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TABLE OF CONTENTS
TOPIC PAGE
Absence………………………………………………………………………………….. 13 Accidents and Reports……………………………………………………………….... 13 ALICE…………………………………………………………………………………….. 13
Announcements………………………………………………………………………… 13 Arrival and Dismissal of Students…………………………………………………….. 13
Assembly Seating……………………………………………………………………….. 13-14 Athletics…………………………………………………………………………………... 14 Attendance for Students………………………………………………………………… 14
Attendance Check During the Day……………………………………………………. 14 B-A-C-E…………………………………………………………………………………… 14
Bell Schedules…………………………………………………………………………... 8-9 Bloom’s Taxonomy……………………………………………………………………... 14-15 Book Records………………………………………………………………………….... 15
Budgets…………………………………………………………………………………... 15-16 Building Leadership Team……………………………………………………………... 16
Cafeteria………………………………………………………………………………….. 16 Classroom Appearance………………………………………………………………... 16 Classroom Management……………………………………………………………….. 16-17
Conference Periods…………………………………………………………………….. 17 Course of Study………………………………………………………………………….. 18
Communication Forms…………………………………………………………………. 18 Curriculum………………………………………………………………………………... 18 Custodial Forms……………………………………………………………………….... 19
Detention…………………………………………………………………………………. 19 Differentiated Instruction……………………………………………………………….. 19
District Focus for 2016-2017…………………………………………………………… 5 Donnell Faculty and Staff………………………………………………………………. 6-7 Duties (secretary, athletic director, school nurse)…………………………………... 10-12
Emergency Call Button…………………………………………………………………. 19 Evaluations-Instructional Improvement……………………………………………… 19
Excusing Students……………………………………………………………………… 19 Faculty Dress Code…………………………………………………………………….. 19 Faculty Hours…………………………………………………………………………….. 20
Faculty Advisors.……………………………………………………………………….. 20 Fees………………………………………………………………………………………. 20
Field Trips……………………………………………………………………………….. 20 Findlay City Schools Mission………………………………………………………….. 5 Fire / Tornado Drills…………………………………………………………………….. 20
Formative Assessments……………………………………………………………….. 21 Forms Used…………………………………………………………………………….... 21
Goal Setting……………………………………………………………………………… 21 Grades and Grade Cards……………………………………………………………… 21-22 Guidance Counselor…………………………………………………………………… 22
Hall Passes………………………………………………………………………………. 22 Hazing Policy……………………………………………………………………………. 22
Health…………………………………………………………………………………….. 22-23 Helping Agencies (Refer to EOP) (including 211)……………………………………. 23
3
Help Desk Ticket……………………………………………………………………….. 23 Home Instruction……………………………………………………………………….. 23
Homework……………………………………………………………………………….. 23-24 Hospitalization and Insurance…………………………………………………………. 24
Indigent Children………………………………………………………………………… 24 Learning Objectives…………………………………………………………………….. 24 Lesson Plans…………………………………………………………………………..... 24
Library…………………………………………………………………………………….. 25 Licensure and LPDC……………………………………………………………………. 25
Lockers and Locks…………………………………………………………………….... 25 Money and Deposits……………………………………………………………………. 25 Night Use of Building………………………………………………………………….... 25
No School Days…………………………………………………………………………. 25 Parking……………………………………………………………………………………..26
PASS……………………………………………………………………………………… 25 Permanent Records…………………………………………………………………...... 26 Personal Days………………………………………………………………………….... 26
Pictures…………………………………………………………………………………… 26 Professional Meetings………………………………………………………………….. 26
Progress Book…………………………………………………………………………… 27 Publicity…………………………………………………………………………………... 27 Schedule Changes.…………………………………………………………………….. 27
School Secretaries…………………………………………………………………….... 27 School Store……………………………………………………………………………... 27
Seven (7) Habits of Highly Effective People………………………………………….. 27 Smoking or Tobacco Use……………………………………………………………….. 27 Staff Meetings………………………………………………………………………….... 28
Student Assignment Books…………………………………………………………….. 28 Student Learning Objectives (SLO)…………………………………………………… 28
Student Teachers/Field Experience Students……………………………………….. 28 Substitute Folders……………………………………………………………………….. 28 Teacher Based Teams (TBT)…………………………………………………………... 28
Teacher Closing Checklist………………………………………………………………. 29 Testing……………………………………………………………………………………. 29
Textbooks………………………………………………………………………………… 29 Trauma-Informed Care………………………………………………………………….. 29-30 Windows……………………………………………………………………………………30
Withdrawals…………………………………………………………………………….... 30 Workbooks……………………………………………………………………………….. 31
Working Memory………………………………………………………………………… 31 Appendix K-1 Emergency Rules and Routes for Fire/Map…………………………. 32 Appendix K-2 Disaster Plan/Map…………………………………………………….... 33
Appendix K-3 Lockdown Procedures………………………………………………..... 34 Appendix K-4 Gymnasium Assembly Emergency Routes…………………………. 35
Appendix K-5 Bomb Threats………………………………………………………….... 36 Appendix K-6 Non-Discrimination……………………………………………………... 37 Appendix K-7 Use of Videos in Middle School Classrooms…………………………. 38
Employee Accidents/Injuries……………………………………………………………. 39 Instructions for Alert Form…………………………………………………………….... 40
Appendix K-8 Safety Alert Form……………………………………………………….. 41 Appendix K-9 Initial Injury Report……………………………………………………… 42
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Appendix K-10 Resource 21B: BLT 5-step Process Meeting Agenda Template…..43-45 Appendix K-11 Resource 14: TBT 5-step Process Visual………………………… 46
Appendix K-12 TBT Meeting Guide Sheet……………………………………………..47-48 Appendix K-13 Teacher Based Team Protocol……………………………………… 49
Appendix K-14 Resource 16: TBT 5 Step Process Rubric for Self-Assessment.... 53-54 Appendix K-15 Handout 1.1: SLO Template………………………………………… 55-58 Appendix K-16 FCS Teacher Goal Setting / Action Steps………………………….. 59
Appendix K-17 The Art and Science of Teaching / FCS Focus for 2016-2017…… 60-61 Appendix K-18 FCS Teacher Evaluation Pre-Observation Conf. Questions……….62
Appendix K-19 FCS Teacher Evaluation Post-Observation Conf. Questions…….. 63 Appendix K-20 Acronyms……………………………………………………………….. 64-67 Appendix K-21 Donnell Staff room numbers and extensions……………………..... 68-69
Appendix K-22 Donnell PBIS Matrix………………………………………………….. .70 Appendix K-23 ALICE Relocation Locations…………………………………………..71
Appendix K-24 Donnell EOP……………………………………………………………..
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Findlay City Schools Mission
Educating and empowering for life.
Strategic Planning, Mission Statement and Strategies
Strategy 1 –100% of students will graduate on time.
Strategy 2 – 100% of graduates will be enrolled in post-secondary or in the workforce within 6
months of their program.
Strategy 3 – Findlay City Schools will provide safe educational facilities that foster positive learning
environments.
Strategy 4 – Findlay City Schools will develop and implement plans to ensure sufficient funding for
current and future operations, programs and facilities.
Strategy 5 – Findlay City Schools will create learning environments in which all students, staff and families feel physically and emotionally safe, valued and engaged.
Strategy 6 – Findlay City Schools will serve as a partner in addressing root issues in Hancock County
through collaborative efforts.
The District Action Steps and comments regarding the Strategic Planning Strategies can be found on
the district website under Strategic Plan.
OIP Goals / District Focus*
Goal 1 – Close the Gap
The student subgroups of SWD and ED will increase student achievement rates in order to meet the yearly AMO (Annual Measurable Objectives). Goal 2 – Teacher Performance with a focus on Domain 1 in iObservation
All teachers will demonstrate “Applying” or above level of implementation of the Marzano’s Art and
Science of Teaching Framework. DQ 1: Communicating Learning Goals and Feedback DQ 3: Helping Students Practice and Deepen New Knowledge
DQ 5: Engaging Students DQ 9: Communicating High Expectations for all Students
Domain 2: Planning and Preparing for the Needs of Students Receiving Special Education and Students Who Lack Support for Schooling. Domain 4: Promoting a Positive Environment See Appendix K-17 Goal 3 – Learning Environment
FCS will provide 21st century learning environments that are safe and inviting, promote parent involvement, and set high expectations in order to increase student engagement and attendance, graduation rate, and parent satisfaction.
Goal 4 – Community Partnerships
*Subject to changes
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Donnell Faculty and Staff 2016-2017
Name Job Responsibility Grade
Williams, Don Principal
Glick, Kelly Assistant Principal
Zacharias, Christina Secretary
Moore, Diana Attendance Secretary
Acuna, Karen HI 6, 7, 8
Allen, Gina Math /LA 7
Almond, Laura Computer
Whitson, Cindy Speech 6, 7, 8
Bertucci, Jessica Spanish 7, 8
Binner, Brenda ED - Aide
Bishop, Kristyn Counselor / Reading/LA 8
Blackburn, Blake Math 6
Botkins, Dot Aide
Biesiada, Becky Reading/LA 6, 7
Brax, David Orchestra
Brooks, Jen Librarian
Brown, Kim Int. Spec. 7
Byers, Amanda School Psychologist
Canterbury, Lisa Social Studies 6
Cheney, Kelly Reading/LA 8
Patterson, Lori Aide
Gray, Michelle Reading/LA 7
Dittman, Angela Reading/LA 6
Finney, Laura Social Studies/Science 8
Fox, Amy Nurse
Fryman, Jennifer
Int. Spec. – Math/Compute
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Gilbert, Shelly Math 6
Harrington-Williams, Sue Art 6, 7, 8
Hartenstein, Vicki Health / PE 6, 7, 8
Hunker, Cindy Int. Spec. 6, 7
Leatherman, Jill Math 6, 8
Lewis, Michelle Math 6, 7
Lewis, Rose HI - Aide
Lindahl, Briana Math 7
Mack, Darlene Guidance Counselor 6, 7, 8
Miller, Bryan Science 6
Mitchell, Chuck ED Classes 6, 7, 8
Nusbaum, Heather Reading/LA 7
Pack, Dan Math 8
Parriott, Lauren Int. Spec. - Reading/LA 8
Plumb, Mary HI - Aide
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Rakestraw, Ashley Computer/Health 6, 7, 8
Riggs, Becky Math 7
Ritzler, Mark Athletic Director Computer
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Ross, Kara Title 1 Reading
Long, Rebecca Trojan Enrichment 6, 7
Sheaffer, Nancy Social Studies 7
Sheehe, Brian Band/Music 6, 7, 8
Simon, Megan Reading/LA 8
Smith, Jodi Math / Science 6, 7
Smith, Melanie Reading & LA/Social Studies
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Sprout, Ryan Science 8
Stutzman, Jeff PE 6, 7, 8
VanDerMolen, Linda Math 8
VanRenterghem, Eric Social Studies 7, 8
Wheeler, Katie Music/Choir 6, 7, 8
Wilson, Dan Band/Music 6, 8
Wilson, Mike Science 7
Winger, Kate REACH 6, 7, 8
Mike Hough - Lead Custodian Sam Huntington Custodian Sam Hollis Custodian Mike Brown Custodian
Lisa North Monitor Jamie Huntington Monitor Gary Lannes Monitor
Monitor Matt Neuman Monitor
Susan Marshall- Lead Cafeteria Amy Iliff Cafeteria Lora Friedrich Cafeteria
Trayci Householder Cafeteria
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Donnell Middle School Bell Schedules
2016-2017
Regular
1 7:30 AM 8:10 AM
2 8:12 AM 8:52 AM
3 8:55 AM 9:35 AM
4 9:37 AM 10:17 AM
5A 10:20 AM 11:00 AM
5B 11:02 AM 11:42 AM
5C 11:44 AM 12:24 PM
6 12:27 PM 1:07 PM
7 1:10 PM 1:50 PM
8 1:52 PM 2:30 PM
Two Hour Delay
1 9:30 AM 9:57 AM
2 10:00 AM 10:27 AM
3 10:30 AM 10:58 AM
4 11:01 AM 11:28 AM
5a 11:31 AM 11:58 AM
5b 12:01 AM 12:28 PM
5c 12:31 PM 12:58 PM
6 1:01 PM 1:29 PM
7 1:32 PM 2:00 PM
8 2:03 PM 2:30 PM
Second Step / 1 Hour Delay Assembly
Second Step 7:30 AM 8:30 AM
1 8:33 AM 9:07 AM
2 9:10 AM 9:44 AM
3 9:47 AM 10:21 AM
4 10:24 AM 10:57 AM
5A 11:00 AM 11:34 AM
5B 11:36 AM 12:09 PM
5C 12:11 PM 12:44 PM
6 12:46 PM 1:20 PM
7 1:22 PM 1:55 PM
8 1:57 PM 2:30 PM
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PM
Assembly
1 7:30 AM 8:30 AM
2 8:06 AM 8:39 AM
3 8:42 AM 9:15 AM
4 9:18 AM 9:51 AM
5A 9:54 AM 10:27 AM
5B 10:30 AM 11:03 AM
5C 11:06 AM 11:30 AM
6 11:42 AM 12:15 PM
7 12:18 PM 12:51 PM
8 12:54 PM 1:27 PM
Assembly 1:30 PM 2:30 PM
3 Hr Delay
1 10:30 AM 10:57 AM
2 11:00 AM 11:27 AM
5A 11:30 AM 11:58 AM
5B 12:01 PM 12:28 PM
5C 12:31 PM 12:58 PM
3 1:01 PM 1:28 PM
4 1:31 PM 1:59 PM
6 2:02 PM 2:29 PM
7 2:32 PM 3:00 PM
8 3:03 PM 3:30 PM
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Chris Zacharias
Principal’s Secretary Ext: 8370
Maintain principal’s calendar Assist with organizing materials for staff meetings
Teacher absence request and professional development forms (electronic submission) Assist with parent teacher conference
Assist principal with scheduling Maintain facilities use requests/calendar Run labels as needed
Newsletters Substitutes and absences in Renhill
Collect time sheets for classified staff / Payroll Print student schedules at beginning of year Student passes for discipline and attendance
Assist with purchase orders Assist PTO with fundraisers, activities and deposits
Assist with parents and visitors E-mail homework requests to staff Student enrollment / withdraw (records/transcript requests)
Process and distribute interim reports and grade cards PASS and home instruction grades
Process and verify cumulative GPA Honor roll lists to newspaper Daily announcements /e-mail distribution to parents
Transportation Requests Student schedules
Assign lockers to new students Collect student fees and fines, and update fee screen Main phone line
Emergency Drills (paperwork) Lunch money deposits
Picture Days with Lange Washington DC trip/fundraiser Update accumulative files with labels
Clean out 8th grade files for the high school Update contact information on profile page in DASL
Clean up EMIS and DASL errors Assist nurse Mail
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Diana Moore
Assistant Principal’s Secretary Ext: 8371
Maintain assistant principal’s calendar Student attendance
Attendance phone calls Weekly attendance reports (R101)
Weekly Attendance letters (3, 5, 7, and 10 day letters) Attendance Watch letters Truancy Intervention Meetings / schedule meetings with assistant principal
Pre-court and truancy paperwork Field trip attendance
Discipline Discipline referrals Tuesday school and ISS attendance lists
Administrative detentions database and daily list DASL discipline screen- daily updates
Student passes for discipline and attendance Parent letters for attendance and discipline PASS and home instruction attendance
Maintain sign-in and sign-out lists / update attendance Diversion and/or Challenge Program referral paperwork
Purchase Orders for staff and athletics Membership screen in DASL Office supplies and inventory
Activity Budgets and Sales and Service forms Credit card reconciliation and check-out
Update contact information on profile page in DASL E-mail homework requests to staff File letters in perm folders (attendance and discipline)
Visitor check-in Assess fees and waive fees for free and reduced students
Collect student fees, fines and update fee screen Athletic deposit and ticket reconciliation Year-end book fees
Year-end book repairs Assist with parent teacher conference
Update contact information in DASL Assist nurse Mail
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Mark Ritzler
Athletic Director Ext: 3719
Athletic Calendar Physical packets
Athletic deposits Athletic Events
Officials Athletic Facilities Request Supervise coaches and athletes
Parent phone calls Uniforms and equipment
Amy Fox
School Nurse
Ext: 3709
Clinic hours: 7:30-12:30 Organize student health forms Health screenings
Immunization records Medical alerts in DASL
Student medications Smile / mobile dentist program Parent calls regarding illness
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General Information for Staff ABSENCE
For unplanned absences, please notify Mr. Williams 419-348-8772 or Mrs. Glick 419-308-1880 in the evening prior to the absence or call before 6:00 a.m. on the day of the absence. Ms. Zacharias can
be contacted by texting 419-957-6330 or e-mail ([email protected]) to request a substitute. Teachers may log an unplanned absence directly with Renhill although a specific substitute may not be chosen by the teacher on the Renhill website. Before 2:00 p.m. of the day you are absent, please
phone the school office to notify personnel if you plan to return. Planned absences must be approved in advance and submitted in Applitrack.
The substitute list is usually adequate; however, the availability of substitutes depends on how early we can contact them. Remember, if you are ill please contact us early, before 6:00 a.m.
Whenever you need to leave the building, please be sure to stop in the main office and sign out. ACCIDENTS AND REPORTS ALL accidents should be reported on the regular report form. If the accident is serious, report it
immediately to an administrator and seek medical assistance from the nurse. By continuing to stress
safety, we can all ensure an accident free year. Report accidents the day they happen, even if you do not think you need to seek medical attention. Initial injury report forms can be found on the district
website under electronic forms. ALICE“
A.L.I.C.E. is an acronym for Alert, Lockdown, Inform, Counter, and Evacuate. The main objective of the program is to provide the students and staff with options to increase their chance of survival
during an “Active Shooter on Campus” emergency. Where the traditional lockdown response is passive in nature (lock doors, turn out lights and wait for help), the “A.L.I.C.E.” program is considered a more “aggressive response”. ALICE Rally Points: St. Marks Church, 800 S. Main
(The Dock); Kroger on 6th street and Bible Methodist Church on Stadium Drive
ANNOUNCEMENTS
All PA announcements should be brief and should be emailed to Mike Wilson and Chris Zacharias by 7:00 a.m. the day they are to be read. Please continue to make use of bulletin boards for other
announcements. ARRIVAL AND DISMISSAL OF STUDENTS
Generally, students should arrive at school between 7:15 and 7:25 am and wait in the in the designated areas or attend breakfast in the cafeteria each day at 7:10 a.m. The bell will ring at 7:20
for students to enter the building. Members of clubs and other student groups may arrive earlier. Such students must be under the direct supervision of a teacher. All rules and regulations regarding
student arrival are clearly explained in the student handbook. Dismissal of students is only done through the office. Normal dismissal is 2:30 p.m. and students,
unless under the direct supervision of a teacher, are to be out of the building by 2:45 p.m. Please report violations to an administrator.
ASSEMBLY SEATING IN THE GYMNASIUM
A designated area will be assigned to each homebase teacher. Teachers will then assign each
student in his/her class a seat. 6th grade will sit in the west section of the bleachers, 8th grade will sit in the middle section and 7th grade will sit in the east section. All non-teaching staff will be assigned
an area to assist in supervising. Students will report to homebase to be escorted by their teacher
14
when released by the PA. Students should sit by homebase, although specific areas will not be assigned to homebase teachers.
6th grade will sit in the west section of the bleachers; Enter and exit the gym doors from the
cafetorium. Remind students to walk up the steps on the west side of the bleachers and fill the bleachers in from the top down.
8th grade will sit in the middle section; Enter and exit the south west doors. Use the middle steps and fill in the bleachers from the top down.
7th grade will sit in the east section; Enter and exit the south east doors. Walk along the east side of the gym, use the steps on the east side of the gym and fill in from the top down.
ATHLETICS
Boys in the 7th grade at Donnell participate in football, basketball, wrestling, and track. Girls in the 7th grade may participate in volleyball, basketball and track. A schedule for all of our athletic contests will be distributed early in the year.
According to a newly adopted OHSAA By-law, “A student enrolling in the seventh grade for the first time will be eligible for the first grading period regardless of the previous academic achievement.
Thereafter, in order to be eligible, a student in grade 8 must be currently enrolled in school the immediately preceding grading period and received passing grades during that grading period in a minimum of five of those subjects in which the student received grades”.
The board adopted training rules will be enforced by all coaches. It is the responsibility of the coach to know and understand the training rules, and to give them and explain them to their respective
teams. ATTENDANCE FOR STUDENTS
A complete outline of attendance expectations and procedures may be found in the student handbook. Please read this section carefully and note any changes.
ATTENDANCE CHECK DURING THE DAY
Take attendance at the beginning of first period. You will receive the daily attendance report each morning via email. Please check your class attendance each period against this report. All
discrepancies should be reported to the Main Office right away. All absence notes, vacation notices,
etc. need to be given to Mrs. Moore in the Main Office. B-A-C-E
Each of the B-A-C-E are teachable. Behavior: Age appropriate social and emotional skills
Attitude: Hope and Optimism PLUS Growth Mindset Capacity: Language, reading, vocabulary, short-term/working memory and long-term memory Effort: Relationship, engagement and perseverance
(Teaching with Poverty in mind by Eric Jensen)
BLOOM’S TAXONOMY Bloom’s Taxonomy is often used to develop learning goals, curriculum, lessons and assessments. There are six levels within the taxonomy that move from basic to high levels of thinking. These include remembering,
understanding, applying, analyzing, evaluating and creating.
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Cognitive Process Level “Measureable” Actions
Creating: can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Analyzing: can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test
Applying: can the student use the information in
a new way?
choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, schedule, sketch, solve, use, write
Understanding: can the student explain ideas or
concepts?
classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate, paraphrase
Remembering: can the student recall or remember the information?
Define, duplicate, list, memorize, recall, repeat, reproduce state
BOOK RECORDS
The school librarian maintains the inventory for barcoded textbooks. Schedule a time for each class
to check-out books after school begins. Textbooks will be returned before the last day of school and stored in the library over the summer.
Form 15--This is the record sheet on which is recorded the student’s name, title of book, condition, etc. Retain this form until the end of the year. It will be collected during clerical day check-out.
Form 32--This is a summary sheet of fines given to each teacher near the end of the year. Teacher should complete this form and return it to the office when textbooks are collected.
BUDGETS
Money for school supplies comes almost entirely from one source--the regular budget of the Board of Education. The school activity fund is to be spent for its intended school activities purpose.
School Board Budget: A budget is completed each year by June 30. The funds for library, classroom supplies, duplicating materials, etc. are budgeted here. All requests are typed in the office on a
regular Purchase Order. Normally, except for regular stock items, all requests for spending should be made by May 15. Most of the budget items are figured on a per pupil basis. Supplies for most subject areas come from our B-6 account- or classroom supplies budget. WHEN REQUESTING AN
ITEM, PLEASE SUBMIT FULL ORDER INFORMATION TO THE SECRETARY.
School Activity Accounts: State guidelines require that all monies spent from the activity accounts be part of a spending plan (budget) and meet the requirements of the guidelines. Thus, each activity
16
(athletics, newspaper, etc.) must complete a budget, specifying expected income, expected expenditures, and the purpose of the club or organization. If the spending plan of the club or activity
changes (which it may) a new budget revision must be submitted for Board approval. BUILDING LEADERSHIP TEAM: Donnell Members (BLT)
Don Williams, Kelly Glick, Rich Steiner, Maryl Hill, Darlene Mack, Kristyn Bishop, Amanda Byers, Lisa Canterbury, Kelly Cheney, Sue Harrington, Jill Leatherman, Lauren Parriott, Nancy Sheaffer, Jill
Leatherman, Megan Simon, Mike Wilson, Kate Winger, Angela Dittman See Appendix 10 CAFETERIA
Our cafeteria is in operation from 7:00 a.m.–7:25 a.m. for breakfast and 10:00 a.m.-1:00 p.m. for
lunch. Donnell operates a closed lunch period and all students will be required to remain in the building during lunches. Standard cafeteria guidelines have been established and appear in the
student handbook. As per Board policy, no food items may be sold during lunch periods by individuals or student groups. CLASSROOM APPEARANCE
Please give special attention to your room’s appearance. When leaving at night, paper is picked up
and special cleaning requests have been submitted. Please refrain from using tape to hang items on painted walls, cabinets, and/or windows, and please report all damage to an administrator. Cleaning concerns should be submitted to the lead custodian and/or principals. Coffee makers and
refrigerators are not permitted in classrooms. CLASSROOM MANAGEMENT
A firm, fair, and consistent set of classroom expectations should be developed and given in written form to every student on the first day of school. Extensive planning is required in terms of building
such classroom guidelines. Remember students need to totally understand what the expectations are. They also need to know the consequences for nonconformity, as well as, the positive rewards
for compliance. Consistency in enforcing your guidelines is critical. Teachers are encouraged to incorporate the language and concepts utilized in PBIS and Second Step to reinforce a consistent message of positive behavioral expectations.
View discipline using a Trauma Informed Care lens. What is TIC? Think of it as a lens of how we
view and interact with students, families and each other. The goal is to create, safe, caring and healing environments. Reminder....We don’t know what the kids are going through, or facing at home, at school. You can ask them “What’s going on?” “How can I help” rather than asking “What’s
wrong with you?” or “Why are you acting that way?”
We ask that you always keep in mind the unique nature of middle school students. They are people with feelings, needs, problems and the vast majority want to be in school and learn.
The best approach to good classroom management is preventive in nature. The teacher who is well prepared, enthusiastic, cares about children, and who consistently treats his/her students fairly, firmly,
and without sarcasm will have few discipline problems. Some Guidelines for success:
1. Maintain a fair, yet firm classroom environment.
2. Motivate and direct classroom instruction toward well-planned and clear objectives. 3. Provide tasks and assignments which students are capable of achieving (differentiate
instruction). 4. Always reinforce positive behavior.
17
5. Reward whenever appropriate. 6. Be empathetic—it is impossible to have too much empathy.
7. Encourage self-discipline. 8. Always clarify your expectations.
9. Do not threaten, humiliate, or use sarcasm or physical force (except for self-defense). 10. School suspensions will only be assigned by a principal. 11. Grades will not be reduced as a disciplinary measure.
12. Mass discipline measures should never be employed. 13. Any teacher may assign detentions. Bus students should be given one-day notice so that
arrangements may be made. 14. After school detentions are preferable. 15. It is strongly suggested and usually more effective to call parents when a problem situation
develops, rather than to wait until the child makes first contact. 16. When a problem situation occurs:
It is always better for teachers to handle his/her own minor problem situation according to his/her classroom management guidelines. Students then realize that the teacher is consistent and means what he/she says. Students realize that you will follow through
and they will learn to respect you if this is done fairly and consistently.
Always contact parents. The administrators or counselors are always available to lend
assistance, and for more serious offenses, do not hesitate to contact the office. 17. A copy of your classroom management plans must be turned in to your supervising principal
during the first goal setting meeting in October. If you change any of your expectations, you should also revise your original plans and notify the administrators.
18. When referring a student to the office, please specify the exact nature of the offense in writing
on a discipline form and e-mail a copy to the administrators and secretaries. This gives us a written record and a basis for future action if necessary. All discipline forms will be mailed
home to parents, therefore the report should include a detailed record of the facts and avoid opinions.
19. For specific discipline information, please see the student handbook.
20. Other Classroom management responsibilities: a. Check attendance, period by period. This is the teacher’s responsibility.
b. Check for students in your class whose names appear on the daily attendance sheet. If the student is on the absence list, and is in your classroom, e-mail Diana Moore for verification that they have signed in.
c. Students tardy (2nd through 8th periods) to your class should be admitted and your classroom management procedures should be applied. If tardiness
becomes a continuing problem, complete a discipline referral form and e-mail it to the office for further disciplinary action.
d. Never permit your students to leave your classroom without first signing out and
writing a detailed pass (time, destination, staff’s name) in the student’s agenda book.
e. Plan to be at your door and assist in hallway supervision during all class
changes. We all share equally in clearing hallways and maintaining order throughout the building.
CONFERENCE PERIODS
Conference periods are established for use in class preparation and planning. Each teacher will be
given a minimum of 200 minutes of planning time per week. There will also be a team planning period each day.
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COURSE OF STUDY
The school program is designed to fill students’ schedules with a combination of academic and exploratory subjects.
Grade 6 Academic classes: Language Arts, Mathematics, Science, Reading, and Social Studies Exploratory classes: Physical Education, Vocal Music, Art, Computer Literacy,
Health, Enrichment and Instrumental Music Grade 7 Academic: Language Arts, Mathematics, Social Studies, Reading and Science.
Exploratory: Physical Education, Vocal Music, Art, Enrichment, Spanish, Career Connections, and Instrumental Music.
Grade 8 Academic: Language Arts, Mathematics, Social Studies, Reading and Science.
Exploratory: Physical Education, Vocal Music, Art, Health, Spanish, Encounters with Tech, and Instrumental Music.
COMMUNICATION FORMS
Envelopes for inter-school business are provided in the teacher mailroom.
CURRICULUM
Course curriculum is based on common core/state standards/ or board adopted course of study. The KUD = what do you want your students to Know, Understand, and Do.
Know: facts, figures, vocabulary, places, people dates, etc.
Understand that…: “Big ideas”, generalizations, theory, and essential understandings
Do: skills of the discipline, behavioral objectives (action verbs), and real-world outcomes
Common Assessments: It is recommended that common assessment data be analyzed during TBT meetings
and that the data be used to adjust instruction, the curriculum and develop appropriate interventions to enhance student learning.
Curriculum Focus Address three basic questions:
What do we want students to learn and be able to do?
How do we know that students have learned it? (How do we teach so all students learn?)
What do we do when students do not learn (and if they already have)?
Three Components of Effective Classroom Pedagogy
Use of effective instructional strategies
Use of effective management strategies
Use of effective classroom curriculum design strategies
Curriculum Materials 1. Courses of Study/ Curriculum Maps can be located on the Findlay City Schools webpage.
Webpage directions: a. www.findlaycityschools.org, b. Open blue tab at top titled District Information,
c. In the drop down box open Curriculum. Contact the Director of Secondary Instruction for help with getting copies of courses of study.
2. Teacher edition of texts will be given to you by your department chair.
3. Student textbooks are stored by department or in the library if bar coded. Please ask your department chair for the locations of the books that you will need.
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CUSTODIAL FORMS
If you have a small task which needs to be completed, submit a help desk ticket. If the custodian does not have time, or is unable to complete the job, please inform an administrator. DETENTION
Detention, if given for classroom disruptions, will be handled by the teacher. All students should be given a day’s notice and parents should also be contacted. Mass detention should never be
employed. During the detention the teacher must be with the student(s). After school detentions are
preferred and should not be longer than 60 minutes. The office also assigns administrative detentions. These begin at 2:35 pm and end at 3:25 pm. Teachers are needed to volunteer their time to assist with this. Only those students assigned by the principal, assistant principal or office
staff are to report to administrative detention. Students are assigned administrative detention for some of the following reasons: tardiness to school, hallway-cafeteria-or other non-classroom rule
infractions, disciplinary action taken by an administrator as a result of a teacher referral, skipping a class or truancy, or other reasons as determined by an administrator. DIFFERENTIATED INSTRUCTION
Differentiation is a teacher’s response to a learner’s needs. The key principals of DI are a high quality
curriculum and knowing your students through formative assessments. Teachers can differentiate through content, process, product, affect/environment, and flexible grouping, instruction according to students’ readiness, interest and learning profile. Examples of instructional strategies are: RAFTS,
graphic organizers, scaffolding reading, cubing, games, learning contracts, tiering, learning/interest centers, independent studies, web quests, web inquiry, etc. EMERGENCY CALL BUTTON
An emergency call button is located in most classrooms near the light switch by the door. Push the
button and release it to make an emergency call to the main office and the teacher will be able to explain the emergency using the PA. If the button is pushed and released five times in a row it will be
transmitted as a higher priority emergency. EVALUATIONS--INSTRUCTIONAL IMPROVEMENT
The evaluation of a teacher is a cooperative and continuing process for the purpose of improving the quality of instruction. A variety of strategies will be used by administrators, including short walk-
throughs, to provide feedback to teachers on how their instruction can be improved. Teachers will be evaluated in accordance with the Master Contract.
EXCUSING STUDENTS
No student is to be excused from school or leave early without first reporting to the office for permission. Dental or doctor appointments are valid reasons for excuses, however, a written parent note must first be presented to the attendance office, whereupon an appropriate pass will be issued. FACULTY DRESS CODE
PROFFESSIONAL APPEARANCE: As educators, how we dress sends a message to our parents and community. Dressing appropriately inspires confidence in us as professional educators and sends a message that school is important. Our attire reflects not just on ourselves, but also on our
colleagues, building, and school district. Our dress should convey our status as licensed professionals.
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FACULTY HOURS
The teaching day begins at 7:00 a.m. and concludes at 3:00 pm. Discuss emergency situations with an administrator. FACULTY ADVISORS
Faculty advisors are required to attend all club or group meetings. When held at night, or after school
hours, a building permit is needed to reserve the room(s). Activities held at night mean that the advisor is to be in the building before the time scheduled for students to enter, and remain until the
students under his/her care have safely left the building. FEES
All fees will be collected in the main office during the first few days of the school year. Each child must receive a receipt. Students may also pay fees on line.
FIELD TRIPS
Field trips are a major part of a good school program and are encouraged at Donnell. They should be
well planned in advance. There should be an appropriate curricular purpose for taking the trip and all such visits must be approved by the principal. When planning such activities, make sure formal plans
are devised, all forms are completed and all parents receive appropriate permission slips and emergency medical form. No student will be permitted to go on an outing without a signed parent permission slip. Verbal approval may be permissible. Plan early, since funds for field trips are
limited. Field trip forms are available in the Donnell Staff Shared Folder on the server and must be turned in to the main office for approval 3 weeks in advance.
FIRE/TORNADO DRILLS (REFER TO EMERGENCY OPERATION PLAN)
(Please see Appendix K-1 and K-2 for Evacuation Procedures)
1) During the first day of school, each teacher should go over these with every class. This includes cafeteria monitors. Fire drill/tornado drill procedures must be posted in every classroom.
2) In the event of a fire or a fire drill the following procedures should be adhered to: a. The fire bell is the signal to leave. b. Order comes first--speed second.
c. Walk in single file to proper exit. d. Absolute quiet is mandatory.
e. The first person to the exit should hold the doors open for others f. Make sure exit instructions are properly followed. g. Special provisions have been made for the handicapped.
h. If an exit is blocked, proceed to the nearest exit and then to your assigned place outside the building.
i. Teachers should take their yellow clipboard (class roster for each period, red card and green card) with them, and accurate attendance will be taken.
j. Green card verifies all students are accounted for. Red card signifies absences. A
student runner should take a list of unaccounted for students to the appropriate checkpoint.
*In the unlikely event of a fire during the lunch period, the following will occur:
Students in the gym will exit through the east gym doors facing Main Street and report to the basketball courts.
Students in the cafeteria will exit through the south-west doors facing Lime Street and will report to the grassy area east of the building.
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*TEACHERS ARE EXPECTED TO CLEARLY EXPLAIN FIRE AND TORNADO PROCEDURES ON
THE FIRST DAY OF SCHOOL. FORMATIVE ASSESSMENTS
Non-graded assessments used to evaluate student learning, provide timely feedback to students and to inform instruction. Examples of formative assessment include exit/admit slips, observations,
questioning, discussion, graphic organizers, think-pair-share, instructional games, individual white boards, peer/self-assessments, four corners, conferencing, non-graded quizzes, etc. FORMS USED
There are many forms you should become familiar with this year. Make sure you know the following:
absence (employee), professional meeting (applitrack), accident, early dismissal, green hall pass, detention card, announcement, discipline, counselor referral, field trip request, parent permission,
insurance, form 15 and form 32, student absence, goals, evaluation, SLO, BLT / TBT, and building permits.
GOAL SETTING (Faculty)
Teacher SLO’s may be used for goal setting. All teachers must have a minimum of 2 goals. The goal
setting form includes timelines and action steps to achieve the goal. Goal meetings must be completed by October 30. See Appendix 16 GRADES AND GRADE CARDS
Grade cards will usually be issued one week after the end of a grading period. Your grades must be posted using Progress Book. Check for errors. All ”I’s” should be removed and changed to regular letter grades as soon as possible--normally within a week or ten days after a student returns to
school. Incompletes become “F’s” if work has not been completed.
Grades should be carefully determined and comply with board policy. A sufficient number of tests, quizzes, and other written work should be used to determine grades. An F should be given only when a teacher has looked at all aspects of a student’s work. Regular attendance (or lack of same),
the student’s ability, the level of the class, and other considerations should be evaluated. Students in danger of failing should be referred to the counselors early on and parents should be contacted by
phone, e-mail and/or in person. At no time will a teacher be permitted to raise or lower a grade for reasons involving student conduct.
Conduct may be included in classroom participation or another category and used in averaging final grades. It is the teacher’s responsibility to become familiar with current Board Policy regarding
grading. PART II.....GRADE REPORTS-MIDDLE SCHOOL (Board Policy)
LETTER GRADES OF A, B, C, D, F, S, U, I, WDP, or WDF are given in all subject areas. Students
receive grade cards four times during the school year. The cards are distributed five school days following the end of each nine-week grading period.
The requirements for honor rolls are: Merit Honor Roll, a student must receive at least a 3.00 average.*
Distinguished Honor Roll, a student must receive a 3.5 average.*
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*Subjects are weighted on the number of days they meet during the week. Students with a D or F for the 9 week grading period are not eligible for the honor rolls.
In determining course averages and in differentiating between credit and no credit, the following
regulations will be observed: An average grade will be determined at the termination of all courses, both
1st semester and 2nd semester. TWO F’s IN THE LAST TWO GRADING PERIODS OF A COURSE WILL DETERMINE NO CREDIT FOR THE COURSE.
To receive credit in any subject a student must complete the course requirements by the end of the semester or school year. In cases of extended
illness or other extenuating circumstances, a student may be allowed to complete course requirements with the approval of the teacher and principal.
GUIDANCE COUNSELOR
Counselors are available to help students and to assist staff in building strong relationships with our
students.
HALL PASSES
Students must sign out and also carry a hand written pass in the student agenda when leaving a classroom during the school day. Please write a pass if you permit a student to leave your room; also
have the student sign out on your sign out sheets. Please refrain from writing student passes as much as possible. Students should be in class during class time.
HAZING POLICY
It is the policy of the Findlay Board of Education and school district that hazing activities of any type
are inconsistent with the educational process and shall be prohibited at all times. No administrator, faculty member, or other employee of the school district shall encourage, permit, condone, or tolerate
any hazing activities. No student, including leaders of student organizations, shall plan, encourage or engage in any hazing.
Hazing is defined as doing any act or coercing another, including the victim to do any act of initiation into any student or other organization that causes or creates a substantial risk of causing mental or
physical harm to any person. Permission, consent, or assumption of risk by an individual subjected to hazing does not lessen the prohibition contained in this policy.
Administrators, faculty members and all other employees of the school district shall be particularly alert to possible situations, circumstances or events which might include hazing. If hazing or planned
hazing is discovered, involved students shall be informed by the discovering school employee of the prohibition contained in this policy and shall be reported immediately to the Superintendent.
Administrators, faculty members, students and all other employees who fail to abide by this policy may be subject to disciplinary action and may be liable for civil or criminal penalties in accordance
with Ohio law. HEALTH
The nurse is in our building each day from 7:30 am to 12:30 pm. When the nurse is in, all students should report to her when feeling ill. Students should be sent to the office with a pass if medical care
is needed after 12:30 pm.
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First aid supplies are located in the clinic. Often certain health problems go undetected. If a teacher is aware of a serious problem, or questioning something, please contact the office or school nurse.
Every effort will be made to notify staff of serious problems which may affect school performance.
HELP FINDING HELP? Dial 2-1-1 (Refer to the EOP for a list of community services, treatment
sources, mental health professionals, and community agencies.
2-1-1 is a free and confidential way to get and give help in your community. One call gives you easy
access to information and referral 24 hours/7 days a week. 2-1-1 connects you with health and human services, such as food, shelter, childcare, physical and mental health services, support for seniors and persons with disabilities, assistance for immigrants and more! To speak with a
professional dial 2-1-1 or 1-800-650-HELP (4357). Hearing impaired dial 7-1-1. www.hancockcounty2-1-1.org
HELP DESK TICKET
Go to https://helpdesk.findlaycityschools.org to submit a request for tech assistance for issues such
as “printer not working” and/or “computer not turning on.” A link to the Help Desk is located on the FCS website under “For Staff”. State any troubleshooting steps already taken to resolve the issue. After submitting and saving the request, a ticket number and e-mail confirmation will be sent to your
inbox.
HOME INSTRUCTION
Home instruction is provided in accordance with Ohio law to students physically bound to their home for more than 20 consecutive days or IEP students as determined by the IEP team. Students who
qualify for home instruction will be referred to their counselor to complete the application process.
Home instructor tutors should: (1) contact the regular teacher regarding assignments and curriculum; (2) follow the regular course of study as much as possible; (3) administer the final examination of the classroom instructor; and (4) assign a grade upon conclusion of home instruction. Home Instruction
shall meet the standards as adopted by the State Board of Education and the Division of Special Education. HOMEWORK
Educational research demonstrates the importance of time on task in any learning situation.
Therefore, teachers will assign homework which complements instruction by providing opportunities to practice and extend learning that occurs in the classroom. Assigning homework to practice a skill
shortly after the concept has been introduced may result in students practicing incorrectly. The type and quantity of homework assigned should be determined by the needs of the individual student and should not require instruction beyond the class period, thereby requiring parents to provide
instruction. Homework should be an application, adaptation and extension of a classroom experience. Homework should provide effective feedback to improve learning and may be non-
graded (formative assessment). It must not be assigned for disciplinary purposes. Homework may be completed during homebase, at the end of a class period after instruction or at home.
Homework is required in all academic subjects as deemed necessary by the teacher. This includes at least language arts, math, science, social studies and reading. Homework or practice time is also
encouraged in non-academic subjects. Assignments for independent study are a normal part of the school program on all levels.
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Independent study is that work which is not dependent on simultaneous instruction and which is completed by students with a minimum of supervision from the teacher. The complexity of the work
and the degree of independence required to do the work will be controlled by the teacher to match the ability, maturity and developmental level of the student. Students are encouraged to develop
independent study habits and to be creative in developing areas for such study. Teachers will assign topics from time to time for students to pursue on their own.
Although the time schedule for assignments must be flexible in terms of the needs of students and the course of study, the following table indicates the assignments that may be expected:
Grade Level Time Allotment K-2 10-30 minutes per day total
3-5 30-60 minutes per day total 6-8 20-30 minutes per subject, per day
9-12 20-45 minutes per subject, per day The student is responsible for allotting periodic study time for long term assignments. A pupil may
have to use holiday time to make up work or complete projects. HOSPITALIZATION AND INSURANCE
Teachers are urged to avail themselves of all information regarding insurance
INDIGENT CHILDREN
A procedure has been established whereby students may receive workbooks, clothing, shoes, medical attention, etc., if their parents are unable to furnish these things. Please notify a counselor if
you are concerned about a student who may be indigent. LEARNING OBJECTIVES
Learning objectives are the foundation for assessing student learning. “How” will they demonstrate their learning? Include the action / verb / skill we expect the student to
demonstrate. “What” do we want the student to learn? Include the content / knowledge students should learn as a
result of the lesson. Learning Objective = Action + Content. Example: Identify + physical characteristics of Ohio. Specify the cognitive level of the learning goal. Bloom’s taxonomy classifies learning objectives /
outcomes in a hierarchy of skill levels. LESSON PLANS
Clear lesson plans are a part of every good teacher’s program. These are expected to be written out at least one week in advance. Lesson plans should follow the course of study/curriculum map and
clearly state performance objectives as well as, methodology and assessment techniques. It is expected that all teachers will share written lesson plans when requested to do so by an
administrator. Daily and emergency lesson plans should be readily available for use by a substitute in the substitute
folder. Emergency lesson plans must be revised if duplicating the lesson will be a redundant activity.
Go to www.10minutelessonplans.com to assist with planning engaging, high achieving lessons plans “fast”. The site is research based, user-friendly, e-mail or print and 100% FREE.
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LIBRARY
Procedures for using the library will be explained by the librarian at the beginning of the school year. Classes are urged to use the library as a regular part of the instructional program. Teachers should
always check in advance to make certain that the library is available. LICENSURE AND LPDC
Under state law, teachers cannot be paid until a valid teaching certificate/LICENSE issued by the State of Ohio is on file at the superintendent’s office. However, bachelor degree holders may legally
be paid through the first two months of service, if they have filed an application for certificate or license. Certificates/licenses should be renewed promptly. This is the responsibility of the individual teacher. All teachers must file an individual professional development plan (IPDP) with the local
professional development committee (LPDC; Adam Gillespie at Glenwood) using AppliTrack Employee Portal LOCKERS AND LOCKS
Each student is issued a locker and an assigned combination. Students are not permitted to share
lockers. Please check your homebase regularly to see if lockers are neat and being used properly. Please emphasize to students that combinations should not be shared. At least two locker cleanouts
will be held each year. MONEY AND DEPOSITS
Money is never to be kept in your room overnight. All monies collected should be deposited with the MAIN OFFICE by 10:30 a.m. and you will be issued a receipt. DO NOT LEAVE MONEY
IN THE OFFICE UNLESS ONE OF THE SECRETARIES OR PRINCIPALS ARE THERE.
Purchase orders are required prior to the expenditure of any student activity money or Board funds.
Staff members ordering any items or services without first having an approved purchase order will be held liable for the expense.
In an emergency, a school credit card is available to use with prior permission of the principal. All purchases with a credit card must be tax exempt. NIGHT USE OF BUILDING
Teachers who make use of the building at night should first clear its use with the principal. Normally there are no problems, however non-school functions are often held here at night. NO SCHOOL DAYS
Whenever the weather is so poor that schools may be closed, students and teachers are advised to
listen to the radio, TV, and/or sign up for text alerts for this information. Normally these announcements are made very early in the morning. When school is cancelled due to inclement weather, all scheduled events are also cancelled. PASS
Students on an IEP who have accumulated days of suspension and have documented interventions through a behavior plan may qualify for services through the PASS program. Students attend Mon.-Thurs. from 3:00-5:30 p.m. at FHS. Students are able to earn 4 credits while in PASS: Math,
Science, English and Social Studies.
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PERMANENT STUDENT RECORDS
The permanent records are located in the main office file room. Teachers are urged to use these
records whenever possible. They should not be taken from the main office unless prior permission is first granted. When taking a file, a place card should be used stating what file was taken and by
whom. (These are available on top of the file cabinets). Be sure to sign the records review form in the student file.
PARKING
West parking lot is designated for office staff and District Office administration. South-West parking is
for visitors and the South-East is staff parking. Hybrid or low-emission spots are reserved per LEED specifications.
PERSONAL DAYS
Three personal days may be taken each year by a teacher. The purpose of these days is to take
care of the unusual items of business that come up from time to time. A form on Applitrack, requesting the principal’s permission, must first be completed. See the master contract for details.
PICTURES
Pictures are taken at the beginning of the school year and in the spring. Teachers do not pay for their
pictures. Every staff member must get their picture taken for staff IDs. Staff IDs must be worn at all times.
PROFESSIONAL MEETINGS Attendance at professional meetings by the staff of the Findlay City Schools shall be governed by the following:
(See Master Contract for additional professional meeting procedures.)
1. The AppliTrack professional meeting form is available on the FCS website
(http://www.findlaycityschools.org/staff.html -“For Staff”). Click on the “Findlay City School Employee Portal” link on the left side of the page to locate AppliTrack. The form shall be submitted to
the principal or supervisor at least two (2) weeks prior to the date of the meeting. An e-mail approving or rejecting the professional meeting will be returned to the applicant from AppliTrack.
2. Attendance will normally be limited to one person from a department or building at any one meeting,
except as approved by the superintendent. 3. Automobile mileage will be reimbursed at the current Board-approved rate for staff use of private
automobiles. This shall cover all mileage accumulated as a result of attendance at approved professional meetings outside of the district.
4. Actual personal expenses incurred as a result of attendance at professional meetings shall be reimbursed
up to the following maximums: a. Lodging - total actual costs (receipts must be submitted)
b. Meals: actual costs maximum $25.00/day (receipts must be submitted) *Meals are only reimbursable if an overnight stay is required
c. Mileage – per board policy
d. Total costs of public transportation, including taxi fares to and from airports and car rentals are reimbursable
5. Registration fee shall be a legitimate expense and totally reimbursable. When the cost of meals is included as a registration expense or if the meeting includes a banquet as a part of the program, the total cost of such is reimbursable. These reimbursements are subject to change. Be sure to indicate on the
application form if you would like your registration fee or lodging to be prepaid. 6. Actual costs of tolls and parking are legitimate expenses. (receipts must be submitted)
7. Submit the AppliTrack approval form with the claims for reimbursement to the assistant superintendent’s office.
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8. Professional meetings within a radius of 500 miles of Findlay shall be considered an appropriate request. Those requesting permission to attend meetings outside that limitation may expect to bear additional
costs of transportation except as approved by the superintendent.
Attendance at professional meetings shall be authorized in accordance with the need of the Findlay City Schools and within the limitation of funds appropriated for this purpose.
The Absence Request form is now incorporated within the Applitrack professional day request form.
Two separate forms are not needed for this type of absence.
PROGRESS BOOK
Grades will be current and posted on Progress Book within one week after due date of an
assignment, test, or quiz. (Exceptions are major assignments/projects or tests that take longer periods to grade, at which point a comment need to be posted stating when parents can expect those
grades.) PUBLICITY
School publicity is very important and should be channeled through the principal. If you are doing something in your classroom or if your organization is conducting a worthy event, please report this to
ensure proper coverage. SCHEDULE CHANGES
A request for a schedule change should originate from the main office. Do not hesitate to recommend such changes when one seems advisable. Level changes normally are the chief areas
of concern. SCHOOL SECRETARIES
Donnell has two full time secretaries. Often, the secretaries are placed in positions of delegated authority by the school administrators. Teachers are expected to understand that the secretaries are
representing the school in carrying out these duties. SCHOOL STORE
There are dispensing machines for pencils, pens and paper located outside the main office.
SEVEN (7) HABITS OF HIGHLY EFFECTIVE PEOPLE BY COVEY
Goal 3, Strategy 3.5 in the OIP / Strategic Plan states that school employees will integrate the 7 Habits in existing programs, curricula, and traditions. Staff should discuss alignment of 7 Habits
concepts with PBIS and Second Step. Habit 1: Be proactive
Habit 2: Begin with the end in mind Habit 3: Put first things first Habit 4: Think win-win
Habit 5: Seek first to understand, then to be understood Habit 6: Synergize
Habit 7: Sharpen the saw SMOKING or Tobacco Use
Faculty and staff are not permitted to smoke or use tobacco in any area INSIDE or OUTSIDE the school building.
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STAFF MEETINGS
Administrators have been asked to hold regular staff meetings. Grade level and encore team meetings will be held at 7:00 a.m. (days of week TBD). A full staff meeting will be held on a monthly
basis. The meeting schedule will be available on the on-line calendar and will be announced via email. An administrator should be notified if you are unable to attend a staff meeting. STUDENT ASSIGNMENT BOOKS
All staff members are requested to read the student assignment book. All student expectations and
responsibilities are clearly outlined in these. STUDENT LEARNING OBJECTIVES (SLO)
Teachers will develop 2-4 SLO’s, as part of a team, that represents the majority of their teaching schedule. SLO results will be used to determine whether each student met the growth target. This
information will be incorporated into the teacher’s final evaluation prior to May 1. Teachers who only have value added are not required to develop SLO’s. Grades 6-8 – English Language Arts and Mathematics; Grade 5 and 8 – Science; Grade 6 – Social Studies receive VA scores.
See Appendix 15
STUDENT TEACHERS/FIELD EXPERIENCE STUDENTS
Findlay City Schools receive many requests each year to host student teachers and field experience students from area colleges and universities. A draft system through the ESC is now being utilized by
administrators to place these individuals in our buildings. Teachers who desire to work with a student teacher or a field experience student should notify the principal in writing or via email. Requesting a
student teacher or field experience student does not guarantee placement. All placements must be handled by building administrators and receive prior approval before being initiated. Student teachers and field experience students should become a part of our staff and made to feel welcome. They are
expected to attend appropriate meetings and participate in school activities. (Please check Board Policy and/or the FEA Master Agreement for eligibility to host a student teacher or field experience
student.) SUBSTITUTE FOLDERS
Substitute folders should include a copy of the following items: Emergency lesson plans
Attendance lists for each period Building map Teacher schedule
Lesson plans including learning goal(s) Fire and tornado procedures / Donnell Emergency Operations Plan
Seating Charts Bell schedules TEACHER BASED TEAMS (TBT)
TBTs will be implemented with fidelity in all buildings as defined by the state’s model of the 5 step
process. TBTs will meet at least weekly and provide a meeting agenda to the BLT on a monthly basis. TBTs will assess their implementation using the state’s audit/rubric and report quarterly to the BLT. Agendas should be saved in the Donnell Staff Shared Folder on the server.
See Appendix 11-14
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TEACHER CLOSING CHECKLIST
Grades must be submitted to Progress Book before leaving. Turn fines/fee slips into Diana Moore.
Return barcoded books to the library; non-barcoded books must be inventoried on Form 15 (Form 32 is the textbook fine report). Complete a book count (ALL books, including those in storage) for all
non-barcoded books for Kelly Glick. Books in need of repair should be brought to the office. Store your docking station and all cords for dock, sound, remotes, HDMI box, cords, smart board pens and eraser etc. in the top drawer under your sound system. Do NOT lock it up as some rooms are used
in the summer. ALL electronic equipment needs to be turned into Laura Almond (i.e., iOS devices, clickers, document cameras, cameras, scanner wands, etc.). Leave desks, equipment, materials etc. in proper condition to leave. **Countertops and desks MUST be clear. **Personal items MUST be taken home. This is vital for the custodial staff to clean all surface areas in a timely manner.
Turn in final team failure lists. Lockers will be cleaned out by homeroom. Check on your accounts
and make sure that all sales project forms are completed and turned into Diana before leaving. Leave the phone out but over by the window counter. Clean out the refrigerators. Turn in this handbook to
Kelly Glick (make sure your name is on it). Turn in ALL school calculators to the office. TESTING
Students in grade 6-8 will take state assessments in the spring and the Terra Nova in the fall. Teachers play a key role in administering these tests. Strict testing guidelines and security
requirements must be followed. Appropriate training will be conducted prior to testing. TEXTBOOKS
All textbooks will be assigned to students at the beginning of school and collected from them at the end of the school year. Any damage that exceeds normal wear and tear should be examined closely,
and reasonable fines assessed. Lost or severely damaged books should be charged the full price, regardless of the age of the book. Use Form 15 when distributing your textbooks, unless the books are barcoded by the library. Students should sign in the designated place in textbooks.
TRAUMA-INFORMED CARE (TIC)
TIC is embedded into OIP Goal 3; Strategy 3.2. Trauma-Informed Care is a universal approach that benefits all students and staff. The TIC movement was founded on neurological and scientific studies, such as ACE (adverse childhood experiences) studies that collect data on the prevalence
and long-term physical and social-emotional impact of trauma on individuals.
According to SAMHSA’s concept of a trauma-informed approach, “A program, organization, or
system that is trauma-informed:
1. Realizes the widespread impact of trauma and understands potential paths for recovery; 2. Recognizes the signs and symptoms of trauma in students, families, staff, and others; 3. Responds by fully integrating knowledge about trauma into policies, procedures, and practices;
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4. Seeks to actively resist re-traumatization."
SAMHSA’s Six Key Principles of a Trauma-Informed Approach
A trauma-informed approach reflects adherence to six key principles:
1. Safety (building; physical and psychological) 2. Trustworthiness and Transparency (interactions between all stakeholders) 3. Peer support (respectful and caring relationships)
4. Collaboration (parents, agency, juvenile justice, etc.) 5. Empower students by giving them a voice and choice
6. Attention to Cultural, Historical, and Gender Issues
Traditional Perspectives in Education Trauma-Informed Perspectives
Students choose behaviors; “punish”
misbehaviors
Students want to do well but lack skills; issue
consequences with the intent to teach skills
Focus is on academics and test scores Focus is on whole-student well-being
Students should know; automatically follow rules Teach expectations / rules (7 habits; PBIS)
Students must trust and give respect to authority Traumatized students mistrust adults; Employees can choose to respond respectfully
Students should easily adjust to change
(substitutes, change in schedule or rules between classrooms)
Communicate with students in advance of
change; provide “safe” location and adult for support as needed
Employee centered decision making Student centered decision making
“Blames” poverty, parents, etc. for lack of student
academic success
All students can learn; I can make a difference
Perceives student behaviors negatively (manipulation)
Perceives student behavior constructively (needs coping and emotional-management strategies)
Labels students (hyperactive, lazy) Build upon student strengths rather than focusing
on weaknesses
Use of authoritarian approaches Collaborative approaches; give students voice and choice
Takes student behavior personally (offended,
feeling disrespected)
Understand that behavior communicates
“something” and serves a function (Adult doesn’t take it personally.)
Use of “you” statements Uses “I” statements; active listening
Children bounce back easily Teach executive functioning and mindfulness
skills to build resiliency
Fails to consider trauma as a potential cause of behavior or learning problems
Uses TIC lens in discipline - DI - IAT - RTI when considering interventions
Brain “damage” is permanent Brains heal through positive relationships
WINDOWS
Leave them closed. WITHDRAWALS
On the last day of attendance, a student who is withdrawing must report to the main office the first
thing in the morning to complete necessary paper work. The student will then follow his/her regular schedule for the remainder of the day, turning in books and paying any fines he/she may owe. After
the conclusion of the school day, the student is to return to the main office with the forms for grades, fees, and other fines to be completed. This will then be signed by the principal.
31
WORKBOOKS
Unless the workbook is a regular part of the course of study, teachers are urged to consider other options before such requirements are set up.
WORKING MEMORY
Research-Based online games build attention and working memory.
Secondary: www.lumosity.com Elementary: www.junglememory.com and www.focuseducation.com
32
APPENDIX K-1
*The Donnell EOP, upon state approval, will supersede these rules and procedures.
EMERGENCY RULES AND ROUTES FOR FIRE GENERAL RULES
1. Pupils, with their teachers, should leave rooms quickly and proceed by the shortest route
possible through the exit assigned in an orderly and quiet manner. Eliminate talking and unusual noises.
2. Pupils and teachers should move away from the building exit rapidly to allow other groups to leave the building.
3. Each teacher will have a designated spot outside the building to which they are to go in order
that the teacher may make a pupil accounting. Teachers in charge should report to the
designated areas after groups are out of the building.
4. Teachers should take their class lists and first-aid kit and any other supplies or resources relevant to the incident with them at all times when leaving the building under emergency conditions.
5. If the emergency exit regularly assigned the classroom is blocked or there is a safety hazard,
proceed by the way of the closest exit. Refer to the map to determine the correct exit door based upon classroom numbers. School
personnel are assigned to monitor students as they exit the doors and at final destinations.
Students exiting doors on the north side of the building, monitored by Don Williams, Laura Almond and Angela Dittman, will walk west down the side walk to the grass area west of the building. Darlene Mack and Kristyn Bishop will supervise that area.
Students exiting the west doors, monitored by Kate Winger, will walk to the grass area west of the
building. Kelly Glick will supervise that area. Students exiting the south doors facing Lime Street, monitored by Chris Zacharias and Diana Moore,
will walk along the fence towards the grass area west of the building near the ticket gate. Lisa Canterbury will supervise that area.
Students exiting the doors by the community room, monitored by Katie Wheeler, will walk along the fence towards the grass area west of the building near the ticket gate. Brian Sheehe and David Brax
will supervise that area.
Students exiting doors on the east side of the building by the gymnasium and locker rooms, monitored by Jeff Stutzman and Vicki Hartenstein, will walk to the area past the basketball courts.
Students exiting the north-east doors of the building, monitored by Jodi Smith, will walk to the area past the basketball courts. Bryan Miller will monitor that area.
33
APPENDIX K-2
*The Donnell EOP, upon state approval, will supersede these rules and procedures.
DISASTER PLAN - TORNADO, SEVERE STORM GENERAL RULES
1. A verbal warning through the fire alarm system will be the signal for
this alert. This indicates a possible tornado or damaging severe winds. 2. Assigned places are on a room basis and no matter which teacher is in
the room they go to this assigned area.
3. The following procedures should be used: a. Windows/drapes should remain as is. Turn off lights and close door. Teachers should
remain calm and lead students quickly, orderly, and quietly to assigned area. Teachers must stay with their group.
b. Students are to be seated facing the hall walls. Squatting and/or sitting with hands
locked behind head facing interior wall in shelter area is best. If additional space is
needed in the assigned area, students may lean over seated students with their arms against the wall and their heads down. Do not let students sit or stand in front of any
door or window in the hall. c. Everyone is to remain quiet for any public address directions.
d. Teachers should have the class attendance record with them at all times. If they are
requested to make a check of their group, they will be able to do so. e. Teachers should be prepared to accept minor changes to any of the above directions.
Other areas of building that could be used are: restrooms, parts of the cafeteria and the locker rooms.
4. All pupils are to remain in the designated area until the “all clear” announcement is
made over the PA system.
Specific Locations:
Refer to the disaster plan (tornado, severe storm) map.
34
APPENDIX K-3
Donnell Middle School Lockdown Procedures
Level 1 = Conduct class as normal with the following exceptions:
1. Lock and close your classroom door. 2. Do not let students out of your class unless absolutely necessary or unless they are called
down by the office. 3. Turn on and monitor your email page to gain any additional information and updates.
4. Students will change classes as normal. When the next class period begins, the lockdown will continue until it has been cancelled by an administrator coming to your room.
Level 2 = All of the above with the following added:
1. Take attendance at the beginning of the Level 2 Lockdown and notify the Attendance Office immediately via email of any students who have not returned to your class (i.e., they were out on a pass) or of any students present who are not assigned to your class (these students
should stay in your room). 2. Lock and close all windows.
3. If you have an emergency, dial the main office ext. 8370 or ext. 8371. If you do not have a classroom phone, be resourceful and use your cell phone or a student’s cell phone.
4. Keep all students in your classroom until the Level 2 Lockdown has been cancelled by an
administrator coming to your room. Do not allow students out of your room unless an administrator or Security/Police comes to your door to get them.
Level 3 = Duck and cover immediately and stay there until escorted out of room by
Security/Police accompanied by an administrator.
1. Stop teaching, turn off the lights, duck and hide.
2. Give the impression from the hallway that there is no one in the room. If possible put sticky note in outside window letting law enforcement know how many people are in the room.
3. Do not answer your door or respond to any verbal commands until directed by Security/Police to do so. We will do our best to evacuate people from the building in a safe and orderly fashion depending on the situation.
4. If you have an emergency in the classroom, use a phone to dial 9-1-1 first, then the main office.
Please keep this information in your substitute teacher folder at all times.
35
APPENDIX K-4
GYMNASIUM ASSEMBLY EMERGENCY FIRE ESCAPE PROCEDURES
The gymnasium will be divided into sections and each section will exit by the designated door. The following is the plan to follow: WEST (6TH GRADE): If clear, students on the west side of the gym will exit through the south-west
doors facing Lime Street and will report to a designated area west of the building. Walk along the
fence to the gate entrance of the stadium and meet in the grass area for attendance purposes. CENTER (8TH GRADE): If clear, students in the center will exit the south-east gym doors and
proceed to the east athletic corridor exit. Students should report to the area south-east of the
basketball courts for attendance. EAST (7TH GRADE): If clear, students on the east side of the gym will exit the east doors.
Upon exiting the building, students will go to their designated check point. Students should report to the area north-east of the basketball courts for attendance. Fire or Emergency Drills That Require Exiting the Building during Class Changes
All students will leave the building by the nearest exit and then proceed to the closest check point.
Students exiting doors on the north side of the building, monitored by Don Williams, Laura Almond and Angela Dittman, will walk west down the side walk to the grass area west of the building. Darlene
Mack and Kristyn Bishop will supervise that area.
Students exiting the west doors, monitored by Kate Winger, will walk to the grass area west of the building. Kelly Glick will supervise that area.
Students exiting the south doors facing Lime Street, monitored by Chris Zacharias and Diana Moore, will walk along the fence towards the grass area west of the building near the ticket gate. Lisa
Canterbury will supervise that area. Students exiting the doors by the community room, monitored by Katie Wheeler, will walk along the
fence towards the grass area west of the building near the ticket gate. Brian Sheehe and David Brax will supervise that area.
Students exiting doors on the east side of the building by the gymnasium and locker rooms, monitored by Jeff Stutzman and Vicki Hartenstein, will walk to the area past the basketball courts.
Students exiting the north-east doors of the building, monitored by Jodi Smith, will walk to the area
past the basketball courts. Bryan Miller will monitor that area. In the case of a fire emergency, all students would be escorted by staff to the ticket gates to
the football stadium. Students will be seated by grade.
6th grade students will report to the north section of the home bleachers. 7th grade students will report to the middle section of the home bleachers. 8th grade students will report to the south section of the home bleachers.
36
APPENDIX K-5
*The Donnell EOP, upon state approval, will supersede these rules and procedures.
BOMB THREATS
In the event of a call or notice to the effect that a bomb has been placed in a school or any other building or establishment, the following procedures are recommended:
1. When a bomb threat is received, the recipient of the call should attempt to determine from the conversation as many facts as possible (see bomb threat check list) and
immediately inform the principal or his designee. 2. The responsibility for the decision on immediate evacuation of the school building shall be that of the building principal.
3. The principal or his designee shall immediately notify the police and fire department by calling the emergency 911 number and the superintendent will be notified.
4. A search of the building or premises shall be conducted under direction of the senior
officer present from either protective department. School employees will not be required to assist in the search.
5. Strange or suspicious objects (possible bombs) are not to be touched or moved. Such objects should be handled only by those designated by the police and fire officials.
6. Return to the building will occur when the senior protective officer (fire or police)
indicates that safe re-entry is in order.
In the event of inclement weather one area of the building (gym, cafeteria, auditorium) should be searched first and used as an assembly area until the total search is
completed. Re-entry to this area will be made upon authorization by the senior protective office (fire or police).
7. Investigation of the incident will be made by the police and school employees, and subsequent action after the above procedures have been followed is the prerogative of
the Superintendent or his designee.
8. Any decision concerning the dismissal of pupils and school employees, and subsequent
action after the above procedures have been followed is the prerogative of the Superintendent or his designee.
9. Information regarding the above will be released to the news media only by the
Superintendent or his designee.
37
APPENDIX K-6 EXAMPLE OF NOTIFICATION POLICIES OF NON-DISCRIMINATION
The Findlay City School District hereby gives notice that it does not discriminate on the basis of race,
color, national origin, sex, or handicap in the educational programs and activities operated by the district.
*** It is the policy of the Findlay City School District that educational programs and activities are provided
without regard to race, color, national origin, sex, or handicap. ***
No student shall be denied admission to the Findlay City School District or to a particular course or instructional program or otherwise discriminated against for reasons of race, color, national origin,
sex, or handicap, or any other basis of unlawful discrimination. ***
To carry out these policy statements, persons and offices as identified herein shall be responsible for compliance within designated areas:
Title IX Coordinator (Non-discrimination on the basis of sex)
Name: Mr. Troy Roth Office: Central Administration Building
Telephone No.: 425-8202 Title VI Coordinator
(Non-discrimination on the basis of race, color, national origin) Name: Mr. Troy Roth
Office: Central Administration Building Telephone No.: 425-8202
Section 504 Coordinator (Non-discrimination on the basis of handicap)
Name: Dr. Victoria Swartz Office: Central Administration Building Telephone No.: 427-5424
Questions or requests for information should be directed to the appropriate office or person.
38
APPENDIX K-7
Administrative Procedure
Findlay City Board of Education
USE OF VIDEOS IN MIDDLE SCHOOL CLASSROOMS
(Grade 6 thru 8)
Only G and PG rated films, movies and videotapes will be shown in middle school classrooms grades 6 thru 8.
Media used from television will follow the age appropriate guidelines.
Adopted 2/12/01
Reviewed 5/9/05
*Refer to Board Policy 8.04
*All media (video, music, movies, pictures, etc.) must meet copyright standards for use.
39
Employee Accidents/Injuries
It is the policy of the Findlay City School District to provide a safe and healthful environment, free
from recognized hazards which may cause serious injury to students, employees, or visitors. This is accomplished by maintaining a comprehensive safety, health, and environmental program which
involves all district employees. The Findlay City School District will conduct all of its activities in compliance with applicable
standards, codes, regulations, and laws. Each and every person at the district understands that safety and health is not an additional job responsibility, but that it is an integral part of every task. If
any function is not being performed safely, then it must be stopped, and then altered so that it can be performed safely.
In carrying out its responsibility for, and commitment to provide a safe and healthy environment, the District has established the Safety Committee. This committee is a resource for every person at the
District. Concerns can be expressed to the Superintendent’s office and district’s safety committee by calling X8212.
Each employee of the school district community will abide by established safety and health policies and procedures. It is the intent of the District to accomplish this goal through training and education.
Failure by a faculty, staff, or administrative person to follow established policies and procedures will require the initiation of disciplinary procedures.
Each employee shall adhere to all safety requirements, policies, procedures, practices and perform his/her duties in a safe manner. Employees are responsible for reporting via the Safety Alert Form to
their immediate supervisor as soon as he/she is aware that they exist (within 24 hours). (Appendix K-8):
* unsafe acts,
* unsafe conditions, * potential hazards,
* accidents, and * risks of any kind In the Event of a Work-Related Injury
If you have a work-related injury,
* Notify your direct supervisor immediately (within 24 hours). * Complete the Initial Injury Report (Appendix K-9).
* Send Initial Injury Report to Central Administration, Assistant Superintendent’s office.
If you seek medical treatment, present Ohio Workers’ Compensation Identification Card to your physician (lost or misplaced cards can be secured through Central
Administration, Assist. Superintendent’s office).
40
Instructions for use of ALERT Form for school employees Originator:
If you should see a concern that is a safety issue, you need to complete the ALERT Form as follows:
1. Complete the top part of the form
2. Sign and date when you give this to your principal
3. Make a copy for your records
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Principal:
1. Complete name and date received
2. Complete response with your action or the name of the supervisor to whom you referred the
issue
3. Sign and date when it is sent to the supervisor
4. Make a copy for your records
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Supervisor:
1. Complete name and date received
2. Circle action
3. Complete explanation of action
4. Sign and date when job is completed/issue closed 5. Make a copy for your records
6. Send completed form to Administration Office for the Safety Team
41
APPENDIX K-8
Safety Alert Form Originator
Name: ________________ Date submitted: _________ Dept./School:________
Describe concern: _________________________________________________
Recommendations on How to Fix: _____________________________________
______________________________________________________________
Priority: (if emergency, contact should be made directly to principal/supervisor by phone-complete paperwork as soon as possible)
Employee Signature: ____________________________ Date: ______________
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Principal/Supervisor Name: _____________________ Date rec’d:_________
Response: ______________________________________________________
Signature: _______________________________ Date sent: _______________ * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Supervisor: _____________________________ Date rec’d: _________
No Action Delay Action Take Action
Explanation: ____________________________________________________
Signature: _____________________________ Date closed: ________________
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * _______________________________________________________ Safety Team (Administration Office)
Received: ____________________________ Reviewed: _________________ cc: Originator, Principal, Supervisor, Administration Office (Safety Team)
42
APPENDIX K-9
INITIAL INJURY REPORT NAME: _________________________ SS# _________________________
DATE OF INJURY: ______________________ TIME: ____________________
DATE REPORTED: _______________________ TO WHOM: _______________
WHERE DID INJURY OCCUR? ________________________________________ NAMES OF WITNESSES: ___________________________________________
(IF NONE PLEASE WRITE NONE)
___________________________________________ DETAILED DESCRIPTION OF EXACTLY HOW INJURY OCCURRED:
(If additional space is required use back side of this form) ____________________________________________________________
____________________________________________________________
____________________________________________________________
WHERE SPECIFICALLY ARE YOU HAVING PAIN? __________________________ (LIST ALL AFFECTED AREAS: LOW BACK, RIGHT UPPER ARM, ETC.)
HAVE YOU EVER SEEN A DOCTOR REGARDING THIS PROBLEM? YES _____ NO ____
IF YES, WHEN: __________________________________________________ DOCTOR’S NAME:_________________________ PHONE ________________
STREET ADDRESS: _____________ CITY: _____________ STATE ___ ZIP______
FAMILY PHYSICIAN’S NAME: ______________________ PHONE _____________
STREET ADDRESS ______________CITY ____________STATE ____ ZIP ______
DO YOU WORK ANYWHERE OTHER THAN HERE? YES ______ NO _________ IF YES, WHERE? ___________________________________________________
_____________________________ __________________
SIGNATURE DATE
43
APPENDIX K-10
Resource 21B: BLT 5-Step Process Meeting Agenda and Minutes Template
Date Time Site
Facilitator: Timekeeper:
Recorder:
Team Members Present:
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
13. 14. 15. 16.
Today’s Agenda (Copy of the agenda needs to be pasted here)
Step 1: Collect and chart
adult implementation and
student performance data
Data is available from all TBTs for all
students and subgroups
Analysis is done
Data provided prior to meeting
Data is available from the BLT and/or
building personnel
Analysis is done
Data provided prior to meeting
What data have been
collected by:
TBTs?
BLT Members or building
personnel?
Step 2: Analyze adult implementation and
student performance relative to the data
Determine overall student
strengths and areas of
concern by grade levels,
subject areas, etc.
Are there patterns, trends
and urgent needs?
Identify points of possible
replication, e.g., high
performing grade/subject
areas, strong performance
in skill/content areas, etc.
Determine overall adult
performance strengths and
areas of concern by grade
levels, subject areas, etc.
Are there patterns, trends,
and urgent needs?
Identify points of possible
replication, e.g., high
performing TBTs, effective
instructional strategies,
etc.
Develop feedback to TBTs relative to:
Growth/areas of concern in
student performance
Growth/areas of concern in
adult performance
Grade-levels, subject areas
that may be worthy of
replication
Specific professional
development/support that
the district or building will
provide
Expectations for
improvement/changes
What does the data tell you
about the students’ learning and adult performance
within and across grade levels, subject areas?
Step 3: Review and/or Develop or refine the following if needed:
44
refine the building focused action steps relative to the
data and TBT needs
Adult implementation indicator(s)/”look-fors”
Student performance indicator(s)/assessments(s) used
What changes to the plan need to be made to ensure
fidelity of implementation and desired results?
Step 4: Establish building-wide implementation and
monitoring actions/tasks for Step 3.
Develop or refine actions steps to
implement/maintain/monitor professional
learning based on building and TBT data
and/or instructional needs – aligned to
plan, job embedded and ongoing,
differentiated based on student and adult
data
Administrator walk-throughs are tied to the
strategies/actions
Determine how the BLT will execute the
action steps/tasks
Determine how and when feedback is
provided to TBTs (see Step 2)
What does the DLT/CSLT need to change to ensure
district-wide implementation?
What will administrators observe in the classrooms?
Step 5: Define adult and
student data for review at next meeting
Everyone comes with the
data ready
Best practices shared from
TBTs that had high student
results on post-test
Includes pre data and post
for all students and any
subgroups
Data from TBTs provided on
common form
What does the post-data
look like? What proved to be successful?
Meeting Evaluation
What was our level of
implementation - full,
partial, not at all?
What did we learn -
successes and obstacles?
Reflections
Our recommendation:
continue with this strategy
for…, select alternative,
adapt, obtain PD, and
receive support.
What was successful? What needs to be revised or
changed?
Communicate What message(s) needs to be delivered?
How will the message(s) be delivered?
Who needs to receive the message(s)
..Students, families, DLT/CSLT, building
personnel, Board members, other
stakeholders?
What feedback, if any, is needed?
How will two-way
communication be accomplished?
Assignments/Next Steps What needs to be done between now and the
next meeting?
What do we need to bring to the next
meeting?
45
Who is assigned to do it?
What are the next steps to
prepare for the next meeting?
PARKING LOT (What other issues need to be addressed at another date?)
46
APPENDIX K-11
47
APPENDIX K-12 TBT Meeting Guide Sheet
Prior to Meeting
Teachers chart data for individual common classroom assessment results as determined at the previous meeting which includes:
o Number of students at/above and below proficient at each identified level disaggregated by subgroup. o Item analysis on student results.
Step 1: Collect and Chart Data (Quantitative) During the Meeting
Team charts aggregated and disaggregated assessment data based on individual classroom results. o Whole group data o Subgroup data may be reported.
Determine your benchmark score for grouping criteria. Step 2: Analyze Student Work Specific to the Data (Qualitative)
Team makes conclusions based on the aggregated data from Step 1 for example: o Determine overall student strengths. o Is there a trend? o Were there common errors? o Were there misconceptions? o Determine students’ needs for next steps.
*Note: Step one and step two are nearly inseparable when being discussed. However, they are separate for recording. Step one is just the numbers, and step two is the implication of those numbers. Step 3: Determine Instructional Strategies that Will Be Used
Team determines interventions and/or enrichments will be provided for all students based on need: o How will you group students for instruction? o What differentiated strategies will you need?
Team develops common instructional strategies that will be implemented. o Does instruction need to be focused on core instruction to improve all student achievement or is this designed for
intervention/enrichment time?
Determine length/frequency of instruction. How many minutes/days and weeks?
Make post-assessment decisions
o How will the effectiveness of the intervention/enrichment be measured? Step 4: Implement the Instruction Consistently
Identify key components (“look-fors” or activities) based on the strategies that will be implemented. o What would an outside observer see?
48
Specifically identify days and times strategies will be utilized so that implementation can be monitored. Step 5: Identify the Pre and/or Post Assessment Data
Determine the necessity of post-assessment.
Develop pre and/or post assessments.
Develop schedule for administering common assessments.
Determine format for charting data to be used at next TBT meeting.
BLT – TBT Communication
Review report from BLT: Administrator and BLT Teacher Representative brings pertinent building data to the TBT
Prepare report for BLT which includes: o Summarize trends in student performance results, summary of interventions/enrichments, and TBT needs to support
implementation of instruction. o What worked? What problems did you encounter? What support do you need?
Note: This is an important step—please do not skip! Preliminary Agenda Items for Next Meeting
Other than the assessment data from step five, identify what else team members will need to be prepared with for the next meeting.
Evaluate the Meeting
Determine whether all team members followed the meeting agenda. Determine the level of team effectiveness in following the 5-step process.
49
APPENDIX K-13
Teacher Based Team Protocol
Date: Team:
Facilitator: Time Keeper: Recorder:
Participants:
Ground Rules:
Topic/Focus:
Standard/Skill:
Unpacked Learning
Target:
Learning sub-targets
to assess proficiency
Step 1: Collect and chart assessment data aligned to the standards
Time Student Group # of students
who took the
assessment
Number of students
who are below
proficient
# %
Number of students
who are proficient
# %
Number of students
who are above
proficient
# %
3 min.
All students
Students with
disabilities
Students without
disabilities
Other subgroups
(Gifted, ELL, etc.)
Step 2: Analyze student work specific to the data.
What did students do well and why? What did students not do well on and why?
Were there common errors, misconceptions, urgent needs? Are there patterns or trends?
Time Strengths (and why) Weaknesses (and why)
10
min.
50
Steps 3: Establish shared expectations for implementing specific effective changes consistently across all classrooms
Instructional
Groups (may
vary):
1 2 3 4
5 min.
Determine
instructional strategy(ies) TEACHER
DOES…
15 min.
Determine potential activities to deliver
instruction STUDENTS DO…
Write SMART goal:
2 % of students proficient by
% of students advanced by
Step 4: Implement Changes Consistently
Who will implement? How often will we implement? How long will we implement?
What will you see in the classroom when the selected strategies are implemented? How will we know if we implemented with fidelity?
Time 10
min.
Step 5: Collect, chart and analyze post data
Time Student Group # of students
who took the
assessment
Number of students
who are below
proficient
# %
Number of students
who are proficient
# %
Number of students
who are above
proficient
# %
All students
Students with
disabilities
Students without
disabilities
Other subgroups
(Gifted, ELL, etc.)
51
Communication to the BLT/Reflection
Time Strengths/Successes Obstacles/Challenges Supports Needed
Student Data:
Team Process:
Resource 21C: TBT 5-Step Process Meeting Agenda and Minutes Template
Date Time Site Department/Grade level: Department/ Grade level Chairperson/Facilitator:
Recorder: Timekeeper:
Team Members Present:
1. 2. 3. 4.
5. 6. 7. 8.
Step 1: Collect and
chart data to identify how students are
performing/progressing
Data is ready and brought
by all teachers
Item analysis is done
Data provided prior to
meeting
Includes # and % of students
tested/proficient and not
proficient
Subgroup data is reported
Determine benchmark score
for grouping criteria
What data has been collected by the TBT?
Step 2: Analyze student
work specific to the data
Determine overall student
strengths.
Are there patterns or
trends??
Were there common errors?
Are there urgent needs?
Were there misconceptions?
Prioritize needs for next
steps.
What does the data tell you about the students’
learning?
Step 3: Establish shared
expectations for implementing specific
effective changes in the classroom
How will students be
grouped for instruction?
What differentiated
strategies will be used?
When will this instruction
happen, e.g., during core
class, intervention period,
enrichment time, after-
school tutoring?
What support/training in a
specific strategy is needed?
Determine length/frequency
of instruction. How many
minutes/days and weeks?
Decide on post assessment.
52
What instructional strategies will be
employed in the classroom to address
individual student needs?
Step 4: Implement changes consistently
across all classrooms
Tie walk-throughs to the strategies the TBT
has chosen to implement.
Ensure feedback is provided to the staff.
Peer to peer classroom visits can occur to
work as a team on tuning the instructional
strategy.
What will be observed in the classrooms? What
will the teacher be doing? What will the
students be doing?
Step 5: Collect, chart and analyze pre/post
data
Everyone comes with
assessments scored and data
ready.
Best practices shared from
classroom teachers with
high student results on post-
test
Include pre data and post
data for all students and any
subgroups
Use same chart from Step 1
to collect/record data
What does the post-data
look like? What instructional practices
proved to be successful?
Meeting Evaluation What was the level of
implementation of the 5-Step
Process - full, partial, not at
all?
What did we learn -
successes and obstacles?
Reflections
What do we need as a result
of this meeting… obtain PD,
receive support, additional
resources, etc.
What was successful? What needs to be revised
or changed?
Communicate What message(s) needs to be delivered?
How will the message be delivered?
Who needs to receive the message ...students,
families, other TBTs, BLT?
What feedback, if any, is needed?
How will two-way communication be
accomplished?
Assignments/Next Steps What needs to be done between now and the
next meeting?
Who is assigned to do it?
What do we need to bring to the next meeting?
What are the next steps to prepare for the next
meeting?
PARKING LOT (What other issues need to be addressed at another date?)
53
APPENDIX K-14 Resource 16: TBT 5-Step Process Rubric for Self-Assessment and Monitoring
Directions:
1) TBTs complete the following rubric to self-assess the TBT in relation to the criteria of the Ohio 5-Step Process. Submit your results to the BLT.
2) BLTs aggregate the TBT self-assessment results to monitor progress of TBTs across the building. Submit your summary results to the DLT.
3) DLTs/CSLTs aggregate the BLT summary results to monitor progress of TBTs in each building across the district. 4) DLTs/CSLTs and BLTs may wish to validate the TBT self-assessment results by using this criteria and rubric as a monitoring
instrument.
The results may be used to: 1) determine which TBTs require additional support and/or professional development, and 2) identify
TBTs that are effectively implementing the 5-Step Process for replication within a building and/or district-wide.
CRITERION 1 (Beginning) 2 (Developing) 3 (Accomplished) 4 (Exemplary)
Effective Team Organization: Collaborative teams regularly participate in
purposeful meetings.
Teams do not or rarely hold meetings.
Teams are at the forming
s tage of team development.
Teams have not defined roles/responsibilities.
Teams have no clear data forms/protocols.
Teams schedule meetings but they are only held occas ionally.
Teams are at the storming s tage of team
development
Teams have not clearly
defined roles/responsibilities.
Teams inconsistently use
team data forms/protocols
Teams hold meetings according to a prescribed schedule.
Teams are at the norming s tage of team
development.
Teams define
roles/responsibilities at each meeting.
Teams consistently use
team data forms/protocols.
Teams hold meetings according to a prescribed schedule.
Teams are at the performing and adjourning
s tage of team development
Teams define roles/responsibilities at each meeting and they are
applied across the system
Teams consistently use team data forms/protocols to faci litate their work
Step 1: Collect and chart
data to identify how students are performing/progressing.
Data is not assembled.
A common pre-
test/formative assessment i s not used.
No rubric/scoring guides exis t.
Some teachers bring data to meetings.
A common pre-test/formative data is used
inconsistently.
There are rubric/scoring guides with defined benchmarks but not agreed to by a ll team members.
Most teachers organize data prior to meeting using forms
and protocols.
Common assessments
a l igned to standards are given to ALL s tudents at that level at least quarterly
(e.g., SWD, ELL, Ti tle I).
There are rubric/scoring guides with defined benchmarks and agreed to by a l l members.
Al l teachers organize data prior to meeting using
forms and protocols.
Common assessments
a l igned to standards are regularly given to ALL s tudents at that level (e.g.,
SWD, ELL, Ti tle I).
There are rubric/scoring guides with defined benchmarks and used by a l l team members.
Step 2: Analyze student work specific to the data.
Student work is not analyzed to identify learning needs.
No process is in place to select/use representative samples of s tudent work.
TBT makes l ittle or no connection between data
being analyzed and its
connection to the bui lding/district s trategies/actions.
TBT makes l ittle or no connection between data being analyzed and its connection to benchmarks
Student work is analyzed but only on an individual, s tudent-by-student basis.
There is a process in place to select/use representative samples of
s tudent work.
TBT makes some
connections between data
being analyzed and its connection to the bui lding/district s trategies/actions.
TBT makes some connections between data being analyzed and its
Student work is analyzed for most groups of s tudents.
There is a process in place to select/use samples of s tudent work that is
representative of most s tudents.
TBT makes many
connections between data being analyzed and its connection to the bui lding/district s trategies/actions.
TBT makes many connections between data
Student work is analyzed for a l l groups of students.
There is a process in place
to select/use samples of s tudent work that is representative of all
s tudents.
TBT makes consistent
connections between data
being analyzed and its connection to the bui lding/district s trategies/actions.
TBT makes consistent connections between data being analyzed and its
54
CRITERION 1 (Beginning) 2 (Developing) 3 (Accomplished) 4 (Exemplary)
and grade level indicators (Ohio Academic Content Standards).
connection to benchmarks and grade level indicators (Ohio Academic Content
Standards).
being analyzed and its connection to benchmarks and grade level indicators
(Ohio Academic Content Standards).
connection to benchmarks and grade level indicators (Ohio Academic Content
Standards).
Step 3: Establish shared expectations for
implementing specific effective changes in the classroom.
Instructional practices are not identified.
Di fferentiation of instructional practices to
meet academic levels and subgroup needs is not
evident.
Targets are not established.
Job embedded professional development i s not present.
Instructional practices to implement are identified but not based on common assessment data.
Di fferentiation of instructional practices to
meet academic levels is somewhat evident.
Established targets are
academic or behavioral but may not be specific and measureable.
Professional development
i s l imited to traditional methods, e.g., workshops.
Instructional practices to implement are identified and based on common assessment data.
Di fferentiation of instructional practices to
meet academic levels and subgroup needs is somewhat evident.
Speci fic, measureable group targets reflect cons ideration of enrichment groups.
Job embedded professional development i s available to support teacher use of the instructional practices
(modeling, coaching, demonstration, co-
teaching).
Instructional practices are evidence-based on common assessment data and are timely and
intervention based.
Di fferentiation of
instructional practices to meet academic levels and subgroup needs is evident.
Speci fic, measureable targets established for each academic level and/or subgroups.
Job embedded professional development is systemically implemented to support teachers use of the instructional practices
(modeling, coaching, demonstration, co-
teaching).
Step 4: Implement
changes consistently across all classrooms.
25% or less of teachers
implement agreed upon instructional practices.
Agreed upon instructional practices are implemented with few identified groups of s tudents.
50% of teachers
implement agreed upon instructional practices.
Agreed upon instructional practices are implemented with some identified groups of s tudents.
75% of teachers
implement agreed upon instructional practices.
Agreed upon instructional practices are implemented with most identified groups of s tudents.
100% of teachers
implement agreed upon instructional practices.
Agreed upon instructional practices are implemented with a ll identified groups of s tudents.
Step 5: Collect, chart and analyze student pre/post-data and determine effectiveness
of practices.
Common post-test results are not analyzed.
Instructional practices are
inconsistently evaluated on their effectiveness and
level of implementation.
Instructional practices are
not documented, shared and duplicated.
Course corrections are not
discussed.
Common post-test results are inconsistently analyzed.
Instructional practices are inconsistently evaluated
on their effectiveness and level of implementation.
Instructional practices are occas ionally documented, shared and duplicated.
Course correction is discussed.
Common post-test results are analyzed relative to the targets.
Instructional practices are eva luated on their
effectiveness and level of implementation.
Instructional practices are generally documented, shared and duplicated.
Course correction is discussed but not documented.
Common post-test results are analyzed relative to the targets.
Instructional practices are eva luated on their
effectiveness and level of implementation.
Instructional practices are a lways documented, shared and duplicated.
Course correction is discussed, documented, defined and timely.
55
APPENDIX K-15
Handout 1.1: Student Learning Objective (SLO) Template
This template should be completed while referring to the SLO Checklist. When submitted, the accompanying
baseline data and assessment should be attached for review.
Teacher Name: ______________________ Content Area and Course(s): _________________
Grade Level(s): ______________________ Academic Year: ___________________________
Please use the guidance provided in addition to this template to develop components of the SLO and populate each component in the space below.
Baseline and Trend Data
What information is being used to inform the creation of the SLO and establish the amount of growth that
should take place?
Student Population
Which students will be included in this SLO? Include course, grade level, and number of students.
Interval of Instruction
What is the duration of the course that the SLO will cover? Include beginning and end dates.
56
Standards and Content
What content will the SLO target? To what related standards is the SLO aligned?
Assessment(s)
What assessment(s) will be used to measure student growth for this SLO?
Growth Target(s)
Considering all available data and content requirements, what growth target(s) can students be expected to reach?
Rationale for Growth Target(s)
What is your rationale for setting the above target(s) for student growth within the interval of instruction?
The template may be used to organize data for SLOs.
1. First, the teacher adds the name or identification number for each student into the worksheet. Additional rows
may be added as needed.
57
2. Then, the teacher enters each student’s baseline score. This may be from a combination of data points and
available information such as scores, the assessment administered at the beginning of the school year or from
the previous year /class if available, or other measures that help to set the baseline of the student performance.
3. Next, using their completed SLO template as a guide, the teacher enters each student’s established growth
target.
4. The teacher enters the final performance data for each student.
5. The teacher enters if each individual student exceeded/ met the growth target by answering yes or no.
6. Once all the relevant information has been entered in the worksheet, attainment of the students’ growth
targets and overall teacher rating of student growth measures on this SLO will need to be computed.
Teacher Name: School:
SLO Title: Assessment Name (if available):
Student Name Student Number Baseline Score Growth Target
Final Score
Exceeds/ Meets
Target? (yes/ no)
58
% of students that
exceeded/
met growth target
Descriptive Rating Numeric
al
Rating
Final SLO Percentage
NUMERICAL RATING
OF SLO:
90 - 100 Most Effective 5 % Exceeding/Meeting
Target: %
80 - 89 Above Average 4 % Below Target: %
70 - 79 Average 3
60 - 69 Approaching Avg. 2
59 or less Least Effective 1
59
APPENDIX K-16
Findlay City Schools
Form C
Teacher Goal Setting/Action Steps
Teacher Building School Year
Teachers should write at least 2 goals each year. These goals should be based on teacher performance/skills they need to further develop and or student growth and be written in collaboration with their evaluator. Teachers may choose to use their SLOs in lieu of writing additional goals each year. Action steps should be written for each goal/SLO written and should focus on research based teacher skills and strategies that will improve student achievement. (If SLOs are to be used as goals this
document should be included with the SLO forms to be shared and discussed with the evaluator by Oct 30th)
SMART Goal/SLO
In order to achieve this goal, the teacher will
Timeline
Resources Needed
Goal/SLO
In order to achieve this goal, the teacher will
Timeline
Resources Needed
Teacher Signature Date
Evaluator
Signature Date
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APPENDIX K-17 The Art and Science of Teaching by Robert Marzano (2007)
10 Instructional Design Questions for lesson planning:
1. What will I do to establish and communicate learning goals, track student progress, and celebrate
success?
2. What will I do to help students effectively interact with new knowledge? 3. What will I do to help students practice and deepen their understanding of new knowledge?
4. What will I do to help students generate and test hypotheses about new knowledge? 5. What will I do to engage students? 6. What will I do to establish or maintain classroom rules and procedures?
7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
8. What will I do to establish and maintain effective relationships with students? 9. What will I do to communicate high expectations for all students? 10. What will I do to develop effective lessons organized into a cohesive unit?
Findlay City Schools Marzano “Focus” for 2016-2017 School Year
DQ #1: What Will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success?
-Am I Providing Clear Learning Goals and Scales (Rubrics)?
-How am I Tracking Student Progress?
-How am I Celebrating Success?
DQ #2: What Will I Do to Help Students Effectively Interact with New Knowledge?
-How is content previewed to activate prior knowledge associated with the new content (ex: preview questions,
brief teacher summaries, skimming, teacher-prepared notes)?
-Am I using a variety of learning modalities to introduce students to new content?
-Is the new content presented in small chunks?
-To what extent is cooperative learning and small-group activities used to process new information, skills and
procedures (ex: reciprocal teaching, jigsaw cooperative learning tasks)?
-How are questions and follow-up probes used to help students’ process new information and elaborate on
insights and inferences?
-How are nonlinguistic representations (ex: graphic organizers) used to help students elaborate on new content?
-To what extent are students engaged in self-reflection and self-monitoring about their acquisition and
application of new knowledge (ex: journals, think logs, exit slips)?
DQ #3: What Will I Do to Help Students Practice and Deepen Their Understanding of New Knowledge?
-What Strategies am I Using to Review Content?
61
-How am I Organizing Students to Practice and Deepen Knowledge?
-What Types of Homework am I Utilizing? How Does It Deepen the Students Understanding?
-Are Students Examining Similarities and Differences?
-Are Students Examining Errors in Reasoning?
-What am I Utilizing to Have Students Practicing Skills, Strategies, and Processes?
-How are Students Evaluating and Revising Knowledge?
DQ #5: What Will I Do to Engage Students?
-How do I Know When Students Are Not Engaged? How Am I Responding to it?
-How do I Utilize Academic Games?
-How do I Manage Student Response Rates?
-Am I Maintaining a Lively Pace?
-How am I Demonstrating Intensity and Enthusiasm?
-Have I Addressed Students Utilizing Friendly Conversation?
-Have I Provided Students Opportunities to Talk About Themselves?
-Have I Presented Any Unusual or Intriguing Information?
DQ #9: What Will I Do to Communicate High Expectations for All Students? (Focus 2013-2014)
-How Do I Ensure That Low Expectancy Students Feel Valued and Respected?
-How Do I Ensure That I Am Asking Questions of Low Expectancy Students?
-How Can I Properly Probe Incorrect Answers of Low Expectancy Students?
Domain 2:
Planning and Preparing for the Needs of Students Receiving Special Education
-What Have I Done to Prepare for Students Receiving Special Education?
Planning and Preparing for the Needs of Students Who Lack Support for Schooling
-What Have I Done to Prepare for Students Who Lack Support for Schooling?
DOMAIN 4: Promoting a Positive Environment
-What Am I Doing to Promote Positive Interactions With My Colleagues?
-What Am I Doing to Promote Positive Interactions With Students and Parents?
62
APPENDIX K-18
FCS Teacher Evaluation Pre-Observation Conference
The questions provided are intended to guide thinking and conversation; every question may not be
asked or relevant for every observation.
Classroom Demographics
Briefly describe the students in your classroom (e.g., number of students, gender, special needs, etc.)
Instructional Planning
What is the focus for the lesson?
What do you want the students to know, understand and be able to do as a result of the lesson? How is this lesson aligned with the content standards? What are the connections within this lesson to previous and/or future learning?
Is this lesson intended to help students interact with new knowledge, practice and deepen understanding and knowledge, and/or generate and test hypothesis? What pre-assessment data was examined to inform the planning of this lesson?
Lesson Delivery
How will the goals and objectives of the lesson be communicated with the students? Briefly describe the activities that will take place throughout the lesson. What teaching methods will you use to achieve your objectives (cooperative learning, whole group, small
group, lab, etc.) and promote independent learning and problem solving? How will the instructional strategies address all students’ learning needs?
How will the lesson engage and challenge students of all levels? Assessment of Student Learning
How will you check for understanding during the lesson? What will you do for the students that are struggling with the concepts being taught and/or have not learned the concepts through this lesson?
How will you use assessment data to inform your next steps?
Resources
What resources/materials will be used to enhance student understanding of the content? How will technology be integrated into lesson delivery?
Classroom Environment
What will you do to engage students in this lesson? What will you do to establish and maintain effective relationships with students during this lesson? What will you do to establish or maintain classroom rules and procedures for this lesson?
Additional Questions
What do you feel are your strengths in planning and presenting this lesson?
What do you see as possible problems in presenting this lesson? What are planned follow-up activities?
What areas or teacher behaviors would you like me to concentrate on while observing the lesson (opportunity for student responses, wait time, teacher movement around the room, etc.)?
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Appendix K-19
FCS Teacher Evaluation Post-Observation Conference
The purpose of the post-conference is to provide reflection and feedback on the observed lesson and to
identify strategies and resources for the teacher to incorporate in future lessons to increase effectiveness.
The post conference should help the teacher identify area(s) of commendation/reinforcement and areas(s)
for refinement.
General Reflection
How do you think the lesson went overall and why? In what ways did students meet or not meet the learning goals established for this lesson?
Reinforcement/Commendations
The principal will identify the area(s) of reinforcement/commendation, ask reflective questions related to the
area of strength, and provide evidence from the notes. These areas of reinforcement should center on, but are not limited to, the district’s defined areas of focus in the Marzano Framework.
Refining the Teachers Skill/Areas for Growth
The principal will identify the area(s) for refinement and growth, ask reflective questions related to the area of
refinement, provide evidence from the notes, and give recommendations for future practice. These areas of refinement should center on, but are not limited to, the district’s defined areas of focus in the Marzano Framework. The teacher should receive feedback regarding areas in the observation framework where
a rating was applied. Instances in which the teacher scored “Developing” or “Ineffect ive must be discussed, and specific feedback and suggestions for professional growth must be provided to the teacher within the
observation form.
Additional Pre and/or Post Conference Questions
Collaboration and Communication
What do you do to interact and/or work cooperatively with colleagues to promote and support student learning? What do you do to interact with other teachers to promote a positive school environment?
What do you do to interact with students and parents in a positive manner to foster learning and promote positive home/school relationships? How do you work with others (students, parents and/or colleagues) when a problem arises?
Professional Responsibility and Growth
How do you apply knowledge gained for professional development, past practices and/or experiences into your teaching? Discuss ways you reflect and analyze your teaching.
Describe examples in which you either sought or provided mentorship from colleagues regarding your teaching practices What are some ways you plan to further your own professional growth?
64
APPENDIX K-20 Acronym Description 504 Section 504 of the Rehabilitation Act ABA Applied Behavioral Analysis
ABE Adult Basic Education ACS Academic Content Standard
ADA Americans with Disabilities Act ADD Attention Deficit Disorder ADHD Attention Deficit Hyperactivity Disorder
ADM Average Daily Membership AMO Annual Measurable Objectives
AP Advanced Placement ASCD Association of Supervision and Curriculum Development ASD Autism Spectrum Disorder
ASL American Sign Language AT Assistive Technology
AYP Adequate Yearly Progress BACE Behavior/Attitude/Capacity/Effort BASA Buckeye Association of School Administrators
BIP Behavioral Intervention Plan BLT Building Leadership Team
BOE Board of Education BP Bi-Polar Disorder BSP Behavioral Support Plan
BVR Bureau of Vocational Rehabilitation C & I Curriculum & Instruction CAPD Central Auditory Processing Disorder
CBI Career-Based Intervention or Career-Based Instruction CCIP Comprehensive Continuous Improvement Plan
CD Cognitive Disability CEU Continuing Education Unit CP College Placement or Career Passport
CRT Criterion-Referenced Test CTE Career-Technical Education
CTR Criterion-Referenced Test D3A2 Data Driven Decisions for Academic Achievement DASL Data Analysis for Student Learning
DD Developmental Delay; Developmental Disability DE Dual Enrollment
DECA Distributive Education Clubs of America DH Developmentally Handicapped DI Differentiated Instruction
DLT District Leadership Team DP Due Process
DPIA Disadvantaged Pupil Impact Aid DSM-V Diagnostic and Statistical Manual DYS Department of Youth Services
EAP Employee Assistance Program ECE Early Childhood Education
ED Emotional Disturbance
65
EI Early Intervention ELL English Language Learners
EMIS Education Management Information System ESC Education Service Center
ESEA Elementary and Secondary Education Act ESL English as a Second Language ESY Extended School Year
ETR Evaluation Team Report EWS Early Warning System
EYT Entry Year Teacher F/R Free and Reduced-Meal Application FAPE Free and Appropriate Public Education
FAQ Frequently Asked Questions FAS Fetal Alcohol Syndrome
FBA Functional Behavior Assessment FDA Findlay Digital Academy FEA Findlay Education Association or Future Educators Association
FERPA Family Education Rights and Privacy Act FFA Foster Family Agency and/or Future Farmers of America
FIP Formative Instructional Practices FTE Full-Time Equivalent GED Graduate Equivalency Degree/Diploma
HI Hearing or Health Impaired HQPD Highly Qualified Professional Development
HQT Highly Qualified Teacher HSEWS High School Early Warning System IAT Intervention Assistance Team
IB International Baccalaureate IBMFE Intervention Based Multifactored Evaluation
IDEIA Individuals with Disabilities Educational Improvement Act of 2004 IEP Individualized Educational Program IFSP Individualized Family Service Plan for Early Intervention
iLRC Interactive Local Report Card IM Instrumental Music
IM Instructional Mentoring IM/M Implementation Management/Monitoring IMS Information Management System
IPDP Individual Professional Development Plan IQ Intelligence Quotient
IRN Information Retrieval Number ISS In-School Suspension KUD Know, Understand, Do
LEA Local Education Agency LEP Limited English Proficiency
LPDC Local Professional Development Committee LRC Local Report Card LRE Least Restricted Environment
MD Multiple Disabilities MD Muscular Dystrophy
MFE Multi-Factored Evaluation MRDD Mental Retardation and Developmental Disabilities
66
NAEP National Assessment of Educational Progress NCLB No Child Left Behind
O/M Orientation and Mobility OAA Ohio Achievement Assessment
OAC Ohio Administrative Code OAESA Ohio Association of Elementary School Administrators OAPSE Ohio Association of Public School Employees
OASSA Ohio Association of Secondary School Administrators OCD Obsessive Compulsive Disorder
OCIS Ohio Career Information System ODD Oppositional Defiant Disorder ODE Ohio Department of Education
ODJFS Ohio Department of Job and Family Services OEDS Ohio Education Directory System
OGT Ohio Graduation Test OHI Other Health Impairment OHSAA Ohio High School Athletic Association
OIP Ohio Improvement Process OISM Ohio Integrated Systems Model
OLAC Ohio Leadership Advisory Council OLRC Ohio Literacy Resource Center OPES Ohio Principal Evaluation System
ORC Ohio Revised Code ORID Objective, Reflective, Interpretive, Decisional
OSBA Ohio School Boards Association OSFC Ohio Schools Facilities Commission OSS Out of School Suspension
OT Occupational Therapy OTES Ohio Teacher Evaluation System
OPES Ohio Principal Evaluation System PARCC Partnership for Assessment of Readiness for College and Careers PB Performance-Based
PBIS Positive Behavioral and Intervention Supports PBS Positive Behavior Support
PDD Pervasive Developmental Disorder PLC Professional Learning Communities PLOP Present Levels of Performance
PLT Principals of Learning and Teaching test (Praxis II) PM Progress Monitoring
PPA Per Pupil Allocation PPO Pupil Performance Objective PSAT Preliminary Scholastic Aptitude Test
PSEO Post-Secondary Educational Option PSO Post-Secondary Option
PT Physical Therapy PTSD Post-Traumatic Stress Disorder RE Resident Educator
RESA Resident Educator Summative Assessment RTI Response to Intervention/Response to Instruction
RttT Race to the Top SAT Scholastic Aptitude Test
67
SBR Scientifically Based Research SEA State Education Agency
SEC Survey of Enacted Curriculum SERRC Special Education Regional Resource Center
SES Social Economic Status or Supplemental Educational Services SI School Improvement SLD Specific Learning Disability
SLO Student Learning Objective SLP Speech and Language Pathology
SMART Specific, measurable, attainable, realistic, and timely (goal development) SSI Supplemental Security Income SSID Statewide Student Identifier
TBT Teacher Based Team SST State Support Team
STARS System To Achieve Results for Students STEM Science, Technology, Engineering and Mathematics STRS State Teacher Retirement System
SWD Student with Disability SY School Year
TBI Traumatic Brain Injury TBT Teacher-Based Teams TIC Trauma Informed Care
TP Tech Prep US Universal Screening
VI Vision Impairment
68
APPENDIX K-21 Donnell Staff
Actual # Room Name Extension
PH ID Last Name
PH ID First Name
PH ID Name Contact
A101 CLASSROOM 7200 Winger Kate Kate Winger
A103 CLASSROOM 7201 Dittman Angela Angela Dittman
A104 SECRETARIAL AREA 8370 Main Donnell Donnell Main
A104 SECRETARIAL AREA 8371 Attendance Donnell Donnell Attendance
A104C PRINCIPAL'S OFFICE 8240 Williams Don Don Williams
A104D PRINCIPAL'S OFFICE 8241 Glick Kelly Kelly Glick
OFFICE 3304 Zacharias Christina Christina Zacharias
OFFICE 3700 Moore Diana Diana Moore
OFFICE 3701 Office Admin Admin Office
A104E CONFERENCE ROOM 3702
A104G GUIDANCE OFFICE 3708 Mack Darlene Darlene Mack
A104I GUIDANCE OFFICE 3703 Bishop Kristyn Kristyn Bishop
M2 CUSTODIAL OFFICE 3712 Hough Mike Mike Hough
A104J IN-SCHOOL SUSPENSION 7209 Roderick Deb Deborah Roderick
A104L WORK/COPY ROOM 7210
A104N CLINIC 3709 Fox Amy Amy Fox
A105 ITINERANT'S OFFICE 7024 Byers Amanda Amanda Byers
A106 ITINERANT'S OFFICE 3303 Almond Laura Laura Almond
A107 CLASSROOM 7202 Blackburn Blake Blake Blackburn
A108 CLASSROOM 7207 Canterbury Lisa Lisa Canterbury
A109 CLASSROOM 7203 Smith Melanie Melanie Smith
A110 CLASSROOM 7206 Mitchell Chuck Charrles Mitchell
A111 CLASSROOM 7204 Hunker Cindy Cindy Hunker
A112 CLASSROOM 7205 Gilbert Shelly Shelly Gilbert
A113 CLASSROOM 3710 Brown Kim Kim Brown
A114 CONFERENCE ROOM 7214
A115 SCIENCE ROOM 7213 Miller Bryan Bryan Miller
A116 COMPUTER LAB 7215
A117 SMALL GROUP 7212
A119 CLASSROOM 7211 Smith Jodi Jodi Smith
A201 MEDIA CENTER 7224
A201A A/V STORAGE 7226
A201B MEDIA SPEC OFFICE/WKRM/STOR 3726 Brooks Jen Jen Brooks
A202 COMPUTER LAB 7227
A203 CLASSROOM 7228 Biesiada Becky Becky Biesiada
A204 CLASSROOM 7729 Sheaffer Nancy Nancy Sheaffer
A205 CLASSROOM 7732 Gray Michelle Michelle Gray
A206 CLASSROOM 7730 Lindahl Briana Briana Lindahl
A207 CLASSROOM 7733 Nusbaum Heather Heather Nusbaum
A209 CLASSROOM 7734 Allen Gina Gina Allen
69
A210 CLASSROOM 7731 Riggs (Clark) Becky Becky Clark
A211 CLASSROOM 7238 Acuna Karen Karen Acuna
A212 T PREP/DINING/INST MAT ST 3728
A213 SCIENCE ROOM 7237 Wilson Mike Mike Wilson
A214 CLASSROOM 7239 Long Becky Rebecca Long
A215 SMALL GROUP 7236
A217 CLASSROOM 7235 Lewis Michelle Michelle Lewis
A301 Title 1 7243 Ross Kara Kara Ross
A302 CLASSROOM 7252 Pack Dan Dan Pack
A303 CLASSROOM 7242 Leatherman Jill Jill Leatherman
A304 CLASSROOM 7244 Simon Megan Megan Simon
A305 CLASSROOM 7245 Rakestraw Ashley Ashley Rakestraw
A306 CLASSROOM 7246 Cheney Kelly Kelly Cheney
A307 CLASSROOM 7249 VanRenterghem Eric Eric VanRenterghem
A309 CLASSROOM 7250 Bertucci Jessica Jessica Bertucci
A310 CLASSROOM 7248 VanDerMolen Linda Linda VanDerMolen
A311 CLASSROOM 7251 Fryman Jennifer Jennifer Fryman
A312 CLASSROOM 7256 Parriott Lauren Lauren Parriott
A313 SCIENCE ROOM 7255 Sprout Ryan Ryan Sprout
A314 T PREP/INSTR. MAT. STOR. 7257
A315 SMALL GROUP 7254
A316 COMPUTER LAB 7258
A317 CLASSROOM 7253 Finney Laura Laura Finney
B121 ART ROOM 7217 Harrington Sue Sue Harrington
B122 Orchestra 7216 Brax David David Brax
B123 INSTRUMENT ROOM 7218
B123A INSTRUMENT OFFICE 3714 Sheehe Brian Brian Sheehe
B124 WORKROOM/DONNELL STORAGE 3713
B125 VOCAL ROOM 7219 Wheeler Katie Katie Wheeler
B125A VOCAL OFFICE 3715 Wheeler Katie Katie Wheeler
B126A CAFETERIA OFFICE 3716 Marshall Susan Susan Marshall
B127 COMMUNITY ROOM 3717
C128 WRESTLING/VARSITY LOCKER ROOM 7220
C128A TRAINING ROOM 3718
C128B CONFERENCE ROOM 3719 Ritzler Mark Mark Ritzler
C132 PE STORAGE 7222
C133 GYMNASIUM 7221
C134A STAFF OFFICE 3721
C136 STAFF OFFICE 3722 Hartenstein Vicki Vicki Hartenstein
C139 STAFF OFFICE 3723 Stutzman Jeff Jeff Stutzman
C140 STAFF OFFICE 3724
C142 WEIGHT ROOM 7223
70
APPENDIX K-22 PBIS Matrix
71
Appendix K-23
ALICE Relocation Locations Saint Marks United Methodist Church
Address: 800 S Main St. Phone: (419) 422-4236
Kroger 6th Street
Address: 101 6th St.
Phone: (419) 423-2065
Bible Methodist Church
Address: 529 Stadium Dr.
Phone: (419) 422-3125
