Friday, August 14, 2009
Survival Guide
Welcome to the Speas Survival Guide. It is hope that this document can answer most of your questions regarding life here at Speas. This document is updated in real time as needed. Please refer to it when you have questions. If you can't find the answer to your question, please ask someone. The items are listed on the right side of the screen under the AUGUST tab. If they are not visible, just click on AUGUST and they will appear. Then click on the item you want and it will come up for your to review.
Terms
Resource - Specific instruction for EC students outside their regular classroom
Title-I - A federally funded program of compensatory Education for students significantly below grade level (No Child Left Behind)
Inclusion - Meeting students' special needs within the regular classroom
environment in contrast to a pull out program that removes the childform their classroom
Title-I - A federally funded program of compensatory Education for students significantly below grade level (No Child Left Behind)
Inclusion - Meeting students' special needs within the regular classroom
environment in contrast to a pull out program that removes the childform their classroom
Accelerated Reader
AR is a computerized reading program that provides testing and assessment together with management and reporting features. The program can be implemented effectively in all grades K-5 with modifications. Information about AR will be provided to all teachers and
training will be held to establish the procedural structure needed for implementation.
training will be held to establish the procedural structure needed for implementation.
Acronyms
AG - Academically Gifted
AR - Accelerated Reader
AV - Audio Visual
DPI - Department of Public Instruction
EC - Exceptional Children
ESL - English Second Language
IEP - Individual Education Plan
LEP - Limited English Proficient
NCWISE - North Carolina Window of Information on Student Education
PDP - Professional Development Plan
PEP - Personal Education Plan
RE - Regular Education
SAT - Student Assistance Team
SED - Severely and Emotionally Disabled
SIT - School Improvement Team
SLD - Specific Learning Disabled
S/LD - Speech/Language Disabled
TA - Teacher Assistant
AR - Accelerated Reader
AV - Audio Visual
DPI - Department of Public Instruction
EC - Exceptional Children
ESL - English Second Language
IEP - Individual Education Plan
LEP - Limited English Proficient
NCWISE - North Carolina Window of Information on Student Education
PDP - Professional Development Plan
PEP - Personal Education Plan
RE - Regular Education
SAT - Student Assistance Team
SED - Severely and Emotionally Disabled
SIT - School Improvement Team
SLD - Specific Learning Disabled
S/LD - Speech/Language Disabled
TA - Teacher Assistant
Agendas
Speas Elementary provides agendas for all our students. These provide places for students to list homework, and write teacher and/or parent notes. Also included in each agenda is the Speas Student Handbook. These agendas are to be taken home daily for parents to review. One agenda is provided for each student free of charge. Students who lose the agenda will be required to pay $4.50 for another. Enough have been made for students who will enroll throughout the year.
AM Announcements
A.M. Announcements are your link to everything taking place at Speas each day. They are placed on the Speas blog http://speaselementary.blogspot.com every morning at approximately 6:30 AM. This posting lists all scheduled meetings and activities together with information that will assist you in keeping up with all there is to do. These contain a weekly calendar and upcoming events as well. It should be the first thing you read each morning upon your arrival at Speas. All staff members are expected to read this daily.
Arrival/Departure
Students:
Students will be allowed in the building at 7:25 AM. Those attending breakfast will go to the cafeteria to get their breakfast and then on to their rooms. In the afternoon, buses will depart by 2:40 PM. Car riders are to be picked up by that time as well. The office should be informed of any students who are habitually late being picked up.
Staff:
The standard workday for certified personnel is 7:15 AM – 3:00 PM. On the approval of their supervisor, teachers in the WS/FCS are permitted to flex time. This allows them to arrive later or leave earlier than the stated times on occasion. All teaching staff, with the exception of Primary Reading teachers, should be at their duty stations by the 7:25 bell. PRT’s should arrive by the 7:55 bell and be ready for classes to begin at 8:05. The PRT’s day ends at 11:45. They are expected to assist in bringing the students to the cafeteria, but are not required to remain. This time becomes planning time for PRT’s.
A duty free lunch period is provided for certified personnel. Classified personnel work from 7:15 AM – 3:15 PM. WS/FCS policy does not allow for a duty free lunch for classified personnel. Every Tuesday has been set aside for meetings. These meetings begin at 2:40 PM. Please do not schedule appointments on Tuesdays.
Classified staff that are required to work before or after their regular hours will be issued “COMP Time” coupons which can be used to take time off without loss of annual leave time. The only exception to this will be staying late for staff meetings as discussed under the heading “Staff Meetings.” The issuing of “COMP Time” coupons must be authorized in advance by an administrator. No other COMP time arrangement will be honored. Any use of “COMP Time” coupons must be approved in advance by an administrator. The decision will be based on the needs of the school. “COMP Time” coupons will be issued in ½ hour increments. Teachers are responsible for keeping up with their own coupons. Coupons should be attached to requests for absence and given to and administrator at least one day in advance of the desired time off.
The Home-School coordinator's hours are set by the office and may differ from the norm for the remainder of the staff due to the needs of our students.
Students will be allowed in the building at 7:25 AM. Those attending breakfast will go to the cafeteria to get their breakfast and then on to their rooms. In the afternoon, buses will depart by 2:40 PM. Car riders are to be picked up by that time as well. The office should be informed of any students who are habitually late being picked up.
Staff:
The standard workday for certified personnel is 7:15 AM – 3:00 PM. On the approval of their supervisor, teachers in the WS/FCS are permitted to flex time. This allows them to arrive later or leave earlier than the stated times on occasion. All teaching staff, with the exception of Primary Reading teachers, should be at their duty stations by the 7:25 bell. PRT’s should arrive by the 7:55 bell and be ready for classes to begin at 8:05. The PRT’s day ends at 11:45. They are expected to assist in bringing the students to the cafeteria, but are not required to remain. This time becomes planning time for PRT’s.
A duty free lunch period is provided for certified personnel. Classified personnel work from 7:15 AM – 3:15 PM. WS/FCS policy does not allow for a duty free lunch for classified personnel. Every Tuesday has been set aside for meetings. These meetings begin at 2:40 PM. Please do not schedule appointments on Tuesdays.
Classified staff that are required to work before or after their regular hours will be issued “COMP Time” coupons which can be used to take time off without loss of annual leave time. The only exception to this will be staying late for staff meetings as discussed under the heading “Staff Meetings.” The issuing of “COMP Time” coupons must be authorized in advance by an administrator. No other COMP time arrangement will be honored. Any use of “COMP Time” coupons must be approved in advance by an administrator. The decision will be based on the needs of the school. “COMP Time” coupons will be issued in ½ hour increments. Teachers are responsible for keeping up with their own coupons. Coupons should be attached to requests for absence and given to and administrator at least one day in advance of the desired time off.
The Home-School coordinator's hours are set by the office and may differ from the norm for the remainder of the staff due to the needs of our students.
AM/PM Duty Assignments for Staff
AM
Buses - Powell
Morning Car Doors - Safety Patrol
Front Doors/Office/Technology Lab Doors - Hoots/Martin-Ferguson & Gray (trade off days)Spaventa (M, T, W, Th) / Uzcategui (W, Th, F)Brown, Gore, Martin (rotate)
School Store - TBD
Broadcast - Smith, C.,/Bushey
Uniforms - Sabbagh Rabaiotti/Tuttle/Robinson
Cafeteria (inside ALL roaming) - Lowe/Pfitzner (M-F) Alston/Thompson-Totten(M, T, W)
Cafeteria (outside the doors, hallway) - Marston/Childers/C. Smith
Gym Doors - Clodfelter
1st – 3rd Lobby - Billingsley
4th – 5th Lobby - Laney
AM Arrival:
1. Smile and greet students with a positive greeting.
2. Call as many students by name as you can.
3. Monitor student movement in the halls.
4. Keep students on right side of the hallway.
5. Keep students moving toward the classroom.
6. If you are paired with another staff member, work out a schedule for sharing the time. Both individuals are not needed every day, but both should be available during the first week.
7. Smile and speak to every parent.
PM
Office /Technology Lab Doors - Spaventa/Uzcategui
Gym (Inside) - KI Assts. (Cartwright/Gerber/Odom)1st Grade Assts. (Arora/Causey/Wooten)2nd Grade Assts. (Bushey/Martin/Gore/Brown)Lowe/Childers/Thompson-Totten(M, T,W)/Laney(M, T, W)/Pfitzner
Car Riders (Outside) - Reichert/Cokley/Clodfelter/Hoots/C. Smith/Alston (M, T, W)
PM Dismissal:
Cars
1. K-1 car riders will be dismissed at 2:15 to come to the gym. 2-5 car riders will be dismissed at the 2:20 bell.
2. Car riders will sit on the floor at the back of the gym behind the cone for their grade level.
3. Teacher assistant and specialists will monitor students sitting in the gym.
4. Student names will be called by walkie-talkie from outside.
5. Students will exit the gym and wait to be loaded in their cars by the staff.
6. Staff members and the principal will open car doors and place students in the cars.
Buses
1. Bus students will be escorted by staff members out the front door of the school beginning at the 2:20 bell. All 2-5 classes must leave their room at that bell. K-1 classes should dismiss at the 2:15 bell.
2. As teachers leave the front door you should speak your name directly to the safety patrol so safety patrol can move your cloths pin to the right side of the bus board to indicate your class has come outside.
3. A bus duty schedule will be posted once we know the number of buses we have and the bus #'s.
4. Buses will depart at the direction of the Assistant Principal.
Buses - Powell
Morning Car Doors - Safety Patrol
Front Doors/Office/Technology Lab Doors - Hoots/Martin-Ferguson & Gray (trade off days)Spaventa (M, T, W, Th) / Uzcategui (W, Th, F)Brown, Gore, Martin (rotate)
School Store - TBD
Broadcast - Smith, C.,/Bushey
Uniforms - Sabbagh Rabaiotti/Tuttle/Robinson
Cafeteria (inside ALL roaming) - Lowe/Pfitzner (M-F) Alston/Thompson-Totten(M, T, W)
Cafeteria (outside the doors, hallway) - Marston/Childers/C. Smith
Gym Doors - Clodfelter
1st – 3rd Lobby - Billingsley
4th – 5th Lobby - Laney
AM Arrival:
1. Smile and greet students with a positive greeting.
2. Call as many students by name as you can.
3. Monitor student movement in the halls.
4. Keep students on right side of the hallway.
5. Keep students moving toward the classroom.
6. If you are paired with another staff member, work out a schedule for sharing the time. Both individuals are not needed every day, but both should be available during the first week.
7. Smile and speak to every parent.
PM
Office /Technology Lab Doors - Spaventa/Uzcategui
Gym (Inside) - KI Assts. (Cartwright/Gerber/Odom)1st Grade Assts. (Arora/Causey/Wooten)2nd Grade Assts. (Bushey/Martin/Gore/Brown)Lowe/Childers/Thompson-Totten(M, T,W)/Laney(M, T, W)/Pfitzner
Car Riders (Outside) - Reichert/Cokley/Clodfelter/Hoots/C. Smith/Alston (M, T, W)
PM Dismissal:
Cars
1. K-1 car riders will be dismissed at 2:15 to come to the gym. 2-5 car riders will be dismissed at the 2:20 bell.
2. Car riders will sit on the floor at the back of the gym behind the cone for their grade level.
3. Teacher assistant and specialists will monitor students sitting in the gym.
4. Student names will be called by walkie-talkie from outside.
5. Students will exit the gym and wait to be loaded in their cars by the staff.
6. Staff members and the principal will open car doors and place students in the cars.
Buses
1. Bus students will be escorted by staff members out the front door of the school beginning at the 2:20 bell. All 2-5 classes must leave their room at that bell. K-1 classes should dismiss at the 2:15 bell.
2. As teachers leave the front door you should speak your name directly to the safety patrol so safety patrol can move your cloths pin to the right side of the bus board to indicate your class has come outside.
3. A bus duty schedule will be posted once we know the number of buses we have and the bus #'s.
4. Buses will depart at the direction of the Assistant Principal.
Breakfast
Speas offers breakfast to all students desiring to eat. Kindergarten students do not go to the cafeteria, their breakfast is already in their classrooms every morning. Breakfast is served from 7:25 – 7:55AM. In the event that a bus is delayed, students riding that bus will be allowed to eat breakfast after the 7:55 closing. Students enter the cafeteria serving line, pick-up a “Breakfast Bag,” and continue on to their classrooms. The students eat breakfast at their seats in the classroom. The custodians will provide a trash bag to be used only for breakfast trash. These should be tied up and placed in the hall by 8:25 AM. The custodians will pick them up from the hall at that time. Students should not pour cereal down the drains. Milk may be poured into the sink. It should always be flushed with water however so that it does not remain in the trap and sour. Breakfast should be completed for all students by the completion of Morning Broadcast at 8:05AM.
Bulletin Boards
Please refer to the hard copy of the Bulletin Board assignemtn sheet placed in your box. An electronic copy has been placed on the shared drive Data on '530dc01' (S:) in the School Improvement Plan folder.
Calendar
The master calendar is maintained on I-Notes. A monthly master calendar has also been placed on the white board between the assistant principal and principal’s offices. Prior to scheduling any new event, please refer to the I-Notes master calendar for available dates and times. The master calendar is updated in real time. Anyone wishing to know about what is planned may check it on-line. Items on the master calendar have priority for space and time slots.
Classroom Newsletters
A classroom newsletter is a part of every Monday Packet. Each regular classroom teacher is responsible for creating and publishing a weekly newsletter. These should contain news about up-coming events, spelling words, curriculum information for the next week, homework assignments, and a sprinkling of the good things happening in class. Teachers may find it easiest to use their website as a template for their newsletter and then change the date and information from week to week. Newsletters should not be wordy epistles. Parents will not read them if they are. Items included should be very short and to the point. In order for any communication to be effective, it must be read. Copies of your newsletter should be submitted electronically to Ms. Rhodes by 8:00 AM each Monday.
Curriculum
See Mrs. Marston in room #3. Bogen phone ext. is 003 and her phone number is 774-4699, ext. 313.
Discipline
Discipline is always a matter of concern. We want children to become self-disciplined. In order to do that we must model appropriate behavior ourselves. Students are quick to pick up on inconsistencies between what we, as a staff, say, and what we actually do. For that reason, we must function as a unit. Every staff member must remain consistent and enforce school rules. If a student behaves inappropriately in front of you, and you take no action, the child understands that you approve of the behavior. That is not the message we wish to convey.
Each classroom should develop a list of 4-5 classroom rules. These should be broad and cover a wide range of behavior. Similarly, a listing of consequences should be developed. These should be both positive and negative. Remember that students respond to positive incentives better than negative punishments. An attractive set of positive incentives can go a long way in reducing behavioral problems. Nothing will, however, eliminate them.
The focus at Speas is on accepting responsibility for one’s actions. Each student is responsible for his/her own behavior. As staff members, it is our job to constantly teach this simple fact. If a child behaves appropriately, reward them for making a good choice. Conversely, when they misbehave, help them understand they chose poorly. Do not enter into an argument or debate about who is at fault. Maintain your position as the one in charge.
Some clarification here is very important. Staff members must act on what they witness happening. We cannot act solely on the basis of what another child reports to us, no matter how reliable he/she may be. Take time to investigate any situation fully. In the absence of a confession or admission of guilt, discipline referrals should not be written on incidents not witnessed by an adult. This does not mean that you ignore what was reported. It may mean that you speak with the child about what you believe to be true. You may also wish to inform the parents of the children involved. Most importantly, you must plan ahead to prevent similar occurrences.
Many behavioral issues can be dealt with before the children ever arrive at school. Do not merely react to what happens. Be proactive in your planning. Classrooms that have exciting hands-on lessons have fewer discipline problems. Lessons that are shorter and different in method from the ones preceding them hold student interest. This provides less time for inappropriate behavior. Lessons that touch on a variety of learning styles are more likely to engage an at-risk student. All of this boils down to the importance of planning. Planning good lessons takes time and effort. It is what separates effective and ineffective teachers.
Taking a few moments each morning to review rules and procedures will reduce inappropriate behavior. When dealing with students, do not yell at them or grab them. Teachers should refrain from physical interventions with children unless it is necessary for the safety of the child, adults or other students. Maintain your self-control no matter how much they have lost theirs. Remember that the best discipline comes from you, not from the office. When you refer a child to the office, the problem becomes one for the office to settle. The teacher relinquishes control at that point.
Discipline referrals should be part of each teacher’s discipline plan. They should be a normal consequence when a student reaches that point on the plan. Teachers should follow their plan, always letting the student know what the next consequence will be if the behavior is not checked. Then there is no surprise to the student, and the teacher can easily defend her actions. It can be demonstrated that she followed her plan and the child was aware of what the consequences would be on each step of the plan.
Referrals should never be a threat or written in anger. They should be brief and to the point. Do not write multiple page referrals. The names of any other children involved should be omitted. Refer to them only as “a student” or “students.” Referrals should not be used as threats, nor should they be written when the other students are aware of what you are doing. Referrals should be sent to the office. Students should be kept in the classroom. The office will call for the student when he/she is needed. In the case of out of control or openly disruptive students, have another teacher watch your class so you can bring the student to the office immediately. If you need help in transporting the student, please contact the office for an administrator. Another student should never escort an out of control student to the office.
Each classroom should develop a list of 4-5 classroom rules. These should be broad and cover a wide range of behavior. Similarly, a listing of consequences should be developed. These should be both positive and negative. Remember that students respond to positive incentives better than negative punishments. An attractive set of positive incentives can go a long way in reducing behavioral problems. Nothing will, however, eliminate them.
The focus at Speas is on accepting responsibility for one’s actions. Each student is responsible for his/her own behavior. As staff members, it is our job to constantly teach this simple fact. If a child behaves appropriately, reward them for making a good choice. Conversely, when they misbehave, help them understand they chose poorly. Do not enter into an argument or debate about who is at fault. Maintain your position as the one in charge.
Some clarification here is very important. Staff members must act on what they witness happening. We cannot act solely on the basis of what another child reports to us, no matter how reliable he/she may be. Take time to investigate any situation fully. In the absence of a confession or admission of guilt, discipline referrals should not be written on incidents not witnessed by an adult. This does not mean that you ignore what was reported. It may mean that you speak with the child about what you believe to be true. You may also wish to inform the parents of the children involved. Most importantly, you must plan ahead to prevent similar occurrences.
Many behavioral issues can be dealt with before the children ever arrive at school. Do not merely react to what happens. Be proactive in your planning. Classrooms that have exciting hands-on lessons have fewer discipline problems. Lessons that are shorter and different in method from the ones preceding them hold student interest. This provides less time for inappropriate behavior. Lessons that touch on a variety of learning styles are more likely to engage an at-risk student. All of this boils down to the importance of planning. Planning good lessons takes time and effort. It is what separates effective and ineffective teachers.
Taking a few moments each morning to review rules and procedures will reduce inappropriate behavior. When dealing with students, do not yell at them or grab them. Teachers should refrain from physical interventions with children unless it is necessary for the safety of the child, adults or other students. Maintain your self-control no matter how much they have lost theirs. Remember that the best discipline comes from you, not from the office. When you refer a child to the office, the problem becomes one for the office to settle. The teacher relinquishes control at that point.
Discipline referrals should be part of each teacher’s discipline plan. They should be a normal consequence when a student reaches that point on the plan. Teachers should follow their plan, always letting the student know what the next consequence will be if the behavior is not checked. Then there is no surprise to the student, and the teacher can easily defend her actions. It can be demonstrated that she followed her plan and the child was aware of what the consequences would be on each step of the plan.
Referrals should never be a threat or written in anger. They should be brief and to the point. Do not write multiple page referrals. The names of any other children involved should be omitted. Refer to them only as “a student” or “students.” Referrals should not be used as threats, nor should they be written when the other students are aware of what you are doing. Referrals should be sent to the office. Students should be kept in the classroom. The office will call for the student when he/she is needed. In the case of out of control or openly disruptive students, have another teacher watch your class so you can bring the student to the office immediately. If you need help in transporting the student, please contact the office for an administrator. Another student should never escort an out of control student to the office.
Emergency Codes
The following codes will be used to alert the faculty in emergency situations:
* Evacuate the building whenever the master alarm sounds. (Evacuate to designated areas)
* Lock Down - Clear all students from the hallways behind doors that can be locked immediately. Turn off the lights; close the blinds; place the appropriate colored sheet from your emergency packet in an outside window and slide the other under the door. Remain behind the locked door until the all clear is sounded. Be very quiet and remain out of the line of sight from all doors.
A Lock Down may be issued in the event of an intruder in the building. In these situations the office may initiate an intercom search for “Billy” to determine the location of the intruder. When a classroom is contacted by intercom, the following question will be asked “Is Billy here today?” The teacher will answer YES if the intruder is in the room, NO if the intruder is not.
* Evacuate the building whenever the master alarm sounds. (Evacuate to designated areas)
* Lock Down - Clear all students from the hallways behind doors that can be locked immediately. Turn off the lights; close the blinds; place the appropriate colored sheet from your emergency packet in an outside window and slide the other under the door. Remain behind the locked door until the all clear is sounded. Be very quiet and remain out of the line of sight from all doors.
A Lock Down may be issued in the event of an intruder in the building. In these situations the office may initiate an intercom search for “Billy” to determine the location of the intruder. When a classroom is contacted by intercom, the following question will be asked “Is Billy here today?” The teacher will answer YES if the intruder is in the room, NO if the intruder is not.
Field Trips
Field trips are a part of the curriculum. They provide opportunities for learning to be extended beyond the walls of the school. For this reason, all students are expected to attend field trips. A student may be excluded from participation only with the approval of the principal or asst. principal according to Board Policy and Administrative Regulation 6153. Parents who wish to keep their children from participation should be counseled about the relationship of the trip to the curriculum and that curricular-based trips are not rewards for positive behavior. Every attempt should be made to gain permission for all students to attend.
Planning for field trips should take place at the beginning of the year. Identify where and when you will be going. Once these are on the master calendar, transportation can be contacted and buses confirmed. Fuel cost is $2.95 per mile plus driver salary and benefits (see Mrs. Higgins). We will also use Jefferson Middle School buses if available. Mrs. Powell will do her best to secure the cheapest bus rate. Field Trip forms are on-line and should be sent electronically to Ms. Powell once they have been completed.
Planning for field trips should take place at the beginning of the year. Identify where and when you will be going. Once these are on the master calendar, transportation can be contacted and buses confirmed. Fuel cost is $2.95 per mile plus driver salary and benefits (see Mrs. Higgins). We will also use Jefferson Middle School buses if available. Mrs. Powell will do her best to secure the cheapest bus rate. Field Trip forms are on-line and should be sent electronically to Ms. Powell once they have been completed.
Financial Transaction Procedures
Procedures for handling financial transactions are listed below. Please see Ms. Higgins if you have any questions or concerns. (These procedures are subject to change in accordance with the auditing process)
FIELD TRIP, MEDIA CENTER, MUSIC, SCIENCE BOARD COLLECTIONS, STUDENT COUNCIL - Any money collected from students should receive prior approval from the office before sending information home to parents. Money turned in to the office must be timely, balanced and receipted as needed. You are responsible for any money you collect until it is deposited with the school treasurer. Money to be turned in to the office should be submitted to the proper person, if before 8:45AM place it in the money box on Mrs. Higgins door, if after 8:45AM you must give it to Mrs. Higgins in person or you can call the Mrs. Higgins office (Bogen phone ext. 042) to make arrangements with her. If Mrs. Higgins is not here that day turn the money into the front office so it can be secured in the vault till she returns to work. MONEY SHOULD NEVER BE LEFT UNATTENDED in your room, front office counter, or even just laying it on Mrs. Higgins desk without her presence.
At the discretion of the principal, teachers or teacher assistants who receive and/or collect funds in an amount less that $20.00 per payment may be authorized not to provide a duplicate receipt (unless requested by the student or the student's parent). We do not accept some checks like Bank of America, out of State checks, etc. If you have a question on checks please see Mrs. Higgins. Place the money in an envelope by purpose (i.e. field trip, recorders, science boards etc.) using the NCWISE sheet. The date, amount collected, and the form of payment should be recorded in the appropriate column beside the student's name.
All funds collected along with envelopes should be turned in each school day that funds are collected. The treasurer shall (1) verify the total amount collected, (2) note on the collection log (NCWISE sheet) that the school treasurer has verified the daily total turned in by the teacher/ specialist / teacher assistant, (3) when money is deposited the school treasurer will give you a receipt showing that she receipted the teacher / specialist for the amount collected.
SPECIAL NOTATION: All orders and purchases must have prior approval from the principal. Complete the necessary forms of request and give to the school treasurer.
PURCHASES - Please see the school treasurer to get a purchase order number that is needed before you place an order. If you do not get a purchase order number and you needed one, Speas Elementary School will not be responsible for the payment of the purchase and you will be responsible for all financial obligations to that company. DO NOT PLACE PERSONAL ORDERS IN THE SCHOOL’S NAME.
SALES TAX - When placing orders with vendors always include sales tax in your total cost and tell vendor to include sales tax. We are not tax exempt. (Although some invoices will not indicate a sales tax charge, especially out of state orders, sales tax is paid on a separate monthly report that the school treasurer does each month).
DELIVERIES - (Verification-ALL PACKING SLIPS ARE TURNED INTO THE SCHOOL TREASURER. DO NOT THROW THEM AWAY.) Once you receive the package open immediately. You will need to check and be sure all items were received and are in good condition. If there is a problem regarding your order or the condition, you will need to notify the company immediately. On the packing list you will need to sign your name, write the word "Received", and date it and return to the school treasurer ASAP. Packing slips will be the official auditing paperwork for receiving documents for payment of invoices.
CASH DISBURSEMENTS - All teachers and staff member who make purchases and seek reimbursements from school funds must present the appropriate invoices and/or sales receipts in order to vouch for such expenditures and receive payments. ALL INVOICES AND/OR SALES RECEIPTS MUST BE SIGNED BY THE INDIVIDUAL THAT RECEIVED SAID PURCHASES. No reimbursement will be made unless the proper signature is on said invoices and/or sales receipts. No reimbursement will be made unless Principal and/or Assistant Principal have approved the purchase in advance. If you want to be reimbursed from your Equity Plus, Group Incentive, or Skill Block accounts please follow those guidelines.
FIELD TRIP, MEDIA CENTER, MUSIC, SCIENCE BOARD COLLECTIONS, STUDENT COUNCIL - Any money collected from students should receive prior approval from the office before sending information home to parents. Money turned in to the office must be timely, balanced and receipted as needed. You are responsible for any money you collect until it is deposited with the school treasurer. Money to be turned in to the office should be submitted to the proper person, if before 8:45AM place it in the money box on Mrs. Higgins door, if after 8:45AM you must give it to Mrs. Higgins in person or you can call the Mrs. Higgins office (Bogen phone ext. 042) to make arrangements with her. If Mrs. Higgins is not here that day turn the money into the front office so it can be secured in the vault till she returns to work. MONEY SHOULD NEVER BE LEFT UNATTENDED in your room, front office counter, or even just laying it on Mrs. Higgins desk without her presence.
At the discretion of the principal, teachers or teacher assistants who receive and/or collect funds in an amount less that $20.00 per payment may be authorized not to provide a duplicate receipt (unless requested by the student or the student's parent). We do not accept some checks like Bank of America, out of State checks, etc. If you have a question on checks please see Mrs. Higgins. Place the money in an envelope by purpose (i.e. field trip, recorders, science boards etc.) using the NCWISE sheet. The date, amount collected, and the form of payment should be recorded in the appropriate column beside the student's name.
All funds collected along with envelopes should be turned in each school day that funds are collected. The treasurer shall (1) verify the total amount collected, (2) note on the collection log (NCWISE sheet) that the school treasurer has verified the daily total turned in by the teacher/ specialist / teacher assistant, (3) when money is deposited the school treasurer will give you a receipt showing that she receipted the teacher / specialist for the amount collected.
SPECIAL NOTATION: All orders and purchases must have prior approval from the principal. Complete the necessary forms of request and give to the school treasurer.
PURCHASES - Please see the school treasurer to get a purchase order number that is needed before you place an order. If you do not get a purchase order number and you needed one, Speas Elementary School will not be responsible for the payment of the purchase and you will be responsible for all financial obligations to that company. DO NOT PLACE PERSONAL ORDERS IN THE SCHOOL’S NAME.
SALES TAX - When placing orders with vendors always include sales tax in your total cost and tell vendor to include sales tax. We are not tax exempt. (Although some invoices will not indicate a sales tax charge, especially out of state orders, sales tax is paid on a separate monthly report that the school treasurer does each month).
DELIVERIES - (Verification-ALL PACKING SLIPS ARE TURNED INTO THE SCHOOL TREASURER. DO NOT THROW THEM AWAY.) Once you receive the package open immediately. You will need to check and be sure all items were received and are in good condition. If there is a problem regarding your order or the condition, you will need to notify the company immediately. On the packing list you will need to sign your name, write the word "Received", and date it and return to the school treasurer ASAP. Packing slips will be the official auditing paperwork for receiving documents for payment of invoices.
CASH DISBURSEMENTS - All teachers and staff member who make purchases and seek reimbursements from school funds must present the appropriate invoices and/or sales receipts in order to vouch for such expenditures and receive payments. ALL INVOICES AND/OR SALES RECEIPTS MUST BE SIGNED BY THE INDIVIDUAL THAT RECEIVED SAID PURCHASES. No reimbursement will be made unless the proper signature is on said invoices and/or sales receipts. No reimbursement will be made unless Principal and/or Assistant Principal have approved the purchase in advance. If you want to be reimbursed from your Equity Plus, Group Incentive, or Skill Block accounts please follow those guidelines.
Fire Drills
Fire Drills will be held monthly. When the alarm sounds, take your class roll and exit the building according to the evacuation plan for your room. Students should be quiet during drills so that instructions may be given. Classes should stop at least 500 feet from the building. Once the class has evacuated the building, the roll should be taken. All students should be accounted for. Classes should await the all clear “bell” before re-entering the building. Students not with their classes should join the closest adult and exit the building with him/her.
Health Room
Speas’ health room is for students who are too ill to remain in the regular classroom or have an injury that must be addressed. Teachers should use good judgment in determining if a child should be sent to the health room. Injured children will be treated and returned to the classroom. Teachers should always assess the nature of the student’s complaint in order to determine if they should be sent to the health room. Students too sick to return to class will be sent home. All other students will be returned to class after being evaluated. Students will not be allowed to remain in the health room reading and talking with others. The school is not able to dispense any medicine without the prior written approval of the parent and/or physician. Students with sore throats, headaches, and other minor illnesses should remain in the classroom, as there is nothing that can be done for them in the health room. Students with injuries that happen at school should have an accident report completed and filed in the office. When students are sent to the office they should bring a completed health form.
Intercom
The office uses the intercom to communicate with other parts of the school. The intercom will only be used in situations where communication with the classroom is essential. Non-emergency phone messages will be written down and placed in the staff member’s mailbox. Parents will be asked to call back during the teacher’s planning time or after school. These steps are taken in order to maximize instructional time. Please let your family know about this policy.
Lesson Plans
Lesson plans are critical to quality instruction. Teachers should e-mail their lesson plans to Ms. Rhodes every Monday morning by 8:00 AM. They should keep a copy on their desk for substitutes. Lesson plans should provide the SCOS objective(s) for each lesson; a brief overview of the methodology to be used; any materials or assistance needed; and the method of assessment to be employed. All classroom and special teachers are expected to submit weekly lesson plans. Lesson plans play a significant role in the North Carolina Teacher Evaluation instrument. All classroom teachers and specialists are required to complete weekly plans.
Lunch
Lunch plays an important part in the student day. It is a break from academics and provides an opportunity for students to converse with their friends. In order for this to be a pleasant time, staff members must train and supervise their students adequately. The following guidelines should be followed by all staff members:
1. Review cafeteria expectations with your students every day.
2. Make sure that students who need voucher lunches receive the form. Charges are not allowed.
3. Remind students that return trips to the serving area or condiment table are not allowed. Students should get milk, utensils, napkins, condiments, and snacks when they go through the line. Condiments are only for students who purchase their lunches from the cafeteria.
4. Students should be reminded of the menu selections before they leave the classroom so they can make their choices more quickly.
5. A container with utensils, napkins and straws will be available in the dining area. A return trip to get these items may be made only with the permission of a staff member.
6. Students should speak with the server in a clear, audible and polite voice. The use of the words Please and Thank You should be emphasized when speaking with the server and cashier.
7. Students should speak with the students at their table, not other tables.
8. The noise level in the cafeteria should be moderate and appropriate. It should be monitored and addressed by all staff members in the cafeteria.
9. Traffic patterns for entry, serving and exiting the cafeteria should be followed.
10. Teachers should select four individuals who will be trained in cleaning the cafeteria tables and sweeping the floors after each class has left.
11. Students should be taught how to place trays in the disposal window. Trays should never be stacked upon other trays. If there is no room to place a tray, students should wait until space has been cleared.
12. Classes should exit the cafeteria following the disposal of their trash and line up in the hallway not the cafeteria.
1. Review cafeteria expectations with your students every day.
2. Make sure that students who need voucher lunches receive the form. Charges are not allowed.
3. Remind students that return trips to the serving area or condiment table are not allowed. Students should get milk, utensils, napkins, condiments, and snacks when they go through the line. Condiments are only for students who purchase their lunches from the cafeteria.
4. Students should be reminded of the menu selections before they leave the classroom so they can make their choices more quickly.
5. A container with utensils, napkins and straws will be available in the dining area. A return trip to get these items may be made only with the permission of a staff member.
6. Students should speak with the server in a clear, audible and polite voice. The use of the words Please and Thank You should be emphasized when speaking with the server and cashier.
7. Students should speak with the students at their table, not other tables.
8. The noise level in the cafeteria should be moderate and appropriate. It should be monitored and addressed by all staff members in the cafeteria.
9. Traffic patterns for entry, serving and exiting the cafeteria should be followed.
10. Teachers should select four individuals who will be trained in cleaning the cafeteria tables and sweeping the floors after each class has left.
11. Students should be taught how to place trays in the disposal window. Trays should never be stacked upon other trays. If there is no room to place a tray, students should wait until space has been cleared.
12. Classes should exit the cafeteria following the disposal of their trash and line up in the hallway not the cafeteria.
Media Center
Mrs. Childers is our new Media Specialist. She has been working on setting up the media center for maximum use during the school day. This means that students can check books in and out while classes are being held. Obviously this points out the need for teaching your students the expected behavior while they are there. Classroom media assistants from 3rd through 5th grade will be trained to handle checking books in and out of the media center for their classes. They will bring small groups of students for “Open Checkout” whenever they need to check out books during the day. They may also assist Mrs. Childers with checkout, if needed, for their entire class. Students selected for this class job need to be responsible, good at following directions, and able to work independently with a minimum of supervision. Mrs. Childers’ goal is to help students become more independent users of the media center, while still being available to help whenever her schedule allows. Teacher assistants will be trained to check out books for K-2 students, and they will come with the younger students for checkout. Teachers should do “status of the class” to determine which children need to go to the media center for checkout on any given day. Please limit “Open Checkout” to a few students at time, unless you have scheduled for an entire class, as others may also be using the facility. If you see that you need to schedule a whole-class visit from time to time, Mrs. Childers will be glad to work with you on scheduling one whenever needed. A book drop off area will be provided inside the media center door for students and staff members who need to return books when no one is doing checkout. The media specialist or her designee will check in books placed in the drop off at a later time. Please note that the bookshelf beside the circulation desk is for books that have already been checked in.
The Media Center offers instruction in media skills, research and literature enrichment. These sessions occur during designated media times on the master schedule. Teachers needing additional media time should schedule them with the Media Coordinator. Students are expected to return all books they check out, but not returning a book will not prevent a student from checking out another book.
Mrs. Childers asks that all classes have an initial orientation with her before they come to check out books. This will give her an opportunity to go over procedures and expectations before they check out for the first time. This will occur during your first scheduled media class. Classes needing to check out books before their first scheduled class should see Mrs. Childers to schedule an orientation session prior to sending students to check out.
Mrs. Childers and Ms. Holbert are looking forward to seeing you and your students in the media center this year. Please feel free to ask them for assistance or recommendations.
The Media Center offers instruction in media skills, research and literature enrichment. These sessions occur during designated media times on the master schedule. Teachers needing additional media time should schedule them with the Media Coordinator. Students are expected to return all books they check out, but not returning a book will not prevent a student from checking out another book.
Mrs. Childers asks that all classes have an initial orientation with her before they come to check out books. This will give her an opportunity to go over procedures and expectations before they check out for the first time. This will occur during your first scheduled media class. Classes needing to check out books before their first scheduled class should see Mrs. Childers to schedule an orientation session prior to sending students to check out.
Mrs. Childers and Ms. Holbert are looking forward to seeing you and your students in the media center this year. Please feel free to ask them for assistance or recommendations.
Mentors/Buddies
All new teachers at Speas will be assigned either a Mentor or Buddy. Mentors are assigned to initially licensed teachers and work closely with them for at least two years. Mentors should meet with their mentees at least once a week and keep a log of every meeting date as well as what was discussed.
Buddy teachers are assigned to all experienced teachers/assistants who are new at Speas. A Buddy helps to acclimate the new teacher to Speas and is an on-going resource throughout the year.
Buddy teachers are assigned to all experienced teachers/assistants who are new at Speas. A Buddy helps to acclimate the new teacher to Speas and is an on-going resource throughout the year.
Observations
All teaching staff will use the new North Carolina Teacher Evaluation Instrument. This is a totally new method of teacher assessment and is predicated on growth and development. Training will be offered for all individuals who will be assessed with this instrument on Tuesday, August 18. All individuals will have four observations this year, three by an administrator and one by a peer. This will be followed by a summative conference. This year Professional Development Plans (PDP) will be used with all teachers. They will be linked specifically to the evaluation process.
Thursday, August 13, 2009
Organizational Structure
Speas is organized in a manner to support the goals and objectives outlined in our School Improvement Plan. All staff members serve on committees dealing with one of the major aims.
Goal/Committee
Globally Competitive Students - Reading - Chair -Curriculum Coordinator
Globally Competitive Students – Math - Chair TBA
Healthy Responsible Students - Chair - Assistant Principal
21st Century Professionals - Chair - Principal
21st Century Systems - Chair - SIT Team Chair
Leadership for Innovation - Chair - Guidance Counselor
The committee dealing with Globally Competitive Students goal is divided into two committees, one responsible for reading/writing and the other for mathematics. Committees will establish their own meeting dates and provide a monthly update to the staff on the progress they are making toward the goals they are responsible for in the School Improvement Plan. At each meeting the committee should assess progress and make sub-committee assignments to carry out the tasks outlined in the plan.
Goal/Committee
Globally Competitive Students - Reading - Chair -Curriculum Coordinator
Globally Competitive Students – Math - Chair TBA
Healthy Responsible Students - Chair - Assistant Principal
21st Century Professionals - Chair - Principal
21st Century Systems - Chair - SIT Team Chair
Leadership for Innovation - Chair - Guidance Counselor
The committee dealing with Globally Competitive Students goal is divided into two committees, one responsible for reading/writing and the other for mathematics. Committees will establish their own meeting dates and provide a monthly update to the staff on the progress they are making toward the goals they are responsible for in the School Improvement Plan. At each meeting the committee should assess progress and make sub-committee assignments to carry out the tasks outlined in the plan.
Recess
Recess:
It is the policy of the state of North Carolina that all students will have 30 minutes of physical activity each day. The classroom teacher is responsible for this activity on days when students do not meet with the PE instructor. Recess periods are to be 30 minutes in length on days when a class does not have PE. Certified and classified personnel should accompany the students outside.
While these periods may include free play, they should be more than that. They should be periods of physical activity designed to keep students active and developing healthy bodies. They may include exercises, structured games, walking or running the track, jump rope or other physical activities. Students should not be seated during this time. All students should be active participants. Teachers needing assistance in planning these physical activity periods should contact Ms. Alston who will be happy to assist you in developing a format to benefit your students and support their Physical Education program. Please alert the office if you are deviating from your schedule for recess.
A walkie-talkie should be on the playground any time a class is outside. Walkies can be found outside rooms #28 and #6. They should be passed off between teachers and the last teacher on the playground should bring it in placing outside the appropriate room. Teachers in rooms #28 and #6 should place the walkie in the charger each evening and then outside their doors in the morning.
It is the policy of the state of North Carolina that all students will have 30 minutes of physical activity each day. The classroom teacher is responsible for this activity on days when students do not meet with the PE instructor. Recess periods are to be 30 minutes in length on days when a class does not have PE. Certified and classified personnel should accompany the students outside.
While these periods may include free play, they should be more than that. They should be periods of physical activity designed to keep students active and developing healthy bodies. They may include exercises, structured games, walking or running the track, jump rope or other physical activities. Students should not be seated during this time. All students should be active participants. Teachers needing assistance in planning these physical activity periods should contact Ms. Alston who will be happy to assist you in developing a format to benefit your students and support their Physical Education program. Please alert the office if you are deviating from your schedule for recess.
A walkie-talkie should be on the playground any time a class is outside. Walkies can be found outside rooms #28 and #6. They should be passed off between teachers and the last teacher on the playground should bring it in placing outside the appropriate room. Teachers in rooms #28 and #6 should place the walkie in the charger each evening and then outside their doors in the morning.
Restrooms
Classrooms with bathroom facilities should use these as the primary bathroom. These classes should not use the gang bathrooms with the exception of either preparing for, or returning from lunch. Other classrooms should plan a bathroom break in the morning, afternoon and during the lunch break. When class groups are using the gang bathrooms, their behavior should be supervised. They should be quiet and respectful of the other classes that are in session. Teachers should use this time as an instructional period with time for math facts, popcorn words, vocabulary and quizzing on content. Students who are engaged are less likely to get into trouble.
Safety
Safety is of the utmost importance. It is everyone’s business. For this reason a school safety plan has been established. This plan deals with the steps necessary in any emergency situation. All staff members are to be familiar with its contents. We will practice aspects of the plan throughout the year. It is our hope that we never have to use it, but we must be prepared to implement the plan with confidence in order to avoid confusion. If you do not know where your Safety Plan is it is your responsibility to ask. All parents and visitors to the school should stop by the office and get a visitor’s badge. If you see someone without one, it is your responsibility to stop the individual and inquire as to who they are and what they are doing on campus. They should be directed back to the office to sign in and get a badge. Should they refuse, contact the office immediately for an administrator.
Schedule
In order to maximize instructional time, your TV should be on the video clock channel whenever it is not being used for instructional or informational purposes. Arriving on-time for specials and other activities is critical to the operation of the school and the success of our students.
The schedule was designed to provide teachers large uninterrupted blocks of time. It also supports common planning time for grade levels and predictability for students. Events happen at the same time every day.
A copy of your classroom schedule should be sent to Ms. Rhodes electronically each quarter. Please send your first quarter schedule to her by August 24. Copy the e-mail to all specialists, the Media Center, Technology Lab, assistant principal and principal. The fact that you have a schedule does not mean that you cannot deviate from it. A classroom schedule outlines what the students will be doing while with their classroom teacher. The expectation for instructional time in the WS/FC schools is 90 min. for reading, 60 min. for writing and 90 min. for math each day. This division of instructional time is not negotiable.
The schedule was designed to provide teachers large uninterrupted blocks of time. It also supports common planning time for grade levels and predictability for students. Events happen at the same time every day.
A copy of your classroom schedule should be sent to Ms. Rhodes electronically each quarter. Please send your first quarter schedule to her by August 24. Copy the e-mail to all specialists, the Media Center, Technology Lab, assistant principal and principal. The fact that you have a schedule does not mean that you cannot deviate from it. A classroom schedule outlines what the students will be doing while with their classroom teacher. The expectation for instructional time in the WS/FC schools is 90 min. for reading, 60 min. for writing and 90 min. for math each day. This division of instructional time is not negotiable.
Specials
Specials:
Art, Physical Education, Music, Spanish (3-5), Quest Atlantis, and Technology are offered on a weekly basis. Guidance is offered on a bi-weekly basis. K-2 classes have a second Physical Education and technology class each week. These special classes provide instruction in specific subjects. Each has a unique curriculum. These classes occur at the same time each week and provide time for the classroom teachers to meet on their grade levels for planning purposes. Teacher Assistants are expected to remain with the class during these times and provide assistance to the Specialist as needed.
The class begins promptly at the appointed time, so classes should arrive early. Classes end 35 minutes from the scheduled beginning time. Teachers should be there at that time to pick up their classes. On days when teachers are involved in grade level planning, Specialists are responsible for transitioning the students to the next special. On other days, the five minutes in between allows the specialist a chance to prepare for the next class. Specials missed for any reason are not made up. Teachers who arrive late to pick up their classes will have the matter addressed by the office. The rotation for Art, PE and Music is alphabetical. The teacher on the grade level whose last name is first alphabetically begins the art rotation. The second teacher alphabetically begins the PE rotation; and the third teacher alphabetically begins the music rotation. Teachers spend a week (three class periods) with art, then move to PE for a week, and wind up with music for a week. The teacher who begins with PE goes on to music and then art. The teacher beginning with music goes to art and then PE.
Art, Physical Education, Music, Spanish (3-5), Quest Atlantis, and Technology are offered on a weekly basis. Guidance is offered on a bi-weekly basis. K-2 classes have a second Physical Education and technology class each week. These special classes provide instruction in specific subjects. Each has a unique curriculum. These classes occur at the same time each week and provide time for the classroom teachers to meet on their grade levels for planning purposes. Teacher Assistants are expected to remain with the class during these times and provide assistance to the Specialist as needed.
The class begins promptly at the appointed time, so classes should arrive early. Classes end 35 minutes from the scheduled beginning time. Teachers should be there at that time to pick up their classes. On days when teachers are involved in grade level planning, Specialists are responsible for transitioning the students to the next special. On other days, the five minutes in between allows the specialist a chance to prepare for the next class. Specials missed for any reason are not made up. Teachers who arrive late to pick up their classes will have the matter addressed by the office. The rotation for Art, PE and Music is alphabetical. The teacher on the grade level whose last name is first alphabetically begins the art rotation. The second teacher alphabetically begins the PE rotation; and the third teacher alphabetically begins the music rotation. Teachers spend a week (three class periods) with art, then move to PE for a week, and wind up with music for a week. The teacher who begins with PE goes on to music and then art. The teacher beginning with music goes to art and then PE.
Staff Meetings
Staff meetings are held monthly on the second Tuesday of the month. All meetings begin at 2:40 PM, and attendance is mandatory for all staff members working that day. These meeting will be opportunities for our professional learning communities to meet. On the day following a staff or other meeting, classified staff members should adjust their time they depart to account for any extra time they stayed for the meeting. No “COMP Time” coupons will be issued for arriving early or staying late for meetings. Unless otherwise noted, all meetings will be held in the Media Center. We will be able to keep the number of staff meetings to a minimum if all staff members are on time and attentive. Your cooperation is essential if you are to have a voice.
Substitute System
Before 6:30am all employees should report theirr absences in the Subfinder System. ALL ABSENCES must be keyed into the Subfinder System.
If it is after 6:30 AM, YOU MUST call the school. Mrs. Higgins, Mrs. Powell or Dr. Reichert will then have to key in your absence on the computer.
Extra Pay Amount for the Teacher Assistant when subbing for a Teacher and no sub is assigned for the Asst.
The rate per day this year, (as of July 21, 2008) will be $141.53 minus the daily rate of the teacher assistant that is subbing.
To get your daily rate: Take your gross amount that you get paid for each month(not including the supplements pays or extra pay, just the total gross) and divide it by 21.5 (days) equals your daily rate.
Example: If you get paid $98.00 a day, then the difference between $141.53 and $98.00 will be your extra pay. In this case you would receive an additional $43.53.
Kindergarten Teacher Assistants:
After the first semester, you will not be eligible for having a substitute until after the 3rd consecutive day of absence.
First Grade, Second Grade Teacher Assistants:
You will not be eligible for having a substitute until after the 3rd consecutive day of absence.
Specialists Teachers that travel between Schools:
As of June 16, 2008 we were told that your absences needed to be done differently starting effective August 18, 2008. This will help the sub travel to the right school on the day of the absence.
If you need a substitute-Your absence needs to be called into the Subfinder System by phone only. When you call in your absence please be sure you give “special instructions” stating where the substitute needs to report that day. When a substitute listens to the job information on the Subfinder System(by Phone) they will hear your “special instructions”. If a substitute views the job information on the Subfinder System(by Computer) it will tell them to call the Subfinder System (by Phone) to listen to the “special instructions”. Kathy Furr over Subfinder now hopes this will decrease the night mares for subs on not knowing where to report to work.
If you do not need a substitute-Your absence can be either called into the Subfinder System by phone or keyed in to the Subfinder System by computer, which ever you prefer.
Teacher Assistants subbing for Teachers
If the teacher assistant is asked to sub for their Teacher and take the “leadership role” in the classroom and no sub is hired for the teacher assistant.
In this case, the Teacher keys in their absence and the Teacher Assistant is to be listed as the substitute with a code.(“01”-sick leave or “06”-personal leave). The Teacher Asst. does not call Subfinder. The sub pay for the Teacher Asst. will be paid from the same source of funds as the teacher. The school will not have to pay any additional costs.
If the teacher assistant is asked to sub for their Teacher and take the “leadership role” in the classroom and a sub is hired for the teacher assistant.
PRIOR APPROVAL ONLY by Dr. Reichert or Mrs. Powell since the school has to pay for the sub. In this case, the Teacher just keys in the absence and the Teacher Assistant is to be listed as the substitute with a code.(“01”-sick leave or “06”-personal leave). Then the Teacher Assistant will key in their absence and should be coded as a “04”-other and their substitute. When the Subfinder System rolls over to the payroll side I then will put additional code with that “04” code so that Speas Elem. will get billed from the Finance Dept.
****The school district policy is that the hired sub for the Teacher Assist. will be paid from the same source of funds as our Teacher Assistant (since they subbed for the teacher assistant position), but the extra pay for our Teacher Assistant who is acting as a “leadership role” for the Teacher will be paid for by the school. In other words, Speas Elem. has to pay for our Teacher Assistants pay not the substitute that is subbing for the Teacher Assistant.
EC PreK Teachers & Assistants, EC SED Teachers & Assistants ONLY
As of June, 2007 Finance Dept. will pay for one absence situation for the entire school year for when the EC Teacher Assistant subs for their EC Teacher, then getting any substitute for the EC Teacher Assistant position. In this case the EC Teacher Assistant will get the additional pay amount. If you want to do this more than one time a year you will have to get prior approval from Dr. Reichert and paperwork will have to be completed prior to your absence since Finance will not pay for this. These substitutes will be paid by Speas Elem. with the proper auditing procedures.
A Teacher can elect to just get a substitute for their position and leave their Teacher Assistant exactly as they are as the Teacher Asst. The EC Teacher Assistant will not in this case get the additional pay though.
If you have any questions or help deciding what to do on a particular situation, please ask Mrs. Higgins and if she can not answer it she will contact the Payroll Clerk.
Personal Leave:
The pilot program to allow the use of one personal leave day on a student day without a pay deduction expired June 30, 2009. Any personal leave used on student days this year requires a $50 per day pay deduction, regardless of whether a substitute is hired. On all student days, a teacher's use of personal leave requires a $50 per day pay deduction. On Rsv, Rs, and Rc days, a teacher's use of personal leave does not require any pay deduction.
If it is after 6:30 AM, YOU MUST call the school. Mrs. Higgins, Mrs. Powell or Dr. Reichert will then have to key in your absence on the computer.
Extra Pay Amount for the Teacher Assistant when subbing for a Teacher and no sub is assigned for the Asst.
The rate per day this year, (as of July 21, 2008) will be $141.53 minus the daily rate of the teacher assistant that is subbing.
To get your daily rate: Take your gross amount that you get paid for each month(not including the supplements pays or extra pay, just the total gross) and divide it by 21.5 (days) equals your daily rate.
Example: If you get paid $98.00 a day, then the difference between $141.53 and $98.00 will be your extra pay. In this case you would receive an additional $43.53.
Kindergarten Teacher Assistants:
After the first semester, you will not be eligible for having a substitute until after the 3rd consecutive day of absence.
First Grade, Second Grade Teacher Assistants:
You will not be eligible for having a substitute until after the 3rd consecutive day of absence.
Specialists Teachers that travel between Schools:
As of June 16, 2008 we were told that your absences needed to be done differently starting effective August 18, 2008. This will help the sub travel to the right school on the day of the absence.
If you need a substitute-Your absence needs to be called into the Subfinder System by phone only. When you call in your absence please be sure you give “special instructions” stating where the substitute needs to report that day. When a substitute listens to the job information on the Subfinder System(by Phone) they will hear your “special instructions”. If a substitute views the job information on the Subfinder System(by Computer) it will tell them to call the Subfinder System (by Phone) to listen to the “special instructions”. Kathy Furr over Subfinder now hopes this will decrease the night mares for subs on not knowing where to report to work.
If you do not need a substitute-Your absence can be either called into the Subfinder System by phone or keyed in to the Subfinder System by computer, which ever you prefer.
Teacher Assistants subbing for Teachers
If the teacher assistant is asked to sub for their Teacher and take the “leadership role” in the classroom and no sub is hired for the teacher assistant.
In this case, the Teacher keys in their absence and the Teacher Assistant is to be listed as the substitute with a code.(“01”-sick leave or “06”-personal leave). The Teacher Asst. does not call Subfinder. The sub pay for the Teacher Asst. will be paid from the same source of funds as the teacher. The school will not have to pay any additional costs.
If the teacher assistant is asked to sub for their Teacher and take the “leadership role” in the classroom and a sub is hired for the teacher assistant.
PRIOR APPROVAL ONLY by Dr. Reichert or Mrs. Powell since the school has to pay for the sub. In this case, the Teacher just keys in the absence and the Teacher Assistant is to be listed as the substitute with a code.(“01”-sick leave or “06”-personal leave). Then the Teacher Assistant will key in their absence and should be coded as a “04”-other and their substitute. When the Subfinder System rolls over to the payroll side I then will put additional code with that “04” code so that Speas Elem. will get billed from the Finance Dept.
****The school district policy is that the hired sub for the Teacher Assist. will be paid from the same source of funds as our Teacher Assistant (since they subbed for the teacher assistant position), but the extra pay for our Teacher Assistant who is acting as a “leadership role” for the Teacher will be paid for by the school. In other words, Speas Elem. has to pay for our Teacher Assistants pay not the substitute that is subbing for the Teacher Assistant.
EC PreK Teachers & Assistants, EC SED Teachers & Assistants ONLY
As of June, 2007 Finance Dept. will pay for one absence situation for the entire school year for when the EC Teacher Assistant subs for their EC Teacher, then getting any substitute for the EC Teacher Assistant position. In this case the EC Teacher Assistant will get the additional pay amount. If you want to do this more than one time a year you will have to get prior approval from Dr. Reichert and paperwork will have to be completed prior to your absence since Finance will not pay for this. These substitutes will be paid by Speas Elem. with the proper auditing procedures.
A Teacher can elect to just get a substitute for their position and leave their Teacher Assistant exactly as they are as the Teacher Asst. The EC Teacher Assistant will not in this case get the additional pay though.
If you have any questions or help deciding what to do on a particular situation, please ask Mrs. Higgins and if she can not answer it she will contact the Payroll Clerk.
Personal Leave:
The pilot program to allow the use of one personal leave day on a student day without a pay deduction expired June 30, 2009. Any personal leave used on student days this year requires a $50 per day pay deduction, regardless of whether a substitute is hired. On all student days, a teacher's use of personal leave requires a $50 per day pay deduction. On Rsv, Rs, and Rc days, a teacher's use of personal leave does not require any pay deduction.
Surviving Day One
On this first day of school students will have:
1. Breakfast
2. A car or bus tag (all students, no exceptions)
3. Have a session on sexual harassment (classroom teacher)(age appropriate)
4. A Fire Drill (The Fire Department will surprise us twice in the first 10 days)
On the first day of school students will not have:
1. Resource Teachers
2. EC classes
3. Specials (Art, Music, P.E., Spanish, etc.)
4. ESL
5. Speech
6. Media time
7. Technology Lab
Things to do:
I. Establish your expectations
A. Behavior (reinforce these everyday of the year)
1. Behavior expectations
2. Positive consequences
3. Negative consequences
4. Practice appropriate behavior
5. Start training students in your management techniques
6. Be proactive rather than reactive
a. Anticipate problems with activities
b. Plan how you will address issues should they occur
7. Establish procedures for…
a. Classroom participation
b. Sharpening pencils
c. Lining up
d. Using the restroom
e. Moving about the building
f. Attending assemblies
B. Academics
1. What is acceptable work (give examples)
2. What is not acceptable work (give examples)
3. What information you want on every paper turned in
4. How you want the information placed on every paper turned in
5. How you expect students to perform (positively)
6. Always have more to do than you can possibly get done
C. Homework
1. What days of the week there will be homework
2. When homework is due
3. How much homework to expect each day
II. Practice school and classroom rules
III. Plan an exciting day to get them energized
A. Hands-on
B. Visual
C. Action oriented
IV. Be positive and upbeat
V. Be patient
A. With your students, it's all new to them
B. With staff because there will be waits and hang-ups that need to be ironed out
Make it a great day and leave them hanging with something each day that will make them want to come back for 179 more tomorrows.
1. Breakfast
2. A car or bus tag (all students, no exceptions)
3. Have a session on sexual harassment (classroom teacher)(age appropriate)
4. A Fire Drill (The Fire Department will surprise us twice in the first 10 days)
On the first day of school students will not have:
1. Resource Teachers
2. EC classes
3. Specials (Art, Music, P.E., Spanish, etc.)
4. ESL
5. Speech
6. Media time
7. Technology Lab
Things to do:
I. Establish your expectations
A. Behavior (reinforce these everyday of the year)
1. Behavior expectations
2. Positive consequences
3. Negative consequences
4. Practice appropriate behavior
5. Start training students in your management techniques
6. Be proactive rather than reactive
a. Anticipate problems with activities
b. Plan how you will address issues should they occur
7. Establish procedures for…
a. Classroom participation
b. Sharpening pencils
c. Lining up
d. Using the restroom
e. Moving about the building
f. Attending assemblies
B. Academics
1. What is acceptable work (give examples)
2. What is not acceptable work (give examples)
3. What information you want on every paper turned in
4. How you want the information placed on every paper turned in
5. How you expect students to perform (positively)
6. Always have more to do than you can possibly get done
C. Homework
1. What days of the week there will be homework
2. When homework is due
3. How much homework to expect each day
II. Practice school and classroom rules
III. Plan an exciting day to get them energized
A. Hands-on
B. Visual
C. Action oriented
IV. Be positive and upbeat
V. Be patient
A. With your students, it's all new to them
B. With staff because there will be waits and hang-ups that need to be ironed out
Make it a great day and leave them hanging with something each day that will make them want to come back for 179 more tomorrows.
Teacher Assistants
Teacher assistants are just what their name implies. They are here to assist the teacher with anything that needs to be done. Primarily, they are to be a second teacher in the room working with smaller groups or individuals. They can do clerical activities, but not at the expense of instruction. They are crucial to the success of students in the classroom.
Teacher assistants are also responsible for the monitoring of students. This may be in the classroom; in the cafeteria at lunch; or awaiting the arrival of parents after school.
Classroom teachers are responsible for the teacher assistant assigned to them. They work at their direction. Assistants are to remain with their students during all special classes. At that time, they are to work under the direction of the specialist.
Whenever teacher assistants are out of the room, it should be with the approval of the classroom teacher or specialist. Most of their day should be spent working with children in learning situations. They are too valuable a resource to limit them to clerical duties. They are additional hands, feet, and voices. Use them wisely and both teachers and students will reap the benefits.
Teacher assistants should not be used to deliver whole group instruction on their own. They should work with small groups doing activities outlined and developed by the teacher.
Teacher assistants are also responsible for the monitoring of students. This may be in the classroom; in the cafeteria at lunch; or awaiting the arrival of parents after school.
Classroom teachers are responsible for the teacher assistant assigned to them. They work at their direction. Assistants are to remain with their students during all special classes. At that time, they are to work under the direction of the specialist.
Whenever teacher assistants are out of the room, it should be with the approval of the classroom teacher or specialist. Most of their day should be spent working with children in learning situations. They are too valuable a resource to limit them to clerical duties. They are additional hands, feet, and voices. Use them wisely and both teachers and students will reap the benefits.
Teacher assistants should not be used to deliver whole group instruction on their own. They should work with small groups doing activities outlined and developed by the teacher.
Technology
Speas is fortunate to have a wide range of technological devices that can benefit our students and staff. Use them to make your work easier. Use them to meet your students’ needs. Every teacher at Speas has a laptop. These should be used to help you with both academic and clerical tasks. Smartboards are located in all regular classrooms and the computer lab. Speas also has three rolling SmarBoards. Any problems with technology should be brought to the Technology teacher’s attention immediately.
Teachers: Teachers have a number of tools at their disposal:
Administrative: The Speas Elementary Blog contains daily AM Announcements and Special Messages. Weekly lesson plans and Weekly newsletters should be submitted by e-mail to Becky Rhodes. Each teacher has a web page. These are required to be updated on a quarterly basis. it is recommended that they be updated on a weekly basis for parents and include homework for the week and upcoming events.
Assessment: Accelerated Reader reports should be evaluated weekly and used to modify instruction and establish appropriate book/testing levels. SuccessMaker reports should be assessed weekly and used to guide instruction. STAR Reading Test data should also be used diagnostically and provide a basis for instruction. The media assistant will run and distribute these reports weekly and quarterly. Student results on Quartely Benchmark tests should be assessed through Blue Diamond and flexible groupings established to meet specific needs. Data on anticipated student performance is available through EVAAS.
Instruction: Students should receive instruction from the classroom teacher in the computer curriculum outlined in the standard course of study. Technology instruction will also take place in the computer lba under the direction of the technology teacher. All students should have a minimum of two sessions weekly on SuccessMaker (3-5) and WiggleWorks (K-2). One of these is a scheduled technology lab period. The other should take place in the classroom. Classes with smaller enrollments should be able to schedule more than one classroom session in the lab.
Students:
Students have the opportunity to use technology to support their educational experience. This is accomplished through the utilization of the Technology Lab, classroom computers, streaming video, video and digital cameras, Smart Boards, wiki's, blog's, the closed-circuit television system and television studio. The computer lab is also open four afternoons each week from 2:30-3:45 for students in grades 2-5.
Each classroom is expected to develop a schedule that provides students access to the network for computer assisted instruction. The in-classroom schedule should support a minimum of one additional computer session per week. As more computers become available they can be used for this purpose.
Classroom scheduling should also support access to the computer on a daily basis for Accelerated Reader testing. To assist with this, a new school-wide job, Classroom Technology Assistant, has been developed. These students, in grades 3-5, will be assigned to classrooms and will be available to help students with computer use during the day. Volunteers will also assist classroom teachers will testing logistics.
One of the goals of our program is to teach students to use technology as a tool for the acquisition and manipulation of information. The more opportunities we can provide to assist them, the more successful they will be. This means that teachers must be actively involved while their students are in the computer lab. They should be circulating, providing assistance, and monitoring what the children are doing.
Teachers: Teachers have a number of tools at their disposal:
Administrative: The Speas Elementary Blog contains daily AM Announcements and Special Messages. Weekly lesson plans and Weekly newsletters should be submitted by e-mail to Becky Rhodes. Each teacher has a web page. These are required to be updated on a quarterly basis. it is recommended that they be updated on a weekly basis for parents and include homework for the week and upcoming events.
Assessment: Accelerated Reader reports should be evaluated weekly and used to modify instruction and establish appropriate book/testing levels. SuccessMaker reports should be assessed weekly and used to guide instruction. STAR Reading Test data should also be used diagnostically and provide a basis for instruction. The media assistant will run and distribute these reports weekly and quarterly. Student results on Quartely Benchmark tests should be assessed through Blue Diamond and flexible groupings established to meet specific needs. Data on anticipated student performance is available through EVAAS.
Instruction: Students should receive instruction from the classroom teacher in the computer curriculum outlined in the standard course of study. Technology instruction will also take place in the computer lba under the direction of the technology teacher. All students should have a minimum of two sessions weekly on SuccessMaker (3-5) and WiggleWorks (K-2). One of these is a scheduled technology lab period. The other should take place in the classroom. Classes with smaller enrollments should be able to schedule more than one classroom session in the lab.
Students:
Students have the opportunity to use technology to support their educational experience. This is accomplished through the utilization of the Technology Lab, classroom computers, streaming video, video and digital cameras, Smart Boards, wiki's, blog's, the closed-circuit television system and television studio. The computer lab is also open four afternoons each week from 2:30-3:45 for students in grades 2-5.
Each classroom is expected to develop a schedule that provides students access to the network for computer assisted instruction. The in-classroom schedule should support a minimum of one additional computer session per week. As more computers become available they can be used for this purpose.
Classroom scheduling should also support access to the computer on a daily basis for Accelerated Reader testing. To assist with this, a new school-wide job, Classroom Technology Assistant, has been developed. These students, in grades 3-5, will be assigned to classrooms and will be available to help students with computer use during the day. Volunteers will also assist classroom teachers will testing logistics.
One of the goals of our program is to teach students to use technology as a tool for the acquisition and manipulation of information. The more opportunities we can provide to assist them, the more successful they will be. This means that teachers must be actively involved while their students are in the computer lab. They should be circulating, providing assistance, and monitoring what the children are doing.
Telephones and Messages
Speas has three main telephone lines which roll over should one be busy. The main number is 774-4699. In order to preserve instructional time, messages will be taken and placed in mailboxes. The only exception will be emergencies. Please inform family and friends of this and ask them only to contact you in emergency situations. These calls will be transferred to the classroom if warranted. When parents call, messages will be taken, and teachers will make return calls during planning periods or after school. The use of telephones for personal business is discouraged, but it is recognized that there are times when it is unavoidable.
Testing Code of Ethics
Introduction
In North Carolina, standardized testing is an integral part of the educational experience of all students. When properly administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which enables:
• students to know the extent to which they have mastered expected knowledge and skills and how they compare to others;
• parents to know if their children are acquiring the knowledge and skills needed to succeed in a highly competitive job market;
• teachers to know if their students have mastered grade-level knowledge and skills in the curriculum and, if not, what weaknesses need to be addressed;
• community leaders and lawmakers to know if students in North Carolina schools are improving their performance over time and how the students compare with students from other states or the nation; and
• citizens to assess the performance of the public schools.
Testing should be conducted in a fair and ethical manner, which includes:
Security
• assuring adequate security of the testing materials before, during, and after
testing and during scoring
• assuring student confidentiality
Preparation
• teaching the tested curriculum and test-preparation skills
• training staff in appropriate testing practices and procedures
• providing an appropriate atmosphere
Administration
• developing a local policy for the implementation of fair and ethical testing practices and for resolving questions concerning those practices
• assuring that all students who should be tested are tested
• utilizing tests which are developmentally appropriate
• utilizing tests only for the purposes for which they were designed
Scoring, Analysis and Reporting
• interpreting test results to the appropriate audience
• providing adequate data analyses to guide curriculum implementation and improvement
Because standardized tests provide only one valuable piece of information, such information should be used in conjunction with all other available information known about a student to assist in improving student learning. The administration of tests required by applicable statutes and the use of student data for personnel/program decisions shall comply with the Testing Code of Ethics (16 NCAC 6D .0306), which is printed on the next three pages.
.0306 TESTING CODE OF ETHICS
(a) This Rule shall apply to all public school employees who are involved in the state testing program.
(b) The superintendent or superintendent’s designee shall develop local policies and procedures to ensure maximum test security in coordination with the policies and procedures developed by the test publisher. The principal shall ensure test security within the school building.
(1) The principal shall store test materials in a secure, locked area. The principal shall allow test materials to be distributed immediately prior to the test administration. Before each test administration, the building level test coordinator shall accurately count and distribute test materials. Immediately after each test administration, the building level test coordinator shall collect, count, and return all test materials to the secure, locked storage area.
(2) “Access” to test materials by school personnel means handling the materials but does not include reviewing tests or analyzing test items. The superintendent or superintendent’s designee shall designate the personnel who are authorized to have access to test materials.
(3) Persons who have access to secure test materials shall not use those materials for personal gain.
(4) No person may copy, reproduce, or paraphrase in any manner or for any reason the test materials without the express written consent of the test publisher.
(5) The superintendent or superintendent’s designee shall instruct personnel who are responsible for the testing program in testing administration procedures. This instruction shall include test administrations that require procedural modifications and shall emphasize the need to follow the directions outlined by the test publisher.
(6) Any person who learns of any breach of security, loss of materials, failure to account for materials, or any other deviation from required security procedures shall immediately report that information to the principal, building level test coordinator, school system test coordinator, and state level test coordinator.
(c) Preparation for testing.
(1) The superintendent shall ensure that school system test coordinators:
(A) secure necessary materials;
(B) plan and implement training for building level test coordinators, test administrators,
and proctors;
(C) ensure that each building level test coordinator and test administrator is trained in
the implementation of procedural modifications used during test administrations; and
(D) in conjunction with program administrators, ensure that the need for test
modifications is documented and that modifications are limited to the specific need.
(2) The principal shall ensure that the building level test coordinators:
(A) maintain test security and accountability of test materials;
(B) identify and train personnel, proctors, and backup personnel for test
administrations; and
(C) encourage a positive atmosphere for testing.
(3) Test administrators shall be school personnel who have professional training in education and the state testing program.
(4) Teachers shall provide instruction that meets or exceeds the standard course of study to meet the needs of the specific students in the class. Teachers may help students improve test-taking skills by:
(A) helping students become familiar with test formats using curricular content;
(B) teaching students test-taking strategies and providing practice sessions;
(C) helping students learn ways of preparing to take tests; and
(D) using resource materials such as test questions from test item banks, testlets and
linking documents in instruction and test preparation.
(d) Test administration.
(1) The superintendent or superintendent’s designee shall:
(A) assure that each school establishes procedures to ensure that all test administrators
comply with test publisher guidelines;
(B) inform the local board of education of any breach of this code of ethics; and
(C) inform building level administrators of their responsibilities.
(2) The principal shall:
(A) assure that school personnel know the content of state and local testing policies;
(B) implement the school system’s testing policies and procedures and establish any
needed school policies and procedures to assure that all eligible students are tested fairly;
(C) assign trained proctors to test administrations; and
(D) report all testing irregularities to the school system test coordinator.
(3) Test administrators shall:
(A) administer tests according to the directions in the administration manual and any
subsequent updates developed by the test publisher;
(B) administer tests to all eligible students;
(C) report all testing irregularities to the school system test coordinator; and
(D) provide a positive test-taking climate.
(4) Proctors shall serve as additional monitors to help the test administrator assure that testing occurs fairly.
(e) Scoring. The school system test coordinator shall:
(1) ensure that each test is scored according to the procedures and guidelines defined for the test by the test publisher;
(2) maintain quality control during the entire scoring process, which consists of handling and editing documents, scanning answer documents, and producing electronic files and reports. Quality control shall address at a minimum accuracy and scoring consistency.
(3) maintain security of tests and data files at all times, including:
(A) protecting the confidentiality of students at all times when publicizing test results;
and
(B) maintaining test security of answer keys and item-specific scoring rubrics.
( f ) Analysis and reporting. Educators shall use test scores appropriately. This means that the educator recognizes that a test score is only one piece of information and must be interpreted together with other scores and indicators. Test data help educators understand educational patterns and practices. The superintendent shall ensure that school personnel analyze and report test data ethically and within the limitations described in this paragraph.
(1) Educators shall release test scores to students, parents, legal guardians, teachers, and
the media with interpretive materials as needed.
(2) Staff development relating to testing must enable personnel to respond knowledgeably
to questions related to testing, including the tests, scores, scoring procedures, and other interpretive materials.
(3) Items and associated materials on a secure test shall not be in the public domain. Only items that are within the public domain may be used for item analysis.
(4) Educators shall maintain the confidentiality of individual students. Publicizing test scores that contain the names of individual students is unethical.
(5) Data analysis of test scores for decision-making purposes shall be based upon:
(A) desegregation of data based upon student demographics and other collected
variables;
(B) examination of grading practices in relation to test scores; and
(C) examination of growth trends and goal summary reports for state-mandated tests.
(g) Unethical testing practices include, but are not limited to, the following practices:
(1) encouraging students to be absent the day of testing;
(2) encouraging students not to do their best because of the purposes of the test;
(3) using secure test items or modified secure test items for instruction;
(4) changing student responses at any time;
(5) interpreting, explaining, or paraphrasing the test directions or the test items;
(6) reclassifying students solely for the purpose of avoiding state testing;
(7) not testing all eligible students;
(8) failing to provide needed modifications during testing, if available;
(9) modifying scoring programs including answer keys, equating files, and lookup tables;
(10) modifying student records solely for the purpose of raising test scores;
(11) using a single test score to make individual decisions; and
(12) misleading the public concerning the results and interpretations of test data.
(h) In the event of a violation of this Rule, the SBE may, in accordance with the contested case provisions of Chapter 150B of the General Statutes, impose any one or more of the following sanctions:
(1) withhold ABCs incentive awards from individuals or from all eligible staff in a school;
(2) file a civil action against the person or persons responsible for the violation for
copyright infringement or for any other available cause of action;
(3) seek criminal prosecution of the person or persons responsible for the violation; and
(4) in accordance with the provisions of 16 NCAC 6C .0312, suspend or revoke the
professional license of the person or persons responsible for the violation.
History Note: Authority G.S. 115C-12(9)c.; 115C-81(b)(4);
Eff. November 1, 1997;
Amended Eff. August 1, 2000.
In North Carolina, standardized testing is an integral part of the educational experience of all students. When properly administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which enables:
• students to know the extent to which they have mastered expected knowledge and skills and how they compare to others;
• parents to know if their children are acquiring the knowledge and skills needed to succeed in a highly competitive job market;
• teachers to know if their students have mastered grade-level knowledge and skills in the curriculum and, if not, what weaknesses need to be addressed;
• community leaders and lawmakers to know if students in North Carolina schools are improving their performance over time and how the students compare with students from other states or the nation; and
• citizens to assess the performance of the public schools.
Testing should be conducted in a fair and ethical manner, which includes:
Security
• assuring adequate security of the testing materials before, during, and after
testing and during scoring
• assuring student confidentiality
Preparation
• teaching the tested curriculum and test-preparation skills
• training staff in appropriate testing practices and procedures
• providing an appropriate atmosphere
Administration
• developing a local policy for the implementation of fair and ethical testing practices and for resolving questions concerning those practices
• assuring that all students who should be tested are tested
• utilizing tests which are developmentally appropriate
• utilizing tests only for the purposes for which they were designed
Scoring, Analysis and Reporting
• interpreting test results to the appropriate audience
• providing adequate data analyses to guide curriculum implementation and improvement
Because standardized tests provide only one valuable piece of information, such information should be used in conjunction with all other available information known about a student to assist in improving student learning. The administration of tests required by applicable statutes and the use of student data for personnel/program decisions shall comply with the Testing Code of Ethics (16 NCAC 6D .0306), which is printed on the next three pages.
.0306 TESTING CODE OF ETHICS
(a) This Rule shall apply to all public school employees who are involved in the state testing program.
(b) The superintendent or superintendent’s designee shall develop local policies and procedures to ensure maximum test security in coordination with the policies and procedures developed by the test publisher. The principal shall ensure test security within the school building.
(1) The principal shall store test materials in a secure, locked area. The principal shall allow test materials to be distributed immediately prior to the test administration. Before each test administration, the building level test coordinator shall accurately count and distribute test materials. Immediately after each test administration, the building level test coordinator shall collect, count, and return all test materials to the secure, locked storage area.
(2) “Access” to test materials by school personnel means handling the materials but does not include reviewing tests or analyzing test items. The superintendent or superintendent’s designee shall designate the personnel who are authorized to have access to test materials.
(3) Persons who have access to secure test materials shall not use those materials for personal gain.
(4) No person may copy, reproduce, or paraphrase in any manner or for any reason the test materials without the express written consent of the test publisher.
(5) The superintendent or superintendent’s designee shall instruct personnel who are responsible for the testing program in testing administration procedures. This instruction shall include test administrations that require procedural modifications and shall emphasize the need to follow the directions outlined by the test publisher.
(6) Any person who learns of any breach of security, loss of materials, failure to account for materials, or any other deviation from required security procedures shall immediately report that information to the principal, building level test coordinator, school system test coordinator, and state level test coordinator.
(c) Preparation for testing.
(1) The superintendent shall ensure that school system test coordinators:
(A) secure necessary materials;
(B) plan and implement training for building level test coordinators, test administrators,
and proctors;
(C) ensure that each building level test coordinator and test administrator is trained in
the implementation of procedural modifications used during test administrations; and
(D) in conjunction with program administrators, ensure that the need for test
modifications is documented and that modifications are limited to the specific need.
(2) The principal shall ensure that the building level test coordinators:
(A) maintain test security and accountability of test materials;
(B) identify and train personnel, proctors, and backup personnel for test
administrations; and
(C) encourage a positive atmosphere for testing.
(3) Test administrators shall be school personnel who have professional training in education and the state testing program.
(4) Teachers shall provide instruction that meets or exceeds the standard course of study to meet the needs of the specific students in the class. Teachers may help students improve test-taking skills by:
(A) helping students become familiar with test formats using curricular content;
(B) teaching students test-taking strategies and providing practice sessions;
(C) helping students learn ways of preparing to take tests; and
(D) using resource materials such as test questions from test item banks, testlets and
linking documents in instruction and test preparation.
(d) Test administration.
(1) The superintendent or superintendent’s designee shall:
(A) assure that each school establishes procedures to ensure that all test administrators
comply with test publisher guidelines;
(B) inform the local board of education of any breach of this code of ethics; and
(C) inform building level administrators of their responsibilities.
(2) The principal shall:
(A) assure that school personnel know the content of state and local testing policies;
(B) implement the school system’s testing policies and procedures and establish any
needed school policies and procedures to assure that all eligible students are tested fairly;
(C) assign trained proctors to test administrations; and
(D) report all testing irregularities to the school system test coordinator.
(3) Test administrators shall:
(A) administer tests according to the directions in the administration manual and any
subsequent updates developed by the test publisher;
(B) administer tests to all eligible students;
(C) report all testing irregularities to the school system test coordinator; and
(D) provide a positive test-taking climate.
(4) Proctors shall serve as additional monitors to help the test administrator assure that testing occurs fairly.
(e) Scoring. The school system test coordinator shall:
(1) ensure that each test is scored according to the procedures and guidelines defined for the test by the test publisher;
(2) maintain quality control during the entire scoring process, which consists of handling and editing documents, scanning answer documents, and producing electronic files and reports. Quality control shall address at a minimum accuracy and scoring consistency.
(3) maintain security of tests and data files at all times, including:
(A) protecting the confidentiality of students at all times when publicizing test results;
and
(B) maintaining test security of answer keys and item-specific scoring rubrics.
( f ) Analysis and reporting. Educators shall use test scores appropriately. This means that the educator recognizes that a test score is only one piece of information and must be interpreted together with other scores and indicators. Test data help educators understand educational patterns and practices. The superintendent shall ensure that school personnel analyze and report test data ethically and within the limitations described in this paragraph.
(1) Educators shall release test scores to students, parents, legal guardians, teachers, and
the media with interpretive materials as needed.
(2) Staff development relating to testing must enable personnel to respond knowledgeably
to questions related to testing, including the tests, scores, scoring procedures, and other interpretive materials.
(3) Items and associated materials on a secure test shall not be in the public domain. Only items that are within the public domain may be used for item analysis.
(4) Educators shall maintain the confidentiality of individual students. Publicizing test scores that contain the names of individual students is unethical.
(5) Data analysis of test scores for decision-making purposes shall be based upon:
(A) desegregation of data based upon student demographics and other collected
variables;
(B) examination of grading practices in relation to test scores; and
(C) examination of growth trends and goal summary reports for state-mandated tests.
(g) Unethical testing practices include, but are not limited to, the following practices:
(1) encouraging students to be absent the day of testing;
(2) encouraging students not to do their best because of the purposes of the test;
(3) using secure test items or modified secure test items for instruction;
(4) changing student responses at any time;
(5) interpreting, explaining, or paraphrasing the test directions or the test items;
(6) reclassifying students solely for the purpose of avoiding state testing;
(7) not testing all eligible students;
(8) failing to provide needed modifications during testing, if available;
(9) modifying scoring programs including answer keys, equating files, and lookup tables;
(10) modifying student records solely for the purpose of raising test scores;
(11) using a single test score to make individual decisions; and
(12) misleading the public concerning the results and interpretations of test data.
(h) In the event of a violation of this Rule, the SBE may, in accordance with the contested case provisions of Chapter 150B of the General Statutes, impose any one or more of the following sanctions:
(1) withhold ABCs incentive awards from individuals or from all eligible staff in a school;
(2) file a civil action against the person or persons responsible for the violation for
copyright infringement or for any other available cause of action;
(3) seek criminal prosecution of the person or persons responsible for the violation; and
(4) in accordance with the provisions of 16 NCAC 6C .0312, suspend or revoke the
professional license of the person or persons responsible for the violation.
History Note: Authority G.S. 115C-12(9)c.; 115C-81(b)(4);
Eff. November 1, 1997;
Amended Eff. August 1, 2000.
Videos
All video's used for instruction or recreation in a classroom, must be approved by Principal or Asst. Principal before showing. These videos must be listed in your lesson plans along with the video rating. Speas can only show videos that are rated (G). Speas does have a license to show videos from the Movie Licensing Corporation.
Who Ya' Gonna Call:Speas
Topic:
Accelerated Reader Software - Smith, C.
Accelerated Reader Issues - Childers
Assemblies - Powell
Attendance - Fletcher, Fought, Summey
AV Repair - Childers
Black History Month - Marston
Breakfast - Bryant
Broadcast - Smith, C., Bushey
Bus Questions - Powell
Business Partners - Powell
Cafeteria - Bryant
Career Day - Clodfelter, Fletcher
Classroom Assignment – Summer - Reichert
Classroom Assignment – School Year - Marston
Committee Chairs –
#1 Globally Competitive Students - Reading - Hoots
#1 Globally Competitive Students - Math - Marston
#2 Healthy and Responsible Students - Powell
#3 21st Century Professionals - Reichert
#4 21st Century Systems - A. Smith
#5 Leadership for Innovation - Clodfelter
Computer Lab - Smith, C.
Computer Issues / Printer Issues - Smith, C.
Counseling (one on one, group) - Clodfelter
Cleaning Needs - Ireland, Cokley, Hummings
Copying, Front Office and Hive Copier - Rhodes
Cultural Fair - Marston
CUM Records Transfer - Marston, Fletcher
Curriculum - Marston
Department of Social Services - Clodfelter, Fought
DIBEL's Assessment - Say
Discipline - Powell, Reichert, Summey
Domestic Violence - Clodfelter, Fought
Exceptional Children (EC) - Gray, Martin-Ferguson, Holman, Sabbagh Rabaiotti
Emergency Aid (food, clothing, money, medicine) - Clodfelter, Fought
Field Day - Alston
Field Trips - Powell, Higgins
Finance - Higgins
Free Lunch - Bryant
Furniture - Ireland, Cokley, Powell
Guidance - Clodfelter
Health (student) - Rhodes, Nurse
Hearing and Vision Screening (put note in her box) - Nurse
Home-School Coordination/Communication - Summey, Fought
PDP’s - Reichert, Powell
In-School Suspension -Reichert, Powell, (Summey)
Internet - Smith, C.
Maintenance – Repairs (Work Orders) - Higgins
Math - Marston
Media Center - Childers, Holbert
Medication -Rhodes
Mentors - Reichert
NCWISE - Fletcher
Observations - Reichert, Powell
Payroll - Higgins
Personnel - Reichert, Powell
Professional Library - Childers
PTA (Staff) - Corley
PTA (Parent) - TBD____________
Reading - Marston
Purchasing - Higgins
Resource Teachers for Title-I - Lowe, Hoots, Schwabe, Starling
Safety Patrol - Powell
School Pictures - Powell
School-wide Jobs - Childers, Holbert
Science Fair - Marston
SIT-Team Co-Chairs - TBD_____________
Software - Smith, C.
Speech/Language Pathology - Martin-Ferguson
Spelling Bee - Marston
Student Council - Fletcher
Substitutes/Subfinder System - Higgins, Powell
Supplies and Materials - Rhodes, Higgins
Testing (Academic - Student) - Marston
Testing – ESL - Marston, Spaventa
Testing - CSI/Exceptional Children (EC) - Clodfelter
Testing – S.T.A.R. - Smith, C.
Textbooks - Marston, Powell
Tutoring - Reichert, Powell
Uniform Closet for students not in uniform - Sabbagh Rabaiotti, Tuttle, Robinson
Uniforms for Employees - Higgins
Uniforms for Students - Office (Higgins, Rhodes)-located in Cafe
Volunteers - Clodfelter
WFU/Speas Partnership Student teachers/Interns - Reichert
WINGS Volunteers - Marston
5th Grade Celebration - 5th grade chair, Reichert
Accelerated Reader Software - Smith, C.
Accelerated Reader Issues - Childers
Assemblies - Powell
Attendance - Fletcher, Fought, Summey
AV Repair - Childers
Black History Month - Marston
Breakfast - Bryant
Broadcast - Smith, C., Bushey
Bus Questions - Powell
Business Partners - Powell
Cafeteria - Bryant
Career Day - Clodfelter, Fletcher
Classroom Assignment – Summer - Reichert
Classroom Assignment – School Year - Marston
Committee Chairs –
#1 Globally Competitive Students - Reading - Hoots
#1 Globally Competitive Students - Math - Marston
#2 Healthy and Responsible Students - Powell
#3 21st Century Professionals - Reichert
#4 21st Century Systems - A. Smith
#5 Leadership for Innovation - Clodfelter
Computer Lab - Smith, C.
Computer Issues / Printer Issues - Smith, C.
Counseling (one on one, group) - Clodfelter
Cleaning Needs - Ireland, Cokley, Hummings
Copying, Front Office and Hive Copier - Rhodes
Cultural Fair - Marston
CUM Records Transfer - Marston, Fletcher
Curriculum - Marston
Department of Social Services - Clodfelter, Fought
DIBEL's Assessment - Say
Discipline - Powell, Reichert, Summey
Domestic Violence - Clodfelter, Fought
Exceptional Children (EC) - Gray, Martin-Ferguson, Holman, Sabbagh Rabaiotti
Emergency Aid (food, clothing, money, medicine) - Clodfelter, Fought
Field Day - Alston
Field Trips - Powell, Higgins
Finance - Higgins
Free Lunch - Bryant
Furniture - Ireland, Cokley, Powell
Guidance - Clodfelter
Health (student) - Rhodes, Nurse
Hearing and Vision Screening (put note in her box) - Nurse
Home-School Coordination/Communication - Summey, Fought
PDP’s - Reichert, Powell
In-School Suspension -Reichert, Powell, (Summey)
Internet - Smith, C.
Maintenance – Repairs (Work Orders) - Higgins
Math - Marston
Media Center - Childers, Holbert
Medication -Rhodes
Mentors - Reichert
NCWISE - Fletcher
Observations - Reichert, Powell
Payroll - Higgins
Personnel - Reichert, Powell
Professional Library - Childers
PTA (Staff) - Corley
PTA (Parent) - TBD____________
Reading - Marston
Purchasing - Higgins
Resource Teachers for Title-I - Lowe, Hoots, Schwabe, Starling
Safety Patrol - Powell
School Pictures - Powell
School-wide Jobs - Childers, Holbert
Science Fair - Marston
SIT-Team Co-Chairs - TBD_____________
Software - Smith, C.
Speech/Language Pathology - Martin-Ferguson
Spelling Bee - Marston
Student Council - Fletcher
Substitutes/Subfinder System - Higgins, Powell
Supplies and Materials - Rhodes, Higgins
Testing (Academic - Student) - Marston
Testing – ESL - Marston, Spaventa
Testing - CSI/Exceptional Children (EC) - Clodfelter
Testing – S.T.A.R. - Smith, C.
Textbooks - Marston, Powell
Tutoring - Reichert, Powell
Uniform Closet for students not in uniform - Sabbagh Rabaiotti, Tuttle, Robinson
Uniforms for Employees - Higgins
Uniforms for Students - Office (Higgins, Rhodes)-located in Cafe
Volunteers - Clodfelter
WFU/Speas Partnership Student teachers/Interns - Reichert
WINGS Volunteers - Marston
5th Grade Celebration - 5th grade chair, Reichert
Wednesday, August 12, 2009
Who Ya' Gonna Call - WS/FCS
Topic:
AG/504 Plans - Bud Harrelson
Arts Education (music) - Brad Oliver
Cultural Literacy - Willette Nash
EC - Patricia Moody
ESL - David Sisk
Foreign Language - Leslie Baldwin
Mathematics - Velvet Simington
Media - Jackie Pierson
Personnel Issues (certified staff) - James Lucas, Claudia Jokinen
Personnel Issues (classified staff) - James Lucas, Claudia Jokinen
Physical Education - Nancy Hoover
Reading/Communication Skills - Janie Costello
Science - Vacant
Social Studies - Patty Grant
Technology - Instructional (Marlo Gaddis) All other communication through - Cathy Smith
Title-I - Patsy Squire, Nancy Martin, Tamara Myers, Benita Brown
Transportation - All communication is through Rhonda Powell
AG/504 Plans - Bud Harrelson
Arts Education (music) - Brad Oliver
Cultural Literacy - Willette Nash
EC - Patricia Moody
ESL - David Sisk
Foreign Language - Leslie Baldwin
Mathematics - Velvet Simington
Media - Jackie Pierson
Personnel Issues (certified staff) - James Lucas, Claudia Jokinen
Personnel Issues (classified staff) - James Lucas, Claudia Jokinen
Physical Education - Nancy Hoover
Reading/Communication Skills - Janie Costello
Science - Vacant
Social Studies - Patty Grant
Technology - Instructional (Marlo Gaddis) All other communication through - Cathy Smith
Title-I - Patsy Squire, Nancy Martin, Tamara Myers, Benita Brown
Transportation - All communication is through Rhonda Powell
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