George Wythe High
School
“NO EXCUSES…ONLY CHOICES!”
Faculty Handbook
2015 - 2016
“Striving for Excellence”
Reva Green-Principal
Camona Murray
Derek Mason
Kelly Gardner
Assistant Principal
Assistant Principal
Assistant Principal
TABLE OF CONTENTS
INTRODUCTION
Preface
Beliefs
Mission Statement
Vision Statement
Statement of Values
Corporate Sponsors
6-7
ROLES AND RESPONSIBILITIES
Administrative Staff
Principal
Assistant Principal
Guidance Head
Student Activities Director
7-9
Instructional Staff
Department Head
Teacher
In-School Suspension Coordinator (ISS)
9-11
Clerical Staff
Administrative Office Associate
Office Associate III
Student Service Office Associate III
Attendance Clerk
12-15
PROGRAM / SERVICE DESCRIPTIONS
Junior Reserve Officers Training Corps (JROTC)
Communities’ In-Schools
Day Treatment Providers
Title I Program
Other Programs
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Early Head start Program
Twilight School
GRASP
PLC Program
Dual Enrollment Program
Extended Day Program
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EFFECTIVE CLASSROOM MANAGEMENT TECHNIQUES
Speak Softly
Being Clear with Your Instructions
Aim to have Full Class Participation
Be Aware of Undercurrents of Behavior
Keep Students in Their Seats
Depend On Interest to Maintain Order
Be Friendly but Maintain a Proper Distance
Be Consistent With Discipline
Be Flexible
Always Work With the Individual Offender
Handle Disciplinary Cases Yourself Whenever Possible
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Lesson Plans
90 Minute Lesson Plans (RPS Sample)
Emergency Lesson Plans
Homework Policy
Student Evaluation and Examinations
Grading Scale
Semester and Year Grade Calculation
Grade Values
Formula for a semester grade
Formula for a year grade
Illogical Grades
Marked Letdown Assessment
Final Exam Exemption Policy
Comments for Report Cards and Interim Reports
Citizenship Comments
Parent-Teacher Conference Day
Archiving of Teacher Grade Books
Requirements for Diplomas
Standard Studies Diploma
Advanced Studies Diploma
Modified Standard Diploma
Promotion/Retention
Middle School
High School
Accidents
Alert Codes
Announcements
Assemblies
Students Attendance
Tardy to School Procedure
Classroom Attendance
Procedure for Addressing Attendance
Teacher Sign-in Procedures
Teacher Substitute Procedures
Building Care
Daily Operations
Reservations of Facilities for Meetings
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26-27
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37-40
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Bulletin Boards and Showcases
Call Bell Signals
Computers
Internet Acceptable Use Procedures (RPS)
Types of Accounts and Internet Access
Use Procedures
Delinquencies
Discipline
Classroom Rules
Referral Procedures
Student Suspension
In-School Suspension (ISS)
Removal of Student from Class
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Evacuation Procedures
Evacuation
Emergency Shelters & Order of Movement
Fire Drills
Accountability is Critical
Purpose of Evaluation Procedures
Observations
Field Trips
Fund Raising and Student Activity Accounting
Student Support Services
Calendar of Guidance Activities
Calendar of On-Going Activities
Child Study Committee Process
Inclement Weather Procedures
License Renewal Procedures Reminders
Requirements
Activity Selection
Responsibilities
Process
Points to Remember
License Renewal Procedure Reminders
Responsibilities of Advisor
Responsibilities of Advisee
Media Center
Materials and Equipment
Circulation of Materials and Overdue Notices
Audiovisual Equipment
Video Use in Classrooms
Acquisitions
RPS Media Services
Medianet RPS Video Booking System
RPS Arts & Humanities Center
Staff Meetings
Monitorial Duties
Supervision involves the following
Parent Teacher/Student Association (PTA)
Religious Activity Observance
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Transformation Team
Transformation Team Member
Composition
Duties
Security – Year Round Security Tips
Smoking Policy
Professional Development
Staff Work Day
Student Activities
The guidelines for extra-curricular actives and club are
Textbooks
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Title IX Compliance
The Section 504 Coordinator
The ADA Coordinator
The Title IX Officer
The United States Department of Education’s Office of Civil Right
Visitors
Weekly Calendar
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Xeroxing
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69-70
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INTRODUCTION
Preface
Teachers bring with them their training and experience in various fields of study related to the educational
goals developed for their students, but it is difficult to adequately prepare for all of the procedural rules
and policies of each school. Many of the problems are well known, and the questions teachers ask about
them have been asked before; each school may have certain ways of doing things that must be learned
quickly and often "on the job." It is essential that all teachers have a ready reference book to assist them
when questions arise about procedures and policies.
This handbook serves as a reference, providing specific information regarding the operational procedures
of our school. Included are aspects of our school program and environment, and policies to which we
must adhere as we develop a more effective school. The handbook will be updated as necessary
throughout the year.
Additional references are available in the main office and Media Center upon request:
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Personnel Manual, Richmond Public Schools
Bylaws and Policies, School Board, City of Richmond
Administrative Procedures Manual
Statistical Reporting Procedures
Finance Procedures Manual
Personnel Evaluation Procedures Handbook
Curriculum Guides
Standards of Learning (SOL) Accreditation
Those in the Media Center may be borrowed, while those in the main office may only be used in the
main office.
Each teacher will receive a Student Code of Conduct Handbook.
Beliefs
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We believe that . . .
Relationships built on honesty and mutual respect creates responsible and effective communities.
Diversity is our strength; unity is our power.
Equity is the prerequisite for community vitality.
Everyone has worth and value and is integral to society.
Mental, emotional, physical, and spiritual health is essential for optimal learning.
High expectations are required to achieve goals, hopes, and dreams.
High quality education produces responsible citizens and vibrant communities.
Teaching and learning are essential to the human experience of growth and change.
Embracing change opens doors of possibilities.
Education is the shared responsibility of the entire community.
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Mission Statement
The mission of George Wythe High School, the cultivator of unlimited possibilities, is to empower ALL
students to acquire academic and social skills and to promote mutual respect and value through personal
growth in preparation for real-life, global opportunities, by fostering relationships with families and
community leaders, led by passionate, highly qualified educators.
Vision Statement
We envision a school that provides each student with challenging opportunities in a culture where
creativity, respect, and authentic enthusiasm for learning exist. One where all strive to be responsible,
motivated citizens of strong character, one that embraces a strong partnership with our diverse
communities, and one that promotes a passionate commitment to BULLDOG PRIDE.
Statement of Values
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Uphold high expectations.
Demand a safe, supportive, respectful environment for self and others.
Expect honesty, integrity, pride, responsibility, and compassion.
Foster positive student, staff, family, and community relationships.
Appreciate, respect, and celebrate diversity.
Instill critical thinking, problem solving, and effective communication skills.
Nurture appreciation for creativity and the arts.
Support extracurricular activities.
Corporate Partners
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Altria
Capital One
Art 180
James River Art League
Virginia Union University
Virginia State University
Virginia Commonwealth University
ROLES AND RESPONSIBILITIES
Administrative Staff
Principal
The principal is the administrative leader of the school. He/she is directly accountable for the effective
and efficient operation of the school plant. Within the limits of School Board policy, it is the duty of the
principal to see that sound decisions are made regarding the school as both a workplace and a center of
learning.
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A major effort of the principal is in the area of educational leadership. An emphasis on educational
supervision with an eye to improving instruction is a major portion of this effort. In addition to
responsibilities listed above, the principal also:
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Develops and maintains cordial and mutually stimulating school community relationships.
Executes administrative policies affecting the educational environment and physical conditions in
which teachers and students work and learn.
Plans with teachers, parents and students both long and short-term goals and objectives.
Organizes the school in such a manner that the abilities and talents of professional staff are used
in an efficient and cooperative manner.
Assistant Principal
Each assistant principal must possess the same qualifications as the principal. He/she must assist and
support the principal and in his/her absence, assume the principal’s authority, duties and responsibilities
for the successful operation of the school.
School Counselor Head
The head of school counseling:
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Coordinates standardized testing
Provides group and individual counseling
Administers counseling services
Coordinates student program planning and scheduling
Monitors student records (PPS)
Provides information and orientation for new students
Participates in developing the master schedule
Student Activities Director
The director of student activities:
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Provides leadership in the selection, assignment and evaluation of athletic coaches and other
VHSL activities.
Assumes responsibility for submission of accurate student information given to VHSL on all
reports and requested forms.
Assumes responsibility for the organization and scheduling of all interscholastic athletic and nonathletic events on campus and at off-site facilities.
Hires athletic officials and security personnel and assumes general responsibility for the proper
supervision of all VHSL activities as necessary.
Enforces appropriate rules and regulations governing conduct at student activities.
Prepares and administers the activities program budget and requisitions.
Supervises the maintenance of supplies, uniforms and equipment for athletic and non – athletic
programs.
Supervises all ticket sales and fundraising events connected with the student activities program.
Assumes responsibility for the secure and handling and accounting for all monies involved.
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Administers the insurance program covering athletes and assumes responsibility for processing
all reports and claims.
Maintains the required records for all athletic contests and other competitive activities.
Plans and supervises an annual recognition program for all students who participate in activities.
Teaches a reduced load in his/her assigned field.
Oversees booster and alumni associations.
Performs other related duties as assigned.
Attends and participates in faculty meetings/ PD’s monthly.
Instructional Staff
Department Head
Each department head:
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Implements and coordinates departmental SOL strategies.
Coordinates and monitors department.
Checks daily departmental attendance.
Serves as liaison between the administration and department members.
Assists and monitors substitutes.
Serves on principal’s administrative cabinet.
Monitors and supervises departmental area daily.
Works with the principal in implementing a sound instructional program for the school.
Develops and implements departmental objectives, goals and activities.
Monitors the instructional program to insure that curriculum requirements are being met and
student competencies are mastered and documented.
Assists in the development and implementation of curriculum competencies and objectives.
Assists departmental teachers in dealing with student behavior.
Conducts Professional Learning Community
Participates in common planning meeting two to three times a week.
Participates in faculty meetings the first and third Thursday of the month.
Acts as a resource person for members of the department.
Under the direction of the principal, works with the instructional specialist in evaluating,
developing and updating curriculum.
Provides input into the preparation of the master schedule in light of departmental needs and
recommends teaching assignments for the department.
Participates in interviewing and selecting new teachers.
Assists in classroom observations and evaluations for teachers.
Plans and implements departmental activities/events.
Assists in the preparation of the budget for instructional materials, supplies and equipment.
Assists teachers with classroom management problems by receiving teacher referrals and making
necessary recommendations to the appropriate administrator.
Assists in the assignment of student teachers.
Collects bi-weekly/monthly assessments and submit to appropriate administrator.
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Completes classroom observations each nine week grading period for persons in the department.
Participate in common planning meetings two to three times a week.
Attends and participates in faculty meetings/ PD’s monthly.
Performs related duties as assigned.
Teacher
Each classroom teacher:
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Leads students toward the fulfillment of their potential for intellectual, emotional, psychological
and social growth.
Stimulates maximum learning by providing a good environment and by guiding sound curriculum
experiences and activities in the classroom, the school and the community.
Meets and instructs assigned classes in the locations and at the time designated.
Develops and maintains a classroom environment conducive to effective learning.
Plans and prepares for assigned classes and incorporates the SOLs in lesson plans daily.
Assists students in setting and maintaining standards of classroom behavior.
Takes all necessary and reasonable precautions to protect students, equipment, materials and
facilities.
Assumes responsibility for the neatness of assigned classroom and the proper care of all furniture
and supplies.
Evaluates student progress on a regular basis using a variety of assessment tools to accommodate
student learning styles.
Employs a variety of instructional techniques and instructional media consistent with the physical
limitations of the location provided and the needs and capabilities of the individuals or student
groups involved.
Maintains accurate, complete and correct records as required by law, division policy and
administrative regulation.
Makes provisions for being available to students and parents for education-related purposes
outside the instructional day when required or requested to do so under reasonable terms.
Complies with and enforces school rules, administrative regulations and Board policy.
Attends and participates in parent meetings and other professional meetings called by the
administrative staff.
Cooperates with other members of staff when planning and implementing instructional goals,
objectives and methods.
Assists in the selection of instructional materials and resources.
Establishes interdisciplinary approaches to provide effective educational opportunities.
Accomplishes reasonable special assignments as assigned by the principal.
Uses the SOL testing techniques when assessing students.
Develops accountability tools to meet the SOL objectives.
Participates in weekly common planning meetings two to three times weekly.
Attends and participates in monthly professional learning center meetings monthly.
Attends and participates in faculty meetings/ PD’s monthly.
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In-School Suspension Coordinator (ISS)
The ISS Coordinator:
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Develops and maintains the center’s resource file.
Maintains the center’s records.
Counsels students.
Maintains contact with teachers regarding work assignments.
Communicates with the main office regarding student status.
Maintains records for students who report to A. M. Tech.
Provides a positive, structured atmosphere which is conducive to learning and modifying
undesirable behavior.
Develops and maintains the center’s resource file.
Maintains a record of all students placed in In-School-Suspension, their offenses, assignments
completed, and attendance.
Enforces the rules and regulations of the in-school-suspension room and the Standards of Student
Conduct.
Maintains contact with teachers regarding work assignments.
Attempts to answer questions concerning the student’s assignments and seeks assistance of
teachers as needed.
Provides activities or discussions to discourage repeat offenses.
Returns all classroom work and books to the appropriate teacher in a timely manner.
Works with the school’s Guidance Department Head in scheduling individual and group
counseling/training by counselors, school social worker, Safety and Security and other specialists.
Coordinator is to make referrals for students needing special services based on observations; such
services could include those provided by the nurses, counselor, school social worker, speech
teacher, etc.
Attends and participates in faculty meetings/ PD’s monthly.
Performs other supervisory duties as assigned.
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Clerical Staff
GEORGE WYTHE HIGH SCHOOL
ADMINISTRATIVE OFFICE ASSOCIATE
Ms. Sherri Robinson
Essential Functions:
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Contractual Hours:
7:15 a.m. – 3:45 p.m.
Lunch: 11:00 a.m. – 12:00 p.m.
Serve as confidential office associate to the Principal
Greets and directs visitors to proper authority promptly
Screen and refer calls to appropriate staff member
Handle all confidential matters
Maintain payroll, benefits, and personnel records
Maintain mailing list
Prepare for special events
Types correspondence, reports, and other materials
Maintain principal’s appointment calendar
Opening and closing information
Teacher evaluation
Maintain neatness of office
Maintain monthly calendar
Prepare for special calendar
Maintain Facility Request Calendar
Assist with graduation
Order diploma covers and seals
Type commencement program
Diploma verification list
Submit all requisitions for Title 1
Submit travel request and reimbursement (General Budget/Title 1)
Assist with Open House/Parent-Teacher Conferences
Maintain Keep-N-Track sign-in on computer
Employee Accident reports
Maintain office supply room
Faculty Handbook
Performs other duties as assigned
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GEORGE WYTHE HIGH SCHOOL
OFFICE ASSOCIATE III
Ms. Debra Wright
Essential Functions:
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Contractual Hours:
7:45 a.m. – 4:15 p.m.
Lunch: 12:00 p.m. – 1:00 p.m.
Greets and directs visitors to proper authority promptly
Type various office correspondence and reports with accuracy
Answers and dispatches telephone calls/messages
Screen and refer calls to appropriate staff member
Xeroxing
Produce correspondence, reports and other materials using various software applications
Issue work permits
Distribute mail daily
Assist with Open House/Parent Teacher Conferences
Maintain office supply room
Prepare for special events
Assist with graduation
Maintain daily discipline reports
Enter discipline notices and file referrals for Principal and Assistant Principals daily
Assumes responsibility for ensuring that sped students receive work when suspended
Maintain ISS report
Submit a discipline report to administration and security daily
Communicate with DAT daily
Maintain copiers and scantron machines
Maintain counter and mailboxes
Maintain Keep-N-Track sign-in computer
Submit fire drill reports
Faculty Handbook
Perform other duties as assigned
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GEORGE WYTHE HIGH SCHOOL
Student Support Services Department
OFFICE ASSOCIATE III
Mrs. Lakeytra Smith
Essential Functions:
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Contractual Hours:
8:00 a.m. – 4:30 p.m.
Lunch: 11:00 a.m. – 12:00 p.m.
Serve as confidential office associate to the Student Support Services Department
Greets and directs visitors to proper authority promptly
Issues and retrieves visitors passes when assigned in the main office
Type various office correspondence and reports with accuracy
Answers and dispatches telephone calls/messages
Screen and refer calls to appropriate staff member
Maintain student services support forms
Maintain the guidance office / conference room
Maintain students cumulative files
Assist with Open House/Parent-Teacher Conferences
Request records
Maintain records room
Maintain guidance supply room
Submit request for ordering diploma covers and seals
Assist with graduation
Receive school verification forms
Registration of new students
Student verification
Filing of new student records
Enters new student registration
Perform other duties as assigned
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GEORGE WYTHE HIGH SCHOOL
ATTENDANCE CLERK
Ms. Terry Harris
Essential Functions:
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Contractual Hours: 7:45 a.m. – 3:00 p.m.
Lunch: 12:00 a.m. – 12:30 p.m.
Greet and sign-in all tardy students promptly daily
Attendance Bulletin daily
Attendance letters to parents
Attendance verification
Maintain student attendance records accurately
Early Dismissal
Home Contacts
Student absences and tardies
Official correspondence and contacts with peer and siblings
Serves as resource in the identification of student participants for programs designed to reduce
absenteeism
W8 and W9 file follow-up
Statistical data
Follow-up on home visit in case of non-attendance by telephone conferences
Serves on the SAST committee
Maintains records of student absences
Assists social worker by providing information related to attendance and/or home environment
Follow-up on previous student referrals
Refers chronic absentees to school counselor and/or truancy officer
Assist with Open House/Parent Teacher Conferences
Maintain attendance office supply room
Provide reports for SAST meetings
Assist with graduation
Assist with special events
Perform other duties as assigned
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Program /Service Descriptions
Junior Reserve Officers Training Corps (JROTC)
JROTC is a four-year elective credit program designed to develop, in each student, responsibility,
discipline, citizenship and an awareness of the need for good physical conditioning, in addition to an
appreciation of the value of good communicative skills. Each year the program has over 150 students
enrolled. Students participate in as many as twenty-six community and school activities, which give
students the opportunity to demonstrate the skills they have learned. The instruction for each class follows
lesson guides approved jointly by the US Army and the Southern Association of Colleges and High
Schools. The objectives of the program are being met as evidenced by the high ratings the Cadet Corps
has earned at each of its yearly evaluations by the active Army. In the past five years the Corps has
received the highest rating in the Richmond area. In addition, teams representing the Cadet Corps have
won first place at drill meets.
The JROTC program is a cooperative effort on the part of the Army and George Wythe to provide
students opportunities for total development. The JROTC learning experience is intended to be useful to
students in any future career. Satisfactory completion of the program can lead to advanced rank in the
Active Army, Army Reserve or the National Guard. In some cases the student may receive credit toward
the college ROTC program. Students incur no service obligation.
The mission of JROTC is to motivate young people to become better American citizens. The subject
matter taught in the JROTC program is also designed to develop in each student:
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Appreciation of the ethical values and principles that underline good citizenship, patriotism which
include integrity, responsibility and respect for constituted authority.
Development of leadership potential with the abilities to live and work cooperatively with others.
The ability to think logically and communicate effectively, both orally and in writing.
Communities- In-Schools
Communities- In- Schools is the nation’s largest dropout prevention organization. The mission of
Communities- In-Schools is to champion the connection of needed community resources with schools to
help young people successfully learn, stay in school, and prepare for life. By bringing caring adults into
the schools to address children’s unmet needs, CIS provides the link between educators and the
community. The result: teachers are free to teach, and students – many in jeopardy of dropping out, have
the opportunity to focus on learning.
For more than 30 years, Communities-in-Schools has worked to ensure that every child receives these
“Five Basics”:
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A one-on-one relationship with a caring adult.
A safe place to learn and grow.
A healthy start and a healthy future.
A marketable skill to use upon graduation.
A chance to give back to peers and community.
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Day Treatment Providers
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Y.E.A. (Youth Exceling and Advancement)
Youth Builders
RBHA
Family Transitions
Title I Program
George Wythe is finally a Title I school. Title I is the largest federal aid program for elementary and
secondary schools. The purpose of Title I is to improve the educational performance of low achieving
students in high poverty schools.
Other Programs:
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Early Head start Program
Twilight School
GRASP
PLC Program
Dual Enrollment Program
Extended Day Program
FEED More Program
Coaches in the Classroom
Effective Classroom Management Techniques
Speak Softly
A loud voice suggests that someone else is competing against the teacher. A low voice but one that is
distinct enough to be heard in all parts of the room, is pleasant and denotes a calm atmosphere. Do not
shout. It is an admission that you have lost control. Try not to get excited. Not only is it fun for any class
when the teacher loses control, but it also causes the students to lose control. A firm personality, quiet
dignity tempered with good sense, will best maintain good daily discipline.
Be Clear with Your Instructions
Give one instruction at a time or else you will confuse your students. Be sure your instructions are
understood and executed before giving another one. Be specific so you do not have to repeat yourself.
Repetition weakens our control. Make only reasonable and necessary rules; be willing to explain the
reasons for them, but rigidly enforce them. A weak disciplinarian should establish fewer rules; therefore,
there will be fewer chances to break the routine and more opportunity to enforce the rules set. Whenever
possible, involve students in setting rules they are expected to follow.
Aim to Have Full Class Participation
By getting everyone in the class involved with the lesson, a teacher has better control. Train students to
show respect to each other by listening to each other. Ask daydreamers to repeat what has previously been
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cited in class. Explain to inattentive students that they have taken away valuable class time. End on a
positive note by reassuring these students that they usually do good work. Keep your students attentive by
walking around the room through the aisles and by asking questions at random.
Be Aware of Undercurrents of Behavior
Reserve part of our attention while instructing to watch, look and listen. Never become so absorbed in the
lesson that you lose audience contact. Do not fix your eyes merely on the student who is reciting. Take
note of everyone's work. Avoid trouble by anticipating trouble. Call on a disruptive child to answer
questions or to go to the blackboard. Try not to turn your back to the class, especially for any great length
of time. Have a student erase the board or distribute and collect materials. When you write on the
blackboard try to face or frequently turn to the class. When possible, have a student write on the board for
you. A helpful alternative can be using an overhead projector, which allows you to face the students while
writing.
Keep Students in Their Seats
Limit the students leaving their seats during formal lessons and most of your serious discipline problems
will be reduced. Never permit indiscriminate walking or wandering about. Rather than allowing students
to come to your desk to ask questions, teach them to raise their hands for recognition. Be knowledgeable
of specific medical conditions of your students. For safety measures, please keep a record of those who
request a pass for any "emergency". Do not allow students to constantly leave the classroom; otherwise,
you will have a great many students demanding a pass.
Depend on Interest to Maintain Order
Interest is the most effective way for maintaining good discipline. Students who are engaged in
meaningful activities are seldom bored. Plan your work ahead of time. Have all your materials on hand.
Have optional activities - use them according to the amount of time available.
Be Friendly but Maintain a Proper Distance
Be willing to play the marginal role of entertainer. Be willing to ride waves; namely, take a joke or make
a joke or else students will try to make more waves. However, never become too friendly- children will
take advantage. Similarly, remember that you are the authority figure. Students prefer to keep the teacher
on a different plane.
Be Consistent with Discipline
Do not be lenient one day and strict the next. Inconsistency is bewildering for any student. All threatened
punishment must be carried out. The minute the students discover you do not remember, they will feel
that you always forget. Then when you punish someone else, they will hold it against you for not
reprimanding the student you forgot about. The second student will immediately claim favoritism and
have a good case against you.
18
Be Flexible
Deviations from routine must be handled according to the individual and not as routine. Some students
need guidance, not discipline; others need a strict approach. Some children can be dealt with right on the
spot; others are too excitable and can only be dealt with after class. Thus, it becomes ever more important
to know your students.
Always Work with the Individual Offender
Never punish the whole class when a few are responsible. It is a sign of weakness and indicates that you
cannot cope with the situation. More importantly, it causes resentment and creates additional disciplinary
problems. If you cannot distinguish the guilty ones, stop work and explain that a "few selfish students"
are responsible for having to stop the lesson. If you don't know who the offenders are, you can learn who
they are without witch hunting by watching to whom the children turn after you've made your statement.
Even if the offenders cannot be differentiated, this method should at least contain them.
Handle Disciplinary Cases Yourself Whenever Possible
When you call on someone else to maintain discipline in your class, you are in a sense surrendering your
authority; in fact, you are admitting defeat. The problem must be extremely serious for you to rely on a
higher authority's help because when you do, you will probably never again have the same control.
19
GEORGE WYTHE HIGH SCHOOL
LESSON PLANS
I.




Lesson Plans will be maintained in a Notebook with the Grade Book and Assessments. They are
to incorporate the following:
Stage 1
o SOL/Learning Objective
o Essential Questions
o Key Vocabulary
Stage 2
o Assessment Part 1
o Possible misconceptions or learning gaps
Stage 3
o Snapshot/Warm-up Activity
o Teaching and Learning Activities ~ Small group Emphasis
 Whole Group Classroom Instruction
 Teaching Stations
 Work Stations
Considerations as you plan whole and small group instruction
 Instructional Strategies
 Differentiation/Higher Level Thinking/Technology Use/Connections to other
subject areas
 Checking for Understanding
Stage 4
o Lesson Closure
o Assessment Part 2
o Teacher Reflection/Effectiveness of Learning
II.
Timelines for teachers-made lesson plans should correspond to the Richmond Public Schools’
Pacing Chart.
III.
Department Heads will review lesson plans and include the Lesson Plans check-off sheet when
submitting the lesson plans to the appropriate principal.
IV.
Lesson Plans are due to the Department Head no later than 3:00 p.m. each Thursday.
V.
Department Heads are to submit lesson plans to the appropriate principal no later than Friday by
12:00 p.m.
VI.
Videos are not to be shown unless they relate to the subject matter and not more than one shown
during a grading period. All video must be approved by the department head appropriate
administrative responsible for the department (See form in Instructional Notebook)
VII.
VIII.
Videos cannot be shown when absent.
LESSON PLANS MUST BE TYPED.
20
80 MINUTE LESSON SAMPLE
(Using RPS Model)
RPS SNAPSHOT (5 Minutes) – Writing drill (e.g., correcting passage, responding to a prompt, journal
writing) focusing on previously taught objective. The next day’s SNAPSHOT should be a directed
review of what students wrote the day before. Remember that Science and Social Studies passages make
great SNAPSHOTS. MAKE IT FUN!!!
FOCUS (20 Minutes) – Lesson on an SOL as indicated in Curriculum Framework.
Example: 4.3 – The student will use context clues, point of view, and inference.
Generally, the teacher is at the overhead teaching the concept/skill and modeling strategies used
to answer questions. This time would also include guided practice and/or cooperative grouping.
USE “REAL LIFE” EXAMPLES AND MAKE IT FUN!!!
PRACTICE (15 Minutes) – Students demonstrate understanding of objective taught.
Generally, the teacher should check on students’ progress and providing one-on-one tutoring for students
having difficulty.
CLASS REVIEW (5 Minutes) – “Dipsticking” to make sure students have understood the concept
The teacher should include a random sampling of the class to assess class’s mastery of objective. Be sure
to use appropriate “wait time” with all students.
APPLICATION (20 Minutes) – Apply skill using literature
ASSESSMENT (10 Minutes) – Question and Answer Session
The teacher should have randomly selected students share their classwork to do a quick assessment of
students’ mastery.
HOMEWORK ASSIGNMENT & MAINTENANCE MOMEMT (5 Minutes)
Generally, students should be assigned homework that gives them practice on the newly taught objective.
In addition, the teacher should have students complete a question or exercise that incorporates previously
taught as a closing maintenance activity. Good filler before changing classes or going to next subject. –
Students demonstrate understanding of objective taught.
21
GEORGE WYTHE HIGH SCHOOL
EMERGENCY LESSON PLANS
EMERGENCY LESSON PLANS (GWHS)
I.
Emergency Plans must include the following:
 Lesson Plans
 Class Rolls
 Seating Chart
 Bell Schedule
 Lunch Block
 Class Procedures
 Special Duty Assignment and Block
 Contact Person within department
 Copies of all materials necessary to teach the lesson
 Location of additional resources
II.
Emergency Plans are due in to Department Heads by the end of the second full week of
school – September 18, 2015
III.
Explicit instructions should be given for:
 Fire Drill
 Homeroom Attendance Procedures
IV.
Emergency Plans must be aligned with Richmond Public School’s Pacing Chart
V.
Update lesson plans periodically
VI.
Every teacher must submit Emergency Plans for a minimum of two weeks.
VII.
Substitutes are not to send students to the Library during class time.
22
GEORGE WYTHE HIGH SCHOOL
EMERGENCY LESSON PLANS
NAME: ________________________________________________________________
SUBJECT: ______________________________________________________________
TEXTBOOKS: __________________________________________________________
___________________________________________________________________________________
SCHEDULE
ADVISEMENT PERIOD (1st Period)
8:00 a.m. – 8:40 a.m.
Daily Period: ____________________
Room Number: __________________
Odd Day
8:45 a.m. – 10:05 a.m.
First Block: _____________________
Room Number: _________________
10:10a.m. – 11:30 a.m.
Third Block: ____________________
Room Number: __________________
11:35a.m. – 1:20 p.m.
Fifth Block: _____________________
Room Number: __________________
Lunch Block: ___________________
Time: _________________________
1:25 p.m. – 2:45 p.m.
Seventh Block: __________________
Room Number: __________________
DUTY BLOCK: _________________
Special Instructions:
____________________________________
____________________________________
____________________________________
____________________________________
___________________________________
ADVISEMENT PERIOD (2nd Period)
8:00 a.m. – 8:40 a.m.
Daily Period: ___________________
Room Number: _________________
Even Day
8:45 a.m. – 10:05 a.m.
Second Block: ___________________
Room Number: __________________
10:10 a.m. – 11:30 a.m.
Fourth Block: ___________________
Room Number: __________________
11:35 a.m. – 1:20 p.m.
Sixth Block: _____________________
Room Number: ___________________
Lunch Block: _____________________
Time: ___________________________
1:25 p.m. – 2:45 p.m.
Eighth Block: ______________________
Room Number: _____________________
Report To:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
23
Homework Policy
Homework, designed to increase pupil achievement, is a vital means of supplementing, reinforcing and
enriching the formal instructional program. Teachers shall assign homework tailored to the specific
interests and capabilities of each student. Teachers shall plan homework assignments which foster
independence and creativity while increasing growth in academic skills, promoting responsibility, and
developing good work habits.
The following homework guidelines reflect the individualization, humanization and accountability
essential to the attainment of desirable outcomes:
Homework shall serve a valid purpose with measurable outcomes: to provide the practice of a
principle or skill already taught; to prepare for SOL Testing, to provide real-life applications; to
develop the personal culture of the student.








Homework assignments shall be specific and fully understood by students
Assignments shall be geared to the individual student's needs, interest, and personal situation
Homework assignments shall be designed to promote:
Growth in responsibility
Positive attitudes toward subject matter
Feelings of personal worth
Increasing independence
Creativity
Development of good work habits
Skill in the ability to budget the use of time
Homework assignments shall be at a level that allows the student to function independently
Homework assignments shall be reviewed/evaluated by the teacher with comments wherever
appropriate or possible
Homework shall be an integral part of classroom activities; it should never be assigned as
busywork nor construed as punishment
Homework activities should be creative; they should include a variety of experiences such as
individual explorations, the making of collections, viewing educational television programs,
making models, conducting research or any assignment that could supplement regular
classroom activities and experiences
Parents shall monitor their student's homework. Teachers shall provide opportunities in which
parents can assist their child with homework
24
Student Evaluation and Examinations
Pupil report cards will be issued each nine-week period of the school term. Interim reports will be sent to
parent’s midway through the first and third nine weeks reporting periods providing information regarding
the general progress of students.
Grades will be arrived through an averaging process. Averaging can be clearly defined; it encourages
short-term objectives that can be motivating factors; students, parents and staff understand averaging.
Averaging is the system most commonly used throughout the country.
A nine week is test will be administered at the end of each nine week grading period. A Nine Week’s test
must be developed collectively by subject area teachers utilizing the SOL format.
Semester examinations will be administered at the end of the first and second semester. Semester
examinations will count 20% of the semester grade; the remaining 80% is determined by the classroom
teacher's evaluation of student progress.
Each teacher is expected to use a minimum of five (5) evaluative tools (quizzes, projects, reports, etc.) to
assess student mastery of SOL objectives during each marking period. Teachers are also expected to
adopt the test techniques used in SOL assessments. These tools should be kept on file for each student and
made available to the department. All grades should be maintained in a class record book for reference.
Grading Scale
90 – 100
A
80 - 89
B
70 - 79
C
Outstanding achievement; shows superior
degree
of
comprehension,
initiative,
participation, preparation and ability to work
independently; accurate and thorough in
schoolwork
Commendable achievement in subject matter;
prepares assignments; retains and applies facts
and principles well
Acceptable progress in subject matter; shows
effort to maintain an apply skills
60 - 69
D
Meets minimum requirements for passing;
demonstrates competencies in subject area skills
0 - 59
F
Unsatisfactory progress. Failure to demonstrate
competencies in subject area skills
25
Semester and Year Grade Calculation
Grade Values
Percentages
A - 90-100
4-Point Scale Equivalents
C – 79 -70
B - 89-80
A-4
Averages
B -3
C-2
D – 69 - 60
F - 59 and below
D-1
F-0
Table of Averages for a Semester (2 9 Weeks + Exam / 5)
3.6 -
4.0 points
A
18 - 20 points /5
A
2.6 -
3.5 points
B
13 - 17 points /5
B
1.6 -
2.5 points
C
8 - 12 points /5
C
0.6 -
1.5 points
D
3 - 7 points /5
D
0-
0.5 points
F
0 - 2 points / 5
F
Formula for a semester grade:
2 (1st 9 weeks + 2nd 9 weeks) + Semester Exam / 5 = Final point average for semester
Example:
2(3 + 2) + 4 / 5 = 2.8 points = semester grade B
The final year grade should represent an average of both semester grades.
Formula for a year grade:
1st semester grade + 2nd semester grade / 2 = Final point average for year
Example:
(3 + 2) / 2 = 2.5 points = year grade C
*Please note that a grade of "D" is awarded for an average of 0.6 - 1.5 points
Illogical Grades
It is each teacher’s responsibility to assure the logical calculation of all grades assigned.
26
Illogical Grades
It is each teacher’s responsibility to assure the logical calculation of all grades assigned.
Examples:
1st 9 Weeks
D
F
A
2nd 9 Weeks
D
F
A
Exam
D
F
D
Final
F
D
F
Marked Letdown Assessment
One exception to the above, which is expected to be used in only a minimum number of cases, is the
marked letdown assessment. When there is a marked letdown, the percentage equivalent should be used
to determine a report card grade. In cases in which students have refused to or failed to do the work,
report the problem to the appropriate principal to determine if the marked letdown rule should be applied.
If applied, the following actions should be taken prior to the middle of the current grading period:


Advise the student of the problem and discuss plans for improvement.
Inform the parent/guardian of the situation.
Final Exam Exemption Policy
Senior students or students enrolled in senior level classes may be exempted from the final exam. The
subject teacher has the final decision on whether there will be any exemptions for a class from an exam.
Teachers will turn in a list of students who are exempted from the exam along with the criteria for
exempting each student. Also students who pass the Standards of Learning test will be eligible for
exemption from final exams for end of course classes they are presently enrolled.
If a teacher has exemptions, students will be exempted provided they meet the following criteria:






An A grade for the first semester
An A grade for the 3rd 9 weeks
An A average for the 4th 9 weeks
Not more than 5 unexcused absences during each semester
Not more than 5 unexcused tardies during each semester
Passed SOL test for end of course class he/she is enrolled
Comments for Report Cards and Interim Reports
Academic Comments
1. Performance is outstanding
2. Performs extra class work.
3. Works independently.
4. Commended for effort, interest, and
class participation.
5. Needs to participate in class
6. Performs at grade level
7. Has necessary skills and understandings,
but performs below grade level
8. Does not demonstrate necessary skills to
meet course objectives
9. Commended for regular and punctual
attendance
10. Absence and/or tardiness adversely
affect work
27
11.
12.
13.
14.
15.
Exhibits good study habits
Needs to put forth more effort
Completes homework assignments
Needs to complete homework
Needs to bring proper working materials
to class
16. Needs to make up work when absent
17. Inattentive in class
18. Lacked sufficient time to evaluate
student.
19. Parental conference needed
Citizenship Comments
20. Exhibits respect for others
21. Cooperative and dependable
22. Behavior borders on violating Standards of Student Conduct
Parent-Teacher Conference Day
To provide for more meaningful dialogue with parents on Parent Teacher Conference Day, please
implement the following procedures:





Teachers are asked to provide an opportunity for parents to have as private a conference as
possible. This can be accomplished if only one parent is in the classroom during a conference.
Place three chairs along the corridor just outside the classroom door. This will serve as a waiting
area for parents.
Two teachers should not be in the same classroom for conferences with parents.
It is suggested that, where possible, conferences with parents begin on a positive note, to be
followed by any negative analysis that may have to be presented. In any event, a candid, friendly,
and courteous approach should be used. Regardless of the nature of information conveyed to
parents, they should leave the conference with a desire to return to the school in the future and
with the feeling that their time has been used for a good cause.
It is also suggested that any information of a confidential nature concerning the student’s
circumstance be treated professionally.
Archiving of Teacher Grade Books
All teachers submit their grade books for the entire academic year to their department chairs at the close
of the year. These grades are archived for the subsequent year.
28
Requirements for Diplomas
Commonwealth of Virginia
Standard Diploma
Beginning with the ninth-grade class of 2011-2012 and beyond, students shall earn the required standard
and verified units of credit described below.
Discipline Area
Standard
Required
English
4
Mathematics1
3
2,6
Laboratory Sciences
3
History & Social Sciences
3
Health and Physical Education
2
World Language, Fine Arts or 2
Career and Technical Education7
Economics and Personal Finance 1
Electives4
4
5
Student Selected Test
Total
22
Units
of
Credits Verified Credits
Required
2
1
1
1
1
6
1
Courses completed to satisfy this requirement shall include at least two different course selections form among
Algebra l, Geometry, Algebra, Functions and Data Analysis, Algebra II, or other mathematics courses above the
level of Algebra II.
2
Courses completed to satisfy this requirement shall include course selections from at least two different science
disciplines: earth sciences, biology, chemistry, or physics, or completion of the sequence of science courses required
for the International Baccalaureate Diploma.
3
Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S.
Government and one course in either World History or Geography or both.
and Virginia
4
Courses completed to satisfy this requirement shall include at least two sequential electives as required by the
Standards of Quality.
5
A student may utilize additional tests for earning verified credit in computer science, technology, career and
technical education, economics or other areas as prescribed by the board in 8 VAC 20-131-110.
6
Students who complete a career and technical education program sequence and pass an examination of occupational
competency assessment in a career and technical education field that confers certification or an occupational
competency credential form a recognized industry or trade or professional association or acquires a professional
license in a career and technical education field form the Commonwealth of Virginia may substitute the certification,
competency credential, or license for (I) the student selected verified credit and (ii) either a science or history and
social science verified credit when the certification, license, or credential confers more than one verified credit. The
examination or occupational competency assessment must be approved by the board as an additional test to verify
student achievement.
7
Pursuant of Section 22.1-253.13:4, Code of Virginia, credits earned for this requirement shall include one credit in
fine or performing arts or career and technical education.
29
Requirements for Diplomas
Commonwealth of Virginia
Advanced Studies Diploma
Beginning with the ninth-grade class of 2011-2016, students shall earn the required standard and verified
units of credit described below.
Discipline Area
Standard
Required
English
4
Mathematics1
4
Laboratory Sciences2
4
3
History & Social Sciences
4
World Language4
3
Health and Physical Education
2
Fine Arts or Career and 1
Technical Education
Economics and Personal Finance 1
Electives
3
5
Student Selected Test
26
Total
Units
of
Credits Verified Credits
Required
2
2
2
2
2
1
9
1
Courses completed to satisfy this requirement shall include at least three different course selections from
among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II.
2
Courses completed to satisfy this requirement shall include course selections from at least three different
science disciplines form among: earth sciences, biology, chemistry, or physics, or completion of the
sequence of science courses required for the International Baccalaureate Diploma.
3
Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia
Government, and two courses in either World History or Geography or both.
4
Courses completed to satisfy this requirement shall include three years of one language or two years of
two languages.
5
A student may utilize additional tests for earning verified credit in computer science, technology, career
or technical education, economics or other areas as prescribed by the board in 8 VAC 20-131-110.
*Note: Students completing the requirements for the Advanced Studies Diploma may be eligible to
receive an honor deemed appropriate by the local school board.
30
Requirements for Diplomas
Commonwealth of Virginia
Modified Standard Diploma
Beginning with the ninth grade class of 2011-2016 students shall earn the required standard units
of credit described below. No Modified Standard Diplomas beginning with the ninth grade class
of 2013.
Discipline Area
Standard Units of Credits
Required
4
3
2
2
2
Technical 1
English
Mathematics ¹
Science ²
History & Social Sciences ³
Health and Physical Education
Fine Arts or Career and
Education
6
Electives⁴
Total
20
¹ Courses completed to satisfy this requirement shall include content from among applications of
algebra, geometry, personal finance, and probability and statistics in courses that have been
approved by the board.
² Courses completed shall include content from at least two of the following: applications of
earth science, biology, chemistry, or physics in courses approved by the board.
³ Courses completed to satisfy this requirement shall include one unit of credit in U.S. and
Virginia History and one unit of credit in U.S. and Virginia Government in courses approved by
the board.
⁴ Courses to satisfy this requirement shall include at least two sequential electives in the same
manner required for the Standard Diploma.
31
Promotion/Retention
Middle School
Promotion should be determined by evaluating a student’s academic growth. Other factors that might be
considered are chronological age, social growth, physical development, previous retentions, peer group,
and value of retention.
Promotion shall be determined by the successful completion of 3 or 4 core curriculum areas for each
grade level. SOL test results administered at grade 8 and passing the LPT’s are required for promotion to
grade 9. Students are encouraged to receive strengthening, i.e., summer school, tutoring, etc. in any
subject that has been failed. If the student fails English and/or mathematics, he/she may be required to
address the deficiency.
High School
Promotion shall be determined by the successful completion of the request Carnegie units for each grade
level, and on the SOL Proficiency and all components and all components of the LPT.
The guidelines for grade placement are as follows:
Grade Level
9 to 10
10 to 11
11 to 12
Credits
Completion of 5 units, and pass 3 core courses
Completion of 10 units, and pass 6 core courses
Completion of 14 units and pass 9 core courses
These are minimal requirements that are cumulative in nature. Core courses are English, Mathematics,
Social Studies, and Science.
Each pupil should learn relevant grade subject matter before promotion to the next grade. For grades in
which the SOL tests are given, achievement of a passing score on the SOL tests should be considered in
addition to promotion/retention policies. Achievement expectations and participation in SOL testing of
pupils with disabilities will be guided by provisions of their Individualized Education Plan (IEP) or 504
plans.
Each pupil in middle and high schools shall take applicable end-of-course SOL tests following course
instruction. Pupils who achieve a passing score shall be awarded a verified credit for that course.
Parents are notified of unsatisfactory academic progress which might affect a child’s progression to the
next grade or their eligibility for graduation.
32
Accidents
All employees of the School Board are covered by Worker's Compensation while in performance of
duties in Richmond or elsewhere. To assure benefits for the employee and to avoid legal complications, it
is imperative that employee accidents, both major and minor, be immediately reported to your
administrator and the school secretary so that necessary paperwork may be filed promptly.
Accidents resulting from injuries at school should be referred to the school nurse immediately. Locations
for emergency treatment covered by Worker's Compensation are limited to the listing posted in the main
office; the school nurse also has a copy. Your signature on a series a forms selecting coverage options is
also immediately required.
Alert Codes
This code system has been established for Richmond Public Schools. A poster of these codes should
appear prominently in each classroom for easy reference.
Code RED
Code ORANGE
Code YELLOW
Code GREEN
Code BLUE
Crisis Conditions; return students to class and secure
Report to Shelter in Place
School Crisis Team; team assembles in conference room
Normal Operations
Emergency – Exit School; take fire exit route
Announcements
Announcements will be made between 8:45 a.m. and 8:50 a.m. and/or between 1:55 p.m. and 2:00 p.m.
Every effort will be made to avoid making general announcements at other times.
Those persons wishing to have announcements made should write them clearly on the appropriate form.
Announcement forms are to be placed on the PA desktop the day before the announcement is to be made.
We will not be able to honor notices not submitted in time or on the appropriate form.
Assemblies
Our assembly programs are planned as part of our total school program. As such, all staff members are to
take every opportunity to teach students the importance of good conduct, and the proper way to receive
the variety of programs that will be presented. Emphasize the need for a spirit of reverence, alertness and
attentiveness for serious programs. On the other hand, point out that there are other occasions when
cheering and expressions of school pride are appropriate.
Relative to decorum during assembly programs, please implement the following points:




Encourage students to move quickly and quietly through the corridors.
Make sure that students fill in seats from the front of an assigned section, and that all
seats in each row are filled.
Students should remain quiet while waiting for the program to begin.
Students are not to chew gum, sleep or read during assembly programs. Put particular
stress on gum chewing.
33

Remind students that booing and whistling are not courteous or acceptable.
Inform all students that the type of decorum displayed during programs will give a good indication of
which group(s) of students will be invited to attend assembly programs.
Teachers are to accompany students to and from the auditorium. In addition, teachers are expected to sit
with and supervise their students during the entire program.
Student Attendance
The Richmond Public School system is committed to providing a quality education for all students.
Consistent and regular attendance is viewed as an essential factor, enabling students to make maximum
use of their educational opportunities.
Reference: VA Code 22.1-254 & 22.1-258
In order to ensure that Richmond students are afforded every opportunity to reach their learning potential,
the Richmond Public Schools has initiated the following attendance plan that addresses communication
and collaboration between school, home, and community and the provision of regular, exceptional and
alternative programs.
Each school will be required to communicate with parents regarding the Parental Notice of the
Compulsory Attendance Law Requirements and Enforcement Procedures.
Reference: VA Code 22.1-254 & 22.1-258
Tardy to School Procedure
Tardiness is defined as arriving to the homeroom or class after the official school tardy bell has rung.
Parental excuses are required for tardiness.
Students tardy to school will report to the attendance office and obtain a tardy to school pass for
admission to class.
Classroom Attendance
A daily attendance bulletin will be printed and disseminated to teachers as soon as possible, no later than
12:00 p.m. Classroom teachers will check attendance and verify absences with the attendance bulletin.
Discrepancies will be reported to the attendance office. Students who are not accounted for will be
referred to the appropriate principal.
Upon returning to school from a day of absence, all students are expected to bring a note from their
parents or guardians explaining the reason for their absence and submit to the Attendance Clerk.
Otherwise, the absence will be recorded as unexcused.
Teachers who have concerns about students’ attendance patterns should refer individuals to the Building
Attendance Support Team. Referrals can also be made by administrators, guidance counselors, social
workers, parents, the attendance worker and the juvenile courts.
34
Procedure for Addressing Attendance
1 DAY
2 DAYS
3 DAYS
4 DAYS
5 DAYS
6 DAYS
7 DAYS
Attendance Worker/ Teacher call parents to advise of unexcused absences. Documents
response on Attendance Card. Sends Unexcused letter to parents without telephone.
Attendance Worker/Teacher calls parents of absent students. Documents response on
Attendance Card. Sends Day 2 Unexcused letter to parents without a telephone.
Attendance Worker/ Teacher calls parents of absent student. Documents response on
Attendance Card. Sends Day 3 Unexcused letter to parents without a telephone.
Attendance Worker/Teacher calls parents of absent student. Documents response on
Attendance Card. Sends Day 4 Unexcused Absence Letter certified to parents.
Attendance Worker/ Teacher calls parents of absent student. Letter from
Commonwealth Attorney’s office is sent to parents explaining consequences of truancy.
Attendance Worker/ teacher calls and sends 6-day Unexcused Absence Letter
informing parents and students of meeting held within 15 days. Principal or designee
convenes School Attendance Support Team (SAST) meeting within 10 days to be held
within 15 days to resolve issues related to non-attendance. Records minutes of the
meeting and develops an intervention plan for the student and family.
Attendance worker/ Teacher calls parents of absent student. Documents response on
Attendance Card. Send 7 Day Unexcused Letter to parents without a telephone.
Continues to monitor attendance.
The School Social Worker monitors the day report on a daily basis and makes a reasonable effort to
endure direct contact with parent, wither in person or via telephone, to secure explanation for student’s
absences and to explain to the parents the consequences of continued nonattendance.
After the students misses 7 unexcused absences and all of the above steps have been followed, the
following information should be submitted to the Truancy Office for submission to the Senior Social
Worker to file court petition.






Copy of Student Attendance Card (front and back)
Copy of 4 day certified letter receipt
Copy of initial plan developed by School Social Worker, student and parents.
Copy of 6-day letter informing student and parent of School Attendance Support Team meeting.
Copy of minute of the School Attendance Support Team (SAST) meeting
Copy of School Attendance Support Team (SAST) meeting intervention plan
Absenteeism of five (5) or more consecutive days requires a doctor’s note.
35
TEACHER SIGN-IN PROCEDURES



All teachers must sign-in in the Main Office on or before 7:45 a.m.
All Teachers must sign in before reporting to class.
All Teachers must be at the doors to greet students no later than 7:50 a.m.
Teacher Substitute Procedures
Immediately register with the Substitute Employee Management System (SEMS).







Call (SEMS)-780-8383.
Press * key to register.
Press 9 when prompted.
Enter social security number.
Say your name in your voice.
Verify location and classification.
System will give you a Personal Identification Number (PIN).
THIS IS MANDATORY.
Before Day Absent (you can contact SEMS 30 days in advance.)


Call and follow SEMS procedure and confirm call by obtaining job number. SEMS will contact
substitute. For detail instructions see the next page.
Notify your department head no later than 6:30 a.m.
Leave proper materials with department head for day(s) absent. The following materials should be
provided for the substitute:









Lesson plans
Teacher's schedule
Class procedures
Class rolls
Bell schedules
Contact person
Location of additional resources
Hall passes
Seating chart-(optional)
Note: By the end of the second full week of classes, department heads should have emergency lesson
plans on file.
Day Absent – Substitute Requirements



Administrative Office Associate will contact SEMS daily, for names of teachers absent and
substitutes.
Substitute must adhere to the following procedures:
Report to the main office 15 minutes before classes start.
36










Sign the substitute ledger.
Obtain substitute handbook from office.
Contact department head with secretary's assistance.
Obtain proper materials from department head.
Allow department head to escort substitute to absent teacher's room.
Read all proper materials and handbook thoroughly.
Follow all absent teacher's instructions and class procedures accurately.
Keep a brief class period journal to assist teacher for the next day.
Return teacher's materials and journal to department head and notify department head to lock
door.
Check with main office to see if your services will needed the next day and return Substitute
Handbook.
After Day absent (Upon Returning Back)


Read substitute class journal.
Update lesson plans and submit new lesson plans to department head.
Note: If you have any concerns in relation to the substitute teacher, please complete a Substitute
Comment Form available in this handbook and return it to the appropriate assistant principal
immediately.
Substitute Procedure Reminders
**Call SEMS - 780-8383.
Helpful Hints to Ensure a Substitute Teacher
I.
II.
III.
IV.
V.
Each department should develop a list of substitutes and their phone numbers.
Departmental substitute list should be used when coding in your absence with SEMS.
If you call SEMS days in advance to reserve a substitute teacher, confirm to see if a teacher has
been selected. If a substitute teacher has not been assigned, contact your department head.
Department heads will then contact the school secretary.
Call your department head with the assigned job number. After 6:00 a.m., contact the school.
Include the following information in your lesson plans for the substitute:
 Class Journal
 Class Procedures
 Bell Schedule
 Teacher's Schedule
 Class Rules
 Class Seating Charts
 Contact Person for Assistance
*Note: When your substitute reports to the office, a Substitute Manual will be given to him/her for
general school rules and procedures.
VI.
Upon your return, read the class journal and update substitute lesson plans.
37
The system calls substitutes during these times:
Today's Jobs




Weekdays - 6:00 a.m.
Saturday – None
Sunday – None
Holidays – None
Future Jobs




5:30 p.m. – 11:00 p.m.
None
5:30 p.m. – 11:00 p.m.
5:30 p.m. – 11:00 p.m.






Educational Leave with Pay
Military Leave with Pay
Workman’s Compensation
Staff Development
Compensatory Time
Inclement Weather
Reasons for Absence






Personal Sick Leave
Family Sick Leave
Urgent Personal Business
Vacation
Bereavement
Civil
Employee's Quick Reference (SEMS)
System Phone - 780-8383
Help Desk Phones - 780 8518, 780-7861, 780- 7862.
Your PIN Number __ __ __ __ __ __
How to Enter an Absence
 Call the System phone number, enter your PIN when prompted then PRESS l
 PRESS 1 for a ONE-DAY absence for the CURRENT day, OR.
 PRESS 5 for a ONE-DAY absence for the NEXT work day, OR.
 PRESS 7 to ENTER. THE DATES AND TIMES.
 IF YOU PRESSED 1 OR 5 to enter one-day absence, the System says your normal START and
END times.
 PRESS 1 to use those times for the absence, THEN SKIP TO Step 4, OR
 PRESS 5 to manually enter the START and END times, then listen as the
 System reads you your regular START time.
 If the absence starts at the time offered, PRESS the STAR KEY, OR
 If the absence starts at another time, enter 2 digits for hour and 2 digits for minute
(EXAMPLE: Enter 8:05 as 0805). If the System asks you to do so, PRESS 3 if the time is
AM, or 7 if PM.
 Repeat this procedure to enter the END time, and then skip to Reason for Absence below.
 IF YOU PRESSED 7 to enter the all dates and times:
 Enter the Date the absence STARTS.
 PRESS the STAR KEY to accept the date offered, OR
 Enter 2 digits for the month and 2 digits for the date (EXAMPLE: Enter March 8th as
0304).
38



Enter the time the absence starts.
PRESS the STAR KEY to accept the time offered, OR
Enter 2 digits for the hour and 2 digits for the minute (EXAMPLE: Enter 7:05 as 0705).
Then (only if the system asks you to do so) PRESS 3 if the time is AM, or 7 if PM.
 Repeat the procedures above to enter the DATE THE ABSENCE ENDS and the TIME THE
ABSENCE ENDS.
 Enter the number which corresponds to the REASON FOR ABSENCE (see the list on page 3)
then PRESS the STAR KEY. NOTE: To hear a list of absence reasons, PRESS the STAR
KEY by itself.
 PRESS 1 to RECORD SPECIAL INSTRUCTIONS that will be read when offering the job to
Substitutes, OR
 PRESS 5 to bypass this step.
 PRESS 1 if a SUBSTITUTE IS REQUIRED for this absence, OR
 PRESS 3 if NO SUBSTITUTE IS REQUIRED; then skip to receive the Job Number below.
 PRESS 1 to Request A Particular Substitute, OR
 PRESS 3 to BYPASS this step.
If you Request a Particular Substitute, enter his/her telephone number (not his/her PIN) and PRESS
the STAR KEY. When requested, confirm the Substitute, then:




PRESS 1 if this is the correct Substitute, OR
PRESS 5 to reenter.
PRESS 1 to accept the Substitute, OR
PRESS 5 to reenter.
 PRESS 1 to Receive the Job Number.
IMPORTANT: Wait for the System to say the job number, which completes entry of the absence.
Building Care
It is the responsibility of everyone in the building, not solely the maintenance staff, to see that our
building is kept clean and attractive. A clean building is essential to a good learning environment. Each
staff member is asked to assume certain specific responsibilities for care of his/her assigned area.



Develop a habit of having "clean-up time" and instructing students in doing a thorough job.
Please have students form the habit of cleaning out desks and placing all trash into the proper
receptacles at the end of each period.
Set a good example for students by your own neatness and orderliness.
Display students' work as much as possible and keep an attractive room.
39



Attend to minor problems immediately. Report needed repairs on the proper form to the labor
trades crew chief or crew leader immediately. Contact the labor trades crew chief or crew leader
for any major spills or other problems requiring the services of the custodial staff.
Have students pick up all paper and trash from the floor before leaving the area.
Remind students to refrain from littering the parking lots and the grounds surrounding the
building, particularly near the entrances, and to utilize walkways rather than walking across the
grass.
Daily Operations
In an effort to provide adequate supervision for all pupils, regulate pupil traffic in, out of, and through the
building, and provide for building security, please instruct pupils to adhere to the following procedures:
Morning Intake





All students must be encouraged to enter the building in an orderly fashion.
Students arriving early may enter the building and report directly to their Advisement period.
Breakfast in the Classroom will be conducted from 8:00 a.m. until 8:10 a.m.
When the 7:50 a.m. bell sounds, all teachers should stand outside their doors or in other assigned
duty-areas to assist students in moving quickly and quietly to assigned areas.
Dismissal
Preparation for dismissal is an important part of classroom management. As the day draws to a
close, the routine which can guarantee an orderly dismissal should be followed. Students are to be
dismissed by the teacher at the sound of the dismissal bell. All students must remain seated until
they are dismissed by the classroom teacher.
Teachers are to stand outside their doors during the dismissal time. Students should be instructed
to leave the school in an orderly manner and to leave the school grounds immediately. This
should be enforced by the teacher.
Parking Facilities

Parking space is available for staff in the Midlothian side parking lot and for students in the
Crutchfield side parking lot. Please do not park in the visitors’ parking spaces; violators are
subject to be towed.
Reservations of Facility for Meetings




Teachers must submit an Activity Building Use Form to the appropriate secretary. All forms must
be approved by the Principal. All forms must be submitted two weeks in advance.
All requests for using the building for the purpose of fund raising should be submitted to the
Principal.
Any request for using the building for purposes other than fund raising should be submitted to the
Principal. Requests for these activities should be submitted in time to be published on a monthly
calendar but not less than two weeks before the date of the activity.
Please inform the Principal if plans change and you cannot use the facility on the requested date.
40
Bulletin Boards and Showcases
Bulletin boards in the classroom should reflect the instructional program. They should be attractive at all
times, used to display pupils' work, and changed periodically. Bulletin boards and showcases in the
corridors and dining area should be current, interesting, and eye-catching and changed on a regular
schedule.
The office bulletin board is used to display pertinent information for staff. The board should be checked
as you come in each morning and as you leave in the afternoon.
Showcases and bulletin boards are assigned to departments as specified below:
First Floor Showcases
Crutchfield Street Entry
A
Administration
B
CIS
Crutchfield Street (Cut Area)
A
B
Math
Culinary Arts
C
Class of 2016
D
CTE
E
School Safety &
Security
C
Class of 2016
D
Choir
E
Band
Art Hallway
A
DECA
B
ROTC
C
Art
Auditorium Showcase
A
Dance(Fall)
Cafeteria A (Sports)
A
Football (Sept)
G/B Basketball (Nov)
Soccer (Feb)
Cafeteria B (Club/Organizations)
A
Senior Class (Sept)
“Ladie- Like” (Nov)
National Honor Society (Feb)
B
Art(Fall)
B
Volleyball (Sept)
Wrestling (Nov)
Baseball/Softball (Feb)
B
FBLA (Sept)
Forensics (Nov)
TBA (Feb)
Bulletin Board
Cross Country Track (Sept)
Indoor Track (Nov)
Outdoor Track (Feb)
Bulletin Board
SGA (Sept)
Newspaper (Nov)
TBA (Feb)
41
Midlothian Entrance (Wrap Around Services)
A
YEA (Sept)
YEA (Nov)
TBA (Feb)
B
Youth Builders (Sept)
Youth Builders (Jan)
TBA (Feb)
Second Floor Show Cases
Freshman Wing (End)
A
B
Fresh. Acad.
Fresh. Acad.
English Hallway
A
English
Media Center Hallway
A
Science (Biology)
B
English
C
English
B
Science (Earth Sci.)
D
English
C
Media Services
Science/World Languages/Social Sciences Hallway
A
B
C
Science (Chemistry)
Science (Anatomy)
Science
(Environ.)
D
World
Langauges
D
Media Services
E
History
Social Sciences Hallway (End)
A
History
Call Bell Signals
One ring ----- Custodian
Two rings---- Security
Three rings---Principal
Four rings----Assistant Principals
42
Computers
As computers enter education in increasing numbers and their use becomes more pervasive, procedures
and policies become necessary. Each teacher, whether directly responsible for a computer or a computer
lab, must be knowledgeable of system and school procedures and policies.
Basic Care
Proper care of computers and peripheral hardware will minimize down time of these machines. The
following guidelines apply to computers located in classrooms:
 Leaving the computer on during the day is preferable to powering up and shutting down
repeatedly; turning down the contrast on the monitor prevents “burn in” of images on computers
without screen savers or “sleep” modes.
 Eating and drinking around computers is prohibited; moisture and circuits are enemies!
 When cleaning a monitor or keyboard, do not spray a cleaner directly onto the hardware. Spray
onto a cloth or paper towel; then wipe down the equipment.
 Keep the area above and around the computer clear of books, papers, etc. Circuits generate heat;
air must be allowed to circulate around the computer.
 Back up important files to floppy disks. Crashing hard drives often take files with them.
 When leaving the computer overnight, go through the “shut down” procedure to park the hard
drive’s read/write head. Then lock up small peripherals (keyboard, mouse).
 Cover computers, printers and other peripherals when not in use (plastic trash bags work well).
Internet Acceptable Use Procedures - Richmond Public Schools
Appropriate student use of the Internet is addressed in the Standards of Student Code of Responsible
Ethics, under Standard Number 11 titled 'Improper Use of the Internet/Internet Safety." This
standard recognizes the role of students as responsible users of the Internet. Students in the Richmond
Public Schools will be provided access to the Internet via the Netscape graphical World Wide Web
browser only. They will NOT be provided with individual electronic mail accounts or unsupervised
access to other tools for traveling the Internet. As such, the Standards of Student Conduct shall serve as
the definitive guide for acceptable uses of the Internet in The Richmond Public Schools. The information
below is provided for faculty and administration as a supplement to share with students in preparation for
their use of the Internet.
Instructional Use of the Internet
Richmond Public Schools students will follow a structured approach to gaining skills which will allow
them to become independent, responsible users of the Internet. This approach addresses Internet use based
on an age and topic appropriate standpoint.
In elementary schools (K-5), faculty will actively supervise student use of the Internet. Students will
access Internet resources that the teacher has previously explored and selected. Faculty will make every
effort to ensure that students are directed to sites with only age- and topic-appropriate material and
resources.
In middle schools (6-8), faculty will provide guided practice and model appropriate use of the Internet.
Faculty will supervise student initiated information search activities and provide' support for students as
43
they begin to assume responsibility for becoming independent users of the Internet. Faculty will make
every effort to ensure that students explore only sites with age- and topic-appropriate material and
resources.
In the high schools (9-12), students will participate in independent Internet use with faculty assuming
less of a monitoring role and more of an advisory role.
Electronic Mail
Through the Richmond Public School's Internet electronic mail server, each faculty and administration
member in the Richmond Public Schools may apply for and receive an individual electronic mail account
plus classroom accounts. Students in the Richmond Public Schools will not be issued individual
electronic mail accounts. Students will only be able to send or receive mail through a classroom account.
Students who have electronic mail accounts from sources outside the school division may not use school
resources to access those accounts.
World Wide Web Home Pages
World Wide Web home pages offer a means of communication that includes text, sound, video,
photographs and graphics. The Richmond Public Schools will post division level, department level;
school level and classroom level (as appropriate) home pages on the Richmond Public Schools World
Wide Web Server (http://richmond.k12.va.us). No additional World Wide Web Servers will be permitted
in the Richmond Public Schools. As part of the Virginia Standards of Learning, by the end of the eighth
grade, students will 'develop hypermedia home page documents that can be accessed by worldwide
networks. Richmond Public Schools students will learn to use topic Web pages to convey ideas and to
communicate effectively with others. Classroom level home pages (off-line) may point at these topic
focused materials (on-line).
Using graphics on home pages sometimes makes it easier to present information and makes the
information itself more interesting, because faculty, administration, and students will be creating home
pages that depict school activities and projects, these pages will at times include pictures of students
within a document. In these instances, picture captions or references will identify the activity or class and
will not identify students individually by name. Such pictures will illustrate the activity and will not
present portraits of the individual students. If the document text does include the name of a student, only
the first name of the student will be used. At no time will a student's full name, address, or other focused
identifying information be used. At all grade levels, students will post information only with permission
and supervision of a teacher.
Individual (personal) home pages focus information on an individual person. Richmond students, faculty,
and administration will not use school resources to post personal home pages.
44
Types of Accounts and Internet Access
**Individual Logons the Building Level
Faculty and administration individual logons (on the Library Novell Server) will provide access to the
following software application/programs for use on the Internet: Netscape World Wide Web browser,
Telnet, File Transfer and Eudora Electronic Mail. No Richmond Public Schools electronic mail address
will be provided with these Building Level Logons. These Individual Logons will be created in each
building as Internet connectivity is established.
**Classroom Logons at the Building Level
Classroom Logons (also on the Library Novell Server) will provide access to the Netscape World Wide
Web browser only. Classroom Logons will also be created in each building as Internet connectivity is
established.
**Individual Accounts on the Division Level Server
Faculty and Administration accounts on the division level server will utilize the software applications
available at the Building Level (thus a Building Level logon is required), PLUS will provide access to the
Richmond Public School's division server for an electronic mail account (@richmond.k12.va.us). Faculty
and Administration must apply for Individual Accounts on the division level server using the form at the
end of these procedures.
**Classroom Accounts on the Division Level Server
Classroom accounts on the division level server will utilize the software applications available at the
Building Level (thus a Building Level Classroom logon is required), PLUS will provide access to a
classroom electronic mail account (@richmond.k12.va.us). Faculty and Administration must apply for
Classroom Accounts on the division level server using the form at the end of these procedures. Classroom
accounts on the division level server will expire at the end of each academic school year.
**Student Accounts
Students will NOT be provided accounts. Student access will be via classroom accounts under appropriate
supervision.
Use Procedures
The intent of the Richmond Public Schools Internet Acceptable Use Procedures is to ensure that all uses
involving access to Internet resources are consistent with Richmond Public Schools stated mission and
goals and Standards of Student Conduct. With this opportunity, comes the responsibility for appropriate
use. It is expected that all computers within the division accessing the Internet, are to be used in a
responsible, efficient, ethical and legal manner.
The Richmond Public Schools will provide access to the Internet for all students, faculty and
administration. Student acceptance of these procedures is guided by their incorporation into the Standards
45
of Student Conduct. Faculty and administration must acknowledge acceptance of these procedures prior
to being provided individual or classroom accounts for accessing Internet resources.
The use of Internet resources is a privilege, not a right, and inappropriate use will result in the
cancellation of those privileges and/or disciplinary action by school officials. Ail activities by all persons
while using the Internet in Richmond Public Schools must be in support of education and research, and be
consistent with the educational objectives of Richmond Public Schools. All persons accessing the Internet
from a school site are responsible for all on-line activities, which take place through that access. When
using another organization's network or computing resources, all persons must comply with the rules
appropriate for that network.
Acceptable Uses
The following actions (which are not exhaustive) constitute acceptable use of the Internet, whether that
use is initiated from a school or any other site:




Research assigned classroom projects.
Send electronic mail to other users.
Access and exchange information.
Use the Internet solely for educational purposes.
Unacceptable Uses
The following actions (which are not exhaustive) constitute unacceptable use of the Internet, whether that
use is initiated from a school or any other site:


















Using impolite, abusive, or otherwise objectionable language in either public or private messages.
Placing unlawful information on the Internet.
Using the Internet illegally in ways that violate federal, state, or local laws or statutes.
Using the Internet at school for non-school related activities.
Sending messages that are likely to result in the loss of the recipient's work or systems.
Sending chain letters or pyramid schemes to lists or individuals, and any other types of use, which
would cause congestion of the Internet or otherwise interfere with the work of others.
Using the Internet for commercial purposes.
Using the Internet for political lobbying.
Changing any computer file that does not belong to the user.
Posting, sending or receiving copyrighted materials without permission.
Knowingly giving one's password to others.
Using another person's password.
Using Internet access for sending or retrieving pornographic material.
Posting inappropriate text flies, or files dangerous to the integrity of any network.
Circumventing security measures on school or remote computers or networks.
Attempting to gain access to another's resources, programs or data.
Vandalizing, which is defined as any malicious attempt to harm or destroy data of another user on
the Internet, and includes the uploading or creation of computer viruses.
Falsifying one's identity to others while using the Internet.
46
Internet Accounts
Each staff member is encouraged to establish Internet access and an e-mail address. Complete an Internet
Access for Teachers and Administrators Individual Account Application (see Appendix E) and submit it
to the Main Office.
Delinquencies
At the end of each school year, teachers and staff are faced with a number of students who have failed to
meet their obligations and are delinquent in returning textbooks, uniforms, equipment or funds from fund
raising activities.
Please inform your students that prior to processing any transcripts, report cards, diplomas or record
requests, delinquencies will be satisfied.
Our procedures are contained within our closing bulletin and should be shared with students. However,
each staff member is to strive to reduce the delinquency list prior to the end of the school year to assist in
reducing the administration’s load during the summer.
Throughout the year a lost book policy remains in effect. Students who have lost a book at any time will
be required to pay for it prior to the issuance of a new one. Occasional text checks during each nine-week
grading period help to minimize the numbers of books lost.
Discipline
The prevailing premise at George Wythe High School is that all available resources will be utilized to
provide a healthy learning environment for students it is expected that staff persons will extend
appropriate levels of guidance and leadership to assure an orderly setting at George Wythe. The
regulations of the School Board have been set down in the Student Code of Conduct. It is every staff
member’s responsibility to be familiar with these expectations and to enforce them with students at all
times.
In an effort to work effectively with students, these thoughts on discipline may prove helpful:
 Discipline is dignity.
 Discipline is having a positive attitude.
 Discipline is fairness but firmness.
 Discipline is knowing when to tighten, when to loosen and when to hold fast.
As a practical matter, it should be noted here that the initial responsibility for discipline rests primarily
upon the classroom teacher. Each case involving problems (misbehavior, absenteeism, tardiness, etc.)
should first be dealt with by the teacher; only after the teacher has exhausted all possible efforts in coping
with the problem should the student be referred to a principal for appropriate action. All referrals should
contain information as to what action has been taken with regards to the problem for which the referral is
being made.
47
Classroom Rules
To form a basis for consistent discipline with the building consistent with the Student Code of Conduct, a
set of classroom rules has been established. They are:
 Students must report to class on time
 No eating or drinking in classrooms
 Students will remain seated until dismissed by the classroom teacher
 Students must have a pass to enter class after the tardy bell
 Students must have a pass in order to leave the classroom
 Staff members must not detain students
 Students must wear their school ID cards
 Staff and students are not permitted to use cellphone during classroom instructional time.
Referral Procedures
Internally, the following procedures should apply when dealing with infractions of students' rules of
behavior:
Initial infractions or violations of our code of conduct are to be handled by the OBSERVER: i.e. teacher
or administrator. The parent must be contacted and given an opportunity to assist in handling the matter
before being referred to an administrator.
Repeated infractions should be referred utilizing an RPS Referral form (see Appendix E). Those
originating the referral are asked to please fill it out completely and sign it. The person handling the
incident needs to know the source of the referral.
NOTE:
Violations that are critical in nature (i.e. gambling, drugs or alcohol abuse, fighting,
theft, etc.) should be reported to the appropriate administrator immediately.
Each referral will be responded to and referral originators are asked to consider the following:
Action on referrals will be based on the student’s background and other referrals received. To avoid any
misunderstandings in this regard, originators are invited to discuss actions with administrators.
A referral file will be maintained on each active student. These files are destroyed upon graduation or
other departure from this building. These files are available to staff members who wish to develop some
perspective on any given student's behavior.
Suspension procedures will be in accordance with the suspension policy outlined in the student handbook
and supplemented by the code of conduct and internal discipline procedures.
If there are questions regarding our procedure, please feel free to bring them to the attention of the school
administration. We can make this or any systems work in the best interest of the student body if we want
to.
Students should be made aware that repeated violations may result in:



Warnings
Detention
Parental Conferences
48



In-school suspension
Out-of-school suspension
Expulsion
Student Suspension
Generally speaking, problems that are considered beyond the control of teachers will be referred to the
appropriate principal. Only principals will make suspensions.
The following guidelines will govern the suspension of students:





Suspensions will occur only after one of the administrators has held a conference with the student
to determine the nature, cause and other circumstances affecting the case.
All suspensions shall be well documented and contain all facts, names and other details.
Whenever a student is suspended, the name of the student will be listed on the daily attendance
bulletin showing the effective date(s) of the suspension. Suspended students shall not be
readmitted to class without readmission form signed by an administrator.
While under suspension, students shall not be permitted to participate in any school activities
(athletics, work programs, clubs and other extra-curricular activities).
Department head will assist with referrals that pertain to minor discipline problems (chewing
gum, tardies, lack of supplies, food, etc.). To deal with a minor problem:
 Counsel the student
 Make contact with the parent.
 Document incident and home contact
In-School Suspension (ISS)
The ISS program will be used in direct relation to the Student Code of Conduct for the Richmond Public
Schools. Our program will serve those students having difficulty with day-to-day operations of school.
Note:
ISS will not be a holding place for students at the teacher’s request. Only the administration can
make student assignments to ISS.
Lessons and School Work
Teachers are asked to give assignments to ISS Coordinator. Completed assignments will be picked up by
the ISS Coordinator and given to the teachers or placed in their box in the main office. The ISS
Coordinator will complete student progress report with completed assignments.








Fundamental Rules
Supervised restroom breaks
No sleeping or resting
Complete all assignments
No talking unless given permission
Report on time
Adhere to student code of conduct
No visitors
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Supervision
Never leave a student in the ISS room unsupervised.
Richmond Technical Center
No student will be allowed to attend the Richmond Technical Center unless give permission by
administration.
Relief
The administration is responsible for securing relief for the ISS Coordinator.
In-School Suspension Standards and Expectations
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Students assigned to ISS will observe the following regulations:
Students will report to OC on the first period bell.
Failure to arrive promptly will result in additional disciplinary action.
Students who report to school late without a proper excuse will be dealt with by the school
administration.
Teachers must submit assignments to the ISS Coordinator.
Students who refuse to complete assignments will be dealt with by the administration.
Positively no sleeping or resting while in the ISS.
Students may not eat in the cafeteria with other students.
Students may not receive food brought from the cafeteria by others. They may, however, choose
to bring a lunch from home.
The cafeteria will provide a nutritional lunch for the students.
Students are not allowed to participate in extracurricular activities or special school events.
Students may not receive messages or visits from friends or classmates.
Once ISS assignments have been completed, the student will be reinstated to classes.
Any student who fails to meet the expectations outlined above or who violates the Standards of
Student Conduct while assigned to ISS will be directed immediately to an administrator for
further disciplinary action.
Removal of Students from Class
Pursuant to the Code of Virginia, Section 22.1-276.2, a teacher shall have the initial authority to
remove a student from class for disruptive behavior. Disruptive behavior is defined as a violation of
school board regulation governing student conduct that interrupts or obstructs the learning
environment.
Criteria for Removal
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Acute: When the student's behavior is so unruly, disruptive, or abusive that it seriously interferes
with the teacher's ability to communicate effectively with the student's or the ability of the
student's classmates to learn.
Chronic: When a student has been documented by a teacher to have repeatedly interfered with
the ability of the teacher to communicate effectively with the students, or the ability of the
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student's classmates to learn. Prior to the removal of a student from class for chronic behavior
problems, the following criteria must be met:
 The student's behavior is disruptive as defined above.
 Removal of the student from the class is necessary to restore a learning environment free
from interruptions or obstructions caused by the student's behavior.
 Teacher and/or administrative interventions have been attempted and failed to end the
student's disruptive behavior.
 Notice of the student's disruptive behavior and the opportunity to meet with the teacher
and/or school administrators have been provided to the student's parents as described below.
 Two prior written discipline referrals of disruptive behavior have been processed by school
administrators.
When all of the above have been satisfied, teacher removal of a student from class shall be deemed
appropriate. The principal or his/her designee shall facilitate removal of the disruptive student.
Requirements for Discipline Referrals/Student Removal Form
No removal under this policy shall occur in the case of chronic behavior unless school administrators
have processed two prior written referrals of disruptive behavior. Upon removal, the teacher shall file
with school administration a Student Removal Form (see Appendix E) and any other documentation to
support the removal including, but not limited to, the previous two discipline referrals.
Procedures for Written Notification of Student and Parents
The teacher shall provide copies of any discipline referral form to the student and his/her parents and
notify them of the opportunity to meet with the teacher and/or school administrators to discuss the
behavior and the possible consequences if the behavior continues.
The teacher shall document in writing his/her attempts to request and encourage the parents to meet with
school administrators and/or teacher. If the student is removed from the classroom, the school
administration shall provide a copy of the “Student Removal Form'' accompanied by copies of discipline
referrals and any other documentation to the student and mail (via regular and certified U.S. mail) copies
to the parents: within 24 hours of each incident. Such notice and documentation shall be required for each
discipline referral and student removal.
Guidelines for Alternative Assignment and Instruction of Removed Students
The principal shall determine the appropriate placement of the student. The principal has several options
regarding the placement of a removed student including, but not limited to:
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Assigning the student to an alternative placement or program within the school setting.
Sending the student to the principal's office or ISS. If the Principal chooses this option, the
teacher shall provide and evaluate appropriate make-up work for the student.
Suspending or recommending expulsion of the student for violations of the Standards of Student
Conduct that warrant suspensions or expulsions. If the principal chooses this option, an
alternative instruction and assignment, if any, shall be provided according to school board policy,
and in the case of students with disabilities, in accordance with federal law, state law and
regulations.
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Returning the student to class (see procedures below).
Procedure for the Student's Return to Class
The Principal shall determine, after consultation with the teacher, the duration of the student's removal
from class. The principal shall notify the teacher of the decision to return the student to class. The
following procedure shall apply if the teacher disagrees with the Principal's decision to return a student to
the class.
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The teacher and Principal shall discuss the teacher's objection to returning the student to class and
the Principal's reason for returning the student.
The teacher, after meeting with the Principal, may appeal the Principal's decision to the
appropriate Assistant Superintendent (elementary or secondary) or designee within one school
day. The discipline referrals and removal form must accompany the appeal. After discussion with
the principal and teacher or receiving their written comments, the decision of the Assistant.
Superintendent or designee shall be final. The decision shall be made within 48 hours of the
teacher's appeal. During the appeal process, the student shall not be returned to class and the
Principal will determine an appropriate placement for the student.
Other Provisions
The Principal shall ensure that a student removed from class under this policy continues to receive an
education in accordance with School Board Policies.
Application of this policy to a student with a disability shall be consistent with federal and state law and
regulations as well as School Board policy regarding students with disabilities.
Evacuation
Procedures are in place for the orderly and efficient movement of people in time of emergency. Practicing
for such events ensures that, should a true emergency occur, we might survive with minimal loss.
Emergency Shelters & Order of Movement
Auditorium or Gymnasium (for use with Code Orange)
Procedure:
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Teachers prepare students to exit the room
On the command of an administrator, escort students to the designated area as a class. Upon
entering, seat students in an orderly manner. Teachers are asked to bring roll books
Remain with students during the entire procedure
Students should remain seated and must be monitored by teachers at all time
Directions will be given by the administration pertaining to movement from the site
52
Accountability is Critical!
Order of Movement
ISS
Science/World Languages
Work and Family Studies
CTE
Band/Choir/Orchestra
Healthy Lifestyles
Military
English/Freshman Acad.
Media Center
History
Math
Headstart
Cafeteria
Contacted by radio
Contacted by PA announcement
Contacted by PA announcement; use back hall to auditorium
Contacted by PA announcement; use front hall to auditorium
Contacted by PA announcement; use security hall to auditorium
Contacted by PA announcement; use back hall to auditorium
Contacted by PA announcement; use back hall to auditorium
Contacted by PA announcement
Contacted by PA announcement
Contacted by PA announcement
Contacted by PA announcement; use front hall to auditorium
Contacted by PA announcement; use back hall to senior cafeteria
Contacted by Main Office
Fire Drills
Please be reminded that the School Board requires a fire drill once a week for the first month of school
and once a month thereafter. The purpose of fire drills is to prepare us to evacuate the building as quickly,
quietly and safely as possible.
It is imperative that teachers impress upon students the importance of a fire drill. It is also imperative that
teachers assume the responsibility of motivating students to respond accordingly and monitoring them
once outside. Review the evacuation procedure with your students. Stress moving quickly, quietly and
safely out of and away from the building. When the signal for a drill sounds, please remember to do the
following:
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Remind students of the assigned escape route from your classroom.
Take your roll book.
Instruct students to move to the door.
Instruct the last student to close the door.
Accompany students outside.
Check roll for your class and encourage students to remain together in class groups.
Purpose of Evaluation Procedures
Evaluation procedures are used for three primary purposes: improvement of services, professional
development and management decisions. In improving services, effective evaluation procedures are
structured to result in professional growth and improvement, in addition to the maintenance of collegial
relationships.
Note: Copies of evaluation forms may be found in The Handbook for Evaluation of Teachers,
School Counselors, Library/Media Specialists, Social Psychologists and Social Workers.
53
Observations
Observations are intended to provide information on a wider variety of contributions made by
teachers in the classroom or to the school community as a whole. Administrators are continually
observing in their schools by walking through classrooms and non-instructional spaces, attending
meetings, and participating in school activities.
These day-to-day observations are not necessarily noted in writing, but they do serve as a source of
information. The Observation/Document Review Form is used to provide targeted feedback on
teachers’ effectiveness related to seven performance standards: Professional Knowledge,
Instructional Planning, Instructional Delivery, Assessment of/for Learning, Learning Environment,
Professionalism and Communication, and Student Progress.
Classroom observations provide key information on several of the specific standards. Probationary
teachers will be observed at least three times per year. Two of these observations will occur prior to
the end of the first semester and the third by March 15. A pre-conference must be held before the
initial observation for all teachers. Teachers employed under a continuing contract will be observed
at least once per year by March 1. Classroom observations may be unannounced. Additional
observations for any staff member will be at the principal’s discretion. Observations may be
conducted by school administrators and designees, division academic supervisors, instructional
specialists, department chairs, other outside agencies, and members from the Virginia Department of
Education. A classroom observation will occur for at least 30 minutes and a post-conference will be
held within 5 business days.
Principals use observations as one source of information to determine whether a teacher is meeting
the performance standards. The principal provides feedback about the observation using the
observation form and through a post-conference with the teacher. Other observation forms may be
used at the principal’s discretion.
After each observation, one copy of the observation form will be given to the teacher and one copy
will be maintained by the principal for the entire evaluation cycle to document growth and
development.
Evaluation Dates
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Performance (SMART) Goals
Two formal observations for new teachers
Mid-year review for all teachers
One formal obs. of cont. contract teachers
Third formal observation for new teachers
Final evaluation
October 15, 2015
By January 29, 2016*
By February 12, 2016**
By February 26, 2016*
By March 11, 2016*
By June 17, 2016**
* Pre-conferences will be held for all formal evaluations. Post-conferences must be held within five
business days of observation
**Documentation Logs due at this time. Evidence must point to SMART goal.
54
Field Trips
Field trips are an important part of the instructional program at George Wythe. The following procedures
must be followed at all times:
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Field Trip forms may be secured from the main office
All field trip requests must be submitted three weeks prior to the date of the planned trip and
forwarded to the Principal at least 15 days prior to the scheduled date
ALL FIELD TRIPS MUST BE COMPLETED BY MARCH 13. ANY EXCEPTIONS
MUST BE APPROVED BY THE PRINCIPAL
A Permission Form must be on file for each student
When using school buses, no trip can be scheduled to leave school before 9:30 a.m. All buses
must return to school by 1:30 p.m.
The teacher requesting the field trip will notify Food Service of the number of students that will
not be attending lunch on the day of the field trip
Any calls that need to be made to RPS transportation department must be made by the field trip
coordinator
Students must return to the home school after all trips
The following is a list of approved locations for field trips. Since funds to support these trips are limited
please restrict such trips to what is considered essential. They will be approved on that basis and their
relationships to your curriculum objective.
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Adopt-A-School Activities
Agecroft Hall
Businesses/Corporations
Carpenter Center for the Performing Arts
Colleges and Universities
Courts Building
District I Band and Orchestra Festivals
Empire Theater-Virginia Opera Company Concerts
Estuaries of the Chesapeake Bay
Feeder School Activities
Financial Institutions (i.e. Federal Reserve Bank)
General Assembly/Virginia State Capitol/Governor's Mansion Hospitals (science and health
programs): Medical College of Virginia, Richmond Community, Richmond Memorial, McGuire
Veterans Administration
Hotels involved in educational program (i.e., Marriott, Jefferson-Sheraton)
Humanities Center
Insurance Companies involved in educational program (i.e. Life of Virginia, Lawyers Title)
Maggie Walker House
Math-Science Center
Maymount Nature Center and Dooley Mansion
Museums
Planetarium
Restaurants unique to a foreign culture (Foreign Language Program)
55
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Richmond Newspapers - Commercial Art Department (vocational education experience)
Richmond Nursing Home
Richmond Public Schools Sponsored Activities (i.e. fairs, college day, NSSFNS, student
concerts)
Richmond Symphony Student Concerts
Richmond Tour of Historical Sites
Science Laboratories of Local Hospitals
The Richmond City Tour (landmark development) Richmond-on the James
Theater IV
University of Richmond Theater
VCU Economics Center
VCU Performing Arts Center
Virginia Opera Association
All out- of- town field trips must meet the criteria listed below before they will be approved. The
following information must be attached to the "Request for Trip Away From School" form:
Itinerary, names of all chaperones and name of the bus company.
Please submit all field trip request forms to the appropriate secretary.
Fund Raising and Student Activity Accounting
The school finance office is now located in the Main Office. The finance officer will be available for
business during his duty period and immediately after school. The following guidelines are to be
followed with respect to monies collected:
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Don't send money to the finance office by students or put money in the finance officer’s mailbox.
In emergency cases where the finance officer is not available, give deposits to a principal to
deposit immediately.
No purchase may be made from the school activity funds without the approval of the principal. A
purchase requisition and/or purchase order form must be obtained from the finance officer when
purchasing items. Purchases from school activity funds come under the Procurement Act. (Please
note that purchases where the estimated cost of the materials, equipment, supplies, or printing is
less than $500.00 may be made upon receipt of one written telephone quotation).
Whenever tickets are sold for a school function, a Report of Ticket Sales form must be prepared
in duplicate by the event sponsor. Monies collected must be given to the finance officer or
administrator on duty for deposit.
No monies can be held overnight. All monies must be turned in daily.
A receipt will be given for all monies collected; a copy of receipts must be turned in with the
deposits to the finance officer.
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Fund-raising activities are conducted throughout the school year and the school board policy regulating
these activities states:
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Fund-raising shall be permitted by students, provided such activities are approved in writing and
carefully monitored and regulated by the school principal.
Each principal shall develop and maintain a list of all fund-raising activities pursuant to
procedures adopted by the superintendent. No fund-raising shall be approved for any school
activity until the activity has been approved.
All fund-raising activities must be applied for and approved by the appropriate administrator. The
school will not be responsible for any purchases made without prior approval by the proper
administrator.
All applications for fund-raisers must be made on a Fund-Raising Activity Permission Request
form.
The sponsor upon completion of the fund-raising activity shall prepare a Fund-Raising Operating
Report.
Persons who initiate a specific seasonal fund-raiser have first choice in that seasonal activity each
year. If they choose not to do that fund-raiser, any group can apply.
There will be no candy distribution or sale during the school day.
Fund-raising activities must be applied for at least two weeks prior to the activity.
All monies collected from fund-raising activities must be deposited in the student activity fund
bank account. Do not keep large sums of money in your room; make deposits on a daily basis
with the school finance officer. Remember, the applying sponsor/coach is held accountable for all
monies at the conclusion of the fund-raising activity.
All monies received must be receipted (white), and the pink/yellow receipt must be turned in with
money to the financial officer. Receipt books will be audited by the Richmond Public Schools’
Internal Audit Department.
All payments to vendors must be made with a check from the student activity bank account. Cash
payments to vendors are prohibited.
Student Support Services
The Student Support Service Department is governed by statements of philosophy and objectives of the
Richmond Public Schools and of George Wythe High School. Counselors work with students individually
as well as in groups. They work with other pupil personnel specialists as a team and serve as consultants
to teachers, administrators, parents, representatives from community agencies, employers from local
businesses and significant others.
There are three school counselors. A speech therapist is in the school. A school psychologist, and school
social worker, is present at least twice a week. Other pupil personnel members always present in the
school are the school nurse, and attendance worker. The regular meetings of the Child Study Team and
the School-Based Eligibility Committee are held twice a month and mini-teams are held on an emergency
basis.
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Each school counselor is assigned a specific alphabet and some specific programs for a given year. An
open-door policy is employed among the counseling staff, permitting a student to see the counselor of
his/her choice as needs and personalities vary.
In order for the student support services to be rendered equally and fairly, there is a Request to See a
School Counselor form to be filled out by the student requesting to see his/her counselor. These forms are
available in the guidance office and homerooms. The homeroom teachers are to collect the request forms
and deliver them to the guidance office. Individual students may also deliver their request forms to the
guidance office. An appointment pass will be sent to the homeroom teacher/classroom permitting the
student support services see his/her school counselor at a designated time. The school counselor, the
student or significant other may initiate individual counseling.
The three school counselors coordinate specific areas of guidance services such as career programs,
testing programs for the College Entrance Examination Board, various tests required by the State
Department of Education and the Richmond Public Schools, vocational and interest surveys, scholarship
and financial aid, college applications, special projects for the school administration, scheduling,
identification of students with special needs, employment counseling, program planning, orientation of
students and in-service with faculty. Other major tasks of the counselors include the appropriate
placement of students, student progress reports, requests for assignments for students who are ill and
requests for other specific information and services.
Calendar of Several School Counselors Activities
August - September
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Plan and conduct orientation for new students.
Conduct guidance orientation with teachers
Register new and transfer student
Participate in Child Study Committee (CSC)
Meet with Exceptional Education teacher teams/grade level teams
Organize for individual and group/counseling activities
Distribute guidance activities calendar
Identify students with special needs
Register students for PSAT Test to be given in October
Plan and organize guidance advisory committee meetings
Identify students for attendance in 1st semester twilight and ACDC night school
Plan for College Fair
Conduct senior credit verification conferences with parents and students
Assist seniors with college application process
Complete ACDC/GED referrals
Complete PLC referrals
Register dual enrollment students at JSRCC
October
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Participate in School Based Eligibility (SBEC) meetings
Plan for participation in P.T.A. meeting (TBA)
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Administer PSAT Test
Plan for participation on Parent Conference Day
Prepare for PLAN testing
Begin Career Education Program Activities and Career Cruising Computer Lab sessions for 9th
graders
Continue plans for the administration of Standard of Learning tests
Senior Parent Night
Conduct senior credit verification conferences with parents and students
Assist seniors with college application process
Distribute Senior Newsletter
Meet with individual students to access needs
Attend College Fair
November
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Administer PLAN test
Distribute guidance newsletter
Conduct test-taking skills workshops
Meet with department heads/departments to prepare for program planning
Distribute failure letters to parents of students not passing courses at Marking Period 1
Conduct senior credit verification conferences
Assist seniors with college application process
Distribute Senior Newsletter
Meet with individual students for counseling or guidance sessions
December
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Meet with students to encourage preparation for semester examinations and reinforcement of
study skills
Continue individual and group guidance/counseling activities
Administer SOL Testing
Conduct group and individual follow-ups with seniors regarding their college applications,
required tests, etc.
Meet with individual students for counseling/guidance sessions. Conduct individual counseling
with students having deficient grades
January
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Plan workshops for program planning; and prepare brochure of anticipated course offerings.
Continue test-taking workshops
Plan workshops for program planning and prepare brochure of anticipated course offerings
Plan for joint meeting with counselors of feeder schools for program planning/course offering
activities
Conduct Financial Aid workshop for juniors, seniors and parents
Arrange for joint assemblies at George Wythe with Richmond Career Educational Center (RCEC)
and Richmond Technical Center (RTC) regarding program planning/course offerings at their
facilities
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Meet with department heads/departments to prepare for program planning
Assist seniors with application for scholarships
Meet with individual students for counseling/guidance sessions
February
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Mail written notification to all parents who students’ appear to be failing based on first semester
achievements
Conduct Program Planning Sessions with 9th and 10th grade
Conduct “On My Way College/Career bound” and Program Planning sessions with 11th Grade
Plan for Advanced Placement Testing
National Counselors Week
Assist seniors with application for scholarships
Administer Work-keys
Distribute Senior Newsletter
Assist with the preparation of a list of potential graduates for diplomas
Administer SOLs (English)
Complete program planning and begin processing course requests for next year
Prepare students for Job Fair.
Continue individual and group guidance counseling activities.
Assist seniors with application for scholarships
Participate and assist with National Honor Society program/National Vocational Tech. Honor
Society
March
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Administer SOLs English
Complete program planning and begin processing course requests for next year
Prepare students for Job Fair
Continue individual and group guidance counseling activities
Assist seniors with application for scholarships
Participate and assist with National Honor Society program/National Vocational Tech. Honor
Society
April- May
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Prepare and Administer SOL’s (MAY)
Assess accomplishments of the Child Study Team/SBEC meetings
Review entries and correct errors on program planning sheets
Conduct Advanced Placement Test (AP)
Prepare list of potential students needing summer school based on grade failure and/or SOL test
scores
Participate and assist with awards program
Attend closing activities, (i.e. COE Banquet, Scholarship Banquets, Grad Banquet, etc.)
Consult with feeder school personnel for appropriate adjustments regarding incoming freshmen.
Attend College Fair
Submit additional potential graduates for diplomas and for commencement program
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Continue processing course requests for the next school year
June
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Finalize graduation list for commencement program
Notify parents and seniors of failure to meet graduation and or diploma requirements
Complete processing of course requests for next school year
Assist and participate in the Commencement Exercise
Assess end of year accomplishments and plan for the next school year
Prepare report cards for mailing with promotion or retention indicated
Downgrade courses based on failures
Complete processing of course requests for next school year
On-Going Activities
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Review School Improvement Plan.
Assist with improving student attendance, study skills and encourage academic excellence.
Conduct individual and group counseling.
Participate in Child Study Committee (CSC) School Based Eligibility Committee (SBEC)
meetings.
Attend and prepare for professional meetings.
Attend staff development sessions.
Consult with faculty, staff, parents and administrators.
Direct referrals to appropriate agencies, school personnel, etc.
Prepare monthly calendar for faculty and staff.
Assess activities and provide plans for improvement.
Activities to improve testing scores.
Conduct and attend monthly career seminars with students.
Provide orientation for new students.
Produce and distribute to senior bi-weekly/monthly scholarship bulletins.
Conduct regular Guidance Advisory meetings.
Child Study
The purposes of the Child Study Committee:
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To initiate action within 10 administrative working days of receipt of the referral.
To review records and other performance evidence of those children referred through a screening
process.
To screen students for appropriate referrals to the Exceptional Education Department.
Function of Child Study Committee
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The school's Child Study Committee should approach its responsibilities from a child study point
of view. The committee serves as a resource for any student experiencing difficulty, either
academically or personally, in the educational setting.
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All available relevant data should be studied. After thorough consideration of the data, there
should be an inquiry into alternative programming and/or resources available in and out of
school.
Procedures
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The School Child Study Committee shall meet at least every two weeks to receive referrals from
teachers or other professional staff members (see Calendar in Appendix B).
Referrals to the Committee shall be submitted on the Referral for Child Study Committee Action
Form, which is available in the guidance department. Return the referral form to the guidance
counselor.
The Committee shall take action on all referrals within ten (10) working days of the referral.
The person making the referral should attend the Child Study meeting, according to the Calendar
in the Appendix. Other faculty/staff members may attend.
A written record, which shall include information upon which a decision was based, shall be kept
by the Committee (Minutes of Child Study Committee).
The screening process may include:
Reviewing cumulative folders
Reviewing information from other agencies.
Having conferences with parents and teachers.
Using non-discriminatory observational and performance techniques.
During the school year, cumulative records may be reviewed at the discretion of the school.
Submit a Referral for Comprehensive Assessment by sending Pupil Services (Central Index)
within five working days following the determination that the child is suspected of being
handicapped.
Meetings and Membership
Eligibility Meetings will be held every 1st and 3rd Wednesday of each month at 9:00 a.m. All
meetings will be held in the Exceptional Education Office.
Team members will include:
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George Wythe High school Administrator
Student Support Services
School Psychologist
School Social Worker
School Nurse
Teacher Representative
School Compliance Coordinator
Case Manager
Child Study Committee Process
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The steps in the process used by the Child Study Committee are:
Referring source makes request to principal or designee for assistance.
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Principal or designee reviews academic records. Contacts parents and, if appropriate, meets with
child.
Child Study Committee reviews identified academic, developmental, behavioral and/or social
emotional problems/concerns and brainstorms appropriate solutions.
Child Study Committee develops an intervention plan, which may include referral to other school
or community-based programs/services. The plan includes evaluation methods, designated case
manager/service coordinator and a date for follow-up meeting.
Child Study Committee has follow-up meeting to evaluate the effectiveness of the student's
intervention plan. Does the plan need modification?
If YES, plan is modified and updated, which may include referral to other school or communitybased program/services. Evaluation methods are designed, and a date for follow-up meeting is
set.
If NO, process is terminated if problems and/or concerns have been resolved.
NOTE: Additional intervention/evaluation plans are developed as needed and a follow-up meeting is
set after each modified plan has been developed in order to evaluate the student’s progress.
Inclement Weather Procedures
The following procedures will be observed when it is necessary to delay opening or to close schools
because of the weather or other emergency:
PLAN A - REGULAR SCHEDULE WITH MODIFIED BUS ROUTES
All employees report at regular time. All afternoon activities, sports events, night school, etc., will be
determined by 11 a.m.
PLAN B - TWO-HOUR DELAY OPENING OF SCHOOLS WITH MODIFIED BUS ROUTES
All employees report at regular time. All afternoon activities, sports events, night school, etc., will be
determined by 11 a.m.
PLAN C - CLOSE SCHOOLS
All 12-month employees are expected to report to their assigned locations or take vacation/compensatory
leave for time/days they are absent. However, all essential 12month employees are requested to report to
their work locations. Essential employees are defined as all school custodians and all plant services
maintenance and grounds and administrative personnel, as well as cabinet level administrators.
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All afternoon activities, sports events, night school, etc., will be canceled
All 9.5, 10.5, and 11-month employees are not expected to report to their assigned locations;
however, they are required to make up the time missed during designated make-up days.
Exception: Employees who work at the Virginia Treatment Center, Detention Center and
Hospital Education Program are expected to report to work.
Work year schedules will be adjusted at the end of the school year pending outcome of winter
weather or school closure.
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PLAN D - CLOSE SCHOOLS AND ADMINISTRATIVE OFFICES
When schools are already in session and it becomes necessary to dismiss early, the Superintendent will
use the following plan:
PLAN E - DISMISS EARLY-SCHOOLS ONLY AND/OR ADMINISTRATIVE OFFICES
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Schools and administrators will be advised as to the time staff will be able to leave.
Once students are at school, all attempts will be made to have students remain throughout the day
due to the fact that day care arrangements and home care coverage may be uncertain; thus,
making it difficult to drastically adjust the dismissal schedule.

All afternoon programs, sports events, night school, etc. will be canceled.
License Renewal Procedure Reminders
Requirements:

A minimum total of 180 points distributed among the 10 options are required during a five-year
renewal cycle.
 Without Bachelor's Degree - License holder must earn 90 points through
vocational education workshops at institutes or three semester hours at the
undergraduate or graduate level. The remaining 90 points may be completed
under any option with advisor's approval.
 With Bachelor's Degree - License holder must earn 90 points (3 semester hours)
in the content area through undergraduate or graduate level course work with
advisor's approval. The remaining 90 points may have completed under any
option with advisor's approval.
 Master or Doctorate Degree - The total of 180 points may be completed and
distributed among any of the 10 options with advisor's approval.
Activity Selection:

Must be consistent with any one of the six domains of professional competency –
(See page 7, of "The Virginia Licensure Renewal Manual" July, 1998).
Responsibilities:

See Pages 21, 22, 23 and 24 of "The Virginia Recertification Manual" July, 1990.
Process:
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License holder
Determines needs with advisor's approval then develops renewal plan
Fills out Recertification Activity Request; attends and completes activity; verifies completion
with advisor
Enters activity on "Individualized Recertification Record
Forwards completed Individualized Recertification Record" to Human Resources in accordance
with published "Timeline" schedule
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Maintains supportive documentation
Maintains licensure file until renewed license is issued and received
Points to Remember
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Know your responsibilities
Activities must be approved prior to attendance
Retroactive point gathering will not be accepted
Activities must be defined by option criteria, consistent with one of the six domains of
competency, verifiable, assigned an appropriate point value and approved within existing
guidelines
Do not delay meeting requirements for recertification - all points for renewal should be completed
by the fourth year of your five-year validity period
Official transcripts should be sent directly from college
License Renewal Procedure Reminders
Develop a plan by selecting your options (See recertification option chart). Then complete the following
steps:
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Complete Recertification Activity Proposal (RACP) Sheet before participating in any options
available for recertification.
Participate and collect evidence to document your option choices totaling 180 Points. Send all
transcripts to the appropriate administrator.
Complete Individualized Recertification Record (IRR) Sheet & make an appointment with the
appropriate administrator.
Submit IRR Form, RACP Sheets with evidence and a check addressed to the Virginia Department
of Education to the appropriate administrator.
Responsibilities of Advisor
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During the opening session of your staff meetings, discuss the process with the entire faculty.
Hold a conference with the advisee, preferably during the initial evaluation conference to discuss
the licensure process.
During this conference, use the attached guidelines for license renewal.
Utilize the data sent from HRD licensure department regarding the validity period for licensure
renewal.
Advisor should monitor the development of data to ensure awarding of recertification points.
Responsibilities of Advisee
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It is the responsibility of the license holder/advisee to develop a renewal plan and earn 180 points.
License holder/advisee determines needs and develops renewal plan with advisor's approval.
Fills out recertification activity request.
Attends and completes activity.
Verifies completion with advisor; maintains supportive documentation.
Enters activity onto "individualized recertification record;"
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Forwards "individualized recertification record" to human resources in accordance with published
"timeline' schedule.
Maintains file with documentation until renewed license has been issued and received.
Media Center
The main purposes of the media center are to support with materials and services the philosophy and
curriculum of the school and to provide those materials and facilities necessary to encourage curiosity and
pursuit of interests by both students and faculty. The librarians welcome all staff members and hope that
teachers will visit often to determine what materials are available in their field of teaching.
Use of the Media Center
Class Use of the Library Media Center
The library staff welcomes well-planned use of the library media center by entire class groups.
The following guidelines are to be observed by classes using the media center:
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Attendance by an entire class must be scheduled in advance and the teacher must accompany the
group.
Teachers are expected to remain with their classes, maintaining discipline of their own students
and working with them along with the assistance of the librarians.
Having substitute teachers bring a class to the media center is strongly discouraged. This is
generally unfair to the students and the librarians.
Assignments Requiring the Use of Library Media Center Materials
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Investigation on the part of the teacher as to the availability and/or suitability of materials in
advance of assignments is most advisable in order that all may be involved in a satisfactory
learning situation.
Any faculty member who desires library materials or audiovisual equipment should request these
at least a day prior to use.
Teachers planning to have large numbers of students working on the same topic should definitely
notify the librarians prior to the assignment so that books on that subject may be placed on
reserve and so that computers can be held for students searching for information online. By so
doing, better service can be given to everyone.
Reserve book collections can also be set up for use in the library or in the classroom. The
librarians are always happy to give this service, provided the request is made at least one day in
advance.
Individual Student Use of the Library Media Center
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Not more than six students should be sent from a class without prior arrangement.
Teachers should notify the librarians when a student is placed on independent study, the subject
for investigation, and the time module. Every student should report each day to his/her subject
teacher for attendance check and to receive a building or a library pass to the media center.
It is necessary for each student to have a building or a library pass for admittance to the media
center when coming from a class. Pieces of paper are not acceptable as substitutes for official
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passes. Each pass should be completely legible and filled out in ink with date, destination, full
name of student, and signature of teacher. Please see that this is done before the student leaves
the classroom. Students should stamp passes when entering the media center and upon leaving.
This enables the teacher to know the student’s whereabouts and account for his time.
Materials and Equipment
Circulation of Materials and Overdue Notices
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To borrow books and materials, students must have their personal information, including Student
ID number.
Books may be borrowed for a two-week period and renewed for an additional two weeks or more.
Notices for overdue items will be sent to English teachers. It is requested that these notices be
delivered to students at once, and that they be urged to settle their media center obligations
promptly. Emphasize responsibility!
In case a library media center notice is received for a student not in your classes, please indicate
this fact to one of the librarians so that a correction can be made in the computerized database
system.
Audiovisual Equipment
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Request for the use of equipment should be made not later than the close of school on the day
prior to use.
Please make an effort to pick up equipment by 8:30 a.m. each day and return it by 2:30 p.m.
Distribution of equipment during the school day should be limited to emergencies only.
Any teacher who uses audiovisual equipment in the classroom should know how to operate the
machine before requesting it for use. See one of the librarians for an appointment for such
instructions.
Video Use in Classrooms

Complete a Use of Rented, Purchased or Home-Recorded Videos in the Classroom form (see
Appendix D) after carefully considering the conditions listed on the form. This form must be
signed by the administrator and submitted to a media specialist to be kept on file. See a Media
Specialist for additional information.
Acquisitions
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We encourage both faculty and students to suggest materials (print and non-print) for future
purchases. Major orders are placed in June and in the early fall of each school year.
RPS Media Services
 You may take items to be laminated to the Instructional Resource and Development Center
located in the RTC North building on the second floor. The hours are from 8:00 a.m. until 8:00
p.m. Please call 780-6187 for more information. We now also have a laminator in the building
see a media specialist to have materials laminated.
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Medianet-RPS Video Booking System
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The Medianet booking system can be accessed through the Internet from an icon on the RPS
home page at http://richmond.k12.va.us. The complete catalog of videocassette tapes is listed.
In order to use this system, all staff must register for an email address and complete a Medianet
registration form. Forms are available online.
For complete instructions on how to use Medianet, see a librarian.
If problems are experienced, telephone Shirley Williams at 780-7699 between 8:30 a.m. and 4:00
p.m. Monday through Friday.
Staff Meetings
To facilitate staff meetings during the school year and avoid conflicting meetings whenever possible, the
following schedule is provided:
Administrative Team
(Principal & Assistant Principals)
Administrative Cabinet (TLT)
(Administrative Team and Department Heads)
Professional Dev. (Teachers and Support Staff)
SPMT Meeting
Threat Assessment Team Meeting
Weekly on Monday at 3:15 p.m.
On the 3rd Monday at 3:00 p.m.
Every Thursday from 3:00 p.m. – 4:30
4th Wednesday of the month at 3:00 p.m.
2nd Tuesday of the month at 3:00 p.m.
Please note these meetings in your calendar and be prompt.
Monitorial Duties
The monitorial duties listed in this handbook (see Appendix B) are permanent assignments for the school
term and should be regarded as an important part of the teacher's function in the school. The maintenance
of proper school decorum as well as school safety will depend to some extent upon our effectiveness in
the exercise of these duties.
Teachers who are assigned to monitorial duties are to report to their stations promptly each day at the time
designated, supervise the areas which are specified and remain on duty throughout the period of the
assignment. IF, FOR ANY REASON, IT BECOMES NECESSARY TO BE AWAY FROM THE
POST, PLEASE NOTIFY A PRINCIPAL.
Supervision involves the following:
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Seeing to it that students pass in an orderly fashion through areas in which they are not allowed at
a given time, and maintaining good order in the areas in which they may remain.
Requiring students to leave areas of the building which are "off bounds" at a given time.
Requiring that students in the halls during class times produce passes documenting the student’s
name, date, time sent, destination and the sending teacher’s signature.
Seeing that rules regarding eating in corridors, leaving the grounds, entering lockers, loitering in
lavatories, etc. are strictly obeyed (see Student Handbook).
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Handle first offenders and those who are guilty of minor infractions just as you would handle these
offenses in a classroom. Those guilty of serious offenses and constant "repeaters" should be referred to
one of the principals.
If all teachers help to clear halls between classes, it will be much less difficult for those assigned
monitorial duties to carry them out.
Each of us, staff and student body alike, carries a degree of responsibility for the decorum and behavior of
our school. Whether a staff member is assigned monitorial duty or not does not lessen that responsibility.
There is a general category of assignments falling on selected members who are given overall
responsibility for given areas.
Parent/Teacher/Student Association
Parent/Teacher/Student Association meetings are held every month. All professional staff members are
requested to attend a minimum of two meetings during the year. Where hardships or uncontrollable
circumstances exist, such should be communicated to one of the administrators.
Our goal is to build and maintain a strong and forceful Parent/Teacher/Student Association. We continue
to request parental support in providing educational opportunities for their children. Let's offer our
support, in turn, by joining and attending Parent-Teacher Association functions.
Religious Activity Observance
The calendar of Richmond Public Schools does not contain any holidays for religious observance.
Students honoring such days will have their absences excused upon receipt of written verification from a
parent or guardian.
SPMT
The SPMT is the place where adult caretakers -- teachers, parents, administrators and support staff come
together to pool their wisdom to plan the social, academic and professional development programs that
will improve teaching and learning.
SPMT Team Members:
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Assistant Principals
Teachers
Parent
Community Partner
Duties
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Establishes policy guidelines to address:
 Curriculum
 Social Development
 Professional Development
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 Develops comprehensive School Improvement Plan to systematically address
issues of:
 Student Achievement
 Curriculum
 Social Climate
 Professional Development.
 Public relations
 Student Intervention
Coordinates the activities of all individual groups and programs in the school.
Works with parent governance group to plan an annual social calendar.
Security - Year Round Security Tips
Being careful and vigilant every day can minimize personal loss as well as increase the safety quotient in
the building for all co-workers and students.
The following reminders are always appropriate but become especially important around holidays and the
end of the school year:
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Avoid bringing large sums of money and valuables to school; caution students against this also.
Exercise care when storing personal valuables such as pocketbooks, watches, wallets, etc.
Lock all classroom doors upon leaving at the end of the day.
Store valuable equipment in an alarm-protected area.
Keep your car free of items that invite break-ins and larceny.
Encourage students NOT to leave their lock combinations on set.
Do not leave money in unsecured areas in your classroom (desk, file cabinet, closet).
If your classroom borders a parking lot, make periodic visual checks of the area.
Inform the office when you remain in school working late; avoid working alone.
Report unsecured windows, broken locks, lost keys to Security.
Share rumors of disorder and other criminal intelligence with administrators immediately.
Smoking Policy
In compliance with the anti-smoking law, George Wythe High School is designated as a smoke-free
facility. Smoking is not permitted anywhere on the premises.
Professional Development
Professional development sessions are to help us maintain and develop skills and knowledge so we may
effectively and efficiently execute the responsibilities of our positions. Sessions are planned to reflect the
needs and interests of the staff.
Staff Work Day
Teachers are expected to report to school before or by 7:45 a.m. daily and sign in at the main office upon
arrival. All teachers are required to wear their ID badge each day. Teachers MUST stand in the corridor at
their doors from 7:50 a.m. until approximately 8:00 a.m. before the school day begins and during the
change of classes.
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Thursdays should be reserved for building meetings and professional development.
No teacher has an "off" period, rather a planning period a duty and or common planning period, at which
time the teacher is to remain at school. Approval must be obtained from the principal if an emergency
arises and a staff person has to leave the grounds during the school day.
Teachers whose duties require them to leave the school during the school day are to sign out and record in
the office their time of leaving, destination and return time. All requests to leave school during work
hours must be approved by a principal only.
The school day ends at 3:15 p.m. and it is expected that all full-time staff members will remain at school
until this time.
Itinerant teachers will report to the building in sufficient time to meet each class and to monitor transition
time for students (change of classes).
Student Activities
Extra-curricular activities accent and enrich student life. A variety of activities are available at John
Marshall: school newspaper, yearbook, student government, marching band, cheerleaders, choir,
forensics, drama and clubs focusing on service and special interest.
A wide range of interscholastic activities sanctioned by the Virginia High School League is offered.
Clearly, there are outlets available for each student's interest, abilities and needs. The activities work
toward developing citizenship, responsibility, cooperation and leadership. Finally, they help students to
develop satisfying leisure-time interests that can carry over to adult life.
The guidelines for extra-curricular activities and clubs are:
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The administration must give full support.
The sponsor must have an interest in the activity, some knowledge of it, and be responsible for it.
Time should be provided for activities after school. A sponsor must remain with students after
school to provide adequate supervision.
Activities can become extensions of classroom learning.
Any assessment fee should have prior approval of the administration.
Participation should be guided and encouraged.
Activities should be regularly evaluated, and students should share the responsibility for
evaluating as well as for selecting, organizing and executing activities.
Each organization should maintain accurate minutes and records.
All fund raising activities must have prior approval from the athletic director and the
administration.
An accurate inventory must be maintained of any and all items purchased for sale.
An adult sponsor must supervise all extra-curricular activities.
An activity building use form should be turned in to the appropriate secretary to be placed on the
school calendar.
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Textbooks
Textbooks will be provided through the individual departments to teachers and through teachers to
students. Classroom teachers will issue textbooks in a controlled manner, recording each book’s number,
year of use and current condition. Teachers will provide a copy of their list of issued texts to the textbook
coordinator. Periodically teachers will check their students’ textbooks.
Textbooks will be collected at the end of the year. Students who have not produced textbooks for return
will be documented to the administration.
Students who withdraw before year’s end must return their issued textbooks before they are cleared for
withdrawal by the guidance department.
Title IX Compliance
In accordance with federal laws, the laws of the Commonwealth of Virginia and the policies of the School
Board of the City of Richmond, the Richmond Public Schools does not discriminate on the basis of sex,
race, color, age, religion, disabilities or national origin in the provision of employment and services. The
Richmond Public Schools operates equal opportunity and affirmative action programs for students and
staff.
The Richmond Public Schools is an equal opportunity/affirmative action employer.
The Section 504 Coordinator is: Ms. Michelle Boyd, Richmond Public Schools, 301 North
Ninth Street, Richmond, Virginia 23219, (804) 780-7911.
The ADA Coordinator is located at, 2015 Seddon Way, 1st Floor, and Richmond, VA 232304117 (804) 780-6211.
The Title IX Officer is Mrs. Angela C. Lewis, Richmond Public Schools, 301 North Ninth
Street, Richmond, Virginia 23219, (804) 780-7716.
The United States Department of Education’s Office of Civil Rights may also be contacted at
P. O. Box 14620, Washington, DC 20044-4620, (202) 208-2545.
Visitors
Parents and patrons may wish to visit the school to see firsthand the instructional program in operation.
We ask that all visitors to stop in the school office first and sign in on Keep N Track System.
Education is a most serious enterprise and each instructional minute is precious! It may be that a visit will
need to be rescheduled due to some activity that must not be disturbed. However, we recognize the value
of a strong home-school partnership and want to keep parents well informed.
All visitors must secure an ID badge and wear it while in the building.
Weekly Calendar
Information for the calendar should be submitted by Thursday of the week prior to the event. Please
submit to the appropriate secretary.
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Xeroxing
For your convenience, there are copy machines located in the Teacher’s Lounge, Media Center and all for
core content area Department Heads classroom. These copiers are to be used only by authorized staff
with access codes. Students are prohibited from using the copy machines.
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