

3. Make you assignments reasonable and clear4. Be a good and neat dresser, be business-like, and be friendly.5. Be prepared for the unexpected (whatever it may be).6. Keep rules to a minimum- basic rules are needed, but too many rules have

no real purpose.7. Be consistent (for 180 school days).8. Never say anything to a student in front of a class that you would not say

in the precense of his/her parents.


9. Never, never, never humiliate a student in front of peers.10. Students have plenty of buddies. Don’t be a buddy; be a teacher.11. Don’t be afraid to apologize.12. Use the telephone. Let the parents work with you.13. Never argue with a student in front of the class. The odds are 25 to 1

you’ll lose.14. Believe it or not- don’t see and hear everything. You won’t want or need

to.15. Be enthusiastic- it’s contagious.16. Don’t be a screamer. A barking teacher does nothing but make noise. 17. Don’t make studying a punishment. You cannot motivate a student to

“learn a punishment.” Think about that statement.


18. Know your students’ hobbies, interests, problems, friends etc., and show a sincere interest in these things.

19. Keep administrators informed when dealing with problem students.


Dr. Books was our Classroom Management professor at Miami University. He is the one who created the Building Management Plan project for his students and is an expert on classroom management as well as the first day of school. The following slides are tips straight from his course-packet that he ensures will bring success to a classroom.

Dr. Brooks Tips for Successful Classroom Management

1. Failing to plan is planning to fail.2. Plan your classroom management systems inside the building and district

plan. 3. Organize your classroom to meet the information needs and learning

characteristics of the learners.4. Organize your room so you can see the learners and the door from your

work station.5. Develop a system for encouraging cooperation and on-task behavior. 6. Have a short list of rules that include the #1 rule “Listen to me when I am

talking.”7. Organize first day activities to encourage success and motivation.8. Have a schedule of the date on the board at all times.


9. Clear expectations will guide learner behavior and your selection of consequences of for misbehavior.

10. Plan your day as a series of activities. Minimize down time during transitions.

11. Quality instruction will minimize deviancy. 12. Classroom management problems usually can be traced to an individual,

including yourself. Once you are sure a problem exists, act on it. Start with the source of the problem and other learners will fall in line.

13. Once you start an activity, circle around the room twice. Once to insure on-task behavior (materials) and once more to insure in-task behavior (understanding).

14. Establish influence inside out (getting to know individuals) and outside in (competence during large group activities).


15. Remember that the learners use classroom noise during different activities as a measure of your competence: Quiet during tests, Busy noise during seat work, Quiet during instructions, Moving noise during transitions.

16. When you do intervene, do it as quickly and as quietly as possible.17. Most learners want to know what is expected. Be clear with expectations.18. Get learner work up in the room as quickly as possible. Make the room

theirs too!19. No gum. No candy that can choke. Know the way out of the building!20. Absolutely hammer the learners who pick on others or laugh at others

when they ask questions. A quick verbal reprimand usually works here.


21. Start the day and activities with the same routine. The routines help learners get settled.

22. Build readiness audiotapes for parents and critical skill videotapes for learners.

23. Remember you have listeners and lookers, you have solo and group learners. Build your instruction to take into account this matrix and you will have 95% of the learners in your room anticipated by learning style.

24. Assess dominant intelligence and cognitive styles as soon as possible in the year.

25. Put inspirational quotes and positive attitude readings up in the room.26. Respect is something you earn by being competent and compassionate.


27. You have been hired to improve learner performance on proficiency exams.

28. Successful classrooms are not successful by accident.29. If you need to change something, change it. But always do it in the

direction of improving learner engagement and cooperation. Gain influence so you have it.


The Presage Model (1945-1960) is a list of 14 personality traits that teachers should implement to impact learner performance and bring people to the class.

-wide interest patterns-subject area prepared-recognize individual differences-explain-use of advance organizers-friendly-fallible

Teacher Effectiveness: The Presage Model

-non punitive-fair-organized and systematic-imaginative-value the feelings of learners-enjoys teaching-confident in social settings

The following three slides entail, first, six rules for to follow in any given classroom. They are the basis for good, non disruptive behavior in the classroom but can also be altered based on the teacher. It is important not to have too many classroom rules, as we have learned from Dr. Brooks that students will not respond well to them and they will be more difficult to keep track of. Next, we have posted a sample letter home to a parent/guardian in the case that a student repeatedly does not follow one of these six rules. This is just one template to follow when reaching out to parents or guardians regarding student misbehavior.

My Classroom Rules

Classroom Rules:1. Be on time and in your seat when the bell rings. (Entrance)2. Don’t talk while the teacher is talking. (Listening)3. Raise your hand if you want to be called on. (Participation)4. Don’t touch anything that isn’t yours without permission from the owner.5. Don’t leave the room until I have dismissed you (this includes packing up).6. Follow school-wide rules in the classroom.

Six Rules to Follow in My Classroom

Dear Parents/Guardians,

Your child’s behavior in my _________ class, since the beginning of the school year, has been unacceptable. By the _________ grade, the decision to misbehave is a deliberate choice made by the student. Your child is making poor choices and continues to be uncooperative in class. Classroom and school rules are being disregarded on a regular basis by your child. This misbehavior is disrupting the learning experience of your child and other students in the class who are choosing to follow the rules and learn.

I have five classroom rules posted in my class that are easily seen from any seat in the class. I have reviewed these rules and given your child many opportunities to make better choices.

Classroom Rules:1. Be on time and in your seat when the bell rings.2. Don’t talk while the teacher is talking.3. Raise your hand if you want to be called on.4. Don’t touch anything that isn’t yours without permission from the owner.5. Don’t leave the room until I have dismissed you (this includes packing up).6. Follow school-wide rules in the classroom.

(LETTER CONTINUED ON NEXT SLIDE)

Addressing Behavior- A Letter Home

I have always believed in the importance of parental contact when dealing with student misbehavior. I encourage you to do whatever you feel is necessary to help your child make better choices in the classroom. I hope that this issue can be resolved soon so that the remaining school year can be a productive one for your child and they can have a positive experience at _________ High School. If classroom rules continue to be disregarded, the next step in this discipline plan will be to schedule a school conference with you and your child. This conference will include me and the Dean of Students. If the problem persists, you will be asked to take time out of your workday and attend my classroom to observe your child’s disruptive behavior.

Thank you for your time and I look forward to teaching your child at __________ High School.

If you have any questions, I can be contacted @ _______________.

Sincerely,

_________________

Addressing Behavior- A Letter Home

Building Management (Attendance, Make-Up Work, Family Vacations, Tardiness,

Medication and Drug Policy, Head Lice Policy, Student Code of Conduct, Electronic Devices, Drug and Alcohol Abuse,

Interrogations and Searches, Hazing and Bullying, Consequences of Violating The Code of Conduct, Dress and Grooming

Standards, Plagiarism, Hall Passes)

Attending school is critical in order for students to be able to learn to their highest ability. Missing class sessions will only make learning more difficult and may hinder educational achievement. The Compulsory Attendance Law (O.R.C. 3321) requires that all students be in attendance, and in all classes assigned to them. Attendance is the responsibility of the student and the parent

Attendance

● Parents/guardians should call the main office to report a child’s status of attendance

● Parents/guardians are encouraged to call by 8:10AM the day of the absence in order for it to be an excused absence.

● Parents/guardians are encouraged to write a note for the student to bring to school or call the school if a child has to leave early from school or arrive late from school.

Attendance

The following qualify as excused absences: ● Personal illness

o The approving authority may require the certificate of a physician if he/she deems it advisable

● Illness in the familyo The approving authority may require a written statement from a

physician and an explanation as to why the child’s absence was necessary

● Death of a relativeo The absence arising from this condition is limited to a period of three

days unless a reasonable cause may be shown by the applicant child for a longer absence

Attendance: Excused Absences

● Medical or dental appointmento The approving authority may require a written statement from a

physician or dentist an explanation as to why the child’s absence was necessary

● Observance of religious holidayso Any child of any religious faith shall be excused if his absence was

for the purpose of observing a religious holiday consistent with his truly held religious beliefs

● Emergency or other set of circumstanceso Circumstances which in the judgment of the superintendent of

schools constitutes a good and sufficient cause for absence from school


● College Visitationo The approving authority may require verification of the date and time

of the visit by the college, university, or technical college


Parents will be allowed to call in absences (5) five times a year without providing a doctor’s note. All absences after the fifth absence will require a doctor’s note to be counted as excused. Prolonged absences in a row for one illness may count as (1) absence towards the (5) times parents can call school to report an absence


● All absences from the high school, without prior approval, will be considered unexcused unless the parent/guardian notifies the school before 10:00AM of the first day and each subsequent day of absence at 684-8537. This is a voice mail system and is operational 24 hours per day.

● If no phone contact has been made, the student should bring a signed note from the parent to the attendance office upon returning to school.

● Requests for early dismissals are to be in writing from the parent/guardian and brought to the attendance office prior to first period on the day needed.

Attendance

● 5 Unexcused Absences for the yearo Friendly letter home with explanation of ORC.

● 7 Unexcused Absences (year)o Phone call and follow up letter stating when charges

● 12 Unexcused Absences (year) o Charges filed in Juvenile Court Mediation process begins

before court appearance. Mediations are every other week

Truancy and Absence Policy

● Students who are absent from school for an excused absence are permitted to make up all school work. Students will have an equal number of days in attendance to days absent for completion of homework, in-class assignments, tests, etc.

● Upon returning to school from any type of absence, the student must take initiative to make up the work missed.

● Incompletes will be assigned on a case by case basis.

Make-Up Work

We feel very strongly that family vacations should be arranged around the school calendar. If you find it absolutely necessary to take your vacation during the school year, please notify the school office and the classroom teachers as soon as possible to make arrangements for assignments

Family Vacations

Any student arriving after 8:10 AM must report to the main office to receive a tardy pass necessary for admittance to class. Students arriving to school after 11:20AM will be considered absent for a ½ day. ● Students are allowed four unexcused tardies to school per semester without

disciplinary action. Students may suffer academic consequences for any unexcused tardy.

● On the fifth unexcused tardy of a semester, a student will receive a 30 minute lunch detention.

● On the ninth unexcused tardy of a semester, a student will be assigned an in school suspension

● On the fifteenth unexcused tardy of a semester, a student will be assigned to the Alternate School

● Discipline for twenty or more unexcused tardies will be at the discretion of the administration, including the possibility of out of school suspension.

Tardiness To School

Students participating in athletics or extracurricular activities are required to be present in school by 11:20 AM to be eligible for any contest or activity that day.

College Days: All Seniors are entitled to a maximum of three college days. All Juniors are entitled to two college days during their junior year. College day forms are available from the attendance office. A dated and signed letter on office stationery from the college admissions office is required to qualify for an excused absence.

Tardiness To School

The Ohio legislature enacted a law concerning the administration of medicine to students by school personnel. The Law, Ohio Revised Code 33.13.713, has established specific steps which must be taken prior to any school employee administering medicine to a student.

1. Prescription drugs to be taken at school must be accompanied by a doctor’s order, labeled with all necessary information including the student’s name, date, name of the drug, and the time intervals to be taken.

2. Medication must be brought to the school clinic by the parent in a container appropriately labeled by the pharmacy or physician

3. A release form and written permission from the parent/guardian of the student requesting that medication be given or taken during school hours must be present.

Medication and Drug Policy

4. New request forms must be submitted each year and as necessary for changes in medication orders.

5. Prescription medication to be taken at school will be stored, out of view, in the clinic.

6. At no time may a student bring medication, prescribed or over-the-counter, to school.

Medication and Drug Policy

Students found to have live head lice during school hours shall be excluded from school. The following must occur prior to readmittance:● The student is free of all live lice and parents have begun removal of Nits. ● After 10 days if any further nits remain, a second treatment is

recommended.● Students, who have been treated for active head lice, MUST be examined

by the nurse at the school BEFORE being readmitted to class

Head Lice Policy

This Code of Regulations is adopted by the Board of Education of the Vista School District pursuant to Sections 3313.661 and 3313.662, Ohio Revised Code.

Any student engaging in the following types of conduct whether specifically or generally like the kinds of conduct listed below is subject to expulsion, suspension, emergency suspension, removal or permanent exclusion from curricular activities pursuant to THE OHIO REVISED CODE. Students are also subject to any additional penalties outlined within these regulations. This code of regulations applies while a student is in the custody or control of the school, on school grounds or closely proximate thereto, while at a school-sponsored function or activity or on school-owned or provided transportation vehicles. In addition, the Student Code of Conduct governs student activities at all times, on or off school property, when such student conduct is reasonably related to the health, safety and welfare of students or such conduct would unreasonably interrupt the education pro- cesses of the Vista School District.

The types of conduct prohibited by this Code or Regulations are as follows:

Student Code of Conduct

1. Damage or destruction of school property on or off school premises2. Assault on a school employee, student or other person3. Fighting4. Hazing (to persecute or harass or humiliate another student and/or employee)5. Abuse of another.6. Cheating or plagiarizing7. Arson or other improper use of fire8. Possession or use of dangerous weapons or ordinance or objects which look like weapons or ordnance9. Buying, selling, transferring, using or possessing any substance containing tobacco, including, not

limited to, cigarettes, cigars, a pipe, and dipa. For every offense during (1) school year: attendance in a drug awareness program. For the

second offense of the same school year: an out of school suspension of three days. For the third and every subsequent offense of one school year: an expulsion hearing shall be arranged

10. Buying, selling, transferring, possessing or being under the influence of any controlled substance (drugs, narcotics, marijuana, etc.) or inhalants.


11. Buying, selling, transferring, using, possessing or being under the influence of any drug or alcoholoic paraphernalia

12. Failure to abide by reasonable dress and appearance codes set forth in student handbooks or established by administration. This includes the prohibition of all clothing, jewelry, signs, etc.

13. Improper or suggestive dress/inciden exposure 14. Engaging in sexual acts, displaying excessive affection or other inappropriate behavior with a person

of the same or opposite sex.15. Turning in false fire, tornado, bomb, disaster, or other alarms16. Rape17. Carrying concealed weapons18. Aggravated murder19. Any disruption or interference with school activities 20. Willfully aiding another person to violate school regulations


Students may possess electronic devices, including but not limited to, cellular phones, mp3 players, cameras, etc. Students may use electronic devices before school, during lunch, and after school. In the classroom, students may use cell phones or other electronic devices at the teacher’s discretion.

Electronic Devices

1. Drugs of Abuse: Any student, who is involved in the sale, transfer, distribution, or possession of drugs, including counterfeit controlled substances, or use of drugs, will be suspended immediately, and a recommendation for expulsion will be made to the Superintendent. Both the police and parent will be notified immediately.

2. Alcoholic Beverages: Any student involved in the sale, transfer, distribution, possession of alcohol, or use of alcohol will be suspended immediately, and a recommendation for expulsion will be made to the Superintendent. Parents will be notified immediately, and if an alcohol permit violation is suspected, the police will be notified.

3. Anabolic Steroids: Students and parent/guardian are advised that anabolic steroids have been classified as a controlled substance. It is illegal to knowingly obtain, possess or use such substances. Illegal possession and use is a criminal offense.

Drug and Alcohol Abuse

The Board has responsibility for the control and management of the students during the school day and hours of approved extracurricular activities. While discharging its responsibility the school administration is to make an effort to protect each student’s rights with respect to interrogations by law enforcement officials.

Interrogations and Searches

Hazing, harassment, intimidation or bullying can include many different behaviors. Examples of conduct that could constitute prohibited behaviors include, but are not limited to:

1. Physical violence and/or attacks2. threats, taunts and intimidation through words and/or gestures3. exclusion from the peer group or spreading rumors4. repetitive and hostile behavior with the intent to harm others through the use of information and

communication technologies and other web-based/outlines sites (also known as “cyber bullying” such as:a. posting slurs on web sites, social networking sites, blogs, etc.b. sending abusive or threatening e-mails, instant messagesc. using camera phones to take embarrassing photographs or videos and/ or distributing or posting the

photos or videos online andd. using web sites, social networking sites, blogs, e-mails, or instant messages to circulate gossip and

rumors to other students5. excluding others from an online group by falsely reporting them for inappropriate language to Internet

service providers.

Hazing and Bullying

1. Detentiona. Teacher Detention: Served in an area designated and supervised by

the assigning teacherb. Administrator Detention: These are assigned at the discretion of

individual administrators and can be assigned before, during or after school.

c. Lunch Detention: Students will eat their lunch in a designated area under the supervision of a school official.

2. In School Assignment 3. Alternate School4. Suspension/Expulsion

Consequences for Violating The Code of Conduct

Clothing worn by students is expected to be clean, neat, and appropriate for school. Dress and grooming are expected to be free of distractions to the educational climate and must not endanger the health or safety of students or staff.1. Upper garments, clothing, jewelry, book bags or other personal articles

which contain or refer to: alcohol, drugs, tobacco, sexually suggestive contents, etc.

2. Jewelry, body piercings, make-up/face painting are not to be extreme or distracting

3. No hats, sunglasses, caps, or other types of head coverings may be worn inside the building or carried during the school day.

4. Appropriate footwear must be worn at all times.

Dress and Grooming Standards

Upper Garments:1. Shirts and tops must be long enough to tuck into lower garments and not

expose the torso, midriff, or undergarments. Shirts/tops must be high enough necklines to cover all cleavage.

2. Upper garments for male students must include sleeves. Female students must cover the top of their shoulder. No halter, crop, midriff, strapless, backless, spaghetti strap, or muscle shirts.

3. Clothing of see-through material must have an undergarment underneath that meets the requirements

Dress and Grooming Standards

Lower Garments:1. All lower garments must reach at least mid-thigh and be worn at waist

level. Students must fully extend arms and fingers at their side in a relaxed manner. Mid-thigh will be approximately the 2nd knuckle/mid-finger

2. All lower garments should be free of rips, tears, or holes above mid-thigh3. No leggings/tights may be worn unless covered with a top reaching at

least mid-thigh4. Undergarments are not to be exposed

Dressing and Grooming Standards

Plagiarism: the act of stealing and passing off as one’s own (the ideas or work of another); to commit literary theft. --Merriam-Webster’s High School Dictionary

In order to preserve an ethical learning environment, students must understand the importance of completing class assignments in both an individual and original manner. Plagiarism refers to class projects, research papers, and daily homework. Students will not receive credit for homework assignments, reports, research papers, projects, etc., which are plagiarized.

Plagiarism

Each student will be issued a plan book. The student’s name must be at the top of the page and it must match the name on the title page. If a student leaves a classroom at any time during the instructional period, the student must have his/her plan book with information in “Pass log” section filled out. The teacher has the final authority to determine when and how the hall pass will be used. Any abuse of the hall pass usage may result in the loss of this privilege. Please keep the plan book visible to avoid being questioned as you pass through the halls.

Hall Passes

Definition of Crisis Management: Crisis Management is that part of a school division’s approach to school safety which focuses more narrowly on a time-limited, problem-focused intervention to identify, confront and resolve the crisis, restore equilibrium, and support appropriate adaptive responses. These include “critical incidents” which are any threats involving harm to students, personnel, or facilities.

Some crises include: - Natural Disasters- Fire- Use of Weapons/Explosives- Taking of Hostages

*All require interagency responses involving law enforcement and/or emergency service agencies.*

Crisis Management Plan Overview

Tornadoes:

Watch: ● The U.S. Weather Bureau declared an area in a tornado watch because the

conditions make the formation of a tornado possible within a specific period of time.

● During a tornado watch school will proceed as usual. The building administrator or assignee may need to post some one on radio duty.

Emergency Evacuation/Emergency Response Plan

Tornadoes:

Warning:● A tornado has been slighted in the area. Some schools will be in hearing

distance.● Each building is equipped with a tornado alarm.● As quickly as possible, all personnel will take shelter in the designated

area(s).● Upon arrival at the shelter areas, each teacher will quickly check roll and

report to the principal absentees.● The group will stay together in the shelter area, each teacher will stay

with his/her group, and notify the principal of injuries and damage.


Earthquakes:

● At the first tremor, teachers should direct students to evacuate building as if it were a fire drill. Once out of the building, remain out of the building, as there are often aftershocks.

● The building is not to be re-entered until determined safe by appropriate officials. The building administrator or assignee will notify the Superintendent or designee.


Fire/Explosions:

● Alarms will be sounded. If electrical devices fail, a manual system will be used.

● Standard and practiced evacuation of building will follow.● Building Administrators will call 911 to report emergency.● In assembly areas, each teacher will check attendance against class record

and forward to the building administrator a report of absentees and unauthorized persons in a group.


Bombs:

The person receiving the phone call should obtain as many details as possible about the bomb and its location. ● Location of the bomb● Time of detonation ● Description of the bomb ● Type of explosive● Reason the bomb was placed● Try to determine if the called is adult or adolescent● Listen for patterns of speech, accent, etc.


Bombs:

● Report the call immediately to the building administrator or the person in charge who will determine if the evacuation will occur.

● Following the decision to evacuate, the same procedures will be followed as during a fire drill.


Weapons:

● Do not approach or alert the person with weapon.● Notify the designee and school resource officer immediately.● Call 911● Activate the crisis response team● Lockdown

o Secure the perimeter of the buildingo Assign team members to collect person(s) stranded in the hall during

lock down, and deliver them to pre-designated safe locationo Assign team members to check gym, cafeteria, rest rooms, and other

locations for students/staff caught outside the classroom


Weapons:

Evacuation:● Assign response team members to quickly and quietly evacuate students

and staff from the immediate area and/or the building to a pre-designated safe location and/or safe distance away from the incident

● Station response team members to prevent students from entering the incident area while exiting the building

● Call for buses to transport students to a safe shelter away from the school property.

● Stand by for the arrival of law enforcement personnel.


Crisis Management Plan: Lockdown Procedures

Code Yellow Code Red

All outside doors are locked. All outside doors are locked.

All classroom doors are locked and staff will assist in moving students from the hallways into their classrooms.

All classroom doors are locked.

Students may enter rooms after lockdown is initiated. Students may NOT enter the room after the lock-down has been initiated. Some students may be placed in your classroom by school or local authorities.

Staff and students should remain in their rooms until further notice from school or local authorities.

Students who are in the hallway should report to one of the areas listed below:

● Big Gym● Little Gym● Library

Crisis Management Plan: Lockdown Procedures

Code Yellow Code Red

Students should move away from windows and doors.

Staff and students should remain in their rooms until further notice from school or local authorities.

If evacuation is warranted, staff will relocate their students to the designated assembly location and immediately take attendance.

We adopted plans/ideas/and suggestions from:

● Dr. Brooks● Milford Exempted Village Schools Student Code of Conduct and School

Crisis Plans ● William Mason High School Student Code of Conduct ● Virginia Department of Education Model of School Crisis Management

Plan

Sources

Address:Vista Hills High School 1 Vista Way Oxford, Ohio 45056

Telephone:513-555-5555

[email protected]

www.vistahighschool.com

Sources


Documents

Building Management Plan 2014-2015 Vista High School Vista School District