Otsego Elementary School Faculty Handbook - Half Hollow Hills
Otsego Elementary School Faculty Handbook - Half Hollow Hills
Otsego Elementary School Faculty Handbook - Half Hollow Hills
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<strong>Otsego</strong><br />
<strong>Elementary</strong> <strong>School</strong><br />
<strong>Faculty</strong> <strong>Handbook</strong><br />
Sharon Stepankewich, Principal<br />
Stacey Bernstein, Assistant Principal
INTRODUCTION<br />
The <strong>Otsego</strong> <strong>Faculty</strong> <strong>Handbook</strong> is a “work in progress.” Its purpose is to<br />
communicate building and district procedures and offer helpful ways to<br />
enhance your classroom management skills and teaching practice. It is<br />
intended to be an informational resource to use throughout the year.<br />
As our daily routines and responsibilities become more clearly defined, you<br />
will be receiving “inserts” to add to your binder. This handbook will answer<br />
many of your questions and provide you with the necessary materials to<br />
make your work day smoother.<br />
The literature was selected to keep you informed as to the latest trends in<br />
education. The articles present numerous educational philosophies and<br />
current research. In addition, different strategies and techniques that<br />
maximize student learning are offered.<br />
Your feedback and/or suggestions would be welcomed and appreciated.<br />
We hope you find the book to be a valuable resource in your classroom.<br />
Happy reading!<br />
Sharon & Stacey
INTRODUCTION<br />
The <strong>Otsego</strong> <strong>Faculty</strong> <strong>Handbook</strong> is a “work in progress.” Its purpose is to<br />
communicate building and district procedures and offer helpful ways to<br />
enhance your classroom management skills and teaching practice. It is<br />
intended to be an informational resource to use throughout the year.<br />
As our daily routines and responsibilities become more clearly defined, you<br />
will be receiving “inserts” to add to your binder. This handbook will answer<br />
many of your questions and provide you with the necessary materials to<br />
make your work day smoother.<br />
The literature was selected to keep you informed as to the latest trends in<br />
education. The articles present numerous educational philosophies and<br />
current research. In addition, different strategies and techniques that<br />
maximize student learning are offered.<br />
Your feedback and/or suggestions would be welcomed and appreciated.<br />
We hope you find the book to be a valuable resource in your classroom.<br />
Happy reading!
TABLE OF CONTENTS<br />
Introduction<br />
• District Administration<br />
• Calendar<br />
• Important Dates<br />
Information<br />
• Accidents<br />
• Agenda/Calendar<br />
o Calendar Event Add/Delete Form<br />
• Attendance<br />
• Building Representatives<br />
• Bus Duty<br />
o Bus Duty Assignments<br />
• Characteristics of a Distinguished District<br />
• Classroom Visitations<br />
o Classroom Visitation Information Sheet<br />
o Classroom Visitor List<br />
• Cleanliness<br />
• Copy Room Guidelines<br />
o Copy Request Form<br />
• Crisis Response<br />
• Dismissal Procedures<br />
• Dismissal of Students to Parents<br />
o Student Release Authorization Form<br />
• Emergency Contact Information<br />
• Emergency Early Dismissal<br />
• Evacuation Plan<br />
• Extra Curricular Positions<br />
• Extra Help<br />
o AM Extra Help Form<br />
o PM Extra Help Form<br />
o Extra Help Log (to be kept in plan book)<br />
o AM Extra Help Request Letter to Parents<br />
o PM Extra Help Request Letter to Parents<br />
• <strong>Faculty</strong> Meetings<br />
• Field Trips<br />
o Field Trip Permission Slip<br />
• Fire Inspections and Fire Drills<br />
• Forgotten Items<br />
• Grade Level Meetings<br />
• Homework<br />
• Instructional Support Team (IST)<br />
o IST Referral Form
TABLE OF CONTENTS (continued)<br />
• Internet Usage<br />
o Internet Use Agreement<br />
• Liaison Positions<br />
• Master Schedule<br />
• Meet the Teacher Night<br />
• Notes, Letters, Flyers to Parents<br />
• Parental Release of Information and Pictures<br />
o Photo Release<br />
• Parent-Teacher Conferences<br />
• Payroll Schedule<br />
• Plan Books<br />
• PTA<br />
• Religious Observation<br />
• Report Card Guidelines<br />
• Safety Issues<br />
• Shelter Plan<br />
• Staff Directory<br />
• Student Discipline<br />
• Sunshine Committee<br />
• Supervision of Children<br />
• Teacher Absences<br />
• Teacher Evaluation Process<br />
• Telephones<br />
• Videos<br />
o Video Request Form<br />
Policies:<br />
• Allergy Policy<br />
o Parent Letter Samples<br />
o Authorization for Medication Form Sample<br />
o Consent to Release Personal Information to Class Sample<br />
o Emergency Health Care Form Sample<br />
o Reminder – No Home Baked Goods Notice<br />
• Attendance Policy<br />
• Harassment Policies<br />
o Hazing<br />
• What Can I Do if I am Being Bullied<br />
• Myth or Fact Worksheet<br />
o Sexual Harassment Policy<br />
• Videotape Policy<br />
New York State Learning Standards<br />
Educational Articles<br />
Teacher Notes
DISTRICT ADMINISTRATION<br />
Board of Education:<br />
Jay Marcucci, Acting President<br />
Jeanine Bottenus<br />
Carole Catapano<br />
Frank Grimaldi<br />
James Ptucha<br />
Ann Marie Sorkin<br />
Central Administration:<br />
Dr. Sheldon Karnilow, Superintendent<br />
Michael DeStio, Assistant Superintendent for Secondary Education<br />
Kelly Fallon, Assistant Superintendent for Districtwide Administration<br />
Dr. Patrick Harrigan, Assistant Superintendent for Research, Assessment, Special Services<br />
Victor Manuel, Assistant Superintendent for Finance and Facilities<br />
Mary Rettaliata, Assistant Superintendent for <strong>Elementary</strong> Education<br />
Corinne Carriero, Director of Instructional Computing/Business<br />
Linda Esposito, Director of Mathematics<br />
John O’Farrell, Director of Science<br />
Dr. Jeffrey Morris, Director of Social Studies<br />
Joseph Pennacchio, Director of Athletics<br />
Salvatore Randazzo, Director of Music and Fine Arts<br />
Patrick Murphy, Director of Health/Physical Education<br />
Francesco Fratto, Coordinator of Foreign Languages/ESL<br />
Love Karima Foy, Coordinator of Language Arts/Reading 6-12<br />
Rochelle DeMuccio, Coordinator of Language Arts/Reading K-5<br />
Ellen Robertson, Coordinator of Instructional Computing/Family & Consumer Science<br />
Sherri Keller, Coordinator of Pre-<strong>School</strong> Special Ed./Related Services<br />
Brenda Friedland, Coordinator of <strong>Elementary</strong> Special Education<br />
Daniel Helmes, Coordinator of Middle <strong>School</strong> Special Education<br />
Michelle Melfi, Coordinator of High <strong>School</strong> Special Education<br />
Steve Troy, Supervisor of Transportation
HALF HOLLOW HILLS CENTRAL SCHOOL DISTRICT<br />
2009/2010 SCHOOL CALENDAR<br />
September 2009 February 2010<br />
M T W TH F M T W TH F September: 3 Superintendent's Conference Day<br />
(1) (2) (3) (4) 1 2 3 4 5 7 Labor Day<br />
(7) 8 9 10 11 8 9 10 11 12 8 <strong>School</strong> Opens<br />
14 15 16 17 18 (15) (16) (17) (18) (19) 19, 20 Rosh Hashanah<br />
21 22 23 24 25 22 23 24 25 26 28 Yum Kippur<br />
(28) 29 30<br />
October: 12 Columbus Day<br />
October 2009 March 2010<br />
M T W TH F M T W TH F November: 3 Superintendent's Conference Day<br />
1 2 1 2 3 4 5 11 Veterans Day<br />
5 6 7 8 9 8 9 10 11 12 26, 27 Thanksgiving<br />
(12) 13 14 15 16 15 16 17 18 19<br />
19 20 21 22 23 22 23 24 25 26 December: 24-31 Christmas<br />
26 27 28 29 30 [29] (30) (31)<br />
January: 1 New Years<br />
November 2009 April 2010<br />
18 Martin Luther King Jr. Day<br />
M T W TH F M T W TH F<br />
2 (3) 4 5 6 (1) (2) February: 15-19 Winter Recess<br />
9 10 (11) 12 13 [5] [6] 7 8 9<br />
16 17 18 19 20 12 13 14 15 16 March: 30, 31<br />
23 24 25 (26) (27) 19 20 21 22 23 April: 1, 2<br />
Spring Recess<br />
30 26 27 28 29 30<br />
May: 31 Memorial Day<br />
December 2009<br />
May 2010<br />
M T W TH F M T W TH F June: 25 Last Day of <strong>School</strong><br />
1 2 3 4 3 4 5 6 7 24-26 <strong>Half</strong> Days for <strong>Elementary</strong> <strong>School</strong>s<br />
7 8 9 10 11 10 11 12 13 14<br />
14 15 16 17 18 17 18 19 20 21<br />
21 22 23 (24) (25) 24 25 26 27 [28]<br />
(28) (29) (30) (31) (31)<br />
SCHOOL HOLIDAYS<br />
Please Note:<br />
November 20th is Parent/Teacher Conference Day -<br />
There is no school for <strong>Elementary</strong> Students<br />
January 2010 June 2010<br />
<strong>School</strong> will not be in session on the days indicated by parenthesis ( ) on this<br />
M T W TH F M T W TH F calendar. The shaded and bracketed [ ] days indicate school emergency days,<br />
(1) 1 2 3 4<br />
and will be utilized as follows;<br />
4 5 6 7 8 7 8 9 10 11 1 snow day: 5/28<br />
11 19 20 21 22 14 15 16 17 18 2 snow days: 4/6 & 5/28<br />
(18) 19 20 21 22 21 22 23 24 25 3 snow days: 4/5 & 4/6 & 5/28<br />
25 26 27 28 29 (28 (29) (30) 4 snow days: 3/29 & 4/5 & 4/6 & 5/28<br />
Any additional day(s) required will be determined by the <strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> Board of Education.<br />
1
IMPORTANT DATES<br />
2009-2010<br />
DATE<br />
EVENT<br />
September 3 rd<br />
Superintendent’s Conference Day<br />
September 8 th<br />
First Day of <strong>School</strong><br />
September 21 st<br />
<strong>Faculty</strong> Meeting<br />
September 24 th Meet the Teacher Night Grades K-2<br />
September 30 th<br />
Picture Day<br />
September 22 nd Meet the Teacher Night Grades 3-5<br />
Band/Orchestra Meet the Teacher – 7:00 PM<br />
September 18 th<br />
Rosh Hashanah – No <strong>School</strong><br />
October 1 st - 30 th<br />
PARP<br />
September 29 th<br />
Yom Kippur – No <strong>School</strong><br />
October 12 th<br />
Columbus Day – No <strong>School</strong><br />
October 19 th<br />
<strong>Faculty</strong> Meeting<br />
November 3 rd<br />
Superintendent’s Conference Day<br />
November 13 th<br />
First Marking Period Ends<br />
November 11 th<br />
Veteran’s Day – No <strong>School</strong><br />
November 16 th - 17 th<br />
NYS Grade 5 Social Studies Test<br />
November 16 th<br />
<strong>Faculty</strong> Meeting<br />
November 17 th & 19 th Evening Parent-Teacher Conferences (6:30 – 9:00)<br />
November 20 th<br />
Day Parent Teacher Conferences<br />
(No <strong>School</strong> for Students)<br />
November 26 th – 27 th Thanksgiving Recess – No <strong>School</strong><br />
December 1 st<br />
Photo Makeup Day/5 th Grade & Clubs Photos<br />
December 17 th<br />
Winter Chorus Concert<br />
December 21 st<br />
<strong>Faculty</strong> Meeting<br />
December 24 th – January 1 st Christmas / New Year’s Recess<br />
January 5 th<br />
Winter Concert – Instrumental<br />
April 26 th - 28 th NYS ELA Exam – Grades 3-5<br />
January 11 th<br />
Board of Ed. Meeting at <strong>Otsego</strong> – 8:00PM<br />
January 18 th<br />
Martin Luther King Day – No <strong>School</strong><br />
January 25 th<br />
<strong>Faculty</strong> Meeting<br />
January 25 th – 29 th Kindergarten Registration<br />
January 29 th<br />
Second Marking Period Ends<br />
January 29 th –31 st 5 th Grade <strong>Hills</strong> on Stage Performance<br />
February 15 th – 19 th<br />
Winter Recess<br />
May 5 th - 7 th NYS Math Exam – Grades 3-5<br />
March 15 th<br />
<strong>Faculty</strong> Meeting<br />
March 22 nd - 26 th<br />
Literary Week<br />
March 30 th – April 3 rd Terra Nova/In View Testing – Grades 2 - 5<br />
April 16 th<br />
Third Marking Period Ends
DATE<br />
EVENT<br />
March 30 th -April 2 nd<br />
(4/5,4/6 & 3/29 Emergency Days)<br />
Spring Recess – No <strong>School</strong><br />
April 19 th – 23 rd<br />
Kindergarten Screening<br />
April 19 th<br />
<strong>Faculty</strong> Meeting<br />
May 24 th – 27 th NYS Science Assessment – Grade 4<br />
May 10 th<br />
Spring Instrumental Concert<br />
May 17 th<br />
<strong>Faculty</strong> Meeting<br />
May 25 th<br />
Kindergarten Orientation<br />
May 26 th<br />
Spring Chorus/Recorder Concert (7:30 PM)<br />
May 31 st (May28 th Emergency Day) Memorial Day – No <strong>School</strong><br />
June 7 th<br />
Field Day<br />
June 8 th<br />
Field Day – Rain Date<br />
June 11 th<br />
Staff Breakfast<br />
June 18 th<br />
Kids Day<br />
June 22 nd<br />
Awards Assembly<br />
June 23 rd – 25 th<br />
<strong>Half</strong> Days<br />
June 23 rd<br />
Moving Up Day (1:00 Candlewood)<br />
June 25 th<br />
Last Day of <strong>School</strong>
ACCIDENTS<br />
Please report any and all accidents to the <strong>School</strong> Nurse immediately. This<br />
includes staff as well as children. The nurse will then complete the<br />
necessary paperwork and fill out an accident report form.<br />
In the event that you or a child requires immediate assistance in your<br />
current location (classroom, hallway, gym, etc…), please notify the main<br />
office and state the nature of the emergency. The office will send help to<br />
you.<br />
PLEASE REMEMBER: Do not move a child who has a potential injury to<br />
his/her neck, head, or back, or who may have a broken bone. It is safer for<br />
them to remain where they are until trained medical help arrives.
AGENDA/CALENDAR<br />
The agenda will be emailed at the end of each week. It will list all the<br />
happenings for the following week, including;<br />
• Field trips<br />
• Meetings<br />
• Special events<br />
• Classroom visitations<br />
• Bus duty assignments<br />
• Staff birthdays<br />
All field trips and special class activities should be recorded on the large calendar<br />
in the main office. When doing so, you must also submit a Calendar Event<br />
Add/Delete Form to a secretary. They will enter the information into our computer<br />
calendar. Be sure to fill the form out completely and to specify field trip location<br />
OR location in the building (i.e.: cafeteria, classroom, etc.)<br />
When you receive your agenda, please look it over carefully to see if any<br />
upcoming events will affect you and your class. Also, if you have an event<br />
planned that is not listed on the agenda, please inform the office immediately.<br />
They will determine if a revised agenda needs to be distributed. At the start of the<br />
school year, the agenda will be placed in all staff mailboxes, posted in the office,<br />
and sent out via e-mail. After a few weeks, the “paper copies” will be phased out.<br />
Please be sure to check your e-mail for the weekly agenda.
OTSEGO ELEMENTARY SCHOOL<br />
Calendar Event Add/Delete Form<br />
Trip/Event Description_______________________________________________________<br />
ADD DELETE DATE CHANGE Trip/Event Date______ Location_______________<br />
Trip Time: Depart______ Return_______<br />
Submitted by________________________<br />
Grades/Classes Attending____________________________ Date Submitted_____________<br />
OTSEGO ELEMENTARY SCHOOL<br />
Calendar Event Add/Delete Form<br />
Trip/Event Description_______________________________________________________<br />
ADD DELETE DATE CHANGE Trip/Event Date______ Location_______________<br />
Trip Time: Depart______ Return_______<br />
Submitted by________________________<br />
Grades/Classes Attending____________________________ Date Submitted_____________<br />
OTSEGO ELEMENTARY SCHOOL<br />
Calendar Event Add/Delete Form<br />
Trip/Event Description_______________________________________________________<br />
ADD DELETE DATE CHANGE Trip/Event Date______ Location_______________<br />
Trip Time: Depart________ Return_________<br />
Submitted by_______________________<br />
Grades/Classes Attending____________________________ Date Submitted_____________
ATTENDANCE<br />
It is important to complete your classroom attendance using the Infinite<br />
Campus software by 9:30 AM.<br />
Have your computer on & ready when school begins. When your students<br />
arrive, take your physical attendance right away. Sign onto Infinite<br />
Campus, and enter your class attendance. All students are automatically<br />
marked as ‘P’ for present. Mark any students absent by clicking ‘A’ for<br />
absent, and any students late by clicking ‘T’ for tardy. DON’T FORGET<br />
TO SAVE! Put all notes to be sent to the main/health/attendance offices in<br />
the pocket on your door at the same time.<br />
If any students come in late after you have taken attendance, make sure<br />
they have a late pass, which would mean the attendance office has<br />
marked them tardy in Infinite Campus. If they do not have a late pass, and<br />
it is past 9:16, send them to the Health Office to get one.
2009-2010 Building Representatives<br />
(Liaison, T.A., etc…)<br />
• Science Leigh Salvage<br />
• Testing Jen Kuitwaard & Jessie Lauter<br />
• Staff Development Liz Varvaro<br />
• Technology Tracey Kueck & Nancy Holmes<br />
• Bus Duty Ricky Martorella<br />
• T.A. Reps Liz Varvaro<br />
Carrie McCabe
BUS DUTY<br />
Bus duty assignments are listed on the schedule that follows. Please be sure to report<br />
to your designated area during your assigned week. If you cannot be on bus duty for<br />
any reason, it is your responsibility to find someone to replace you and inform the office<br />
who will be taking your place.<br />
AM Responsibilities:<br />
• Please be on the bus platform by 9:00AM, no matter what meeting or activity is<br />
going on.<br />
• The children should be released from the buses at 9:05AM.<br />
• Remain on the platform until all children have entered the building.<br />
• In the event of a late bus, inform the office so that someone can be assigned to<br />
relieve you, when necessary.<br />
• Assignments:<br />
o Person #1 – Kindergarten entrance<br />
• Supervise students as they walk inside the building<br />
• Check in buses on clipboard<br />
o Person #2 - Main entrance<br />
• Supervise students as they walk inside the building<br />
• Check in buses on clipboard<br />
o Person #3 – Center of platform<br />
• Supervise students as they walk inside the building<br />
PM Responsibilities:<br />
• Please be on the bus platform by 3:10PM. Bring your class outside with you.<br />
• Assignments:<br />
o Person #1 – Kindergarten entrance<br />
• Supervise students as they leave the building<br />
• Distribute and collect the bus signs from the students AFTER<br />
receiving the signal to do so<br />
o Person #2 – Main entrance<br />
• Supervise students as they wait for late buses on the platform<br />
REMINDER: Assigned students will check off the classes as they leave the building.<br />
Please be sure to give your name to these children as you exit the building and again<br />
when you get to the end of the platform.
OTSEGO ELEMENTARY<br />
BUS DUTY SCHEDULE<br />
WEEK OF ARRIVAL DISMISSAL<br />
Sept. 8<br />
****ALL SPECIAL AREA TEACHERS****<br />
14 E. Reichstein/L. Napolitano 2-KH, 5-PB<br />
21 D. Castiglia/K. Hanover 2-JPi, 5-WS<br />
29 E. Micalizzi/B. DelVecchio 2-JPt, 5-K/M<br />
Oct. 5 C. Brancato/C. Mychailyszyn 1-DP, 5-LS<br />
13 M. Aulet/D. Anderson 1-CM, 5-AM<br />
19 D. Lanzarotta/R. Jacobowski/A. Cohee 1-DT, 4-S/H<br />
26 E. Reichstein/L. Napolitano 1-LA, 4-SB<br />
Nov. 2 D. Castiglia/K. Hanover 1-NB, 4-NN<br />
9 E. Micalizzi/B. DelVecchio 3-EM, 4-DA<br />
16 C. Brancato/C. Mychailyszyn 3-MK, 5-PB<br />
23 M. Aulet/D. Anderson 3-LG, 5-WS<br />
30 D. Lanzarotta/R. Jacobowski/A. Cohee 3-M/S, 5-K/M<br />
Dec. 7 E. Reichstein/L. Napolitano 2-KH, 5-LS<br />
14 D. Castiglia/K. Hanover 2-JPi, 5-AM<br />
21 E. Micalizzi/B. DelVecchio 2-JPt, 4-S/H<br />
Jan. 4 C. Brancato/C. Mychailyszyn 1-DP, 4-SB<br />
11 M. Aulet/D. Anderson 1-CM, 4-NN<br />
19 D. Lanzarotta/R. Jacobowski/A. Cohee 1-DT, 4-DA<br />
25 E. Reichstein/L. Napolitano 1-LA, 3-EM<br />
Feb. 1 D. Castiglia/K. Hanover 1-NB, 3-MK<br />
8 E. Micalizzi/B. DelVecchio 2-KH, 3-LG<br />
22 C. Brancato/C. Mychailyszyn 2-JPi, 3-M/S<br />
Mar. 1 M. Aulet/D. Anderson 2-JPt, 5-PB<br />
8 D. Lanzarotta/R. Jacobowski/A. Cohee 1-DP, 5-WS<br />
15 E. Reichstein/L. Napolitano 1-CM, 5-K/M<br />
22 D. Castiglia/K. Hanover 1-DT, 5-LS<br />
Apr. 5 E. Micalizzi/B. DelVecchio 1-LA, 5-AM<br />
12 C. Brancato/C. Mychailyszyn 1-NB, 4-S/H<br />
19 M. Aulet/D. Anderson 3-EM, 4-SB<br />
26 D. Lanzarotta/R. Jacobowski/A. Cohee 3-MK, 4-NN<br />
May 3 E. Reichstein/L. Napolitano 3-LG, 4-DA<br />
10 D. Castiglia/K. Hanover 3-M/S, 2-KH<br />
17 E. Micalizzi/B. DelVecchio 1-DP, 2-Jpi<br />
24 C. Brancato/C. Mychailyszyn 1-CM, 2-JPt<br />
June 1 M. Aulet/D. Anderson 1-DT, 4-S/H<br />
7 D. Lanzarotta/R. Jacobowski/A. Cohee 1-LA, 4-SB<br />
14 E. Reichstein/L. Napolitano 1-NB, 4-NN<br />
21 D. Castiglia/K. Hanover 3-EM, 4-DA<br />
2009/2010
CHARACTERISTICS OF A DISTINGUISED DISTRICT<br />
• Educators continually engage in their own learning.<br />
• Staff knows students well and cares about them as individuals.<br />
• Intellectually challenging and engaging curriculum and instructional practices<br />
are differentiated to meet individual needs. Curriculum and instruction<br />
includes mastery of the basics, active inquiry, development of high level<br />
intellectual skills, and real world learning experiences.<br />
• Student voice is encouraged and heard.<br />
• Forges close ties with parents, families without children, senior citizens,<br />
colleges and universities, and members of the business community.<br />
• Provides safe, attractive school environments for teaching and learning.<br />
• Teachers have time to work together to improve teaching through<br />
collaboration and inquiry.<br />
• Teachers and students are provided with and gain competency in use of<br />
sophisticated leading-edge technologies and instructions/learning tools that<br />
support active inquiry and maximize the effectiveness of teaching and<br />
learning.<br />
• All members of the school community are respected and supported.<br />
• Each adult member of the school community exhibits good character and<br />
strives to inculcate in students the qualities of dignity, tolerance, and a<br />
sincere respect for the learning environment.<br />
• Student achievement is measured in ways that are directly linked to<br />
instructional programs. Allows students to demonstrate their attainment of<br />
knowledge and skills in multi-faceted ways.<br />
• Effectively prepares all students for success in college, the world of work, and<br />
for active participation as citizens of the community, the nation, and the<br />
world.
CLASSROOM VISITATIONS<br />
There will be times during the school year when parents are invited to<br />
school. Some of these activities may be author shares presentations,<br />
class plays, and seasonal/birthday celebrations. Please follow the<br />
guidelines below when inviting parents to your classroom.<br />
• All visitations MUST end by 2:30PM.<br />
• Siblings attending <strong>Otsego</strong> are NOT permitted to attend functions in<br />
their brothers’ and or sisters’ classrooms.<br />
• Parents who wish to dismiss their child after visiting are permitted to<br />
do so, as long as they follow proper procedure and sign their child<br />
out. However, we discourage early dismissals because the children<br />
are losing instructional time.<br />
• After planning your event, please submit to the office a “Classroom<br />
Visitation Information Sheet.” This should be submitted AT LEAST<br />
TWO WEEKS in advance. This will allow for planning on days when<br />
numerous activities are scheduled and provide advance notice so<br />
that the event may be placed on the weekly calendar.<br />
• Please reserve common areas (cafeteria, fields, courtyard, etc…)<br />
well in advance of your event to ensure availability.<br />
• TWO DAYS BEFORE YOUR EVENT, please submit to the office a<br />
“Classroom Visitor Listing.” This is a detailed list of all those visitors<br />
that you are expecting. This sheet will be used as the sign-in/sign<br />
out log. It will also assist the hall monitor with the distribution of<br />
visitor badges.<br />
• Copies of the forms needed are enclosed in this book. Additional<br />
forms may be obtained in the Main Office.
OTSEGO ELEMENTARY SCHOOL<br />
Classroom Visitation Information Sheet<br />
This sheet must be handed in to the office two weeks prior to the<br />
event. Remember, classroom visitations must end by 2:30PM.<br />
Teacher:<br />
Total # of Visitors<br />
Expected:<br />
Event:<br />
Description of Event:<br />
Date: Start Time: Ending Time:
OTSEGO ELEMENTARY SCHOOL<br />
Classroom Visitor List<br />
This sheet must be handed in to the office two days prior to the event.<br />
Remember, classroom visitations must end by 2:30PM.<br />
Teacher: Room #:<br />
Date: Start Time: End Time:<br />
Please list below the names of all visitors that you are expecting.<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
8.<br />
9.<br />
10.<br />
11.<br />
12.<br />
13.<br />
14.<br />
15.<br />
16.<br />
17.<br />
18.<br />
19.<br />
20.<br />
21.<br />
22.<br />
23.<br />
24.<br />
25.<br />
Name Signature Badge #
CLEANLINESS<br />
It is an extremely large effort to keep <strong>Otsego</strong> looking “spic and span.” There<br />
are numerous classrooms, hallways, bathrooms, offices, and common areas<br />
and only a few custodians to maintain them. Therefore, we all need to take<br />
part in helping to keep our building clean.<br />
Please help out by doing the following:<br />
• Children should clean up after themselves prior to dismissal. There<br />
should be no items on the floor or scattered about, particularly food.<br />
• Children need to place their chairs on their desks before leaving the<br />
classroom each afternoon.<br />
• Children should be taught the necessary organizational skills to keep<br />
their desks clean and orderly.<br />
• While eating in the cafeteria, children need to pick up items that may<br />
have dropped on the floor during their lunchtime. All trash must be<br />
discarded in garbage cans.<br />
• Children should be encouraged to pick up items that may have been<br />
dropped in hallways, common areas, as well as in their classrooms.<br />
“The Spar-Clean Room Award”<br />
The school is divided into 3 sections for cleaning purposes. Beginning in<br />
September, the custodian in charge of each section will decide which of his<br />
classrooms is the cleanest. Each week, the cleanest room will receive the<br />
“The Spar-Clean Room Award” in their mailbox, along with a ‘trophy’ to<br />
keep for the week. Teachers are encouraged to use this incentive along with<br />
their classroom management system. It is the responsibility of the teachers<br />
to pass the trophy along to the present winner on their grade level once<br />
winners are announced.
COPY ROOM GUIDELINES<br />
The copy room is located in between Rooms 104 and 105 and is staffed by<br />
paraprofessionals who are available for copying, laminating, and binding.<br />
The copy machines in this location are available for teacher use before<br />
and after school on a first come, first serve basis. They are only available<br />
during the day, when not in use by the paraprofessionals.<br />
Please follow the guidelines below when requesting work to be copied.<br />
• Fill out a yellow “Copy Request Form” and attach it to the items<br />
that will be copied. These forms are available in the office. Be<br />
sure to leave specific instructions, including when you need it<br />
completed.<br />
• Teachers in grades K-1 should leave their requests in the copy<br />
room. Teachers in grades 2-5, as well as special area teachers,<br />
should leave their requests in the hanging file system in the main<br />
office.<br />
• Plan ahead so that you have sufficient time to have your copies<br />
made. Try to avoid handing in work on short notice (i.e. “I need<br />
this NOW!).<br />
• There is usually a fast turn around. However, please realize that<br />
sometimes machines break down and other building emergencies<br />
arise.<br />
• The copy room will be closed during the time in which report cards<br />
are being copied. Please keep this in mind when planning lessons<br />
during these weeks.<br />
• All LARGE JOBS (booklets, grade level sets, etc…) MUST BE<br />
SENT TO THE PRINT SHOP FOR COPYING. Please allow extra<br />
time.
COPY ROOM GUIDELINES (continued)<br />
LAMINATING:<br />
• All laminating will be done by designated personnel.<br />
• Please leave items to be laminated with the hall monitor.<br />
• Please use discretion when submitting materials for lamination.<br />
Laminating materials are extremely costly.<br />
BINDING:<br />
• All binding will be done by building paraprofessionals.<br />
• Please leave items to be bound in the copy room between rooms<br />
104 and 105.<br />
• Binding is a time consuming process. Please allow sufficient time<br />
for your requests to be completed.<br />
ELLISON CUTTER:<br />
• The Ellison Cutter is located in the copy room between rooms 104<br />
and 105.<br />
• There are numerous cut-outs available.<br />
• The Ellison Cutter may be used by all staff. Be careful when<br />
handling the cut-outs as they are extremely sharp.
Copy Request<br />
Teacher Name _________________<br />
Room #____________<br />
Date of Request ________________<br />
Quantity Requested ________<br />
Please check all that apply:<br />
_______ Double Sided<br />
_______ Single Sided<br />
_______ Needs Binding<br />
_______ Single Sheets<br />
_______ Stapled Packets<br />
_______ Unstapled Packets<br />
Copied by:_____________<br />
Date:__________<br />
Copy Request<br />
Teacher Name _________________<br />
Room #____________<br />
Date of Request ________________<br />
Quantity Requested ________<br />
Please check all that apply:<br />
_______ Double Sided<br />
_______ Single Sided<br />
_______ Needs Binding<br />
_______ Single Sheets<br />
_______ Stapled Packets<br />
_______ Unstapled Packets<br />
Copied by:_____________<br />
Date:__________
CRISIS RESPONSE<br />
The Crisis Response Team is comprised of the following personnel:<br />
• Principal Sharon Stepankewich<br />
• Asst. Principal Stacey Bernstein<br />
• Head Custodian Ruben Torres<br />
• Psychologist Tony Farinacci<br />
• Nurse Ingrid Steffens<br />
• Secretaries Terri Flynn<br />
Cynthia Toomey<br />
In an emergency, the Crisis Response Team will report immediately to the<br />
principal’s office.<br />
ALL classroom teachers and other support staff should remain in their<br />
classrooms with their students and await further instructions.<br />
Once the situation has been evaluated, it will be followed further instructions.<br />
In all situations, children need be informed that an emergency situation exists<br />
and that it is imperative that they remain quiet and follow all directions.
DISMISSAL PROCEDURES<br />
Please follow the procedures below when preparing to dismiss your<br />
students at the end of the school day.<br />
• All classes should remain in their rooms until an announcement is<br />
made that dismissal may begin<br />
• When the first announcement is made, you may send down any<br />
student who is attending R.E.A.C.H. (must be on the schedule, or<br />
have a parent note for that day) or being picked up (must have a<br />
parent note) that day.<br />
• After the announcement, kindergarten and fifth grade classes will<br />
exit the building via the kindergarten wing. They will be followed by<br />
the classes in the 300 wing, the classes in the 200 wing, and the<br />
remaining classes in the 100 wing, IN THAT ORDER. This will<br />
expedite the dismissal process and enable us to load the buses in a<br />
timely manner.<br />
• All students must exit the building with you. Students who are<br />
staying after school will re-enter the building via the main entrance<br />
and proceed to their designated location.<br />
Please Note: For the first few weeks of school, there will be several<br />
announcements each afternoon indicating when each section of the<br />
building should dismiss. Once the process becomes routine for us and our<br />
students, these announcements will be phased out. To help facilitate a<br />
smooth dismissal, please make sure your class is ready and wait for your<br />
section to be called before entering the hallway.
DISMISSAL OF STUDENTS TO PARENTS<br />
Procedures for student dismissal to parents:<br />
Please note the guidelines for the different scenarios below:<br />
• A parent has sent a note to the teacher stating that his/her child will<br />
be picked up by a parent or designee at the end of the school day<br />
o The office will call for these children via an “all-call announcement”<br />
at 3:10PM.<br />
o These children will go to the side entrance next to the gym.<br />
• A parent comes to pick up a child at dismissal time, but has NOT<br />
sent a note<br />
o Parents will sign out their children at the front desk and receive a<br />
pink dismissal slip.<br />
o After the 3:10 announcement is made, the parent will take this slip<br />
to the office, and the office will call the children’s classrooms to<br />
send the child to the side entrance. The parent will be instructed to<br />
go back to the side entrance to wait for their child.<br />
o If the class has already exited the building, parents will be<br />
instructed go to the bus platform, outside the primary exit, hand the<br />
pink slip to the teacher/bus driver, and the child will be released.<br />
You must not release any student to a parent or other adult without<br />
this pink slip! (see the next page for an example.)<br />
• A parent comes to pick up a child prior to the dismissal period (with<br />
or without a note)<br />
o Parents will sign out their children at the front desk outside the main<br />
office.<br />
o The office will call for children to be sent to the main entrance<br />
hallway.<br />
o DO NOT send students for early dismissal until you have received<br />
a call from the office.<br />
REMINDER: Unless you have received a note from a parent indicating that<br />
he/she will be picking up his/her child, the student MUST go home on their<br />
assigned bus.
DISMISSAL OF STUDENTS TO PARENTS (Continued)<br />
Procedures for 4:15 student dismissal to parents:<br />
• A parent has sent a note to the teacher stating that his/her child will<br />
be picked up by a parent or designee at the end of the activity<br />
o When the announcement is made to dismiss the students, please<br />
walk these children to the desk in the main entrance hallway and<br />
leave them with the monitor. This applies to all school clubs and<br />
activities as well as extra help sessions.<br />
o If students are staying for a PTA Workshop, please walk these<br />
children to the PTA table in the side hallway near the gym. A PTA<br />
representative will be there to supervise dismissal.<br />
• A parent comes to pick up a child prior to the end of the activity (with<br />
or without a note)<br />
o Parents will sign out their children at the desk outside the main<br />
office.<br />
o The office will call for children to be sent to the main entrance<br />
hallway.<br />
o DO NOT send students for early dismissal until you have received<br />
a call from the office.<br />
REMINDER: Unless you have received a note from a parent indicating that<br />
he/she will be picking up his/her child, the student MUST go home on their<br />
assigned activity bus.<br />
OTSEGO ELEMENTARY SCHOOL<br />
RELEASE AUTHORIZATION FORM<br />
Date: ______________<br />
Student: ______________________ Class: ___________<br />
The above mentioned student was signed out for dismissal; please release this student to<br />
the authorized adult upon receipt of this Release Authorization Form.<br />
Thank you!<br />
Authorizer’s Initials: __________<br />
FOR MORE DETAILED INFORMATION, PLEASE CONSULT THE “STUDENT<br />
DISMISSAL PROCEDURES” SECTION OF THE PARENT HANDBOOK.
EMERGENCY CONTACT INFORMATION<br />
There are often times throughout the year (weather emergencies,<br />
events, etc.) when the Connect Ed system is utilized. Automated<br />
telephone calls are made to families/staff members periodically,<br />
originated from individual schools (via the principal) and/or from<br />
central office. Please be aware that this is the ONLY form of<br />
communication used in an emergency situation. Keeping this in mind,<br />
please keep the office informed of any phone number/address<br />
changes, so that the Connect Ed system may be kept up-to-date.
EMERGENCY EARLY DISMISSAL<br />
There may be times during the school year when students are dismissed<br />
early, or when due to inclement weather the buses are running late. In<br />
these situations, buses often arrive sporadically. To avoid confusion and<br />
crowded hallways, please use the emergency dismissal procedures below:<br />
When an Emergency Dismissal is declared, or buses are arriving<br />
sporadically:<br />
• Students will be taken to a central location for each bus (as indicated<br />
on the chart that follows). Special area teachers and<br />
paraprofessionals will be at these locations to temporarily supervise<br />
the children until a volunteer can take over. Announcements will be<br />
made indicating when each class/grade level should go to the<br />
assigned areas.<br />
• The teachers will escort all other classes to the correct location.<br />
Kindergarten will be dismissed first, followed by grades one, two,<br />
three, four, and five.<br />
• It is imperative that teachers wait for their grade levels to<br />
be announced before dismissing their classes. This will<br />
prevent overcrowded hallways and minimize confusion.<br />
• Once all the children are in their assigned areas, the special area<br />
teachers and paraprofessionals who are supervising the children will<br />
be replaced by staff members who have volunteered to stay late and<br />
help out in the event of a snow emergency.<br />
It is our goal for all of our children and staff members to arrive home safely.
Emergency Dismissal<br />
Bus Number Location Teacher<br />
6 Cafeteria Angela Cohee<br />
17 Cafeteria Darlene Kline<br />
18 Cafeteria Josette Napolitano<br />
22 Cafeteria<br />
Rich Jacobowski or<br />
Daniel Lanzarotta<br />
42 Cafeteria Joan Treubig<br />
43 Gym Eric Micalizzi<br />
44 Gym Kathy Hanover<br />
46 Gym Sharon McCune<br />
64 Gym Carol Mychailyszyn<br />
66 Gym Elissa Reichstein<br />
82 Gym Lynn Shevit<br />
Mini Buses Cafeteria Jessie Lauter
EVACUATON PLAN<br />
In the event that we need to evacuate the building and grounds, please follow the<br />
guidelines below:<br />
• An announcement will be made to evacuate.<br />
• All teachers should immediately proceed to the nearest exit (the one used<br />
for fire drills) with their classes. Be sure to bring your class attendance<br />
roster, keys, and personal belongings (i.e. purse).<br />
• Once your class has safely exited the building, take attendance and walk<br />
your students to the ball field. If you are missing a student, follow the<br />
same procedure as with a fire drill (notify the adult who is checking on your<br />
area).<br />
• If a class is at specials, the special area teacher should exit the building<br />
and supervise the class until the classroom teacher joins them.<br />
• Any student who is not with their class (i.e. reading, math, band, orchestra,<br />
etc…) should exit the building and remain with their supervising teacher<br />
until they can be safely brought to their class.<br />
• If we need to leave the area, buses will arrive for the students and<br />
teachers to board. In all likelihood, we will be taken to another district<br />
school. Please wait for instructions before boarding the bus. Remind<br />
students that this is an emergency situation and they are to load the bus<br />
from the back to the front as quickly as possible. After all children are on<br />
the buses, the remaining staff should board.
EXTRA-CURRICULAR POSITIONS<br />
There are numerous extra-curricular positions available in the building.<br />
Compensation for these positions is per the teachers’ contract. Teachers who are<br />
interested in running an extra-curricular program may apply for an existing position<br />
(or propose a new one) in the Spring.<br />
The following list is a sampling of some of these positions;<br />
• Intramurals (4 th and 5 th grade)<br />
• Student Council (3 rd , 4 th and 5 th grade)<br />
• Technology Club<br />
Teachers who are running these programs after school must follow building<br />
procedures and inform the office of their meeting dates and the names of the<br />
students attending.
EXTRA HELP<br />
Please note the following guidelines:<br />
• Teachers are required to provide ninety (90) minutes of extra help to students<br />
each week.<br />
• Extra help schedules must be posted in the classroom and listed in the plan<br />
book. A copy of this schedule should also be submitted to the office. This<br />
provides a quick reference for the office staff, hall monitor and administration.<br />
• Teachers should maintain a listing of the dates and times at which extra help or<br />
enrichment is provided, as well as the names of those students who have availed<br />
themselves of this assistance. This log, which is included on the following page,<br />
should be submitted, in its entirety, every three weeks with the plan book.<br />
AM EXTRA HELP:<br />
If you choose to offer extra help/enrichment before school, please follow the procedures<br />
below:<br />
• Send home a letter (sample included on the pages that follow) inviting the<br />
student to the extra help/enrichment session.<br />
• Submit an AM Extra Help Form (included in the pages that follow) to the hall<br />
monitor at least one day prior to your scheduled session. This will let the monitor<br />
know which children you are expecting and what to do with them (i.e. hold them<br />
by the office, send them to your classroom) when they arrive.<br />
• Please be prompt so that students who come to school early for extra<br />
help/enrichment are not waiting for you.<br />
PM EXTRA HELP:<br />
If you choose to offer extra help/enrichment after school, please follow the procedures<br />
below.<br />
• Send home a letter (sample included on the pages that follow) inviting the<br />
student to the extra help/enrichment session<br />
• Submit a PM Extra Help Form (included in the pages that follow) to the office at<br />
the end of the school day. This will inform us as to which students are still in the<br />
building.<br />
• Follow the 4:15 dismissal procedures. A copy of these procedures is included in<br />
this book.<br />
REMEMBER: The district does not offer transportation for students to attend programs<br />
before the school day. Therefore, it may be necessary to schedule some sessions after<br />
school. This will allow students whose parents can not provide transportation in the<br />
morning the opportunity to receive extra help/enrichment after school and go home on<br />
an activity bus.
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
AM Extra Help Form<br />
Teacher ___________________________<br />
Room# ___________<br />
On M T W Th F, ____________________, I am expecting the<br />
(circle one)<br />
(date)<br />
following student(s) for extra help before school.<br />
___________________________<br />
___________________________<br />
___________________________<br />
___________________________<br />
___________________________<br />
___________________________<br />
___________________________<br />
___________________________<br />
___________________________<br />
___________________________<br />
Please check one.<br />
_____ Send the students to my classroom at _____________.<br />
(time)<br />
_____ I will meet the students at the front desk at _____________.<br />
(time)
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
PM Extra Help Form<br />
Teacher: __________________ Room #:________ Date: __________<br />
The following students will be staying after school for extra<br />
help/enrichment:<br />
Student<br />
Dismissal Information<br />
Activity Bus Pick Up
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
Extra Help Log<br />
Teacher: ____________________<br />
Student Date Time Enrichment/<br />
Extra Help<br />
Topic(s)<br />
Covered<br />
Comments
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
AM Extra Help/Enrichment Request Form<br />
Dear Parent or Guardian,<br />
______________<br />
date<br />
I would like to work with your child on _____________________ at ______AM.<br />
(day & date)<br />
(time)<br />
This will give me the opportunity to give him/her some individual attention. I am<br />
hoping that he/she will be there.<br />
Please indicate below if your child will attend and return the bottom portion<br />
of this form. Thank you.<br />
Sincerely,<br />
______________________________<br />
(teacher)<br />
Student Name __________________________<br />
______<br />
______<br />
______<br />
Yes, my child will attend the extra help/enrichment session<br />
at _______AM on __________________ with _______________________.<br />
(time) (date) (inviting teacher)<br />
No, My child will not be able to attend the session.<br />
Please reschedule the session as I am not able to bring my child in<br />
before school<br />
_______________________________________<br />
Parent’s or Guardian’s Signature<br />
_______________<br />
date
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
PM Extra Help/Enrichment Request Form<br />
Dear Parent or Guardian,<br />
I would like to work with your youngster after school on<br />
______________<br />
date<br />
_____________________. This will give me the opportunity to give him/her<br />
(day & date)<br />
some individual attention. I am hoping that he/she will be there.<br />
Please indicate below if your child will attend and return the bottom<br />
portion of this form. Thank you.<br />
Sincerely,<br />
________________________<br />
(teacher)<br />
Student Name __________________________<br />
______<br />
Yes, my child will attend the extra help/enrichment session<br />
after school on ______________ with ________________________<br />
(date)<br />
(inviting teacher)<br />
• _______ My child will take activity bus #_____ home at 4:15PM.<br />
• _______My child will be picked up by _______________________ at 4:15PM.<br />
______<br />
______<br />
No, My child will not be able to attend the session.<br />
Please reschedule the session to another date.<br />
_______________________________________<br />
Parent’s or Guardian’s Signature<br />
_______________<br />
date
FACULTY MEETINGS<br />
<strong>Faculty</strong> meetings will be held on a monthly basis. They will serve as a time where<br />
we can get together as a staff and focus on teaching and learning.<br />
The schedule for the 2009 – 2010 school year will be as follows:<br />
• Thursday, September 3 rd (Superintendent’s Conference Day)<br />
• Monday, September 21 st<br />
• Monday, October 19 th<br />
• Tuesday, November 3 rd (Superintendent’s Conference Day)<br />
• Monday, November 16 th<br />
• Monday, December 21 st<br />
• Monday, January 25 th<br />
• Monday, March 15 th<br />
• Monday, April 19 th<br />
• Monday, May 17 th<br />
• Friday, June 11 th (Staff Breakfast)
FIELD TRIPS<br />
Field trips are an integral part of our instructional program. Please follow the guidelines<br />
below when planning trips:<br />
• All field trips should have an educational basis.<br />
• A “Field Trip Request Form” must be filled out and submitted to Terri at<br />
least one month before the trip. These forms can be obtained in the main<br />
office.<br />
° Reminder – Multiple classes may be listed on one form, but NOT<br />
multiple dates.<br />
• Accurately note the total number of students, staff members, and<br />
chaperones that will be going on the trip. The Transportation Department<br />
will use this information when determining how many buses to send.<br />
• Be sure to call the Transportation Department (592-3855) a day before your<br />
trip to confirm. This will prevent any last minute scheduling conflicts.<br />
• Make sure you record the date, times, and location of the trip on the large<br />
calendar in the main office. Include each teacher that will be participating.<br />
• Be sure to complete the calendar add/delete form and submit to one of the<br />
secretaries when adding a trip/event onto the main calendar.<br />
• If your students will not be purchasing any lunches, BE SURE to inform the<br />
kitchen several days prior to the trip. Let them know the date, grade level,<br />
and number of classes that will not be requiring lunch that day.<br />
PERMISSION SLIPS:<br />
We are required to obtain written parental permission for each child going on a field trip.<br />
<strong>Otsego</strong> has a standard form (included on the following page) that you may use for all<br />
trips, including in-district ones (i.e. Planetarium). Please make sure the top AND bottom<br />
of the form is filled out for each student. Before leaving for the trip, leave one copy in the<br />
office and take the other one with you in case you need emergency contact information.<br />
CHAPERONES:<br />
Parents often assist with chaperoning trips. Please review the “Rules for Chaperones” in<br />
the parent handbook.
OTSEGO ELEMENTARY SCHOOL<br />
Field Trip Permission Slip (Office Copy)<br />
Date_____________________<br />
__________________________________ has my permission to go on a field trip to<br />
(child’s name)<br />
___________________________________________ on ____________________<br />
(destination)<br />
(date of trip)<br />
with___________________________.<br />
(teacher, class)<br />
Name and number of person<br />
who can be reached in case of an<br />
emergency on the day of the trip.<br />
Name ______________________<br />
Phone #:____________________<br />
Cost of Trip (if applicable) $_____________<br />
Parent’s name:<br />
_______________________________<br />
Parent’s signature:<br />
_______________________________<br />
OTSEGO ELEMENTARY SCHOOL<br />
Field Trip Permission Slip (Office Copy)<br />
Date_____________________<br />
__________________________________ has my permission to go on a field trip to<br />
(child’s name)<br />
___________________________________________ on ____________________<br />
(destination)<br />
(date of trip)<br />
with___________________________.<br />
(teacher, class)<br />
Name and number of person<br />
who can be reached in case of an<br />
emergency on the day of the trip.<br />
Name ______________________<br />
Phone #:____________________<br />
Cost of Trip (if applicable) $_____________<br />
Parent’s name:<br />
_______________________________<br />
Parent’s signature:<br />
_______________________________
FIRE INSPECTIONS AND FIRE DRILLS<br />
FIRE INSPECTIONS:<br />
• We are not permitted to have any objects hanging from ceilings.<br />
This includes student work that may be displayed on “clotheslines.”<br />
• Nothing can be left in the hallways. This includes desks, chairs,<br />
tables, or other objects.<br />
• Electrical appliances are not allowed. This includes microwaves,<br />
coffee pots, and refrigerators. Instructional items (i.e. televisions<br />
and computers) are permitted.<br />
• Extension cords are not allowed. However, surge protectors are<br />
permitted.<br />
• There can not be any paper items on or around the classroom door.<br />
FIRE DRILLS:<br />
• Please check your classrooms for fire safety information. There<br />
should be a sign listing the closest exit in the event of a fire. If there<br />
is no sign, please notify the office immediately.<br />
• During a fire drill, please exit the building with your class according<br />
to the instructions posted above your door.<br />
• Be sure to review appropriate safety procedures and your behavioral<br />
expectations for your class during a fire drill.<br />
• Take your attendance roster with you so that you can make sure all<br />
your students are present.<br />
• Instruct the children to find the closest adult if they are anywhere<br />
besides their classroom during a fire drill. That adult will make sure<br />
they are safe until they can join their class.
FORGOTTEN ITEMS<br />
Although we help the children by stressing responsibility, teaching<br />
organizational skills, and providing frequent reminders, situations often<br />
arise where students do not have what they need. Students are ultimately<br />
responsible for bringing the necessary items to and from school and there<br />
comes a point where they must bear the consequences of their<br />
carelessness.<br />
Please make sure the following guidelines are clear to students and<br />
parents:<br />
• Students may not call home for items left behind (i.e. homework,<br />
projects, books, sneakers, musical instruments, permission slips,<br />
etc…). Numerous calls home are extremely disruptive to the office staff<br />
and classroom instruction.<br />
o In any instance where you feel a child’s safety is at stake (i.e. if a<br />
child forgot a note changing dismissal information and nobody will<br />
be home), please make sure contact is made with the child’s<br />
parents. If you are unable to make the call yourself, send that<br />
student to the office with a note indicating the problem. The<br />
office staff will contact the parent and relay the information to you.<br />
• Children who have forgotten their lunch may check in the office on the<br />
way to the cafeteria to see if their parents have brought it to school. If<br />
their lunch is not there, the students will be able to borrow money to<br />
purchase lunch from the cafeteria.<br />
• Students and/or parents will not be permitted into the classrooms<br />
before and after school to retrieve forgotten items. Custodians,<br />
secretaries, and other staff members will not allow entry into the<br />
classrooms for this purpose.
GRADE LEVEL MEETINGS<br />
Grade level meetings will be held. These meetings will give you a chance<br />
to collaborate with each other as well as with the principal and/or assistant<br />
principal in an informal setting. Every effort will be made to schedule these<br />
meetings at a mutually agreed upon time.
HOMEWORK<br />
Homework is a necessary part of the learning experience. It enhances and<br />
extends classroom instruction. The purpose of homework is to:<br />
• help develop good study skills.<br />
• review and reinforce concepts.<br />
• teach responsibility.<br />
• foster the development of time management skills.<br />
Please keep in mind the following guidelines when assigning homework:<br />
• Homework should be assigned regularly to all students.<br />
• Teachers should ensure that assignments are:<br />
o necessary and useful.<br />
o appropriate to students’ abilities and maturity levels.<br />
o well explained and clearly understood by students.<br />
• Teachers should monitor homework assignments and provide feedback to<br />
students in order to enhance learning.<br />
• Certain situations may arise (such as religious holidays) that may require<br />
you to not assign homework.<br />
Please see the “Homework” session in the Parent <strong>Handbook</strong> for additional<br />
information concerning the responsibilities of students, parents, and the school<br />
with regard to homework assignments.<br />
ASSIGNMENTS MISSED DUE TO ABSENCE:<br />
When a child is home ill, for three or more consecutive days, a parent may<br />
request that you provide him/her with the assignments he/she missed. Since<br />
gathering the work is a time-consuming process, it is our policy NOT to send<br />
home work if the child is only out for a day or two. Once the child is well enough<br />
to return to school, please make every effort to help him/her make up missed<br />
work and learn new concepts. Tests may be made up at the teacher’s discretion.<br />
It is considered an ILLEGAL ABSENCE for parents to take their children on<br />
vacation while school is in session. Therefore, DO NOT send work home for<br />
time missed while a child is on vacation. It is suggested that students who are<br />
away keep a journal of the trip in addition to reading each day.
INSTRUCTIONAL SUPPORT TEAM (IST)<br />
The Instructional Support Team is a team of teachers and administrators<br />
who meet to share ideas and strategies to help students who are<br />
struggling academically or socially to maximize their achievement. It<br />
provides support to teachers, as they strive to meet the needs of each<br />
child.<br />
A referral to the Instructional Support Team is NOT a referral to the<br />
Committee on Special Education (CSE). As per New York State<br />
Regulations, pre-referral strategies must be attempted and documented<br />
BEFORE referring a child to CSE. These strategies may include:<br />
• Participation in Academic Intervention Services (AIS)<br />
o Supportive Reading<br />
o Supportive Math<br />
o Speech Improvement<br />
o Fine Motor Improvement<br />
o Behavior Intervention Plan (BIP)<br />
• Classroom modifications and accommodations (i.e. preferential<br />
seating, organizational and study skills strategies, modified<br />
assignments) that will address the child’s needs and demonstrate<br />
differentiated instruction.<br />
Our Instructional Support Team is comprised of:<br />
• Principal<br />
• Assistant Principal<br />
• <strong>School</strong> Psychologist<br />
• Speech Therapist<br />
• Special Education Teacher<br />
• General Education Teacher (Primary and Secondary)<br />
• Reading Specialist<br />
• Math Specialist<br />
• <strong>School</strong> Nurse
INSTRUCTIONAL SUPPORT TEAM (Continued)<br />
The Instructional Support Team meets every Tuesday and Wednesday<br />
from 8:35AM until 9:10Am in the psychologist’s office. (Days of the week<br />
may change and additional days may be added as needed.)<br />
PROCEDURES FOR REFERRING A STUDENT TO THE IST:<br />
• Teachers may refer a child to IST for additional support in meeting<br />
the child’s needs. IST Referral Forms (2-sided form) are located in<br />
the main office. Completed forms should be returned to Cheryl.<br />
• Written notification will be provided about the team meeting date and<br />
will include participant names. Every attempt will be made to<br />
provide at least one week’s notice.<br />
• Please be on time for your meeting. Bring with you the most recent<br />
report card, samples of class work, and a summary of your<br />
communication with parents.<br />
The referral form and its subject matter are to be treated<br />
confidentially.
<strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> Central <strong>School</strong> District<br />
INSTRUCTIONAL SUPPORT TEAM REVIEW FORM<br />
Date of Request for Review<br />
Student Information<br />
Name D. O. B.<br />
Class Teacher Prior Year Tchr:<br />
Number of days absent:<br />
Number of days tardy:<br />
Has the student always attended the <strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> <strong>School</strong> District? □ Yes □ No<br />
If no, please list what district(s) and how long attended: _________________ ___________<br />
_________________ ___________<br />
_________________ ___________<br />
Does the student or the family speak a second language? □ Yes □ No<br />
If yes, please complete the following questions:<br />
Is the family new to the country? □ Yes □ No<br />
How long ago did they come to the U.S.? __________________________________<br />
What country did they come from? __________________________________<br />
Do the adults in the home speak English to the child? □ Yes □ No<br />
Does the primary caretaker speak another language to the child? □ Yes □ No<br />
Is yes, what language? ___________________________<br />
Medical Information:<br />
_______ visual acuity<br />
_______ hearing acuity<br />
other pertinent medical data ___________________<br />
__________________________________________<br />
Parental concerns: Please complete any relevant information following parent contacts.<br />
What has the parent observed about the student when he/she is doing homework or a project?<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
When and where does the student do his/her homework? _______________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
What does the student do in his/her spare time at home, independently or with friends?<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
What are the routines in the home? _________________________________________________<br />
_____________________________________________________________________________<br />
What are the sleeping habits of the child? ___________________________________________<br />
____________________________________________________________________________<br />
Forms/IST Review Form
Teacher Information<br />
Areas of Concern<br />
Reading: ____ had difficulty with phonics<br />
____ omits, adds, substitutes, or reverses<br />
letters, words or sounds when<br />
reading<br />
____ weak literal comprehension<br />
Math:<br />
____ weak vocabulary<br />
____ difficulty memorizing facts<br />
____ weak problem solving skills<br />
____ unable to apply math skills<br />
Behavior/<br />
Social: _____ difficulty interacting with peers<br />
_____ isolates self during play<br />
Language:____ difficulty expressing ideas verbally<br />
____ needs questions and directions<br />
repeated<br />
____ difficulty understanding abstract<br />
concepts<br />
Writing: _____ difficulty with sentence structure<br />
_____ difficulty generating ideas<br />
_____ difficulty with writing mechanics<br />
Other:<br />
_____ decline in quality of work<br />
_____ inconsistent performance<br />
_____ difficulty concentrating<br />
_____ cannot work independently<br />
Area of Concern for Student Learning: Complete description of concern: _____________________________<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
Strengths and areas of interest:<br />
What does the student know? When do the student’s eyes “light up?” During what instructional material does<br />
the student participate most often? Do they participate during specific activities during the day?<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
What does the student do?<br />
What do the student’s work products look like? (e.g., tests, projects, classwork, group work. Are there<br />
things he/she can produce better than others?) _______________________________________________<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
How does the student think?<br />
Does the student think: abstractly, concretely, sequentially, randomly, in details or large concepts?<br />
_________________________________________________________________________________________<br />
How does the student approach something that he/she is unsure of? Does the student: mark up the paper, refuse<br />
to work, daydream, go to the bathroom/nurse’s office/water fountain/pencil sharpener? Does the student bother<br />
someone until the other student becomes upset? _____________________________________<br />
Please list all previous differentiation, accommodations, strategies, and interventions:<br />
_________________________________________________<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
_________________________________________________________________________________________<br />
The answers to these questions will provide the basis for the brainstorming process at the IST<br />
meeting. Please attach samples of student work that illustrates your concerns.<br />
Forms/IST Review Form
INTERNET USAGE<br />
In our efforts to prepare our students for life in a global twenty-first century<br />
society, all our classrooms are equipped with computers that have Internet<br />
access. In addition, we have several laptop carts in the building.<br />
Teachers should be instructing students on how to effectively use the<br />
Internet to access information and research topics. Although the Internet<br />
is a useful and powerful tool, it can raise safety concerns if inappropriate<br />
material is accessed. In an attempt to ensure the safety of our students,<br />
please be sure to take the following precautions when using the Internet in<br />
the classroom:<br />
• All students, parents, and staff are required to sign an Internet Use<br />
Agreement BEFORE they will be allowed to use the Internet.<br />
• Any user who violates the rules of the contract may have his/her<br />
Internet use privileges revoked. Violation of the agreement may also<br />
result in disciplinary and/or legal actions.<br />
• Students MUST be supervised AT ALL TIMES when using the<br />
Internet.
LIAISON POSITIONS<br />
There are several liaison positions which are available in each elementary building.<br />
Compensation for these positions is per the teachers’ contract. All positions may be<br />
shared among staff members, and compensation will be adjusted accordingly. Teachers<br />
will have an opportunity to apply for these positions each spring.<br />
The liaison positions and the main responsibilities of each are as follows:<br />
• TECHNOLOGY / AV LIAISON<br />
o Hardware and software management<br />
o Repairs and maintenance<br />
o Teacher training<br />
o Coordination of computer lab<br />
o Management of AV inventory<br />
o Ordering and budgeting<br />
• ASSESSMENT LIAISON<br />
o Terra Nova Testing – Grade 2 (InView 3-5)<br />
o New York State Testing – Grades 3, 4, and 5<br />
o Coordination of testing modifications and accommodations<br />
o Organization, distribution, and collection of test materials<br />
• SCIENCE LIAISON<br />
o Coordination of science curriculum and district-wide programs<br />
o Organization and distribution of science materials<br />
o Planetarium / Space Shuttle Program<br />
o Outdoor / Environmental Education<br />
o Ordering and budgeting
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
Master Schedule<br />
2009-2010 K 1 2 3 4 5<br />
9:05-9:30<br />
9:35-10:15<br />
PREP<br />
(specials)<br />
COMPUTERS<br />
DNT<br />
10:20-11:00<br />
PREP<br />
(specials)<br />
COMPUTERS<br />
DNT<br />
11:05-11:45 COMPUTERS DNT<br />
PREP<br />
(specials)<br />
LUNCH<br />
LUNCH<br />
11:50-12:30 DNT<br />
11:15 - 12:00<br />
11:15 - 12:00<br />
12:35-1:15<br />
LUNCH LUNCH<br />
12:05 - 12:50 12:05 - 12:50<br />
LUNCH LUNCH<br />
12:55 - 1:40 12:55 - 1:40<br />
1:20-2:00 COMPUTERS DNT<br />
PREP<br />
(specials)<br />
PREP<br />
(specials)<br />
2:05-2:45 DNT<br />
PREP<br />
(specials)<br />
COMPUTERS<br />
2:50-3:30<br />
Teacher Day 8:35-3:30 Lunch Period Grade<br />
Student Day 9:05-3:25 11:15-12:00 4,5<br />
Special Area Teacher Prep 2:50-3:30 12:05-12:50 2,3<br />
Special Area Teacher Lunch 11:45-12:30 12:55-1:40 K,1
Art MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY<br />
9:05-9:30<br />
9:35-10:15 BAGGIO TERRAVECCHIA ARATO MAIORANO PALIC<br />
10:20-11:00 POLESTINO MARTORELLA SCOGNAMILLO SABATINO<br />
11:05-11:45 KUSCHEL GARRAFFO MCDERMOTT MARZOLLA/SMATH<br />
11:45-12:30 L U N C H L U N C H L U N C H<br />
12:35-1:15 SCHWARZ/HOLMES BAPTISTE MCCABE AIOSA NASON<br />
1:20-2:00 BROWN SALVAGE MAUSER SCHUTTE KUECK/MCINTYRE<br />
2:05-2:45 VARVARO PERINI PERROTT HAYDEN<br />
2:50-3:30<br />
Music MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY<br />
9:05-9:30<br />
9:35-10:15 ARATO PALIC MAIORANO BAGGIO TERRAVECCHIA<br />
10:20-11:00 SABATINO SCOGNAMILLO POLESTINO MARTORELLA<br />
11:05-11:45 MARZOLLA/SMATH MCDERMOTT KUSCHEL GARRAFFO<br />
11:45-12:30 L U N C H L U N C H L U N C H<br />
12:35-1:15 MCCABE NASON AIOSA SCHWARZ/HOLMES BAPTISTE<br />
1:20-2:00 MAUSER KUECK/MCINTYRE SCHUTTE BROWN SALVAGE<br />
2:05-2:45 HAYDEN PERROTT VARVARO PERINI<br />
2:50-3:30<br />
Library MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY<br />
9:05-9:30<br />
9:35-10:15 MAIORANO BAGGIO TERRAVECCHIA PALIC ARATO<br />
10:20-11:00 SCOGNAMILLO POLESTINO MARTORELLA SABATINO<br />
11:05-11:45 MCDERMOTT KUSCHEL GARRAFFO MARZOLLA/SMATH<br />
11:45-12:30 L U N C H L U N C H L U N C H<br />
12:35-1:15 AIOSA SCHWARZ/HOLMES BAPTISTE NASON MCCABE<br />
1:20-2:00 SCHUTTE BROWN SALVAGE KUECK/MCINTYRE MAUSER<br />
2:05-2:45 PERROTT VARVARO PERINI HAYDEN<br />
2:50-3:30
PE Hanover MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY<br />
9:05-9:30<br />
9:35-10:15 TERRAVECCHIA ARATO BAGGIO TERRAVECCHIA BAGGIO<br />
10:20-11:00 MARTORELLA POLESTINO MARTORELLA POLESTINO<br />
11:05-11:45 GARRAFFO KUSCHEL GARRAFFO KUSCHEL<br />
11:45-12:30 L U N C H L U N C H L U N C H<br />
12:35-1:15 BAPTISTE MCCABE SCHWARZ/HOLMES BAPTISTE SCHWARZ/HOLMES<br />
1:20-2:00 SALVAGE MAUSER BROWN SALVAGE BROWN<br />
2:05-2:45 PERINI VARVARO PERINI VARVARO<br />
2:50-3:30<br />
PE Micalizzi MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY<br />
9:05-9:30<br />
9:35-10:15 PALIC MAIORANO PALIC ARATO MAIORANO<br />
10:20-11:00 SABATINO SCOGNAMILLO SABATINO SCOGNAMILLO<br />
11:05-11:45 MARZOLLA/SMATH MCDERMOTT MARZOLLA/SMATH MCDERMOTT<br />
11:45-12:30 L U N C H L U N C H L U N C H<br />
12:35-1:15 NASON AIOSA NASON MCCABE AIOSA<br />
1:20-2:00 KUECK/MCINTYRE SCHUTTE KUECK/MCINTYRE MAUSER SCHUTTE<br />
2:05-2:45 HAYDEN PERROTT HAYDEN PERROTT<br />
2:50-3:30
Special Schedule - Grades K & 1<br />
Monday Tuesday Wednesday Thursday Friday<br />
K-TP Room 102<br />
Theresa Polestino<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
K-JB Room107<br />
Jennifer Bultman<br />
MAINSTREAM<br />
K-LS Room 103<br />
Laurie Scognamillo<br />
LIBRARY<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
ART<br />
PHYS. ED<br />
(M)<br />
K-ES Room 106<br />
Erica Sabatino<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
ART<br />
K-RM Room 104 Ricky<br />
Martorella<br />
PHYS. ED<br />
(H)<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
Monday Tuesday Wednesday Thursday Friday<br />
1-TK Room 105<br />
Theresa Kissinger<br />
MAINSTREAM<br />
1-NB Room 114<br />
Nicole Baggio<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
1-DT Room 112<br />
Danielle Terravecchia<br />
PHYS. ED<br />
(H)<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
1-DP Room 110<br />
Donna Palic<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
ART<br />
1-LA Room 113<br />
Laura Arato<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
ART<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
1-CM Room 111<br />
Christina Maiorano<br />
LIBRARY<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
ART<br />
PHYS. ED<br />
(M)
Special Schedule - Grades 2 & 3<br />
Monday Tuesday Wednesday Thursday Friday<br />
2-AS Room 118 Alexis<br />
Schrieber<br />
MAINSTREAM<br />
2-EV Room 117<br />
Elizabeth Varvaro<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
2-KH Room 116<br />
Kim Hayden<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
ART<br />
2-JPI Room 119<br />
Jacinta Perini<br />
PHYS. ED<br />
(H)<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
2-JPT Room 120 Janet<br />
Perrott<br />
LIBRARY<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
ART<br />
PHYS. ED<br />
(M)<br />
Monday Tuesday Wednesday Thursday Friday<br />
3-MK Room 204<br />
Michael Kuschel<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
3-KS Room 206<br />
Jennifer Marzolla/Lauren Smath<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
ART<br />
3-LG Room 205<br />
Lisa Garraffo<br />
PHYS. ED<br />
(H)<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
3- EM Room 202<br />
Elizabeth McDermott<br />
LIBRARY<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
ART<br />
PHYS. ED<br />
(M)
Special Schedule - Grades 4 & 5<br />
Monday Tuesday Wednesday Thursday Friday<br />
4-DG Room 308<br />
Deborah Galati<br />
MAINSTREAM<br />
4-S/H Room 302 Jocelyn<br />
Schwarz/Nancy Holmes<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
4-SB Room 303<br />
Sarah Baptiste<br />
PHYS. ED<br />
(H)<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
4-NN Room 304<br />
Noreen Nason<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
ART<br />
4-CM Room 305<br />
Carrie McCabe<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
ART<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
4-DA Room 307 Donna<br />
Aiosa<br />
LIBRARY<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
ART<br />
PHYS. ED<br />
(M)<br />
Monday Tuesday Wednesday Thursday Friday<br />
5-PB Room 207<br />
Peter Brown<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
5-WS Room 208<br />
Wendy Schutte<br />
LIBRARY<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
ART<br />
PHYS. ED<br />
(M)<br />
5-K/M Room 209<br />
Tracey Kueck/Melissa McIntyre<br />
PHYS. ED<br />
(M)<br />
MUSIC<br />
PHYS. ED<br />
(M)<br />
LIBRARY<br />
ART<br />
5-LS Room 210<br />
Leigh Salvage<br />
PHYS. ED<br />
(H)<br />
ART<br />
LIBRARY<br />
PHYS. ED<br />
(H)<br />
MUSIC<br />
5-AM Room 211<br />
Allison Mauser<br />
MUSIC<br />
PHYS. ED<br />
(H)<br />
ART<br />
PHYS. ED<br />
(M)<br />
LIBRARY
MEET THE TEACHER NIGHT<br />
In many cases, Meet the Teacher Night is parents’ first opportunity to get<br />
to know you and visit their child’s classroom. Please review the following<br />
areas prior to their visit.<br />
• POLICIES AND PROCEDURES:<br />
o Homework<br />
extent to which parents should become involved in their<br />
child’s assignments<br />
whether or not homework assignments/agenda<br />
books/contracts need to be signed by parents<br />
specifics regarding the collection/grading of homework<br />
assignments<br />
consequences for late, missing, or incomplete<br />
assignments<br />
o Discipline<br />
expectations and standards for behavior<br />
classroom and school rules and consequences for<br />
disobeying them<br />
Code of Conduct<br />
ways in which parents will be informed of their child’s<br />
conduct<br />
o Testing and Grading<br />
how parents will know about tests, projects, and other<br />
activities/assignments<br />
how test results will be shared with parents<br />
whether or not tests need to be signed/returned<br />
information regarding report cards and parent<br />
conferences
MEET THE TEACHER NIGHT (CONTINUED)<br />
o Agenda Book<br />
ways in which it aids with organizational skills / student<br />
accountability<br />
how it will be used<br />
whether or not it should be signed<br />
o Extra Help<br />
when it is offered<br />
support AND enrichment<br />
students are invited to attend a session<br />
parents should contact teacher if they have concerns or<br />
feel their child needs additional attention<br />
o Daily Routines and Procedures<br />
attendance policies<br />
weekly schedule<br />
notes to and from home<br />
forgotten items (students will not be able to call home or<br />
be let back into the classroom before or after school<br />
hours)<br />
• INTEGRITY OF THE INSTRUCTIONAL PROGRAM – Indicate the<br />
importance of children being in school, on time and for the entire day.<br />
Interruptions (i.e. picking children up early for social activities) should<br />
be avoided.<br />
• CURRICULUM – Please make sure you have read the curriculum<br />
brochure that you will be giving to parents and are familiar with its<br />
contents. This will enable you to answer questions posed by parents.<br />
Make sure parents realize that textbooks and workbooks are NOT the<br />
curriculum, so that they do not expect that:<br />
o You do everything in the book from cover to cover.<br />
o The book is an all-inclusive of the curriculum.<br />
Remind them that our curriculum is based on the New York State<br />
Standards for Education.<br />
• SAFETY AND SECURITY – Emphasize that safety and security are<br />
our main priority and that parental cooperation is therefore imperative.<br />
Make sure that parents understand the need to sign in at the office and<br />
wear visitor passes when they are in the building. In addition, review<br />
dismissal procedures and protocol for picking up their child. Make<br />
sure they realize the importance of clearly communicating their<br />
dismissal (i.e. pick up, bus, after school activity) instructions to you.
MEET THE TEACHER NIGHT (CONTINUED)<br />
• COMMUNICATION – Establish a “method” of getting notices and<br />
materials home each day and a specific way to communicate with<br />
parents. Indicate all ways you will be sharing information with them<br />
(i.e. newsletters, e-board). Let parents know how best to contact you.<br />
Inform them of the upcoming parent-teacher conference times.<br />
• CHARACTERIZING THE CLASS – Refrain from characterizing your<br />
class in any way (“slower/brighter than last year’s class,” “full of<br />
behavior problems”). Do not imply that discipline problems, materials,<br />
or other difficulties will affect instruction or the overall rate of progress.<br />
• HANDOUTS – Make absolutely sure that any handouts you distribute<br />
are correct and up to date. Some of the information you have<br />
distributed in past years may no longer be accurate, especially in light<br />
of curriculum and assessment changes. Be sure to read everything<br />
you distribute completely and be sure it says exactly what you want it<br />
to say.<br />
Reminder: All materials MUST be approved by an administrator<br />
prior to distribution.<br />
• CLASSROOM DISPLAYS – It is always a good idea to have student<br />
work displayed or hanging up throughout the room. It is also a good<br />
idea to have student-produced materials available for parents to look<br />
through at each child’s desk. Make sure, however, that these<br />
assignments are satisfactory and presentable. Remember, ALL<br />
students must be represented when hanging work in the classroom.
NOTES, LETTERS, FLYERS TO PARENTS<br />
Letters are sent to parents regarding a wide variety of topics including<br />
upcoming events, activities, policies, and procedures. Please make sure<br />
that you read a copy of any note that is sent to parents. It is important that<br />
you are aware of what parents are being told so that you may answer<br />
questions and adhere to established guidelines.<br />
REMINDER – ALL written communication to parents (including PTA flyers,<br />
notes/newsletters from classroom teachers, and building/office memos)<br />
MUST be approved by the Principal or Assistant Principal BEFORE being<br />
sent home with the children.
PARENTAL RELEASE OF INFORMATION<br />
AND PICTURES<br />
It is school policy to never release students’ names, addresses, and<br />
telephone numbers without obtaining parental permission. At the start of<br />
each school year, representatives from the PTA will contact each family<br />
and obtain permission to put each child’s name on a school social list.<br />
This list will then be distributed to each grade level to assist parents with<br />
the organization of “play dates” and parties. This is the ONLY list that<br />
should be distributed.<br />
There may be occasions where your class of individual students are<br />
involved in an activity or event where photographs are taken. These<br />
photographs should not be distributed, published, or placed on the website<br />
without receiving written parental permission. Once a parent returns a<br />
signed permission slip, it should be kept on file for future reference.
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
_____________<br />
date<br />
Dear Parents and/or Guardians,<br />
There may be times throughout the year when your child is involved<br />
in some exciting educational projects involving the use of technology. We<br />
frequently celebrate these successes by sharing the activities on the<br />
District Website.<br />
We would like your permission for your child’s photograph to be<br />
used. Please be assured that your child WILL NOT be identified by name<br />
on the Website.<br />
If you are willing to give your consent, please complete and return<br />
the bottom portion of this form as soon as possible.<br />
Thank you,<br />
__________________<br />
Teacher’s Signature<br />
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
I give my consent and permission for the <strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> <strong>School</strong> District<br />
to take photographs/videos for use on the district website.<br />
______________________________<br />
Student’s Name<br />
______________________________<br />
Teacher<br />
______________________________<br />
Parent/Guardian Signature<br />
______________________________<br />
Date
PARENT-TEACHER CONFERENCES<br />
Parent-teacher conferences for all children are held at the end of the first marking<br />
period. In addition, occasions may arise during the school year that warrant<br />
additional conferences. The guidelines below may be helpful during these times.<br />
CONFERENCE PREPARATION:<br />
• Make a checklist of the important points that you want to emphasize during<br />
the conference. This will keep the conference moving forward in a timely<br />
manner and ensure that you cover all topics.<br />
• Prepare a folder of the student’s work to share with the parents. This folder<br />
should include samples of work in all subject areas from different points in the<br />
school year. This enables parents to see their child’s current ability level as<br />
well as the progress he/she has made.<br />
CONFERENCE TECHNIQUES:<br />
• Arrange a meeting place that is conducive to conversation, such as several<br />
chairs grouped together. Avoid putting a desk or a table, which may seem<br />
like a barricade, in between you and a parent.<br />
• Start the conference by thanking the parents for meeting with you and<br />
expressing your appreciation of their efforts.<br />
• Establish a rapport with the parent. Begin and end the conference with a<br />
positive comment about the child.<br />
• Be truthful, but sensitive, with your remarks. Remember that you are talking<br />
to a parent about their most precious possession, their child.<br />
• Do your best to avoid any arguments. Remember that cooperation between<br />
home and school will lead to the best possible learning situation for each<br />
child.<br />
• Be professional when talking about former teachers or other staff members.<br />
Your comments should reflect only positive things about others and the school<br />
in general.<br />
• Comments about other students or siblings should not be entertained. Avoid<br />
comparisons between the child and others.<br />
• Try not to overwhelm parents. Do not send them away with countless<br />
suggestions. Concentrate on one or two important things that you can work<br />
on together.<br />
• Summarize the points covered.<br />
• Make it clear that parent input and participation are valued and welcome. Let<br />
them know that you are available to confer with them at any time.
2009-2010 Payroll Schedule<br />
• September 4, 2009 (Teachers)<br />
• September 18, 2009<br />
• October 2, 2009<br />
• October 16, 2009<br />
• October 30 (No deductions)<br />
• November 13, 2009<br />
• November 27, 2009 (Paid on Nov. 25 th )<br />
• December 11, 2009<br />
• December 25, 2009 (Paid on Dec. 23 rd )<br />
• January 8, 2010<br />
• January 22, 2010<br />
• February 5, 2010<br />
• February 19, 2010 (Paid on Feb. 12 th )<br />
• March 5, 2010 (No deductions)<br />
• March 19, 2010<br />
• April 2, 2010 (Paid on March 26 th )<br />
• April 16, 2010<br />
• April 30, 2010<br />
• May 14, 2010<br />
• May 28, 2010 (No deductions)<br />
• June 11, 2010<br />
• June 25, 2010<br />
• June 30, 2010 (No deductions, clean-up pay/not regular payroll)
PLAN BOOKS/LESSON PLANNING<br />
Well developed lesson plans enable teachers to meet instructional goals<br />
and objectives. Carefully planned instruction should include a brief<br />
explanation of the lesson objectives (what students should know,<br />
understand, and be able to do as a result of the instruction), learning plan<br />
(the delivery of instruction, including curriculum material, page numbers,<br />
and assignments), and assessment (method for evaluating whether or not<br />
students learned what was intended).<br />
Teachers are required to keep an accurate, up-to-date plan book. The<br />
purpose of this book is:<br />
• To serve as a useful guide to organize instruction<br />
• To provide administrators with ongoing information about classroom<br />
structure and instructional activities<br />
• To enable substitute teachers to understand classroom<br />
schedules/procedures and proceed with lessons<br />
You will be required to submit plan books once monthly, by 9:00 AM,<br />
according to a schedule provided at the beginning of each year. They<br />
should reflect at least one week of pre-planning (Friday + the entire next<br />
week). Teachers may utilize any format that is meaningful to them and is<br />
understandable to others.<br />
SUBSTITUE PLANS:<br />
Teachers need to maintain a substitute folder that provides meaningful<br />
instructional material. Materials for this substitute folder will be distributed<br />
at the beginning of each year. The folders must be completed in a timely<br />
manner, and handed in to the office, where they will be filed. It should also<br />
include a class list, classroom seating chart, classroom rules and<br />
procedures, schedules, dismissal information (bus/activities) and special<br />
duty responsibilities. Most importantly, students’ medical alerts (including<br />
allergies) and special needs should be clearly indicated.
<strong>Otsego</strong> <strong>Elementary</strong> <strong>School</strong><br />
2009 - 2010 Plan Book Schedule<br />
DATE<br />
GRADES<br />
Thursday, October 01, 2009<br />
K through 2 and Special Area<br />
Thursday, October 15, 2009 3 through 5<br />
Thursday, October 29, 2009<br />
K through 2 and Special Area<br />
Thursday, November 12, 2009 3 through 5<br />
Wednesday, November 25, 2009<br />
K through 2 and Special Area<br />
Thursday, December 10, 2009 3 through 5<br />
Wednesday, December 23, 2009<br />
K through 2 and Special Area<br />
Thursday, January 14, 2010 3 through 5<br />
Thursday, January 28, 2010<br />
K through 2 and Special Area<br />
Thursday, February 11, 2010 3 through 5<br />
Thursday, March 04, 2010<br />
K through 2 and Special Area<br />
Thursday, March 18, 2010 3 through 5<br />
Thursday, April 08, 2010<br />
K through 2 and Special Area<br />
Thursday, April 22, 2010 3 through 5<br />
Thursday, May 06, 2010<br />
K through 2 and Special Area<br />
Thursday, May 20, 2010 3 through 5
PTA<br />
The <strong>Otsego</strong> Parent Teacher Association meets monthly, alternating<br />
between daytime and evening sessions. <strong>Faculty</strong> representatives act as<br />
liaisons between the PTA and teachers. All staff members are<br />
encouraged to join the PTA and are invited to attend the meetings.<br />
Parents truly enjoy the opportunity to meet and chat on an informal basis<br />
about school-related programs, not necessarily about individual children.<br />
There are several committees involving the PTA and those serving on<br />
them are dedicated to our school and our children. You will enjoy their<br />
efforts throughout the year.
RELIGIOUS OBSERVATION<br />
Below is a list of Days of Religious Observance for the 2009/2010 school<br />
year. It is possible that on any of these days we might have abnormally low<br />
attendance; however, any student absent due to the holiday should be<br />
marked excused. Please consider these dates when scheduling tests,<br />
homework, etc.<br />
September 19 th & 20 th 2009 Rosh Hashanah<br />
September 28 th 2009<br />
Yom Kippur<br />
October 3 rd & 4 th 2009<br />
First 2 days of Sukkot<br />
October 10 th 2009<br />
Shemini Atzeret<br />
October 11 th 2009<br />
Simchat Torah<br />
December 8 th 2009<br />
Feast of the Immaculate Conception<br />
December 12 th – 19 th 2009 Chanukah<br />
December 25 th 2009<br />
Christmas<br />
January 6 th 2010<br />
Epiphany<br />
February 17 th 2010<br />
Ash Wednesday<br />
February 28 th 2010<br />
Purim<br />
March 30 th & 31 st 2010<br />
First Two Days of Passover<br />
April 1 st 2010<br />
Holy Thursday<br />
April 2 nd 2010<br />
Good Friday<br />
April 2 nd 2010<br />
Greek/Eastern Orthodox Good Friday<br />
April 4 th 2010<br />
Easter<br />
April 4 th 2010<br />
Greek/Eastern Orthodox Easter<br />
April 5 th – 6 th 2010<br />
Last 2 days of Passover<br />
May 13 th 2010<br />
Ascension Day<br />
May 29 th – 30 th 2010<br />
Shavuot
REPORT CARD GUIDELINES<br />
A report card is a legal permanent record and should engender respect. It<br />
should have a professional look about it. Please keep the following<br />
guidelines in mind when writing report cards:<br />
• SUBSTANTIATE GRADES – Be sure you can justify grades with<br />
objective data, both from your grade book and from the students’ work<br />
folders. Although New York State sets Learning Standards, schools<br />
determine the indicators of specific performance levels and effort<br />
grades. Please be consistent to maintain the integrity of grades.<br />
• STAY WITHIN REPORT CARD GUIDELINES – Use ONLY the grade<br />
indicators on the report card themselves. DO NOT qualify them in<br />
any way, such as adding a “+” or a “-“ to a grade.<br />
• BE CONSISTENT ACROSS THE GRADE LEVEL – Do your best as a<br />
group to identify specific indicators, which everyone agrees are<br />
representative of a student in each performance level. The basic<br />
guidelines remain. However, if the majority of the indicators describe<br />
the student, the student is performing at that level.<br />
• TAKE GREAT CARE WITH YOUR COMMENTS –<br />
o<br />
o<br />
Please base your comments solely on direct assessment and<br />
observable data. Try to address areas that the rest of the report<br />
card does not. For example, if Emily is performing at level 3 in<br />
math with a G grade for effort, it is essentially redundant to say,<br />
“Emily is doing well in math.” However, you may wish to<br />
comment on Emily’s initiative, organizational skills, contributions<br />
to class discussions, politeness, etc… Please note that it is<br />
observable behavior and facts that would lead you to make<br />
remarks about these qualities, rather than a mere opinion.<br />
Report cards are written to parents, not students. Therefore,<br />
comments like, “Good work, Jared,” and Keep it up, Jill,” do not<br />
really belong.
REPORT CARD GUIDELINES (continued)<br />
o<br />
o<br />
o<br />
o<br />
o<br />
Carefully chosen comments will communicate to parents that<br />
you know their child as an individual. Comments, not grades,<br />
are the way to encourage a child who is trying hard, but still not<br />
achieving to grade level standards. The effort grade can be<br />
used for the same purpose. For example, a performance level<br />
of “1” and an effort grade of “E” are not necessarily incongruous.<br />
The comment section is also a good place to offer concrete<br />
suggestions as to how parents can help their children at home.<br />
For example, the phrase “Use flash cards to review math facts<br />
with Eric” is more helpful than “Eric needs to learn his math<br />
facts.”<br />
Try to avoid making “predictions” in the comments sections. No<br />
one can really anticipate what will happen in the future. Avoid<br />
statements like, “I’m sure Ethan’s reading performance will<br />
improve during the next quarter”, or “With more effort on Sally’s<br />
part, her science grade should improve,” are dangerous to<br />
make. While it is certainly acceptable to point out the need for<br />
greater effort, it is speculative to foresee any specific results.<br />
It is also important that your comments are congruent with the<br />
grades you’ve given. Don’t give parents an opportunity to<br />
criticize you because there are inconsistencies between your<br />
grades and your comments. For example, if the comment reads,<br />
“Nicole excels in mathematics concepts and applications,” she<br />
should not have a grade of “2.”<br />
Most importantly, PROOFREAD YOUR COMMENTS. You will<br />
be judged by what, and how you write.<br />
• BE HONEST – Honesty is ultimately the best policy. If difficulties exist<br />
and the report card does not indicate any sort of a problem, it makes it<br />
hard for the parent to understand that his/her child may need support<br />
services. In addition, if the previous year’s teacher did not indicate a<br />
problem and the current one does, it may look like the problem is with<br />
the teacher, not the child. Therefore, it is always best to tell it like it is<br />
and back up what you say with hard data.<br />
REMEMBER: Poor effort or behavioral issues should not be reflected in<br />
academic grades. These issues can be reported through effort grades or<br />
comments.
SAFETY ISSUES<br />
• Wear your ID badge at all times. If you don’t have one or need a new<br />
one, contact the MIS Department at x3085.<br />
• Please notify the office immediately if you see someone in the building<br />
you do not recognize. All staff members (including custodial and<br />
maintenance workers) should have an ID badge, and all visitors should<br />
have a visitor’s badge.<br />
• If you notice anything missing from your classroom (either personal or<br />
building items), please notify Ruben AND an Administrator immediately.<br />
• You MUST lock your classroom door whenever it is vacant. This<br />
includes your lunch, prep, or any other time during the day that your<br />
class leaves the room (i.e. book fair, buddy activity, etc…). Please lock<br />
your door at the end of the day as well.<br />
• NEVER leave your keys in the classroom door lock. At the end of the<br />
day, lock your door and windows, close the shades, and please be sure<br />
your classroom keys are left at the back of your mailbox in the main<br />
office. (Also, do not leave them in your classroom mailbox on the door.)<br />
• Please log out and turn off all classroom computers at the end of the<br />
day.<br />
• After late dismissal, the office file cabinets and doors will be locked.<br />
There will be limited access to the main office after that time. If you are<br />
going to be in the building working late, please let us know.<br />
• DO NOT send a student or students back to a room to retrieve forgotten<br />
items. Students should NEVER be inside a vacant classroom. Since<br />
the doors will be locked when you leave, students won’t be able to get<br />
inside.
• Know the dismissal procedures and make sure that the children and<br />
parents know them as well.<br />
• Be extra vigilant whenever you go outdoors with the children. Please<br />
be sure to be back inside the building by 2:45 PM.<br />
• Call down to the office whenever you leave the classroom for anything<br />
that does not appear on the master schedule or weekly calendar (i.e.<br />
buddy class, outdoor activity), so that we always know where you are.<br />
• Never compromise building security. All doors, except the main door in<br />
the front lobby, MUST be closed and locked at all times. When<br />
entering/exiting the building, please be sure the doors close securely<br />
behind you. DO NOT use anything to prop open a door. If you see<br />
a door that is open, please close it and notify the office.<br />
• When using electrical equipment, you must use caution and follow safe<br />
procedures;<br />
o All activities which involve cooking must be approved by the<br />
building principal<br />
o Cooking activities should be related to curriculum and<br />
instruction<br />
o Whenever possible, teachers should be encouraged to bring<br />
in precooked, warm food, especially if the food activity is not<br />
related to actual curriculum work in the classroom<br />
o Teachers should not have or use the following appliances in<br />
their classroom;<br />
• Refrigerators<br />
• Ovens<br />
• Toaster ovens<br />
• Deep fryers<br />
• Open coil hot plates<br />
o Actual cooking (baking, frying) of food should take place in<br />
the faculty room or in the cafeteria. Appropriate locations<br />
should be discussed with the principal<br />
o Portable heater may not be brought in and used anywhere in<br />
the school building<br />
o Glue guns can be used by teachers only. Children may not<br />
use them in or out of class<br />
o Listening centers, pencil sharpeners, CD players, etc., may<br />
be used<br />
• Make sure a first aid kit and a cell phone accompany you on all field<br />
trips. Please be sure to leave a phone number with the office, in case<br />
the need to contact you arises.
OTSEGO ELEMENTARY SCHOOL<br />
EMERGENCY SHELTERING PLAN<br />
Shelter Plan:<br />
There will be a shelter drill signal that will alert all occupants that we must<br />
take shelter inside <strong>Otsego</strong>. The attached plan illustrates the procedures<br />
and the designated areas that each class will travel to in the event of an<br />
emergency.<br />
Please note:<br />
• Once the alarm signals that a drill has begun, classroom teachers<br />
should exit with their classes.<br />
• Specials (Art, Music, Physical Education, and Library) should exit<br />
immediately and proceed to designated locations. Classroom teachers<br />
report directly to special teacher locations.<br />
Crisis Response Team:<br />
Principal<br />
Assistant Principal<br />
Head Custodian<br />
Psychologist<br />
Nurse<br />
Secretaries<br />
Sharon Stepankewich<br />
Stacey Bernstein<br />
Ruben Torres<br />
Tony Farinacci<br />
Ingrid Steffens<br />
Terri Flynn / Cynthia Toomey<br />
The following procedures will be utilized:<br />
• Crisis Response Team Members will obtain walkie-talkies to<br />
communicate throughout the drill.<br />
• The Head Custodian and his staff will shut down all ventilation systems<br />
and check to see that all windows and doors are closed, including the<br />
main entrance door. They will then take shelter at the nearest area.<br />
• The Principal and Assistant Principal will pick up Emergency<br />
Response Kits.<br />
• Members will check assigned areas and indicate when their area is<br />
secure. The alarm will then be silenced and the “return to class” signal<br />
will sound.<br />
• Cheryl Greguski will supervise the 200 wing and take<br />
shelter with Room 205.<br />
• Joan Truebig will supervise the 300 Wing and take shelter<br />
with Room 305.<br />
• Sharon McCune will Supervise the 100 Wing and take<br />
Shelter with Room 109.
EMERGENCY SHELTERING PLAN (CONTINUED)<br />
• Sharon Stepankewich / Stacey Bernstein will supervise<br />
all areas to ensure a safe and orderly drill and then take<br />
shelter at the nearest location.<br />
Procedures for Sheltering Students and Staff:<br />
• Teachers should supervise students and bring Sheltering Packet,<br />
attendance rosters, and keys/personal belongings (i.e. purse).<br />
• All classroom doors and windows should be closed before leaving<br />
the rooms.<br />
• Students should quickly and quietly exit the area they are in and<br />
report SINGLE FILE to the designated area.<br />
• Students should stand shoulder to shoulder against the wall and<br />
then sit down. If the line of students extends beyond your<br />
designated area, please line those students up directly behind your<br />
class, sitting and facing the student in front of them.<br />
Paraprofessional and Monitor Assignments:<br />
• Special Education Paraprofessionals will remain with their class.<br />
• Kindergarten Paraprofessionals and other Paras/Monitors that are<br />
in a classroom at the time of the shelter alarm should remain with that<br />
class.<br />
• In the event that the shelter alarm should sound during a lunch period,<br />
all Lunchroom Monitors will remain with their class and bring them<br />
directly to their designated areas. Classroom teachers will join their<br />
classes at designated areas.<br />
• Instructional /Clerical Paraprofessionals will proceed to the special<br />
area teachers indicated below to assist with returning students back to<br />
their classroom teacher. Personnel should then take shelter with the<br />
class of the last child brought back to the classroom teacher.<br />
• Debbie Rossi<br />
Reading / Resource / Math<br />
• Josette Napolitano Nurse<br />
• Martha Finnochiaro ESL/Speech<br />
• Ronnie D’Amato will escort all visitors at the front desk/office to shelter<br />
opposite the gym.
EMERGENCY SHELTERING PLAN (CONTINUED)<br />
Special Area Teachers:<br />
The following special area teachers will bring the students in their care<br />
directly back to their classroom teachers at their designated shelter areas.<br />
These teachers should then shelter with that class.<br />
Speech Reading Adaptive PE AHAP<br />
ESL OT/PT Math Lab<br />
Band/Orchestra Physical Education Music<br />
Library Resource Room Art<br />
Additional Personnel:<br />
• Cafeteria Staff should take shelter against the wall that borders the<br />
cafeteria and kitchen (where the students line up to buy lunch).<br />
• Permanent Substitutes should take shelter with the special area or<br />
classroom they are responsible for that day. Review this sheltering<br />
plan carefully<br />
This Sheltering/Evacuation Plan should be stored near the hallway<br />
entrance to your room. The plan and your attendance roster should<br />
be in your hands as you exit your classrooms.
OTSEGO ELEMENTARY SCHOOL<br />
SHELTERING PLAN: DESIGNATED AREAS TO TAKE SHELTER<br />
(See map on Emergency Clipboard)<br />
Designated Area Classroom #<br />
Outside Room 106 101<br />
Outside Room 105 102<br />
Outside Room 106 103<br />
Outside Room 105 104<br />
Outside Room 107 105<br />
Outside Room 108 106<br />
Outside Storage Room 107<br />
Outside Room 108 108<br />
Next to Psychologist’s Office 109<br />
Outside Room 109 110<br />
Outside Students’ Bathrooms 111<br />
Outside Room 110 112<br />
Outside Room 111 113<br />
Across from Psychologist’s Office 114<br />
Outside Room 118 116<br />
Outside Room 117 117<br />
Outside Room 118 118<br />
Outside Room 117 119<br />
Outside Room 118 120<br />
Outside Room 201 202<br />
Outside Art Room 204<br />
Outside Room 202 205<br />
Across Band/Orchestra Room 206<br />
Outside Room 204 207<br />
Outside Room 206 208<br />
Outside Room 205 209<br />
Outside Room 208 210<br />
Outside Room 207 211<br />
Outside Room 301 302<br />
By Library Circulation Desk 303<br />
Library Wall next to Exit Hallway 304<br />
Outside Room 305 305<br />
Outside Room 307 307<br />
Outside Room 308 308<br />
Outside Room 309 309
STUDENT DISCIPLINE<br />
Students need to be aware of the classroom and school rules. Our motto is,<br />
“Everybody Deserves Respect,” and this idea should permeate throughout to<br />
building. Good discipline is a result of a working relationship built upon<br />
respect. The respect extends to fellow classmates, other adults, the building,<br />
equipment, and material.<br />
Please keep the following guidelines in mind when disciplining students:<br />
• Avoid acting in haste or in an emotional state. Many times, these actions<br />
are difficult to defend at a later date.<br />
• Students are expected to take part in all special classes. Disciplinary<br />
action should not involve keeping a student out of a class. For example,<br />
please do not tell a student he/she can’t go to Art because he/she did not<br />
complete the math work.<br />
• Please contact an administrator if you feel a child must be excluded from a<br />
class activity (i.e. celebration, buddy activity, trip) due to his/her behavior.<br />
• DO NOT place a student in the hallway as a disciplinary action. This child<br />
is unsupervised and most likely will not make any educational progress in<br />
this setting. If you feel a child must be removed from your classroom,<br />
contact an administrator.<br />
Remember, discipline problems may be minimized by:<br />
• Letting the children know ahead of time what is expected of them<br />
• Being consistent and fair in dealing with the students<br />
• Setting schedules for work and adhering to them<br />
• Being well organized so that all materials and equipment are ready<br />
• Being well-planned and anticipating the unexpected
SUNSHINE COMMITTEE<br />
The <strong>Otsego</strong> Sunshine Committee is made up of staff<br />
members. Responsibilities are assigned on a rotating basis<br />
to grade level and special area teachers. Membership<br />
information will be available in September.<br />
The Sunshine Committee sponsors holiday breakfasts and<br />
special occasions such as bridal showers, baby showers,<br />
and other celebrations. The Committee also acknowledges<br />
difficult times (i.e. illness or death) for staff members and/or<br />
their families.
SUPERVISION OF CHILDREN<br />
• NEVER leave a class unsupervised.<br />
• NEVER leave a student unsupervised in any area of the building.<br />
• DO NOT allow a student to go back to the classroom to retrieve<br />
forgotten items.<br />
• ALWAYS lock your classroom doors when the class is out of the<br />
room for activities such as specials and lunch, and especially before<br />
leaving for the day. At no time should a classroom door be open<br />
and unlocked when the classroom is vacant.<br />
• Be on time when dropping off and picking up your class for lunch<br />
and specials. It is unfair and unsafe for a colleague to have to<br />
supervise two classes while waiting for you.<br />
• If a situation arises and you need to leave the classroom for any<br />
length of time, please call the office. They will arrange for someone<br />
to come to your class to relieve you.
TEACHER ABSENCES<br />
YOU MUST NOTIFY THE SUB CALLER for the district anytime you are going to<br />
be absent. This includes personal and family illnesses, personal days, testing<br />
days, workshops, etc… The number to call is 631-667-9578. You may call this<br />
number any time, 24 hours a day. Please give as much notice as possible. It is<br />
okay to call days, or even weeks in advance.<br />
PERSONAL DAYS:<br />
If you need to be absent for a personal reason, please obtain a “Request to be<br />
Absent” form from the office. This form must be filled out and returned to the<br />
principal for approval at least 5 days prior to your intended absence.<br />
• REMINDER: Even if you have had a personal day approved, you<br />
MUST still call the Sub Caller to report your absence.<br />
SUBSTITUTE FOLDER/PLANS:<br />
Please make sure you have filled out the substitute folder with all pertinent<br />
information. This folder, along with your plans will ensure that your students are<br />
safe and that instruction can continue in your absence. Since unforeseen<br />
circumstances often arise (i.e. sudden illness, personal emergency, etc…), it is<br />
important for you to leave “emergency plans” in the folder that can be accessed in<br />
the event of an unscheduled absence.
TEACHER EVALUATION PROCESS<br />
NON-TENURED TEACHERS: All components of the evaluation process will<br />
become part of the teacher portfolio supporting a tenure recommendation.<br />
Fall:<br />
1. Observation 1 (with pre and post conference)<br />
2. Observation 2 (with pre and post conference)<br />
3. Domain 4 Conference (Professional Responsibilities)<br />
4. Formative Conference and Evaluation<br />
Spring:<br />
1. Observation 3 (with pre and post conference)<br />
2. Observation 4 (with pre and post conference)<br />
3. Domain 4 Conference (Professional Responsibilities)<br />
4. Teacher reflection on all of the domains:<br />
a. Domain 1 – Planning and Preparation<br />
b. Domain 2 – The Classroom Environment<br />
c. Domain 3 – Instruction<br />
d. Domain 4 – Professional Responsibilities<br />
5. Summative Conference and Evaluation<br />
TENURED TEACHERS:<br />
Year 1: Comprehensive Evaluation:<br />
1. Observation of practice (with pre and post conference)<br />
2. Domain 4 Conference (Professional Responsibilities)<br />
3. Teacher reflection on all of the domains:<br />
a. Domain 1 – Planning and Preparation<br />
b. Domain 2 – The Classroom Environment<br />
c. Domain 3 – Instruction<br />
d. Domain 4 – Professional Responsibilities<br />
4. Summative Conference, yielding a goal setting for the following year<br />
5. Summative evaluation<br />
Year 2: Self-Directed Professional Inquiry<br />
1. Domain 4 Conference (Professional Responsibilities)<br />
2. Reflection on Personal Goal
TELEPHONES<br />
There are several phones in the building which are available for staff use.<br />
• <strong>Faculty</strong> Room (2 phones)<br />
• Library Phone Room<br />
• Primary Wing Phone Room<br />
• Gym Office<br />
Please refrain from using the phones in the main office. These phones are<br />
designated for office personnel only.<br />
CELLULAR PHONES:<br />
At the beginning of the school year, please give/update your cell phone #<br />
to Cheryl. A list of staff cell phone numbers is kept in the office in case of<br />
emergency. Please take your cell phone, powered on, on all field trips.<br />
At no time should you be using your cell phone during class times.<br />
Emergency calls should be directed to the main office. Alert the<br />
secretaries that you are waiting for an important call and they will contact<br />
you when the call comes in. Please keep them informed of your<br />
whereabouts, should you leave the classroom.
VIDEOS<br />
The use of videos during classroom time must be consistent with<br />
educational goals and values. Videos shown during the school day should<br />
substantially support or enrich the curriculum.<br />
Videos MUST be approved by building administration prior to being shown.<br />
Teachers can fill out the Video Request Form (included on the following<br />
page), attach it to the actual videotape, and submit it to the office at least 2<br />
days before the scheduled viewing.
VIDEO REQUEST FORM<br />
Teacher: ___________________________<br />
Today’s Date: ________________<br />
Name of video: _____________________________________________________<br />
Scheduled date and time for viewing the video: ___________________________<br />
Curriculum area(s) the video supports: __________________________________<br />
__________________________________________________________________<br />
Reason(s) why the video will enhance instruction:<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
Approval: ______ Yes ______ No<br />
_____________________<br />
Administrator’s Signature<br />
_____________<br />
Date<br />
VIDEO REQUEST FORM<br />
Teacher: ___________________________<br />
Today’s Date: ________________<br />
Name of video: _____________________________________________________<br />
Scheduled date and time for viewing the video: ___________________________<br />
Curriculum area(s) the video supports: __________________________________<br />
__________________________________________________________________<br />
Reason(s) why the video will enhance instruction:<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
Approval: ______ Yes ______ No<br />
_____________________<br />
Administrator’s Signature<br />
_____________<br />
Date
September 6, 2005<br />
Dear Parent/Guardian:<br />
As you may be aware, environmental and food allergies are on the rise.<br />
We have students in our school with severe peanut and nut allergies, and<br />
exposure to these products can cause a life threatening reaction,<br />
anaphylaxis. Safety for all children is important to us at all times.<br />
Therefore, I would like to reinforce on of our health concerns.<br />
Some of our youngsters have a severe allergy to peanuts and/or tree nuts<br />
(such as walnuts, pecans, hazelnuts, etc.). This is a very important issue<br />
for us, since this can be life threatening for these children. Therefore, we<br />
are asking for your cooperation regarding this matter.<br />
We are encouraging our parents to send peanut-free and nut-free lunches,<br />
snacks, and party foods for all the students in our school.<br />
Thank you for your cooperation in our combined efforts at keeping our<br />
students healthy and safe at school.<br />
Anyone wishing further information about peanut/nut allergies may contact<br />
the school nurse at 592-3501. There is also an informational packet<br />
available at the school.<br />
Sincerely,
September 2005<br />
Dear Parent/Guardian:<br />
As you may be aware, environmental and food allergies affecting children are on the<br />
rise. There is a student in your child’s classroom that has a severe, life threatening<br />
allergy to nuts, in particular peanuts. In addition, this child cannot tolerate tree nuts<br />
(such as walnuts, pecans, hazelnuts, etc). To ensure a safe classroom environment,<br />
we will implement a few very important considerations for this child.<br />
If this child were to accidentally eat, touch, or inhale the “peanut/nut dust” from<br />
peanuts/nuts, he/she could have a life-threatening reaction, anaphylaxis. Because of<br />
this risk, we are requesting peanut and nut-free snacks for the entire class, including<br />
those provided for parties and celebrations. Please choose other healthy snacks, such<br />
as fruit, pretzels, crackers, and juices that are peanut/nut-free and do not contain<br />
peanut/nut byproducts. We have enclosed a list of healthy snacks, from our district<br />
office, which may help you in selecting your child’s snack each day. Please check the<br />
food ingredients of the snacks you may pack for school.<br />
It is difficult at the best of times to get children to eat healthy snacks; however, I hope<br />
you will appreciate the seriousness of this condition and that you will assist us in our<br />
efforts to create a safe an environment as possible. With your cooperation, we can<br />
minimize the risk of an allergic reaction.<br />
Anyone wishing further information about peanut/nut allergies may contact the school<br />
nurse. There is also an informational packet available at the school.<br />
Sincerely,
CONSENT FOR ADMINSTRATION OF MEDICINE<br />
<strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong><br />
Central <strong>School</strong> District<br />
<strong>Otsego</strong> Hill <strong>Elementary</strong><br />
Parent and Prescriber’s Authorization for Administration of Medication in <strong>School</strong><br />
A<br />
To be completed by the Parent or Guardian:<br />
I request that my child ___________________, receive the medication as prescribed<br />
below by our physician. The medication is to be furnished by me in a properly labeled<br />
original container from the pharmacy, and a second labeled container is to be provided (if<br />
necessary) for field trips. I understand that the school nurse will administer the medication<br />
at school as directed.<br />
___________________________________<br />
Parent/Guardian Signature<br />
____________<br />
Date<br />
_____________________________________________________________________________<br />
Address Street City Zip<br />
_____________________________________________________________________________<br />
Telephone Home Work Cell<br />
To be completed by the Physician:<br />
B I request that my patient, as listed above, receive the following medication at school:<br />
Diagnosis:<br />
Medication:<br />
Prescribed Dosage/Frequency/Time & Route Administration:<br />
Possible Side Effect/Adverse Reactions (if any):<br />
Other Recommendations:<br />
Physician’s Name (please print):<br />
_______________________________<br />
Physician’s Signature<br />
____________<br />
Date<br />
_____________________________________________________________________________<br />
Address Street City Zip<br />
_________________________________________<br />
Phone
CONSENT TO RELEASE PERSONAL INFORMATION<br />
<strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong><br />
Central <strong>School</strong> District<br />
September 2005<br />
Dear Parent or Guardian:<br />
You have notified the school district that your child has a food allergy. We would<br />
like to notify the parents in your child’s class of this allergy, so that they can make<br />
responsible choices when sending in food and/or snacks.<br />
Please complete the form below and return to your child’s teacher as soon as<br />
possible.<br />
Thank you for your prompt attention to this matter.<br />
Child’s Name:<br />
_______________________________________________________________<br />
____I hereby grant permission to the <strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> <strong>School</strong> District to use my<br />
child’s name when notifying the families of my child’s classmates of my child’s<br />
food allergy.<br />
______________________________<br />
_________<br />
Parent/Guardian Signature<br />
Date<br />
____I do not grant permission to the <strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> <strong>School</strong> District to use my<br />
child’s name when notifying the families of my child’s classmates of my child’s<br />
food allergy.<br />
______________________________<br />
_________<br />
Parent/Guardian Signature<br />
Date<br />
Please return this form to your child’s teacher.
EMERGENCY HEALTH PLAN CARE FORM<br />
<strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong><br />
Central <strong>School</strong> District<br />
Emergency Health Care Plan<br />
(To be completed annually by Parent and Child’s Physician)<br />
Attach<br />
Child’s<br />
Photo<br />
Student Name:<br />
Date of Birth:<br />
Teacher:<br />
<strong>School</strong> Year:<br />
Allergy:<br />
Reacts to: Ingestion ________ Airborne ________ Tactile________<br />
SIGNS OF AN ALLERGIC REACTION INCLUDE:<br />
Systems:<br />
Symptoms:<br />
Mouth Itching and swelling of the lips, tongue, or mouth<br />
Throat Itching and/or a sense of tightness in the throat, hoarseness, hacking cough<br />
Skin Hives, itchy rash, and/or swelling about the face or extremities<br />
Gut Nausea, abdominal cramps, vomiting, and/or diarrhea<br />
Lung Shortness of breath, repetitive coughing<br />
Heart “thready” pulse, “passing out”<br />
ACTION: MILD ALLERGIC SYMPTOMS<br />
1. Administer: ___________________________________________________<br />
medication/dosage/route/frequency<br />
2.<br />
Call Parents: ______________________________________________________<br />
Mother’s work # home # cell#<br />
______________________________________________________<br />
Father’s work # home # cell#<br />
ACTION: SEVERE ALLERGIC SYMPTOMS (ANAPHYLAXIS)<br />
1. Administer: ___________________________________________________<br />
medication/dosage/route/frequency<br />
2. Call Rescue: Melville Fire Department 631-547-4121<br />
Call Parents: ______________________________________________________<br />
3.<br />
Mother’s work # home # cell#<br />
______________________________________________________<br />
Father’s work # home # cell#<br />
Do not hesitate to administer medication or call rescue squad, even if parents or doctor<br />
cannot be reached!<br />
_____________________________________________<br />
Parent’s Signature<br />
_____________________________________________<br />
Physician’s Signature<br />
_________________<br />
Date<br />
_________________<br />
Date<br />
Please note that medication must be transported to and from the health office by a parent<br />
or guardian. Medication must be labeled and in the original container.
REMINDER<br />
In order to ensure the safety of all our<br />
children with peanut/tree nut allergies,<br />
please do not send home-baked goods<br />
and other foods into the classroom.<br />
Food brought in for birthdays and<br />
special events should be purchased in<br />
stores, commercially prepared, and<br />
contain complete ingredient lists with<br />
no nuts or nut products.
POLICY – SCHOOL ATTENDANCE<br />
Educational achievements demand consistent school attendance. The Board of<br />
Education’s goal is to reduce unexcused absences, tardiness, and early departures, to<br />
encourage regular attendance, to maintain an attendance record keeping system, to<br />
identify patterns of unexcused absences, tardiness and early departures, and to<br />
develop strategies to improve school attendance.<br />
Notice:<br />
In an effort to ensure that students, parents, teachers, and administrators are made<br />
aware of and understand this policy, its purpose, procedures, and the consequences of<br />
non-compliance, the following shall be implemented:<br />
1. Parents shall receive a plain language summary of this policy by mail at the<br />
beginning of the school year. Parents must sign and return a form indicating that<br />
they have read and understand the policy.<br />
2. A student’s parent(s)/guardian(s) shall be notified by phone or by mail if a student<br />
is absent, tardy, or leaves early from school. The student’s parent(s)/guardian(s)<br />
shall be reminded of the components of the policy and intervention procedures.<br />
3. A copy of this policy and any future modifications shall be provided to all faculty<br />
and staff. New staff members will receive a copy upon their employment.<br />
4. Upon request, a copy of this policy shall be made available to any member of the<br />
community.<br />
Excused and Unexcused Absences:<br />
Excused absences, tardiness, and early departures are defined as absences, tardiness,<br />
and early departures from class or school due to: illness of student, family medical<br />
emergency, death in family, medical appointments, required court appearance, prior<br />
approved college visitations, school sanctioned functions, religious observance, and<br />
other administrative approved absences or such other reasons as may be approved by<br />
administrators.<br />
All other absences, tardiness, and early departures will be considered unexcused<br />
absences.<br />
Every absence, tardiness, and early departure must be accounted for. Parents are<br />
responsible for notifying the school attendance office within 24 hours of the absence,<br />
tardiness, or early departure and providing a written excuse upon the student’s return to<br />
school.
POLICY – SCHOOL ATTENDANCE (Continued)<br />
General Procedures/Data Collection:<br />
Effective beginning with the 2003-2004 school year, every building principal, along with<br />
the designated individuals in charge of reviewing pupil attendance pursuant to §104.1<br />
(1)(2)(ix) of the of the Commissioner’s Regulations, shall review pupil attendance<br />
records for the purpose of initiating appropriate action to address unexcused pupil<br />
absence, tardiness and early departure.<br />
1. Attendance will be taken during each class period.<br />
• Commencing no later than July 1, 2003, attendance must be recorded at<br />
least once daily for students in grades K-5. If students are dismissed from<br />
school grounds during lunch period, then attendance must be recorded a<br />
second time upon the student’s scheduled return.<br />
• For students in grades 6-12 attendance must be recorded during each<br />
period of instruction except that it is not necessary to record attendance<br />
during each class if the student does not change classrooms. When a<br />
secondary student does not change classrooms, attendance must be<br />
recorded as indicated for students in K-8, once or twice per day.<br />
• For students at any instructional level from K-12 who will arrive late for or<br />
depart early from scheduled instruction, tardiness or early departure shall<br />
be recorded as excused or unexcused in accordance with the district’s<br />
comprehensive attendance policy.<br />
2. The designated staff member(s) responsible for attendance shall be provided<br />
with all attendance information compiled at the conclusion of each class period or<br />
school day.<br />
3. The nature of the absences, tardiness, and early departures shall be coded on a<br />
student’s record using the attached coding designations.<br />
4. The Dean of Students, along with other administrators shall review student<br />
absence, tardiness, and/or early departure data in an expeditious manner.<br />
5. Upon review of additional information, if correction needs to be made to a<br />
student’s attendance record, such correction shall be made immediately. Notice<br />
of such a change will be sent to appropriate school personnel subject to<br />
applicable confidentiality rules.<br />
6. Attendance data will be analyzed periodically to identify patterns/trends.<br />
7. Where consistent with other school practices, students in the hallways who are<br />
absent from a class period without excuse shall be referred to the building<br />
Principal’s office.<br />
8. Continuous monitoring will be conducted to identify students who are absent,<br />
tardy, or leave class/school early.
POLICY – SCHOOL ATTENDANCE (Continued)<br />
Register of Attendance:<br />
“Register of Attendance” is defined as any written or electronic record maintained for the<br />
purpose of recording the attendance, absence, tardiness or early departure of a student.<br />
In addition to the child’s name, date of birth, full names of parent(s) or person(s) in<br />
parental relation, and address where the pupil resides, the register of attendance must<br />
now include the following:<br />
1. Phone number(s) where the parent)s) or person(s) in parental relation may be<br />
contacted.<br />
2. Date of the student’s enrollment.<br />
3. A record of the student’s attendance on each day of scheduled instruction.<br />
4. A record of each scheduled day of instruction during which the school is closed<br />
for all or part of the day because of extraordinary circumstances including<br />
adverse weather conditions, impairment of heating facilities, insufficiency of<br />
water supply, shortage of fuel, destruction of or damage to a school building, or<br />
such other cause as may be found satisfactory to the commissioner.<br />
5. The date when the pupil withdraws from enrollment or is dropped from enrollment<br />
in the school.<br />
Attendance Incentives:<br />
Incentives for excellent and/or improved attendance will be reviewed and developed by<br />
the Board of Education and Administration.<br />
Disciplinary Consequences:<br />
Students who have an unexcused absence from class will be subject to zero on any<br />
exam that was given during that time and will lose credit towards any participation grade<br />
that the teacher factors in the quarterly grade.
POLICY – SCHOOL ATTENDANCE (Continued)<br />
Unexcused absence 1:<br />
Unexcused absence 2:<br />
Unexcused absence 3:<br />
Unexcused absence 4:<br />
Disciplinary actions for unexcused absences:<br />
Teacher notifies parent, detention is assigned.<br />
Teacher notifies parent, detention is assigned.<br />
Teacher notifies parent and detention is assigned. Teacher<br />
gives written notice to the Dean of Students who meets with<br />
the student and/or grade level administrator.<br />
Teacher notifies the grade level administrator. The grade<br />
level administrator will meet with the student and assign ISS<br />
(In <strong>School</strong> Suspension). A conference with the parent will be<br />
held.<br />
Unexcused absence 5: Teacher will notify the grade level administrator. A<br />
conference with the parent will be held. The student will be<br />
subject to OSS (Out-of-<strong>School</strong> Suspension).<br />
Please note, suspension of specific grade level privileges will be designed by the Board<br />
of Education and Administration.<br />
Attendance/Grade Policy:<br />
The Board recognizes that class attendance is essential to good students performance.<br />
Consequently, a student’s final grade may be based on classroom participation as well<br />
as student’s performance on homework, tests, papers, projects, etc.<br />
Students are expected to attend all schedule classes. Unexcused absences, tardiness<br />
and/or early departures may affect a student’s class participation grade for the marking<br />
period.<br />
Annual Review:<br />
The Board shall annually review building level student attendance records, and, if such<br />
records show a decline in student attendance, the Board shall revise this policy to make<br />
any revisions to the plan it deems necessary to improve student attendance.<br />
Ref: Education Law §§21709; 3024;3025;3202;3205-3213;3225<br />
8 NYCRR §§104.1;175.6<br />
Approved: July 2, 2002
POLICY-HAZING<br />
Hazing, initiation activities, harassment and bullying are abusive and often illegal<br />
behaviors that harm victims and negatively impact the school environment by creating<br />
an atmosphere of fear, distrust, mean-spiritedness, intimidation and intolerance. Hazing<br />
is especially troubling at the middle and high school levels because of issues of<br />
adolescence, in which many students are more vulnerable to peer pressure due to<br />
tremendous need to belong, make friends and find approval from one’s peer group.<br />
Accordingly, hazing, initiation activities, harassment and bullying will not be tolerated at<br />
any level in <strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> and will be considered dangerous, immoral, and volatile of<br />
the law and district policy.<br />
The purpose of this policy is to ensure a safe learning environment for students and<br />
staff that is free from hazing, initiation, activities, harassment and bullying and that<br />
promotes respect, civility, dignity and equality. Hazing, initiation activities, harassment<br />
and bullying activities of any type are inconsistent with the educational goals of the<br />
District, and are condemned and strictly prohibited at all times. Moreover, it is the policy<br />
of the District that no student or adult will participate in or be members of any secret<br />
fraternity or sorority, athletic team, club or organization that is in any degree related to<br />
the school or to a school district activity which engages in any form of hazing, initiation<br />
activities, harassment or bullying, whether on school grounds, school buses or at all<br />
school-sponsored activities, programs and events, including those that take place at<br />
locations outside the district.
POLICY-HAZING (Continued)<br />
GENERAL POLICY STATEMENTS:<br />
• No student, teacher, coach or administrator, paraprofessional, volunteer,<br />
contractor or other employee of the District shall plan, direct, encourage, aid, or<br />
engage in hazing, initiation activities, harassment or bullying.<br />
• No student, teacher, coach, administrator, paraprofessional, volunteer,<br />
contractor, or other employee of the District shall permit, condone, or tolerate<br />
hazing, initiation activities, harassment or bullying.<br />
• The District strictly prohibits students, teachers, coaches, administrators,<br />
paraprofessionals, volunteers, contractors, or other employees of the District<br />
from engaging individually or collectively in any form of hazing, initiation<br />
activities, harassment or bullying on school property, off school property or on a<br />
school bus, in connection with any school activity or involving any person<br />
associated with the school, regardless of where it occurs.<br />
• Consistent with this policy, the District’s Code of Conduct and the Athletic Code<br />
of Conduct, any student who participates in hazing, initiation activities,<br />
harassment or bullying will face immediate and strong disciplinary action, up to<br />
and including suspension, expulsion, exclusion and loss of the privilege of<br />
attendance and participation in extracurricular activities and sports and school<br />
events (i.e., graduation, prom, dances, field trips, etc.).
POLICY- HAZING (Continued)<br />
• Students, teachers, coaches, administrators, paraprofessionals, volunteers,<br />
contractors or employees who participate in hazing, initiation activities,<br />
harassment or bullying will also be referred to appropriate law enforcement<br />
authorities and may face subsequent prosecution for hazing, harassment or<br />
assault.<br />
• Consent is no defense to a charge of hazing, initiation activities, harassment or<br />
bullying. Apparent permission or consent by a person being hazed, initiated<br />
harassed or bullied does not lessen the prohibitions or penalties contained<br />
herein.<br />
• This policy applies to behavior that occurs on or off school property or on any<br />
school bus ride and during, before and after school hours.<br />
REPORTING:<br />
In order for the District to effectively enforce this policy, it is essential that all victims of<br />
hazing, initiation activities, harassment or bullying and persons with knowledge of<br />
hazing, initiation activities, harassment or bullying report them immediately.<br />
SCHOOL DISTRICT ACTION:<br />
The District will promptly investigate all complaints, either formal or informal, verbal or<br />
written of hazing, initiation activities, harassment or bullying. The policy clearly defines<br />
the actions. For more detailed information, please refer to the Student <strong>Handbook</strong><br />
and/or District Code of Conduct.
What I Can Do<br />
If I Am Being Bullied<br />
HA HA, SO<br />
Help Humor Self-Talk<br />
Assert Avoid Own It<br />
Yourself
Myth or Fact?<br />
Directions: Determine whether each of the following statements is a “myth” or a “fact”.<br />
1. Bullies are boys. ______<br />
2. Bullies are insecure and have low self-esteem. ______<br />
3. Bullies don’t have friends. ______<br />
4. Bullies are usually failing in school. ______<br />
5. Bullies are physically larger than their victims. ______<br />
6. Bullies don’t really mean to hurt their victims. ______<br />
7. Bullies usually feel badly about their actions, but they just can’t help themselves. ______<br />
8. Looking different is the main reason children get bullied. ______<br />
9. If the victim fights back, the bully will back down. ______<br />
10. Telling on a bully will only make the situation worse for the victim. ______<br />
11. Other children should stay away from the bully-victim situations or they’ll get<br />
bullied as well.<br />
______<br />
12. All teachers can learn to handle a bully. ______<br />
13. Unless you change the bully’s home life, nothing will help. ______<br />
14. Bullies need therapy to stop bullying. ______<br />
15. Bringing the parents of the victim and of the bully together for discussion<br />
is a good idea.<br />
______<br />
16. Once a victim, always a victim. ______<br />
17. Victims have usually brought the trouble upon themselves. ______<br />
18. Learning disabled students are at higher risk of being victimized. ______
Myth or Fact?<br />
Answer Key<br />
Directions: Determine whether each of the following statements is a “myth” or a “fact”.<br />
1. Bullies are boys. Myth<br />
2. Bullies are insecure and have low self-esteem. Myth<br />
3. Bullies don’t have friends. Myth<br />
4. Bullies are usually failing in school. Myth<br />
5. Bullies are physically larger than their victims. Myth<br />
6. Bullies don’t really mean to hurt their victims. Myth<br />
7. Bullies usually feel badly about their actions, but they just can’t help themselves. Myth<br />
8. Looking different is the main reason children get bullied. Myth<br />
9. If the victim fights back, the bully will back down. Myth<br />
10. Telling on a bully will only make the situation worse for the victim. Myth<br />
11. Other children should stay away from the bully-victim situations or they’ll get<br />
bullied as well.<br />
Myth<br />
12. All teachers can learn to handle a bully. Fact<br />
13. Unless you change the bully’s home life, nothing will help. Myth<br />
14. Bullies need therapy to stop bullying. Myth<br />
15. Bringing the parents of the victim and of the bully together for discussion<br />
is a good idea.<br />
Myth<br />
16. Once a victim, always a victim. Myth<br />
17. Victims have usually brought the trouble upon themselves. Myth<br />
18. Learning disabled students are at higher risk of being victimized. Fact
HALF HOLLOW HILLS CENTRAL SCHOOL DISTRICT<br />
525 HALF HOLLOW ROAD<br />
DIX HILLS, NY 11746<br />
EXPECTATIONS OF BEHAVIOR/CONDUCT FORM<br />
March 2004<br />
Dear Parents/Guardians and Students:<br />
It is essential that all parents and students have a full understanding<br />
of the philosophy that governs the <strong>Half</strong> <strong>Hollow</strong> <strong>Hills</strong> Central <strong>School</strong><br />
District. The Board of Education has passed a policy on Hazing,<br />
Initiation Activities, Harassment and Bullying which goes into effect<br />
on March 15, 2004.<br />
The attached Regulations have been reviewed with your child, and both<br />
you and your child understand what is meant by “hazing, initiation<br />
activities, harassment and bullying.”<br />
__________________________<br />
Student<br />
________________<br />
Date<br />
__________________________<br />
Parent or Guardian<br />
________________<br />
Date<br />
Please sign and return this form to your building principal. Thank you.
WHAT BULLYING IS AND WHAT IT IS NOT<br />
Normal Peer Conflict<br />
Bullying<br />
Equal power of friends<br />
Happens occasionally<br />
Accidental<br />
Not serious<br />
Equal emotional reaction<br />
Not seeking power or attention<br />
Not trying to get something<br />
Remorse – will take responsibility<br />
Effort to solve the problem<br />
Imbalance of power, not friends<br />
Repeated negative actions<br />
Purposeful<br />
Serious with threat of<br />
physical or emotional harm<br />
Strong emotional reaction from<br />
victim and little or no emotional<br />
reaction from bully<br />
Seeking power, control, or material<br />
things<br />
Attempt to gain material things or<br />
power<br />
No remorse – blames the victim<br />
No effort to solve the problem
HARASSMENT – BULLYING REFERRAL FLOW CHART<br />
R<br />
E<br />
P<br />
O<br />
R<br />
T<br />
I<br />
N<br />
G<br />
If ineffective action is<br />
taken complainant<br />
may report directly to<br />
Guidance<br />
Counselor/Psychologist<br />
Parent<br />
Student<br />
Non-Professional<br />
Teacher<br />
Reports incident to<br />
I<br />
N<br />
V<br />
E<br />
S<br />
T<br />
I<br />
G<br />
A<br />
T<br />
I<br />
N<br />
G<br />
Principal<br />
Investigation<br />
takes place by<br />
Principal or Designee<br />
or 3 rd Party which may<br />
include Assistant<br />
Superintendents,<br />
Superintendent or<br />
Legal Counsel<br />
Building<br />
Administrator<br />
Reports incident to<br />
A<br />
C<br />
T<br />
I<br />
O<br />
N<br />
Appropriate<br />
action is taken
HALF HOLLOW HILLS CENTRAL SCHOOL DISTRICT<br />
525 HALF HOLLOW ROAD<br />
DIX HILLS, NY 11746<br />
Hazing, Initiation Activities, Harassment and Bullying Complaint Form<br />
Hazing, initiation activities, harassment and bullying are abusive and often illegal<br />
behaviors that harm victims and negatively impact school environment by creating an<br />
atmosphere of fear, distrust, mean-spiritedness, intimidation and intolerance.<br />
Individual Filing Complaint:<br />
Name____________________________________<br />
Position/Title______________________________<br />
Date of Complaint__________________________<br />
Complaint Filed Against:<br />
Name____________________________________<br />
Position/Title______________________________<br />
Date and Place of Incident_________________________________________________________<br />
______________________________________________________________________________<br />
Description of event(s) which caused you to file this complaint. Please give dates and all relevant<br />
information in sequential order. Attach any evidence._________________________________________<br />
Name of Witness(es) [if any]: ___________________________________________________________<br />
____________________________________________________________________________________
Has the incident been reported before? Yes No<br />
If yes, when? To whom? _______________________________________________________________<br />
What was the resolution? _______________________________________________________________<br />
Has the complainant been the victim of similar incidents in the past? Yes No<br />
What were the details? _________________________________________________________________<br />
Was the other incident or incidents reported? Yes No<br />
If yes, to whom? ______________________________________________________________________<br />
What was the resolution? _______________________________________________________________<br />
Signature of Complainant _______________________________________ Date ___________________<br />
Signature of Building Administrator_______________________________ Date ___________________<br />
If you need additional space, feel free to attach additional pages to this form.<br />
Actions which may be taken may include, but are not limited to, warning, loss of privileges, exclusion<br />
from school activities and events, denial of access to school property, suspension, expulsion, reporting to<br />
local police authorities, transfer, remediation, termination, or discharge.<br />
NOTE: Any act of retaliation is prohibited. Retaliation includes, but is not limited to, verbal or physical<br />
threats, ridicule, spreading of rumors, bribes, destruction of property, stalking, harassing phone calls,<br />
harassing internet use, any form of intimidation, reprisal or harassment.
POLICY/REGULATION-SEXUAL HARASSMENT<br />
SEXUAL HARASSMENT OF STUDENTS<br />
Section 5020.1R<br />
The following administrative regulation is intended to implement the Board of<br />
Education’s policy against sexual harassment of students.<br />
The Board recognizes that sexual harassment can originate from a student, employee,<br />
a Board member or any non-employee volunteer who works subject to the control of<br />
school authorities.<br />
PROCEDURES<br />
Section 5020.2R<br />
The Board of Education shall designate a compliance officer to carry out the district’s<br />
responsibilities under Titles VII and IX and pursuant to Board of Education policy<br />
number 2451 NONDISCRIMINATION IN EDUCATION PROGRAMS AND ACTIVITIES.<br />
The Superintendent of <strong>School</strong>s shall notify all employees, students and their parents of<br />
the name, office address, and telephone number of the district’s compliance officer. In<br />
addition, the Board, through this regulation, has established grievance procedures that<br />
provide for prompt investigation and equitable resolution of student sexual harassment<br />
complaints.<br />
Consistent with federal and state law, and all applicable provisions contained in the<br />
district’s policy manual and collective bargaining agreements, the following procedures<br />
shall be employed in handling any report, investigation and remedial action concerning<br />
allegations of sexual harassment.<br />
Students who believe they have been subjected to sexual harassment are to<br />
report the incident to the building principal. Although this is recommended, students<br />
may bring their complaints to a teacher, guidance counselor, etc. who will then be<br />
responsible to report it in accordance with this procedure. The building principal shall<br />
notify the compliance officer and Superintendent of <strong>School</strong>s of all complaints. Should<br />
the building principal be the alleged harasser, the report shall be made to the next level<br />
in the compliant procedure. The student can pursue the complaint informally or file a<br />
formal complaint.
POLICY/REGULATION-SEXUAL HARASSMENT (Continued)<br />
All reports of sexual harassment will be held in confidence where possible, subject to all<br />
applicable laws and any relevant provisions found in the district’s Board of Education<br />
Policy Manual and collective bargining agreements, provided they do not interfere with<br />
the district’s ability to investigate or take corrective action on the complaint.<br />
INVESTIGATION OF A COMPLAINT<br />
Section 5020.3R<br />
Upon receipt of a formal or informal complaint, a group, through an impartial<br />
investigation of the allegations shall follow. This investigation is to be conducted<br />
diligently. All witnesses shall be interviewed. Complainants are to be notified of the<br />
outcome of the investigation.<br />
INFORMAL COMPLAINTS<br />
Section 5020.4R<br />
Students who believe they have been subjected to sexual harassment may request that<br />
an informal meeting be held between themselves and the building principal. The<br />
purpose of such a meeting will be to discuss the allegations and remedial steps<br />
available. Parents or guardians of the student shall be notified of their right to attend<br />
the interview with their child.<br />
The building principal will then promptly discuss the complaint with the alleged harasser.<br />
Should the alleged harasser admit the allegations, the building principal is to obtain a<br />
written assurance if age appropriate that the unwelcome behavior will stop. Depending<br />
on the severity of the charges, further disciplinary action may be taken by the<br />
Superintendent of <strong>School</strong>s.<br />
Thereafter, the building principal is to prepare a written report of the incident and inform<br />
the complainant of the resolution. The complainant is to indicate on the report whether<br />
or not the resolution is satisfactory.
POLICY/REGULATION-SEXUAL HARASSMENT (Continued)<br />
If the complainant is satisfied with the resolution, the incident will be deemed closed.<br />
However the complaint may be reopened for investigation if a recurrence of sexual<br />
harassment is reported. The building principal is to inform the complainant to report any<br />
recurrence of the harassment or any retaliatory action that might occur.<br />
Should the complainant be dissatisfied with the resolution, a formal written complain<br />
should be filed.<br />
If during the building principal’s informal attempt to resolve the complaint, the alleged<br />
harasser admits the allegations but refuses to give assurance that the unwelcome<br />
behavior will stop, the building principal is to file a report with the next level in the<br />
complaint procedure. The report is to indicate the nature of the complaint, a description<br />
of what occurred when the building principal informed the alleged harasser of the<br />
allegations, the alleged harasser’s response to the allegations, and a recommendation<br />
that stronger corrective measures be taken. This report should be accompanied by the<br />
student’s formal complaint.<br />
Should the alleged harasser deny the allegations, the building principal is to inform the<br />
complainant of the denial and state that a formal written complaint will be required for<br />
further formal investigation. The building principal will then file a report with the next<br />
level in the complaint procedure setting forth the events that have occurred to that point.<br />
If the complainant submits a formal complaint, a copy of the complaint should<br />
accompany the building principal’s report with a recommendation for further action.
POLICY/REGULATION-SEXUAL HARASSMENT (Continued)<br />
FORMAL COMPLAINTS<br />
Section 5020.5R<br />
Formal complaints may be submitted to initially report any incidence of sexual<br />
harassment, or as a follow up to an unsatisfactory resolution of an informal attempt to<br />
resolve a complaint. In the latter case, the formal written complaint is to be submitted to<br />
the building principal originally consulted, who will then forward it to the next level in the<br />
complaint procedure for appropriate action.<br />
The formal written complaint will consist of a form and a copy of any applicable building<br />
principal reports. The form shall solicit the specifics of the complaint: e.g., date and<br />
place of incident, description of sexual misconduct, names of any witnesses, and any<br />
previous action taken to resolve this matter.<br />
The complainant will file reports of sexual harassment to the following persons in this<br />
order:<br />
Level I -- Building Principal<br />
Level II -- Title IX Officer<br />
Level III -- Superintendent of <strong>School</strong>s<br />
Level IV --- Board of Education<br />
Although this is recommended, students may bring their complaints to a teacher,<br />
guidance counselor, etc. who will then be responsible to report it in accordance with this<br />
procedure.<br />
Each level will be followed in succession in the event of the appeal of a formal complaint<br />
or the unsuccessful resolution of an informal complaint. Should the individual to whom<br />
a report should be filed be the alleged harasser, the matter will be referred to the next<br />
level, and the alleged harasser bypassed.<br />
The Superintendent of <strong>School</strong>s or the board shall take immediate, appropriate<br />
corrective action upon a determination of sexual harassment. The Superintendent or<br />
the Board shall notify the complainant of any findings and action taken.
POLICY/REGULATION-SEXUAL HARASSMENT (Continued)<br />
REMEDIAL ACTION<br />
Section 5020.6R<br />
If the investigation reveals that sexual harassment has occurred, appropriate sanctions<br />
will be imposed in a manner consistent with any applicable law, district policies and<br />
regulations and collective bargaining agreements. Depending on the gravity of the<br />
misconduct, sanctions may range from a warning, up to and including dismissal of an<br />
employee or suspension of a student.<br />
Anyone subjecting complainants or witnesses to any form of retaliation will also be<br />
subject to disciplinary action in the manner prescribed by law and consistent with any<br />
applicable provisions in the district’s policy manual or collective bargaining agreements.<br />
If the investigation reveals that no sexual harassment has occurred, or if the<br />
complainant is not satisfied with the remedial action taken after a finding of sexual<br />
harassment, the complainant may appeal to the next level in the complaint procedure.<br />
The appeal must include a copy of the original complaint, all relevant reports, the<br />
specific action being appealed, and an explanation of why the complainant is<br />
appealing.<br />
POST REMEDIAL ACTION<br />
Section 5020.7R<br />
Following a finding of sexual harassment, complainants will be periodically interviewed<br />
by the appropriate building principal to ensure that the harassment has not resumed,<br />
and that no retaliatory action has occurred. In the discretion of the district, these follow<br />
up interviews may continue over a period of time. A report will be made of the<br />
complainant’s response.
POLICY/REGULATION-SEXUAL HARASSMENT (Continued)<br />
COMPLAINT RECORDS<br />
Section 5020.8R<br />
Upon written request, complainants may receive a copy of the resolution reports filed by<br />
the building principal or other district official concerning their complaint. Upon<br />
substantiation copies should also be filed with the student or employment records of<br />
both the complainant and the alleged harasser. All reports will be maintained in the<br />
Office of the Superintendent of <strong>School</strong>s in a central depository.<br />
FALSE ACCUSATIONS<br />
Section 5020.9R<br />
False accusations of sexual harassment shall be subject to disciplinary action in the<br />
manner prescribed by law and consistent with any applicable provisions in the district<br />
policy manual or collective bargaining agreements.<br />
INVESTIGATION IN THE ABSENCE OF A COMPLAINT<br />
Section 5021.R<br />
The Board will, in the absence of a complainant’s complaint, ensure that an<br />
investigation is commenced by the appropriate individuals, upon learning of, or having<br />
reason to suspect the occurrence of sexual harassment.<br />
Approved 11/20/95
POLICY-VIDEOTAPE<br />
The Board of Education believes that the use of videos during classroom<br />
time must be consistent with educational goals and values.<br />
Therefore, it will be the policy that any videos shown during the classroom<br />
time should substantially support or enrich the educational curriculum of<br />
that grade or subject.<br />
Videos must also be age appropriate. Videos which are not designed<br />
specifically for teaching purposes must be approved by building<br />
administration prior to being shown.<br />
Approved: 12/16/96