439 West 49th Street, 4th Floor
New York, NY 10019
Main Office Phone Number:
Fax Number:
Website: www.MatherHSNYC.org
This planner belongs to:
___________________________________
Stephen T. Mather Building Arts and Craftsmanship
High School Staff Handbook
2014-2015
Table of Contents
Part 1 – Our Philosophy
I. Mather Mission …………….…………………………………………….4
II. Mather Vision ……..…………………………………………………......4
III. Mather Core Values……………………………………………………...5
Part 2- School Information and Schedules
I. Table of Organization…………………………………………………….6
II. Getting to Know the Campus…………………………………………….7
A. Our Address………………………………………………………7
B. Staff Bathrooms……………………………………………………7
C. Shared Spaces (Cafeteria, Gym, etc.)……………………………...7
D. Staff Lounge / Kitchenette…………………………………………8
III. Bell Schedule………………………………………………………………8
IV. School Calendar 2014-2015…………………………………………......9-12
*Master Schedule and Floor Plan – See Forms and Templates Folder
Part 3- Pedagogy and Instruction
I. ABC’s of Instruction at Mather………………………………………….13
II. Pedagogy and Instructional Elements at Mather………………………...13
* See Forms and Templates Folder for Lesson/Unit templates
III. Academic Grading Policy………………………………………………13-27
A. Assessments…………………………………………………… 14-15
B. Grading Rubric…………………………………………………. 15-16
C. Late Work Policy………………………………………………….17
D. Homework……………………………………………………..17-18
E. Extra Credit………………………………………………………18
F. Progress reports………………………………………………….18
G. Final Course Grades/Report Card………………………………..18
H. Grade Conversion………………………………………………..19
I. JumpRope Student Grading / Information Portal………………...19
J. Career / Work-Readiness Grading Policy………………………20-23
K. Enrichment / Remediation (ER)……………………………………24
L. Testing Administration – State and City Assessments………….24-27
IV. Advance / Teacher Evaluations…………………………………………..27
1
Part 4 – School Culture
I. Staff Role in the Mather Climate…………………………………………..28-29
II. Mather School Culture Plan……………………………………………….30-38
III. Advisory (“Pack-Visory”)…………………………………………………..39-46
A. Social and Emotional Components of Advisory…………………….39-41
B. Advisory Scope and Sequence…………………………………….....41-43
C. Advisory Norms and Formats……………………………………....43-46
*Counseling Referral Form – See Forms and Templates Folder
Part 5- School Policies and Procedures
I. Summary of NYCDOE Policies & Regulations
and Specific School Policies
A. Policy Summary…………………………………………………..…46-48
B. Field Trips………………………………………………………..…49-50
*Sample Script and Permission Slip – See Mr. Mayer
C. Attendance and Punctuality …………………………………………………………….….50
D. Dress Code……………………………………………………….….50
E. Bulletin Board Policy…………………………………………………..51
Part 6- Business Policies at Mather
I. SIPP Purchasing……………………………………………………….……..52
II. Supply Purchasing………………………………………………………..…..52
III. Per Session………………………………………………………………..52-53
IV. Mailboxes…………………………………………………………….……...53
V. Technology……………………………………………………………..…...53
VI. Form Collection………………………………………………………….....53
VII. Photocopying………………………………………………………………..53
*All Business Forms – See Forms and Templates Folder
Part 7- School Safety and Positive Behavior Supports
I. Mather and Classroom Management……………………………………......54-55
II. Establishing Effective Rules and Procedures………………………………….55
III. Progressive Consequence Policy / PBS……………………………………...58-61
IV. Documenting Infractions………………………………………………….….61
*Behavior Incident Form, Intervention Form, Kid Talk Form – See Forms Folder
V. PBS Consequences / Interventions………………………………………….58-61
VI. PBS Ladder of Referral…………………………………………………….….62
VII. 10 Tools for PBS……………………………………………………………..63
VIII. Evacuation / Drill Procedures………………………………………………64-65
*General Response Protocol Sheet – Included in Safety Folders
2
Part 8- Mather Forms and Templates
▫ Mather High School Floor Plan
▫ Mather HS Master Schedule
▫ Lesson Plan Template
▫ Lesson Plan Checklist
▫ Mather Letterhead
▫ Unit Plan Checklist
▫ Counseling Referral Form
▫ Copy Request Form
▫ Laptop Cart Sign Out Form
▫ Staff Supply Order Form
▫ Request for Expenditure Forms
▫ Fax Template
▫ Memo Template
▫ Custodial Request Form
▫ Per Session Sheet
▫ PBS Academic and Behavior Incident Report
▫ PBS Student Behavior Intervention Log
▫ Kid Talk Action Plan Form
▫ General Response Protocol Sheet
Part 9- NYCDOE Evaluations, Regulations, Professional Development
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
List of Chancellor Regulations with Link
2014-2015 School Year Calendar
NYCDOE Discipline Code 2013
Internet Use Policy
Building Response Team Breakdown
DOE Safety Plan Regulations
Parent Guide Safety Plan
Safe Schools
General Response Protocol Summary
Four Domains of Danielson
Teacher-Eval-and-Dev-Policy-2013- 14
Tax Exemption Cert.
Sample Imprest Form
Advance Teacher Evaluation Information
NYCDOE Professional Development Workshop Materials
3
PART 1
OUR PHILOSOPHY
I. OUR MISSION
Stephen T. Mather Building Arts & Craftsmanship High School, through hands-on learning opportunities
and skills-training, prepares you for both college and career paths in the building and landscaping trades,
with emphases on high-quality craftsmanship, the specialized building arts and the practices of historic
preservation.
II. OUR VISION
Stephen T. Mather Building Arts & Craftsmanship High School (Mather HS) strives to redefine Career
and Technical Education (CTE) for the 21st Century. Through our unique partnership with the National
Park Service (NPS), and myriad of others, we are able to offer real, hands-on education in the building
and landscaping trades, with emphases on high-quality craftsmanship and the specialized building arts,
while also providing students with a solid college- and career-ready foundation integrated with the
trades and aligned with the Common Core Standards. In our model, students are not being asked to
choose one “track” over the other, but are instead, learning and preparing for both, opening more
doors and making them more competitive in the
labor force. Through the NPS partnership, students benefit from the expertise of NPS’ commitment to
preserving natural and cultural resources. The fields of preservation, conservation and restoration
require workers who understand the shared basic philosophy underlying these disciplines and the
necessary skills these professions entail. As a result, students receive a foundation in preservation
methodology, including thorough research, detailed documentation, insightful interpretation and
effective communication, all of which support the transition to college or to employment opportunities
associated with these trades. Equally important and happening concurrently, students work directly in
the trades of carpentry, masonry/plastering, decorative finishes or landscape management. By doing so,
students not only gain the introductory skills that could allow for immediate employment after high
school, but they also have an advantage over others who are seeking apprenticeships or positions in
order to further hone their skills in the building and landscaping trades, especially those targeting
preservation and historic restoration. Supporting our vision are our hands-on CTE courses, our
engaging hands-on core curriculum, the integration of the trades and historic preservation into ALL
content areas, as well as our approach to instruction which are all rooted in the school’s instructional
motto:
Past. Present. Future.
Explore it. Live it. Transform it.
Explore it. Students have the ability to explore and gain knowledge. They inquire about and research
topics; deconstruct physical objects and conceptual ideas to further their understanding; pose questions
that challenge common beliefs and norms and expose the fallacies or truths within; analyze issues from
multiple perspectives; investigate and dig deeply for meanings about why things are; and hypothesize
theories and seek explanations.
Student learning prepares them for postsecondary opportunities and is the foundation of the trades they
practice.
4
Live it. Students engage in a hands-on, interdisciplinary learning environment. They are exposed to and
develop career and technical skills in the building trades that include carpentry, masonry, plastering,
decorative finishes and landscape management. Working with craftsmen, artisans, teachers and archivists
students contextualize, build, construct, manipulate, shape, or forge. They actively distill information
from their explorations, connecting it to their lives and applying it to simulated and real-real world
projects and settings.
Transform it. Trained for careers and prepared for postsecondary study, students have the
understanding and technical skills that can positively shape and transform their lives, their community
and their nation. Students are able to make informed decisions and beneficial choices; fully consider
their surroundings, culture, and heritage so that they can protect them, preserve them, repair or
restore them; and they have the confidence to be stewards of the natural and built environments,
growing into their future while securing it for generations
III. MATHER HIGH SCHOOL CORE VALUES
I am action-oriented. I learn by doing.
I am a risk-taker. I make mistakes but I fix them.
I am aware. I know how I feel, and I am aware that others have feelings too.
I collaborate. I get more accomplished with a team than by myself.
I am responsible. I follow-through and keep my commitments.
JUST DO IT – Be action-oriented; learn by doing; build something; make something; experience things in
action; teach through doing; put your hands to the skill and your mind to the concept; take action;
contextualize; transform your future or the future of others; try and try again. Just do it.
TAKE RISKS – Think outside-of-the box; propose solutions when issues or problems arise; make
mistakes then recognize them and work (and work again) until they are better; have action plans; create
options; explore options; “go for it.” Take risks.
BE AWARE – Listen to others; see things from their perspective; ask when you aren’t sure; welcome
feedback; care about things; be conscientious; be honest; offer support; be in touch with your emotions;
communicate often, openly and positively. Be aware.
GET TOGETHER – Share with others; be a part of a team; bring your ideas to the table; leave your ego
or attitude at the door; be flexible; collaborate; communicate. Get together.
BE RESPONSIBLE – Own it; own up to it; admit it; follow-through; know where you fit in; contribute;
keep your commitments; maintain integrity. Be responsible
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PART 2
SCHOOL INFORMATION AND SCHEDULES
I. TABLE OF ORGANIZATION
2014-2015
General Phone: 212-399-3520
Fax: 212-245-4669
TEAM NAME
TITLE
EXT.
ROOM #
4103
4070
4072
4102
4071
4105
4104
4270
4025, 4250
410A
407
407
410
407
410
410
421
419
Administration/Staff
9
10
9/Adv.
10
9
Larry Gabbard
Christopher Mayer
Paul Kelly
Chad Hudson
Naomi Kroll
Lorraine Marshall
Christina Martini
Tom Rogers
Principal
Assistant Principal
Instructional Coach
Business Manager
NPS Liaison
Community Associate
Part-time Payroll Sec.
Social Worker
Guidance Counselor
Faculty
9
9 (Lead)
9
9
9
9
9
10
10
10
10
10
10
10
10
Jason Coletta
Hannah Jack
Arberesha Luzha
Harris Mintz
Seth Patner
Brian Pew
Luiggi Ramos
Jennie Anglim
Bilkis Banu
Thomas Broderick
Jessica Bruder
Alexander Harty
Lia Lynch
Orlando Quarless
Emily Williams
US History
ELA
Living Environment
Algebra
CTE/Historic Preservation
ICT Teacher
ICT Teacher
Global History
Para Professional
ICT Teacher
ICT Teacher
Geometry/Algebra
ELA
CTE /Architecture
Living Environment/Botany
4280
4230
4281
4060
4320
4281
4280
No Phone
No phone
4231
6120
No phone
4231
4400
6120
412
415
414
404
416
414
412
401
406
417
612
406
417
440
612
Debra Randorf
Teacher’s Lounge
Librarian
Kitchen
Gym
Custodial Department
IT Support
6460
4330
646
423
Basement
111
107
(Lead)
Tom Marshall
Kelvin
6
1110
1070
II. GETTING TO KNOW THE CAMPUS
A. Address
The official address of Mather High School is 439 West 49th street, 4th Floor, New York, New York
10019. Staff enter through the staff entrance located to the left of the main entrance of the campus and
may use the elevator or any of the stairwells to reach the 4th floor and Mather HS. Students will enter
through the main entrance of the campus. Students will then use stairwell A (1) to walk to the fourth
floor and the entrance of Mather High School.
B. Staff Bathrooms
A unisex staff bathroom is located next to the C stairwell on the 4th floor. There is also men’s and
women’s staff bathrooms located on floor 2 next to the auditorium.
C. Shared Spaces
•
•
•
•
•
•
•
Cafeteria – 1st Floor next to the main entrance opposite the security desk
Auditorium- 2nd Floor. Stairwell to the auditorium is located on the 1st floor to the left of the
main entrance
Gymnasium- Lower Level. Stairwell to the gym is located near the auditorium stairwell which is
on the 1st Floor to the left of the main entrance
Library- 6th Floor in room 646
Science Labs –6th Floor in rooms 601 and 602
Fitness Center- 6th Floor in room 640
Nurse’s Office- 6th Floor in room 625
*For a full floor plan of Mather High School, please refer to the “Documents and Forms” folder.
D. Staff Lounge / Kitchenette
A staff lounge and kitchenette is located in room 423. The lounge has a refrigerator, microwave, coffee
maker, and tables for eating. The area is for staff to eat their meals or have a little privacy away from
their respective rooms / offices. Therefore, no students are allowed in the staff lounge area for any
reason. If you keep lunch or snacks in the fridge, please only keep what you are eating that day. There
are many people using the fridge so storing only what you are eating for the day will allow for space for
everyone and will ensure the refrigerator stays clean. In addition, if using the microwave please make
sure you clean it out if any of your food splatters onto the interior of the microwave. Finally, please
clean up after yourself after eating or using the staff lounge. If we all follow these basic rules we will have
a nice, clean, healthy lounge to eat and take a brief break.
7
III. BELL SCHEDULE
FALL 2014
BLOCK 4
BLOCK 3
BLOCK 2
BLOCK 1
Monday, Tuesday, Thursday, Friday Schedule
M, T, R, F
BEGINS
ENDS
0*
8:25am
9:05
Check-In
8:55**
9:05
1
2
3
4
5
6
LUNCH
7
8
ADVISORY
PM Activities
9:08
9:56
10:44
11:32
12:20
1:08
1:56
2:44
3:30
9:54
10:42
11:30
12:18pm
1:06
1:54
2:42
3:20
4:30
* 0 Period refers to the enrichment/reinforcement period prior to 1st Period. 0 period is for students missing
work, who are failing or have failed a course, who have consistent attendance issues or who are scheduled in gym,
small group instruction or enrichment classes.
**Students must be in the building by 8:55am and in their seats no later than 9:07am. Class begins at 9:08am
SHARP.
8
Wednesday Schedule
W
Check-In
1
2
3
4
5
LUNCH
ROTC/GYM
CS* Period
BEGINS
8:55am
9:08
9:56
10:44
11:32
12:20
1:08
1:54
1:54
ENDS
9:05
9:54
10:42
11:30
12:18pm
1:06
1:54
2:42
3:28
* Students have the opportunity to complete their requirement of 100 hours of Community Service during CS
period. To be on track students should complete at least 25 hours per year.
IV. MATHER HS 2014-2015 SCHOOL YEAR CALENDAR
2014
August
18-19
Monday – Tuesday
All Staff Summer Professional Development Days, 9-4pm –
Tenement Museum
August
19
Tuesday
All Staff Dinner & Professional Development “Tastings at the
Tenement” 5-7pm
August
20-21
Wednesday – Thursday
New Staff Only Continues Professional Development Days –
Tenement Museum
August
25-27
Monday - Wednesday
Freshmen “Kickoff” – Monday, 9-4:00pm at Mather;
Tuesday Depart 8:00am – Wednesday Overnight to
Ramapo Return 4:00pm
1
Monday
Labor Day – SCHOOL CLOSED
2-3
Tuesday – Wednesday
All Staff Report/Set-Up & Professional Development Days
4
Thursday
September
24
Wednesday
“Join the Pack” Assembly – During Advisory
September
25-26
Thursday – Friday
Rosh Hashanah – SCHOOL CLOSED
September –
October
9/2910/3
Monday – Friday
Tentative Student Council Election Week
October
2
Thursday
October
4&5
Saturday & Sunday
September
September
September
SCHOOL BEGINS FOR ALL STUDENTS (9:00AM
start time)
Mather HS Welcome Back Night for Parents/Families (6:00
– 7:00PM)
Tentative Recruitment Fair: City-Wide High School Fair for
Middle School Students 10-3:00pm, Brooklyn Tech HS, 29
Fort Greene Place, Brooklyn
(We will need parent and student volunteers for this event)
October
7
Tuesday
October
13
Monday
Mather Middle School Info Session #1, 6-7:30pm (Student
Volunteers needed)
Columbus Day – SCHOOL CLOSED
9
October
15
Wednesday
October
16
Thursday
October
18
Saturday
October
21, 22
Tuesday, 1:30-3:30pm &
Wednesday, 5:30-8pm
10/27 –
11/10
Monday – Saturday
October
27-31
Monday – Friday
PSAT – ALL 10th Graders
Mather Middle School Info Session #2, 6-7:30pm (Student
Volunteers needed)
Mather Middle School Info Session #3, 1-2:30pm (Student
Volunteers needed)
Fall Student-Led Conferences by 20 Minute
Appointment with Advisor; All students must make an
appointment with parent or guardian
Tuesday, 10/21 1:30-3:30pm; Wednesday, 10/22 5:308:00pm
Academic Overtime Program I, 3:30-5:30pm
Saturdays 9-3:00pm (At a job, when employees do not
meet deadlines, or fall behind in their work, or are not
performing to their best, they work overtime…)
Mather “Fall-o-ween” – Assembly on Halloween
October
28
Tuesday
Fall Perfect Attendance & Exemplary Advisee Reward Trip
November
1-26
All Month
November
1&2
Saturday & Sunday
Advisory Attendance Challenge
Tentative Recruitment Fair: Manhattan High School Fair for
Middle School Students 10-3:00pm, MLK Campus, 66th and
West End Ave
October –
November
(We will need parent and student volunteers for this event)
Election Day – NO STUDENTS, Staff Professional
Development Day
Mather Middle School Info Session #4, 6-7:30pm (Student
Volunteers needed)
1st 9-Weeks Perfect Attendance Breakfast
Mather Middle School Info Session #5, 1-2:30pm (Student
Volunteers needed)
Veteran’s Day – SCHOOL CLOSED
Mather Middle School Info Session #6, 6-7:30pm (Student
Volunteers needed)
Open School Week – Welcome Parents and Families
“Mather Gather” – A Potluck School-wide Pre-Thanksgiving
Celebration
(Parent
November
4
Tuesday
November
5
Wednesday
November
7
Friday
November
8
Saturday
November
11
Tuesday
November
17
Monday
November
17-21
Monday – Friday
November
26
Wednesday
November
27-28
Thursday – Friday
Thanksgiving Recess – SCHOOL CLOSED
December
1-23
All Month
2
Tuesday
24-2
Wednesday though the
following Friday
“Heart of the Mather” Month
Middle School Applications Due – Tell great 8th graders that you
know to come to Mather HS!
Winter Recess – SCHOOL CLOSED – Happy Holidays &
Happy New Year
Volunteers needed)
December
December –
January
2015
January
5
Monday
EVERYONE Returns to School!
January
1-31
All Month
January
5-16
Monday – Saturday
January
TDB
TBD
“Mather Core Value” Challenge
Academic Overtime Program II, 3:30-5:30pm
Saturdays 9-3:00pm
Photo Day – Say Cheese!
January
19
Monday
January
22
Thursday
Martin Luther King, Jr. Day – SCHOOL CLOSED
Winter Perfect Attendance & Exemplary Advisee Reward
Trip
10
February
2
Monday
January Regents Week
9:00am – Living Environment Regents – All 10th Graders
1:00pm – Algebra Regents – All 10th Graders
1:00pm – Integrated Algebra Regents – All 10th Graders
9:00am – US Hist Regents – Only 10th Graders
Missing/Making Up Exam
Semester 1 Ends – NO STUDENTS – High School Scoring
Day
Staff Professional Development Day, NO STUDENTS
February
3
Tuesday
Semester II Begins – STUDENTS RETURN
February
1-28
All Month
“Mather Acts of Kindness”/Respect for All Month
February
6
Friday
February
13
Thursday
February
16-20
Monday – Friday
2nd 9-Weeks Perfect Attendance Breakfast
Semester I Honor Roll Luncheon (Honor Roll Students,
their Parents & Staff)
Midwinter Recess – SCHOOL CLOSED
February
23
Monday
EVERYONE Returns to School!
March
16-20
Monday – Friday
March
26 & 27
Thursday & Friday
April
1-30
All Month
Mather Spirit Week – 1st Annual
Spring Student-Led Conferences by 20 Minute Appointment
with Advisor
All students must make an appointment with parent or
guardian
Thursday, 5:30 – 8:00pm & Friday 1:30 – 3:30pm
“Mather Diversity & Culture” Month
April
3-10
Friday through the
following Friday
Spring Break – SCHOOL CLOSED
April
13
Monday
EVERYONE Returns to School!
April
22
Wednesday
Administrative Professionals’ Day
April
22
Wednesday
May
1-29
All Month
May
4-8
Monday – Friday
May
4-15
Monday – Friday +
Saturday, May 9
“Mather Parent Party” Night, 6-7:30pm
“Who’s There?” – Mather Grade-Level Attendance
Challenge
Teacher/Staff Appreciation Week (Appreciation Breakfast,
Tuesday, May 5)
Academic Overtime Program III, 3:40-5:40pm
Saturday 9-3:00pm
May
25
Monday
Memorial Day – SCHOOL CLOSED
June
2
Tuesday
1:00pm – Geometry Regents – 10th Graders
June
4
Thursday
NO STUDENTS, Staff Professional Development Day
June
9
Tuesday
Freshmen Orientation for the Class of 2018, 6-7:30pm
June
12
Friday
Mather Advisory Trips
June
15
Monday
Mather “Move-Up” Celebration & Picnic
June
16-24
Tuesday – Thursday
June
16
Tuesday
June
17
Wednesday
June
19
Friday
Regents Week & Portfolio/Project Exhibition
9:00am – Regents – US History – 9th Graders (+ Any 10th
Missing Exam)
1:00pm – Living Environment – 9th Graders (+ Any 10th
Missing Exam)
1:00pm – Algebra Regents – 9th Graders (+ Any 10th Missing
Exam)
1:00pm – Geometry Regents – 10th Graders
January
26-30
Monday – Thursday
January
26
Monday
January
27
Tuesday
January
28
Wednesday
January
30
Friday
11
June
25
Thursday
June
26
Friday
29-30
Monday – Tuesday
June
June –
August
Monday – Thursday
NO STUDENTS – High School Scoring Day
LAST DAY OF SCHOOL! All Students & Staff in
Attendance
Everyone except classroom teachers & students in
attendance
Tentative Summer School, 8:00 – 1:30pm, Monday –
Thursday
PLAN ACCORDINGLY!
FOUR (4) SIX-WEEK PROGRESS REPORT PERIODS &
TWO (2) SEMESTER REPORT CARD GRADING PERIODS
PROGRESS REPORT (PR)/
GRADES UPDATED/
PERIOD ENDS
REPORT CARD (RC)
REPORTED
SEMESTER I
6-Week PR I
October 17 (Day 30)
October 21 (Day 32)
6-Week PR II
November 25 (Day 56)
December 1 (Day 58)
Last 6 Weeks of Semester
January 23 (Day 88)
RC I – Official/Transcript
February 2 (Day 94)
February 3 (Day 95)
SEMESTER 1I
6-Week PR IV
March 20 (Day 29)
March 26 (Day 33)
6-Week PR V
May 8 (Day 58)
May 11 (Day 59)
Last 6 Weeks of Semester
June 15 (Day 83)
RC II – Official/Transcript
June 25 (Day 91)
June 26 (Day 92)
All students, parents and guardians are responsible for reviewing all the protocols, rules and procedures
outlined in this handbook, and by attending Mather HS agree to those outlined herein. Adherence to
our policies and DOE regulations is an integral component to a student’s continued matriculation at
Mather High School.
12
PART 3
PEDAGOGY AND INSTRUCTION
I. ABC’S OF INSTRUCTION AT MATHER HIGH SCHOOL
A. Standards-Based Grading

Students are assessed on their mastery of standards in each content area

Summative and formative assessments are purposely designed to measure student
mastery of standards
B. Project-based/Hands-on Learning

Standard mastery is assessed through engaging projects and hands-on experiences in the
classroom
C. Curriculum Planning is guided by the Common Core Learning Standards (CCLS)

Think of the CCLS as the destination and your content as the vehicle that gets you there
II. PEDAGOGY AND INSTRUCTIONAL ELEMENTS AT MATHER HIGH SCHOOL
1. Creative and Passionate Approach to Pedagogy
2. Hands-on Learning / Problem Based Learning
3. Varying forms of Formative and Summative Assessments
4. Aligned with Common Core Learning Standards
5. Lessons are Differentiated to Address the Needs of All Learners
6. Align Lessons with Trades and Historic Preservation when Appropriate
7. Prepares Students for State Regents Exams when Appropriate
8. Standards Based Grading / Consistent Use of Rubrics
9. Constant Learning and Development by All Staff Members
10. Use of the Inquiry Cycle to Continuously Improve Instruction
11. Planning Units and Lessons using UBD (Understanding by Design)
Explore, Live, Transform!
III. ACADEMIC GRADING POLICY
At Mather High School, it is every pedagogue’s goal and responsibility to help students prepare for
college and career. While students must attain basic literacy and numeracy, they must also attain
essential skills which include critical thinking, problem solving, research, interpretation, reasoning,
accuracy and interpersonal skills.
13
At Mather HS, we provide grades to:
1. Document progress of students and our teaching,
2. Provide feedback to students and their parents, and
3. Make instructional decisions.
Grades are valuable instructional tools that allow students and parents/guardians to identify the
student’s areas of strength and areas needing improvement, and they should represent and convey an
accurate evaluation of how well students have achieved proficiency on academic standards. Grades
are not about what students earn; they are about what students learn.
Grades should be based on impartial, consistent observation of the quality of student work and student
mastery of course content and academic standards. Students should have multiple opportunities to
demonstrate this mastery through a variety of channels such as unit problem-based assessments, class
activities, homework, quizzes, essays, labs, projects, and portfolios. Behavior, effort, and attendance are
evaluated and reported separately from the student’s academic grade.
A. Assessments
A student’s grade will be based on a combination of standards-based formative and summative
assessments. In general, summative assessments are larger and more involved so may have several
standards attached to them.
Types of Summative & Formative Assessments
Summative Assessments
Formative Assessments
Large Projects/Problem-Based Unit Assessments 
Standards-Based Assessments  Final Draft Essays 
Lab Reports  Mastery Assessments  Summative
Presentations  Demonstrations of Proficiency (such
as on CTE skills)  Portfolios  Regents Exams
Checks-for-Understanding  Observations 
Questioning  Standards Based Informal Quizzes 
Small Projects (Formative)  Drafts  Re-writes  Redo assignments  Homework  Practice  Classwork
 Class Activities  Warm-Ups/Do Nows 
Discussion  Exit/Admit Slips  Learning/Response
Logs  Peer/Self Assessments  Kinesthetic
Assessments  Constructive Quizzes  Think Pair
Share
At Mather HS, we aim to balance both summative and formative classroom assessment practices and
information gathering about student learning. Assessment is information. The more information we
have about students, the clearer the picture we have about achievement or where gaps may occur.
Formative Assessment is part of the instructional process. When incorporated into classroom practice, it
provides the information needed to adjust teaching and learning while they are happening, at a point
when timely adjustments can be made. Formative assessment is student practice, student involvement,
and teachers providing descriptive feedback. Research shows student involvement and ownership of
their work increases students’ motivation to learn. Also, descriptive feedback can be the most significant
instructional strategy to move students forward in their learning. Descriptive feedback provides students
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with an understanding of what they are doing well, links to classroom learning, and gives specific input
on how to reach the next step in the learning progression.
Summative Assessments are given periodically to determine at a particular point in time what students know
and do not know, help evaluate the effectiveness of programs, school improvement goals, alignment of
curriculum, or student placement in specific programs. Summative assessment at the classroom level is
an accountability measure for progress. The key is to think of summative assessment as a means to
gauge, at a particular point in time, student learning relative to content standards.
B. Grading Rubric
Mather HS students will earn grades on a 4-point scale. Each graded assignment will align with the
Common Core Learning Standards (CCLS). A single piece of student work can target one to two key
standards, several standards or it may take numerous pieces of work to target and meet a single
standard. Rubrics will outline the specific performance expectations in each assignment. Course required
assessments/projects will be set by the teacher aligned to the CCLS for the content area and targeted
essential skills. The course standards, essential skills, required projects, and syllabus will be provided to
the students and parents at the beginning of the course. Rubrics will also be made available for the
assignments. Students must complete all course requirements and have scored above a high 1 (65%) by
the end of the semester to receive credit for a course.
This chart outlines the individual assignment grades that will be recorded in JumpRope, our online grading system:
Grade
Meaning
4
Advanced
3
Proficient (Meets Grade Level Standards)
2
Emerging
1
Beginning
NG
No Evidence of Learning
4-Advanced
Students achieving at the advanced level demonstrate the highest academic performance. Advanced
work indicates an in-depth understanding or exemplary display of the skills included in the CCLS.
These students:
 Demonstrate in-depth understanding of complex concepts, texts and skills
 Make abstract, insightful, complex connections among ideas beyond the obvious
 Provide extensive evidence to support arguments, inferences and justification of solutions
 Demonstrate the ability to apply knowledge and skills effectively and independently by applying
efficient, sophisticated strategies to solve complex problems
 Communicate effectively and thoroughly, with sophistication
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3-Proficient
Students achieving at the proficient level demonstrate satisfactory academic performance. Proficient
work indicates solid understanding or display of the skills included in the CCLS. This is acceptable gradelevel performance.
These students:
 Demonstrate a working understanding of complex concepts, texts and skills
 Extend their understandings by making meaningful, multiple connections among important ideas or
concepts
 Provide evidence to support arguments, inferences and justification of solutions
 Apply concepts and skills to solve problems using appropriate strategies
 Communicate effectively
2-Emerging
Students achieving at the emerging level demonstrate up and coming academic performance. Emerging
students indicate a partial understanding or display of the skills included in the CCLS. Students at this
level are approaching acceptable performance but need additional instructional opportunities to achieve
proficiency.
These students:
 Demonstrate partial understanding of basic concepts and skills
 Make basic connections among ideas
 Provide limited supporting evidence for arguments, inferences and solutions, relying often on
opinion
 Apply concepts and skills to routine problem-solving situations
 Communicate moderately effectively
1-Beginning
Students that are achieving at the beginning level demonstrate a clear need for additional instructional
opportunities to show learning. Students achieving at the beginning level indicate little or no
understanding or display of the skills included in the CCLS.
These students:
 Demonstrate little understanding of the concepts and skills
 Occasionally make obvious connections among ideas
 Providing minimal evidence or support for arguments, inferences and solutions
 Have difficulty applying basic knowledge and skills
 Communicate in an ineffective manner
NG-No Evidence of Learning
Students who are showing no evidence of learning demonstrate a clear need for additional instructional
opportunities and learning interventions after being offered numerous opportunities to learn. An NG is
also assigned for assignments which are not attempted or completed.
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C. Late Work Policy
Late work at college and in the workforce is unacceptable. Therefore, we expect Mather HS students
to learn to manage their time in a way that enables them to finish and turn in work on time.
HOWEVER, zeros are not an option, which means that the students are still accountable for the work
assigned, so they will need to complete the assignments through various interventions: after school,
Saturdays, before school, during lunch, during 2-week long “In-Year Institutes,” or Summer School.
At Mather, we do not dock academic grades for turning work in late. You could consider, instead,
separating the grading for a summative assessment into three components: academic content, work
habits (see Career/Work-Readiness Grading Policy), and the final product. For formative assessments, it
could be divided into two components: academic content and work habits.
If all of the interventions have been exhausted, and no effort has been made to complete the
assignments, late work will not be accepted. An NG and no credit will be given for the course.
A student makes an “effort” to complete the work by:
 Coming prepared to class
 Completion of the assignments
 Quality use of class time
 Asking for help from the teacher, both in and outside of class
 Showing evidence of attempting and/or completing work/homework
 Showing a positive attitude toward the work
D. Homework
Homework is a school related assignment which requires time and effort outside the regular classroom.
Homework shall be meaningful and have purpose aligned to core curriculum and content standards.
Homework shall be prescriptive and differentiated to meet the needs of teachers’ diverse student
populations. Assignments may vary upon subject, but need to be designed so students may do one or
more of the following:
 Practice and reinforce fundamental skills to meet course objectives.
 Aid in processing needed information to demonstrate mastery.
 Provide an opportunity to increase their learning ability through independent experiences
with resources found outside of a classroom setting.
 Develop regular study habits, responsibility, and self-discipline, which are needed skills to
budget their time effectively and work independently.
 Engage in shared learning experiences with family.
 Enhance concepts taught in class and may reinforce real world applications.
Students do not always recognize which of these purposes a homework assignment may address. In
order to increase the effectiveness of homework, it is important to clearly articulate the purpose and
desired outcome of the assignment. Students should be able to complete assignments independently.
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Homework Completion
Homework completion is a work-habit. Points, full credit, partial credit, or no credit assigned to
completion is reflected in the student’s work-ready grade, not part of the academic calculation.
Grading of Homework
Homework that is graded is counted among the formative measures at no more than 5% of the overall
grade. Grading varies upon specific assignments. For example, some assignments may receive: a rubric
score; letter grade; points; or percent score. Dependent upon the homework assignment students may
receive one or more of the following forms of feedback in a timely manner:
 Direct instructional feedback when completed work is reviewed in class.
 Graded work returned with relevant and meaningful written comments.
 Peer evaluations with clearly outlined objectives.
Students are accountable for homework that is to be graded, therefore students will be allowed to turn
in late homework.
E. Extra Credit
Students are not able to raise their grade by doing extra credit work, since that treats grades as a
commodity to be earned, irrespective of learning. However, students who score below proficiency on a
summative assessment, and some significant formative assessments, should receive additional help and
then retake the assessments in order to raise their initial score. Assessments should be retaken within a
reasonable amount of time to be determined by the teacher.
F. Progress Reports
Students and parents will receive progress reports four times per year on students’ completion of
course requirements and level of proficiency on the instructional standards for the course. Students will
also take an interim assessment nine weeks into the semester to assess proficiency on course standards;
teachers will analyze these assessments and create individualized re-teaching plans for groups of
students. Re-teaching plans will specify how the teacher will re-teach any standard that has already been
taught and that the student(s) demonstrate(s) a lack of proficiency in. Students will take a final
assessment at the end of the course and be required to compile their portfolio on their work in the
course.
G. Final Course Grades/Report Card
A student's final grade will be calculated as an average of all summative assignments grades and
assessments including classwork, homework and projects. Students will receive a standards based
report card four times a year, at the end of each marking period and at the end of each semester.
Please be aware that averaging is a limited view of what students are able or not able to do. A student
may, for example, have 4s on six standards and have 1s on two standards. The student's "average" tells
us the student has a 3.25. This 3.25, however, does not paint a clear picture that the student is really
struggling on two standards and really excelling on six of them. Averages do not tell us the whole story,
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but they are unavoidable. A student's GPA will be determined by averaging the final course grades from
each class.
H. Grade Conversion
Final report card grades will be converted into Final Percentage Grades for reporting on STARS and for
transcripts.
Conversion chart:
Final Grade
Percentage
Traditional
Letter
Grade
College
Application
GPA
93-100%
A
4.00
90-92%
A-
3.70
87-89%
B+
3.30
84-86%
B
3.00
80-83%
B-
2.70
77-79%
C+
2.40
74-76%
C
2.00
70-73%
C-
1.70
68-69%
D+
1.30
65-67%
D
1.00
61-64%*
D-
D-
<60%
F
0.00
Equivalent Mastery Level
Achieved
4 - Advanced
3 - Proficient
2 - Emerging
1 - Beginning
NG - No Evidence of Learning
*We do not record grades as a 61-64% on final report cards. A 63 and 64 are rounded to a 65% and a 61 and 62
are rounded to a 60%. Anything below a 60 is an F and is recorded as 55 on the transcript.
A final course grade of NG or 55 earns no credit for the course. Lost credits may be retrieved through
summer school or other available programs.
I. JumpRope Student Grading / Information Portal (www.jumpro.pe)
We use an online standards-based grading service so that parents and students can get accurate and
updated progress reports. JumpRope is the tool we use to communicate with parents, students, and
each other regarding student progress. Use JumpRope to input and monitor student grades, attendance,
work habits, and core values. Students will use JumpRope to monitor their progress so they will be able
to articulate their strengths and areas in need of improvement during their student-led conferences.
*Please see Mr. Mayer with any questions or concerns regarding the JumpRope system.
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J. Career / Work-Readiness Grading Policy
At Mather HS, we will give separate grades for nonacademic factors or work habits (e.g., turning in
assignments on time, completing homework, participation, behavior, responsibility, and attitudes)
instead of combining these factors with academic grades. Students will earn the separate grade for the
nonacademic skills that correlate to “Career/Work-Readiness.” These skills are increasingly seen as
valuable to employers, college admissions officials and scholarship award committees. Mather HS focuses
on five over-arching work-ready skills: action-oriented, risk-taking, conscientiousness, collaboration and
responsibility. We will assess these areas in an effort to better prepare students for higher education,
employment and society in general.
Valued employees and successful college students are expected to:
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Keep track of their assignments and activities (in a planner or calendar)
Work ahead of schedule and time-manage
Turn in work on time
Follow directions
Correct mistakes
Take care in their work
Follow-through on commitments and work
Work well with others
Listen
Participate and contribute
Be socially aware
Show up
Be on time
Be prepared with the right tools, clothing and materials
Dress professionally
Teachers evaluate each student in each class, often on individual assignments or unit projects as well, on
each of the five work-ready skills areas, using a shared rubric (See Rubric at end of policy) that outlines
expectations. Students receive quarterly measures of their progress on developing these skills along
with their academic grades on their report cards. The measures range from 1 to 4, with the highest level
being 4. The measures are discussed along with academic grades at Student-Led Conferences, a series of
individualized discussions involving a student, his or her parents and an advisor focused on discussing
progress toward academic and non-academic goals, and for developing plans of action for subsequent
years at Mather and for post-high school planning.
The non-academic work-ready measures do not appear on official transcripts. However, progress and
performance in these skills directly correlate to students’ ability to be matched with quality internships
and job-shadows, be afforded privileges, priority preferences for trips, and to receive recommendations
from the staff and school for college applications, potential employers, recruiters and admissions
counselors or scholarship award committees.
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Solutions-seeker
Active-participant
Proactive
Team-player
Communicator
Listener
COLLABORATION
Curious
ACTION-ORIENTED
Career/Work-Ready Grading Rubric
4
Exceeds
Expectations
3
Meets
Expectations
2
Emerging
Expectations
1
Below
Expectations
4
Exceeds
Expectations
3
Meets
Expectations
2
Emerging
Expectations
 Initiates curiosity and interest in learning
 Actively uses a planner to manage time, works ahead of schedule to
meet deadlines
 Independently and actively engages in learning activities
 Always problem-solves and seeks assistance as necessary
 Demonstrates curiosity and interest in learning
 Often uses a planner to manage time, works on schedule to meet
deadlines
 Engages in learning activities
 Usually problem-solves and seeks assistance as necessary
 Occasionally demonstrates curiosity and interest in learning
 Sometimes uses a planner to manage time, and sometimes works on
schedule to meet deadlines, sometimes procrastinates
 Sometimes engages in learning activities
 Shows growth in problem-solving and seeks assistance
 Seldom demonstrates curiosity in learning activities
 Seldom uses a planner to manage time, and rarely completes work on
schedule, tends to procrastinate
 Rarely engages in learning activities
 Rarely solves problems or seeks help
 Acts as a leader or exemplary team member, accepting and fulfilling roles
to the best of ability
 Consistently provides thoughtful ideas in groups
 Consistently listens to, values and encourages all members of teams or
peer groups
 Consistently communicates with peers in a respectable, clear, effective
manner
 A strong team member, accepting and fulfilling roles with little prodding
 Provides thoughtful ideas in groups
 Listens to, values and encourages most members of teams or peer
groups
 Communicates with peers in a respectable, clear, effective manner
 Participates minimally, is reluctant to take a role, and fulfills tasks after
continual prompting
 Sometimes provides thoughtful ideas in groups
 Sometimes listens to, values and encourages members of teams and peer
groups
 Sometimes communicates with peers in a respectable, clear, effective
manner
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4
Exceeds
Expectations
3
Meets
Expectations
2
Emerging
Expectations
1
Below
Expectations
3
Exceeds
Expectations
Respectful
4
Sincere
Open-Minded
Below
Expectations
Socially intelligent
Resilient Determined
Out-of the-box thinker
Detail-oriented Observant
Empathetic
Persistent
RISK-TAKERS
CONSCIENTIOUS/AWARE
1
Meets
Expectations
 Rarely participates in team activities, leaving tasks uncompleted or lets
others complete the work
 Rarely provides thoughtful ideas in groups
 Rarely listens to, values and encourages members of teams or peer
groups
 Rarely communicates with peers in a respectable, clear or effective
manner
 Consistently perseveres in spite of difficulties
 Consistently displays a positive attitude
 Always demonstrates resourcefulness in approaching challenges
 Always sees mistakes as opportunities to improve, and works to correct
them
 Independently seeks and applies feedback to improve learning
 Demonstrates perseverance in spite of difficulties
 Displays a positive attitude
 Demonstrates resourcefulness in approaching challenges
 Sees mistakes as opportunities to improve, and usually works to correct
them
 Seeks and applies feedback to improve learning with limited reminding
 Occasionally perseveres in spite of difficulties
 Shows improvement in displaying a positive attitude
 Sometimes demonstrates resourcefulness in approaching challenges
 Sometimes sees mistakes as opportunities to improve, and sometimes
works to correct them
 Seeks and applies feedback to improve learning with frequent reminding
 Lacks perseverance
 Rarely seeks alternate resources to approach challenges
 Rarely recognizes mistakes, and is reluctant to improve or work to
correct them
 Rarely seeks and applies feedback to improve learning
 Consistently pays attention to detail; exerts great care in work and
interactions
 Consistently notices situations and makes appropriate decisions
 Consistently sees others’ perspectives; respects differences/differing
points-of-view
 Consistently aware of others emotions, careful to not purposefully hurt
others feelings
 Consistently embraces diversity and refrains from making snap judgments
 Pays attention to detail; exerts care in work and interactions
 Notices situations, and mostly makes appropriate decisions
 Sees others’ perspectives, respects differences/differing points-of-view
 Is aware of others emotions and tries not to purposefully hurt others
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2
Emerging
Expectations
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1
Below
Expectations
Exceeds
Expectations
3
Meets
Expectations
2
Emerging
Expectations
Trustworthy
Fair
Timely
Follow-through
RESPONSIBLE
Honest
4
1
Below
Expectations
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feelings
Embraces diversity and mostly refrains from making snap judgments
Pays some attention to detail; occasionally takes care in work and
interactions
Sometimes notices things, people and situations, and sometimes makes
appropriate decisions
Sometimes sees others’ perspectives, respects differences/differing
points-of-view
Sometimes aware of others emotions; occasionally intentionally hurts
feelings
Sometimes welcomes diversity and occasionally makes snap judgments
Pays little attention to detail and is careless in work and interactions
Rarely notices things, people and situations and makes poor decisions
Rarely sees others’ perspectives, dismisses differences/differing points-ofview
Is rarely aware of others emotions and often intentionally hurts feelings
Rarely welcomes diversity and often makes snap judgments
Always follows class rules and procedures
Always punctual and prepared
Consistently understands what is just and fair and acts accordingly
Always focused and on task
Consistently reliable and always strives to reach full potential
Spends extra time to ensure tasks are well done and meets deadlines
Follows class rules and procedures with limited reminding
Mostly punctual and prepared
Understands what is just and fair and usually acts accordingly
Mostly stays focused and on task
Reliable and strives to meet potential
Completes tasks and meets deadlines
Follows class rules and procedures with frequent reminding
Occasionally late and unprepared
Sometimes understands what is just and fair and occasionally acts
accordingly
Sometimes stays focused and on task
Sometimes reliable, occasionally strives to meet potential
Inconsistent with task completion and often misses deadlines
Rarely follows class rules and procedures
Often late and often unprepared
Disregards what is just and fair and acts accordingly
Rarely focused or on task
Rarely reliable, does not try to work to potential, lets others do the
work / does not complete work
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K. ER-Periods (Enrichment or Reinforcement Periods)
Within the schedule, students will be programmed into planned, small-group instruction periods that are
either for enrichment or reinforcement of the school’s curricular activities. For students who are
succeeding at or exceeding standards, ER periods will be in the form of electives that further an area of
study, advanced courses, or independent study projects. Enrichment activities can also include
internships, apprenticeships, work-based learning and experiences related to the CTE curriculum. These
will be offered in conjunction with outside partners in addition to onsite qualified staff. For students who
need additional support, ER periods will target deficits and gaps in particular subject areas, allowing
students to receive supplementary instruction that can bolster skills. All ER periods can be shifted.
ER Periods can be used to…
•
Tutoring
•
Teaching organization and study habits
•
Grade conferencing
•
Teaching Hochman literacy skills
•
Using the Library or Computer Lab
•
Preparing for Regents exams
L. Testing Administration – State and City Assessments
Procedures / Protocol: These procedures must be adhered to and are taken from the NYCDOE High
School Test Administration Handbook.
Preparing for the Exam
 Make sure you have enough desks/tables and chairs for testing.
 Students must not have any materials at their desk. If they arrive with bags or coats, these
should be left in students’ lockers or they should be deposited at the front of the room. No
exceptions.
 Arrange desks/seats in a way to minimize distractions, to allow free movement for the
proctors around the room and to promote honesty/integrity for the test takers.
 As proctor, you are responsible for picking up the exams and materials in the office before
9:00 AM and for returning all materials to the office (B33). The first proctor listed picks up
materials. The second proctor returns them.
 Check to make sure you have the correct number of exams. Report any shortages or
missing materials to the testing administrator.
 Be sure that any signs, charts or materials that could be “aids” to the students are covered
or put away.
 Post “TESTING / DO NOT DISTURB” signs outside testing room door.
 All proctors will receive a copy of the Regents Proctoring Checklist. The checklist must be
carefully read and adhered to and signed by the proctor(s).
 Scrap paper must be provided to each student. Make sure to have extra pens / pencils to
distribute if needed.
POST THE FOLLOWING INFORMATION ON THE BOARD:
 NAME of REGENTS EXAM
 TODAY’S DATE
 START TIME: ________________
 STOP TIME: _________________
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
TIME REMAINING: ___________ (Update periodically throughout exam, apx. every 30
minutes)
THIS MUST BE READ TO THE STUDENTS BEFORE THE TEST:
At the beginning of each test administration, proctors must read the following to all students:
“You cannot have any communication devices, including a cell phone, with you during this exam or
during any breaks (such as a restroom visit). Such devices include, but are not limited to:
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Cell phones BlackBerry devices and other PDAs
iPods and MP3 players iPads, tablets, and other eReaders
Laptops, notebooks, or any other personal computing devices
Cameras or other photographic equipment
Headphones, headsets, or in-ear headphones such as earbuds
Any device capable of recording audio, photographic or video content, or capable of
viewing or playing back such content
If you brought any of these items to the building today, and have not already stored it in your locker or
turned it over to me, a test proctor or school official, you must give it to me now. You may not keep
your cell phone or any of these items with you, or near you, including in your pockets, backpack, desk,
etc. If you keep a cell phone or any of these items with you, your exam will be invalidated and you will
get no score. Is there anyone who needs to give me any of these items now?[Proctor: repeat list of
devices]. This is your last opportunity to do so before the test begins.”
WHEN STUDENTS ENTER THE ROOM:
 Check IDs and Regents invitations against rosters to ensure that the proper student is
taking the exam.
 Ensure that each student receives the proper answer document (students receive page 1 of
the answer documents only).
 Ensure that pre-printed labels are placed on the test booklet.
 Remind students to sign in to confirm attendance and sign the declaration (pen or pencil is
acceptable).
 The Uniform Admission Deadline is10:00 AM for morning exams and 2:00 PM for afternoon
exams. Please inform the test administrator if a student arrives after these times.
Tracking Student Attendance
Proctors should track student attendance using the Section Attendance Roster.
Indicate the following on the Section Attendance Roster:
 Attendance (absent or present)
 If the student wrote the exam in a language other than English
 If the exam was invalidated (i.e. cheating, missing labs, etc.) (see page 4)
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Students must sign the Section Attendance Roster in the designated signature column when
returning their exam materials at the conclusion of the exam.
Maintaining Active Proctoring
Proctors should:
 Never help students with exam questions. Proctors should NOT provide any aid to the
correctness or sufficiency of an answer nor should they help in interpreting or explaining
questions.
 Circulate around the room.
 Not read or talk except when giving directions.
 Remind students to check for one response per item, erase clearly and leave no stray marks
or smudges on scannable answer documents.
 While circulating, proctors should point out to students when they have left one or more
answers blank or when they do not appear to be recording answers in the proper place or
have provided more than one answer to a single multiple-choice question.
Proctors should ensure that students use the following to record responses:
 PENCIL for all multiple choice questions ONLY
 PEN for all essay and DBQ questions
 PEN or PENCIL for student declaration
*Responses are only to be marked on the answer document.
Collecting Exams and Student Answer Documents
Do not allow students to hand in their exam and leave the building until the Uniform Admission
Deadline has passed.
WHEN COLLECTING EXAMS, EVERY PROCTOR MUST:
 Check that the student has signed the declaration.
 Ensure that an answer document, and if appropriate, an essay booklet are received from
every student, and they signed the Section Attendance Roster.
 Alphabetize the booklets and check them against the Section Attendance Roster for the
section.
 Please make sure that you have the correct number of test materials as to students. This
means if you have 23 students, you should have 23 used test booklets and 23 completed
answer documents.
Returning Exams and Answer Documents to the Test Administrator
Proctors should:
 Record the total number of students who were present and absent on the Section
Attendance Roster, and indicate the total number of exams that are being sent for scoring.
 Alphabetize test booklets being careful to check that there is an exam, answer document
and if appropriate, an essay booklet for each student marked present on the Section
Attendance Roster.
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
Return all test materials to the test coordinator immediately after collecting and packing the
exams (Room B33). This includes the Regents Proctoring Checklist which must be signed by
the proctor and returned to the test coordinator.
Misbehavior / Not Following Exam Guidelines
 Please make sure that the testing room is completely quiet. Please report any
inconsistencies or misbehavior to the office immediately. Mr. Mayer or Mr. Gabbard will
address disruptive students.
 Leaving the room: No student may be permitted to leave and then return to the
examination room during any session unless accompanied by a proctor. This means that
students should be discouraged from going to the bathroom. If they must go, they must be
accompanied by the hall proctor.
Mandatory Reporting Procedure: If suspected/observed student cheating occurs during the test
administration, the proctor must:
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Warn the student(s) that any attempts to cheat may result in the invalidation of their exams;
If necessary, move the student(s) to another location;
If the incident involves the display or use of a cell phone or other prohibited electronic device,
confiscate it immediately;
Notify Mr. Mayer or Mr. Gabbard of the incident during the exam (if possible to do so without
disrupting proctoring duties) or immediately after the exam.
To allow for all possible outcomes, the student(s) should be allowed to complete the exam.
Additionally, anyone who obtains information about potential student cheating prior to test
administration, or anyone who becomes aware after test administration that student cheating may have
occurred, must report the information immediately to Mr. Mayer or Mr. Gabbard
IV. ADVANCE / TEACHER EVALUATIONS
Advance is New York City’s teacher evaluation and development system. It consists of multiple measures
of teacher performance including MOSL (Measures of Student Learning) and MOTP
(Measures of Teacher practice). The Danielson Framework for Teaching Components is the rubric used
by administrators for teacher evaluations (See Mr. Mayer if you would like a copy of the rubric). A list of
the components of the rubric and a detailed breakdown of “Advance” can be found in the NYCDOE
Evaluations and Regulations folder. Teacher evaluation options will be discussed during Initial Planning
Conferences with each teacher during September. Ongoing professional development for Advance will
be provided throughout the school year.
27
PART 4
SCHOOL CULTURE
I. STAFF MEMBERS’ ROLE IN THE MATHER CLIMATE
A positive school environment or climate has a profound impact on student achievement, on their
behavior, and it represents the school community’s culture. At Mather, we define climate as the quality
and character of school life for EVERYONE, and it reflects our norms, goals, shared beliefs and values,
interpersonal relationships, teaching and learning practices, and organizational structures.
Core Values
At Mather High School staff and students are:
• Action-oriented
• Risk-takers
• Socially and Emotionally Aware
• Collaborative
• Responsible
Shared Beliefs
Also, at Mather, staff, students and parents believe that students can succeed when:
• Provided a supportive, collaborative, & emotionally aware environment where they tackle challenges
and take risks,
• Given time for action in & outside the classroom,
• Offered ample opportunities to keep at it, and follow-though even when they make mistakes,
• Afforded hands-on ways to engage & learn in ALL classes,
• Allowed a variety of means to demonstrate what they have learned,
To bring these Values and Beliefs to life in order to promote our positive school climate, there are many
things we can all do. These include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Be at the door and greet students when they enter the building or the classroom, or acknowledge
them when they come into the office (and don’t be afraid to wish them well as they leave!)
Do not send students out of the class during block periods for a break or to wander the building.
Only send one student out at a time…and use our pass system
Doors may be closed during a class session, but NOT locked. We want to encourage visiting and
observation of one another…we can learn a lot from one another. Office doors should be open
unless there is a private conference or when out.
Accept ALL late students with notes.
Do not exclude students from class or ban them from a space. This is an action that may be
initiated by the administration or counselor only.
Engage students in conversation. Find out how they are doing.
Listen to students. Show a genuine interest in them and their lives.
Engage students in learning activities. Avoid lecturing and “talking at” students. (Even when
correcting behavior, consider it a teaching moment….you are “teaching” even if you are not a
teacher.) In the classroom, teachers are facilitators to “self-learning” rather than “fountains of
knowledge.” Plus, remember that students should have as many hands-on opportunities as possible.
Respect one another’s time. Lessons should begin and end according to schedule. Teachers should
not hold a class over; office personnel should not randomly pull students without real purpose and
28
10.
11.
12.
13.
14.
15.
they should select times to call students to the office when there will be minimal impact on
instruction.
Evaluate instruction daily. Self-reflection is a good practice for professional development.
Evaluate your interactions with staff and students daily. What positive interactions did you engage
in that day?
Maintain an appealing, inviting, neat/professional, and clean classroom or office space. Eating in
classrooms is not permitted except for a celebration. Everyone is responsible for clean up
afterward wherever you eat or drink.
Model positive interactions and behaviors. Dress as the professionals we want everyone in NYC to
respect us as—remember, we’re at work, the students are at school. We are role models for the
students.
Participate in student activities and school wide events so that you can become better acquainted
with your students and each other.
Maintain contact with students’ homes. (Telephone, send notes, etc.) Send good news as well as
new about problems. An office person can contact home just as easily as a teacher.
What other ideas do you have that could be included here to help promote a positive climate?
Lastly, keep in mind the following: research has shown the interconnectedness of enhanced academic
outcomes and a positive school climate. When students feel safe, supported, academically
challenged, and socially capable, their performance increases.
School experiences which contribute to a positive School Climate:
•
•
•
•
•
•
•
•
•
•
•
Connections to Core Values
Safety
Positive Relationships with Adults/Peers
Caring Interactions
Academic Challenges
Academic Support
Academic Engagement
Positive Role Modeling
Social Emotional Learning
Positive Behavioral Supports
Access to Needed Services and Support
SAFE
Students are safe when they are:
• Physically safe
• Emotionally and socially safe
• Treated fairly and equitably
• Able to avoid risky behaviors
CHALLENGED
Students are challenged when there are
• High expectations
• Strong personal motivations
• Connections to life goals
• Rigorous academic opportunities
SUPPORTED
Students are supported when they make:
• Meaningful connections to adults
• Strong bonds to school
• Positive peer relationships
• Use of available school supports
SOCIALLY CAPABLE
Students are socially capable when they are
• Emotionally intelligent & culturally competent
• Responsible and persistent
• Cooperative team players
• Contributors to the school community
29
II. MATHER HIGH SCHOOL CULTURE PLAN
Values or
Indicators
Observable Elements
(What a visitor to the school will
see)
Principal/Staff Actions and
School Structures
(Decisions, Actions,
Policies, Non-negotiables)
Language used by students, teachers,
staff, and principal
Risk-Taker
“I know a little something about that (or I
have heard about that), and I want to know
more.” -- When starting a new topic in
class, students are excited to try it or learn it
as opposed to groaning.
“I am not aware of that, but I am game to try
(examine, learn more about) it.” -- Teachers
are willing to try a new strategy to engage
students, to produce outcomes, or to
manage their class.
Action
Oriented
Aware
Collaborate
&
Responsible
(FollowThrough)
“I think we might minimize lateness to class if
we all stood in the hallway to welcome
students to the nest class.” -- When the
school or a team adopts a new approach or
considers a new approach there is a
willingness to embrace and try it instead of
putting the idea down.
Principal/AP promote an opendoor policy that welcomes
feedback and provides a forum
for teachers and staff to share
their concerns, but more
importantly to be actionoriented: staff are encouraged
to bring solutions, or at the
minimum, to bring an openness
to brainstorm together with the
leader(s) or colleagues for
solutions (collaborate).
Grade-level teams meet weekly,
working from the premise that
we are proactive and solutionsseekers. Language norms and
procedural/protocols will be
established around this for
meetings. “What are the next
When problems arise, a faculty member says, steps…” “We will follow-up
“I think this is a problem, I’ve given it a great in….” “We will notify or
deal of thought, and here are some possible
include….”
solutions.” -- Staff members think about
solutions rather than complaining.
Policies are created and/or
modified as needed on an onIn team meetings, staff members weigh in on going basis. Reflection and time
the analysis of the perceived problem, and
for revisiting policies will be part
they listen to the issues as raised by
of staff/subject specific/inquiry
colleagues, “I understand where you are
and grade-level meetings.
coming from, and I would add….” Or “I
need some clarification as I didn’t see it this
Advisory is structured and
way, I thought of it this way….”
planned with activities that allow
students to practice the core
“Can we come to a consensus around this?” values/culture
If not consensus, the language includes, “I
voiced my concerns, but I am willing to
accept the decision and will work to
implement it. We can circle back this after
two weeks to see if there is an improvement
30
Instructional Elements, including
classroom structures, routines, policies
Clear
Expectations
Questioning &
Promoting
Discussion
Policies and expectations (behaviorally and
academically) are clear from the day one,
align with the school’s policies (as well as
DOE policies), and are routinely practiced
and calibrated as needed.
Principal and staff present
Professional Development
sessions regarding essential
instructional elements of the
school.
Elements that have been made clear include
smooth transitions between sections of a
lesson, focus of students and teachers,
organization, students getting started,
addressing scheduling and time-management,
working together, etc.
Examples:
 Students know that the start of English
always starts with reflective journaling.
 Students know to use the bathroom
before class begins, and never during the
first or last 20 minutes.
 After directions are given, “Move into
your groups” and students know what
that means and lose no time doing it.
 “Part one is due Friday. Record this in
your planner today and a reminder on
Thursday so that you remember it.”
 “These notes are online for those of you
who were absent.”
Principal allows time for teachers
to plan interdisciplinary projects.
Units are planned, centered around the key
standards, with essential questions guiding
the learning.
 How well can fiction reveal truth?
 Does New York have reason to fear a
natural disaster? Which ones or Why
not?
 Was the Civil War inevitable?
 How does what we measure influence
how we measure? How does how we
measure influence what we measure?
 Is there really a difference between a
cultural generalization and a stereotype?
 How should this be modeled? What are
the strengths and weaknesses of this
model?
 Why are there rules in sports?
31
Staff present instructional units
to each other for the purpose of
making interdisciplinary
connections and revising
instruction to best differentiate
for all learners. Units will be
uploaded to Atlas.
Ongoing Development:
Professional Development Series
Teacher Inter-visitations
Observation Protocols
Collaboration and team norming
Teacher-sharing on Google
Drive, Atlas, JumpRope and in
Meetings
Staff-induction
NPS Professional Development
and Curriculum Development
Hands-on
Activities
Lessons are planned with the targeted, openended questions ready in advance to
encourage students to think and discuss with
each other. (Norms around how students
talk with each other are established as well.)
In a class, one might hear/see:
 “Don’t be afraid to assert your opinion.
Did the _____ accomplish its goals? Why
do you think that?”
 “What’s at stake here?”
 “What is the most significant
problem/challenge faced by the
[protagonist]?”
 “Which of the [three] options presented
in the would you pursue?
 “What is your plan of action?
 “What would happen if you inverted the
fractions before you multiply?”
 “Can you root that in evidence you read?”
 Then, should another student disagree,
the response is “I disagree with you
because…..”
“Hands-on, Minds On” – Lessons and units
are planned intentionally with relevance,
connection to the trades, and “hands-on”
activities so that students have multiple entry
points, ways to differently demonstrate what
they are learning, and engage with the
material. Visitors might see:
 Constructing/Building
 Manipulating (materials)
 Modeling
 Presenting
 Experimenting
 Dissecting
 Communicating through Planned
Speeches
 Role-playing/Changing Perspectives
 Writing
 Discussion
 Debate
 Socratic Seminar
 Finding Evidence
 Inquiry
 Using Technology
32
Physical Space
“It’s Happening
Here!”
Hallways are litter-free as there is a pride of
place, and they are painted to reflect that
pride (and that what is being learned in the
decorative finishes CTE track!) and
walls/bulletin boards feature posters that
announce upcoming events in the school
from clubs to sports; there is displayed
samples of great student work, inspirational
quotes or images, recognition of students
who are excelling in positive behavior, their
academics, or in attendance.
When one walks into classrooms, one
knows what subject(s) is/are learned there:
posters declare it, images reflect it, student
work exemplifies it, charts/notes
demonstrate it. It is vibrant, organized and
inviting.
In collaborative work time, student furniture
is arranged in a way that allows students to
work together. Desks are moved to suit the
instructional activity. The space is arranged
so that all students have access to daily
instruction.
We share the space – the cafeteria, gym,
entrance, outside space, library, etc. and we
respect that schools are different.
Principal dedicates time and
budgetary resources for branding
our school within the campus
and building positive school
culture.
A system for recycling and ample
trash receptacles is available.
Principal/AP or experienced staff
model furniture setup in
Professional Development
sessions. Teachers are
encouraged to be creative with
their spaces, and bulletin boards
are allocated and updated on a
schedule.
Teachers share best practices
regarding furniture setup, textrich classrooms and student
work displays.
Principal/AP organize walkthroughs with teachers and staff
focusing on classroom
environment, prefacing with
reflection PD discussing the Core
Values.
Collaborative development of
expectations with staff around
organizing the classroom
environment in alignment with
Core Values as well as Danielson
Classroom Environment
competencies.
Rituals/Traditions
Pride,
Traditions
&
Student-Driven
Ideas
“Good morning, glad you are here.”
“Welcome to class, start the warm-up
activity.” – Morning welcoming of students
by principal/AP and the faculty will welcome
students to class.
“What’s on your mind, what’s happening in
the school, and here is some important
33
All staff are responsible for
helping the students feel
welcome, heard and a part of the
community.
All staff and student council
collaborate to make assemblies
and town halls meaningful,
information…” – Townhalls are monthly
ways to have students express concerns, get
answers, and address issues pertinent to
their grade and to the school.
“In here, we’re family. We support each
other, learn from each other, practice selfadvocating and appropriately expressing our
feelings, develop a sense of team, monitor
our progress and communicate it to our
parents.” – Advisory is the heart of the
social/emotional awareness of Mather HS.
Thanksgiving Celebration?
Spirit Week?
Dances?
Other Student-led Initiatives? – These three
elements come from the principal’s
experience with student community council
and promoting school-wide events.
However, the promise of a new school is the
promise of new ideas from the students and
staff that build it, so there may be new ideas
that surface. Ultimately, the traditions and
rituals will reflect student voice.
“As you transition to your next grade, we
want to reflect on the successes of the year,
recognize some outstanding student
achievement and milestones, and celebrate
all of our accomplishments.” – The End-ofYear Celebration marks this moment.
Student/Staff Special Breakfasts/Lunches
34
powerful, positively influential in
giving students voice and listening
to them.
Students and teachers take
leadership roles in town halls and
assemblies as much as possible.
Principal and Social Worker set
the structure for advisory in year
one, but grade-level teams will
take over the implementation of
the program in subsequent years,
addressing the needs of the
cohorts and school as a whole.
Support implementation of
traditions through teacher teams
and developing systems to ensure
that traditions are built upon
each year, continually improved.
A student community council
drives these initiatives.
Discipline/Censures & Rewards/Praise
Positive
Behavior
Supports
We avoid the word “discipline.” When
students deviate from what is expected, we
will use “Positive Behavioral Supports” (PBS).
PBS are tiered, targeted, and tracked
supports similar to effective instructional
interventions. Changes in behavior (during an
assessment period, ongoing, and after an
intervention has been implemented) will be
measured and quantified to the highest
extent possible. This means that vague
references to students who “do not work”,
“have a bad attitude”, or “never show up”
are replaced with substantiated data that is
used primarily to determine the function of a
given behavior so that an intervention can be
developed to address it.
Staff engage in PBS and
Restorative Justice practices.
We set clear expectations and
rules for behavior outlined in this
handbook, as well as referenced
in town halls and classrooms on a
regular basis
Advisors and all staff maintain an
open door policy in which
students are encouraged to
discuss their academic programs
and expectations, as well as
This can be done for a group, an individual,
social forces that might impede
or a whole school as needed. An outburst
their academic progress, all of
(i.e. student curses at a teacher) is not a
which allows students to know
dead-end situation. The outburst may have
that staff is concerned with their
been caused by the student’s need to “seek
attention,” or “escape” some aspect of his or best interests.
her life, or, in some cases, as a “sensory
function” beyond their immediate control.
The teacher or team will make a
determination from which function the
behavior stemmed so that an appropriate
intervention can be employed. The we will
use clear, consistent consequences which
may range from personal one-on-one
meetings, mentoring sessions, parent/student
meetings, peer mediation followed by an
escalation as needed to before-, after-, or inschool-detentions, to in-school or out-ofschool suspensions depending upon the
severity of the incident.
Our plans are not designed to reference
what behaviors should not be but rather
models for and explains to the student what
behaviors should be and, ultimately, who the
Mather HS student should aspire to be. The
idea is to change behaviors before they
escalate.
Townhalls and special breakfasts/lunches are
times to celebrate student successes. Town
35
halls can occur with the whole school or
with grade level teams. Topics discussed at
Townhalls include attendance or grade
celebrations, or to relay important
information to students. When the school
grows to full capacity, we will have townhalls
for each grade once per month, where each
team of advisors will develop the agendas
and run the meetings, with input from
students. By senior year, a team of students
should run the meetings with support from
their advisors. This will be an opportunity to
further develop students’ leadership skills
and provide them with a space for us to
celebrate their accomplishments and allow
them to take ownership over an important
and critical part of our school’s culture.
Teachers and principal create
award ceremonies and town halls
that celebrate students.
Teachers will consider a variety
of small ways to recognize
character and academic
achievement in their classroom
(extra credit, bonus points,
positive phone calls home, etc.).
We will host Student Work Fairs for all
subject areas, after school and for all
members of the school community, parents,
as well as industry partners, and will be
invited to view the work. Students will be
able to visit to see their and their classmates’
successes. Parents will learn about their
students’ work by being taught themselves.
We may time this to coincide with a PTA
meeting to increase turnout to both events.
Interactions
Staff will meet regularly in both grade and
subject areas (after year one) to plan
curriculum, discuss outreach by advisors and
analyze student work.
Communication Advisors will communicate student
observations and will monitor students
academic and the extent to which they
embody the core values.
Teachers will communicate with advisors
regarding student progress and academic and
character needs.
All staff speaks to and about students with
respect and high expectations for their
achievement and possibilities.
36
Principal structures meetings so
as to invite as much possible
feedback and input as possible.
Principal sends out agendas
ahead of time to invite
suggestions for priorities the
school needs to discuss.
Principal/AP models the
interactions we want others to
have. During frequent classroom
observations, we will pay
attention to the interaction
between adults and students and
among students themselves.
Using the Danielson Framework
(2b – Culture for Learning), we
will observe interactions and
provide feedback within the
context of this competency and
our core values.
Image
Dress
We follow a dress code appropriate for the
season and the occasion of school. Students
will understand that they are not at home, at
a party, on the street, or any place where
what one wears has no limitations. The
following inappropriate articles of clothing
are discouraged: hats of any kind, headbands,
bandanas, do-rags, short shorts, tank tops,
strapless dresses or tops, dresses or tops
with thin straps, nothing lacy or resembling
lingerie, shirts that show midriffs, short
skirts, leggings only, sagging pants, exposed
under garments, cell phone belt clips, shirts
with profane or inappropriate images, or any
other provocative dress.
Teachers and staff dress professionally,
reflecting the respect they have for their
students’ education.
Principal/AP collaborates with
staff to hone a workable,
consistent dress code that allows
for diversity.
Worksite and fieldtrip dress
code includes school-branded
and collared polo shirts, school tshirts, school sweatshirts, etc.
plus appropriate safety gear and
work shoes.
Principal/AP model dressing for
the occasion as well.
Staff Meeting/Reflection Structures
Meeting
Protocols &
Norms
Protocols for reviewing curriculum, lesson
plans, assessments and student work.
Common-planning time is built
into the schedule.
Opportunities for teachers to reflect on
their work, on their needs for professional
development and their successes.
Before or after-school staff
development is used to discuss
PD topics as well as to plan units
and lessons collaboratively.
Emotional and Social Supports for
Students
Awareness
Advisory Groups and Advisors
Townhalls
Conferencing and Student-led conferences
Principal ensures budget and
scheduling allows for a regular
advisory period.
Social Worker(s) and eventual Guidance
Counselor will be available as both an
academic and social support to students.
Staff collaboratively plans an
advisory program that meets
student needs.
All teachers will view students holistically,
with academic, social and emotional needs.
37
Family Involvement and Outreach
Parent Association
Home
Connection
SLT
Student-led work conferences with parents
and advisory team leaders two times a year.
Advisors are the main point of contact for
information to families from the school and
the teachers. They will be responsible for
12-15 students and will make the close
relationships between students and families.
Downtime
Transitions/Unstructured Time and
Space
Clear expectations for student time and
productivity during after-school clubs and ER
periods.
Use a sign-in to know who is present
Calendar events to know what is happening
in the school
Clubs
Sports
Faculty standing in/being in hallways
Being mindful of using inside voice
38
Advisors communicate with
parents monthly via email or
phone call to check in (keep a log
of communications)
Principal schedules regular
evening and afternoon
conferences for the purpose of
having student-led work
conferences.
Principal/AP provides
professional development and
training in student-led work
conferences.
Principal sets clear expectations
for unstructured after-school
work time.
Principal/AP provide students
with clear instructions regarding
behavioral expectations in the
halls and shared campus spaces.
Ensure that staff are present in
the hallways and Principal/AP are
continually evaluating our hallway
systems to make adjustments as
needed.
Have regular check-in times with
students if hallway behaviors
become inappropriate.
III. ADVISORY (“PACK-VISORY”) – LEADERS OF THE PACK
PACKVISORY IS A PLACE WHERE:





Every student feels safe and connected to a small group of peers
Every student has a voice and is heard
Every student is known well
Every student has a strong connection with his or her advisor. Their advisor is someone they
trust and with whom they feel safe and comfortable
The Mather community is strengthened through the education, modeling and practice of social
and emotional skills and concepts, as well as Mather High School’s core values
Here at Mather we have branded our advisories “Packs or Pack-Visories” to align with our mascot, the
Mather Wolf. Advisors are referred to as “Pack Leaders.” The philosophy of our approach to the
Advisory program follows:
Advisory is a major component of the academic support and intervention plan at Mather HS. An
advisory grouped by grade level will be comprised of approximately fifteen students and one adult, the
advisor. Advisory serves several functions at Mather HS including helping students feel that they belong
and are cared about, empowering students and teaching them to self-advocate, fostering their
individuality and freedom to grow, and providing opportunities to have fun. Most importantly, advisory is
the key place for students to track their progress. The advisor will support the student in this, working
closely with the grade-level team, the student, the parents and any other resources to ensure that the
student’s needs are being met. Advisors responsibilities as academic supporter and interventionist
include the following:
MONITORING ACADEMIC PERFORMANCE — As part of distributive counseling, the advisor will have
the unique responsibility of monitoring and pro-actively addressing his/her advisees’ academic
performances. This will include communicating with their advisees’ teachers, parents and service
providers, liaising with the grade-level team on academic performance, assigning students to any of the
aforementioned interventions, and assisting advisees in the creation and implementation of their
Individual Academic Development Plan.
TRACKING ATTENDANCE — Advisors will track their advisee’s attendance. When a student is
absent, an automated telephone call will be made to the parent. The advisor and student will also
receive an email that signals the absence (this information is also tracked in an online grade book.)
Once a student has had two consecutive absences and/or accumulated three absences over a marking
period, the advisor will be responsible for reaching out to a parent/ guardian and logging that
conversation in the system. The advisor will log and share outreach efforts, allowing other teachers,
counselors, and administration to frame conversations with the parent and student, and to address
patterns. If student attendance becomes a chronic problem, the advisor will escalate the issue to the
pupil personnel, the dean, a social worker, and/or administration.
39
BEHAVIORAL INTERVENTION — Advisors will also receive an automated notice when a student from
their advisory is removed from class, or a behavioral anecdotal is logged about them. In the grade-level
team meetings, the advisors will discuss the issues of their advisee and use data collected to offer direct
support, seek services for the student as appropriate, and when necessary, work with the dean to
develop and implement consequences, plans, or strategies.
COMMUNICATION — The advisor serves as the central liaison to communicate with the advisee’s
families. Using a wide range of data sources that the advisor has collected, the advisee will schedule
parent-teacher-student conferences twice a year to discuss progress. In addition, the advisor will also
contact families regarding both positive and negative interactions related to their child throughout the
year.
TRACKING GRADUATION REQUIREMENTS — Advisors will assist students in tracking their
graduation requirements. Advisors will be responsible for consulting student transcripts to monitor
progress towards graduation. Advisors must be aware of graduation requirements, including credits
and Regents, and will make these requirements clear and comprehensible for the students.
A. Social and Emotional Components of Advisory
In a small school environment, advisors have the unique ability to truly shape their students. The care
and interest they show can inspire our students as they grow into young adults and navigate their way
through high school. Personalized attention, individualized guidance and continuous encouragement
make students accountable and lets them know there’s always someone who wants the best for them.
SUPPORT AND ADVOCATE — Advisors are advocates of their advisees and, more importantly, teach
students how to advocate for themselves. Advisors help students problem solve and encourage strong
student-teacher relationships. Advisors should be aware of opportunities for students to grow both in
and outside the classroom and should communicate these to students and support them as they try to
reach these goals. They will also facilitate the student-led conferences with the advisees and their
parents each year. The advisor is the person at the school that advisees can go to first if they have
questions or need assistance.
CREATE A SUPPORTIVE ENVIRONMENT — Advisory is a place where all students should feel
comfortable. Use advisory to acknowledge students’ birthdays and celebrate other important
milestones and events. Here students can be recognized for their achievements with their “family” at
school. Create structures and an atmosphere where all advisees feel heard and welcome. Students can
have ownership over traditions that they carry on throughout their four years at Mather. Advisory
should be a small community within the school. It is a safe space where everyone feels they belong.
DEVELOP AND INSPIRE MEANINGFUL RELATIONSHIPS — When a teacher steps into the role of
and advisor, they can now engage in a different sort of relationship with their students. Advisors
should make efforts to know each advisee well and should create the opportunity for students to get
to know each other and to engage in the wider school community. This should be done through time
spent together in bonding activities, journal writing and sharing, games, parties, discussions and projects
outlined in the advisory curriculum. The advisor should also work to develop meaningful relationships
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with advisees’ parents by making positive calls home and communicating to raise awareness about
events, student progress and other meaningful opportunities. Through these activities the advisor will
help advisees learn more about both themselves and others. It is an opportunity to help students
develop positive self-esteem and see the strengths in themselves. The advisor will be the contact
person for parents and advisors should work to make outreach a positive experience for both the
parents and the students.
MODEL – — Advisors should model appropriate social behaviors and attitudes for our students. By
setting an example of how to communicate appropriately, how to empathize and care for others,
how to react positively to setbacks and how to engage with others, students truly learn what it
means to be a functioning adult. Advisors are role models and this is something that comes
naturally to those who are already educators and serve as positive role models to students
every day in their classrooms.
GUIDE TOWARDS FUTURE — Advisors will help students on their path as they plan for the future.
Advisors should help students identify their interests, values, needs and abilities and help them match
them find opportunities to hone and develop them. Through the advisory curriculum, advisors will
teach some life skills and will facilitate discussions to increase self-awareness about healthy choices
regarding relationships and lifestyle. The advisor can introduce coping techniques to students and
provide education around how and when to use them effectively.
B. Advisory Scope and Sequence
9
LAYING THE FOUNDATION: In 9th grade Advisory students will learn
routines, habits and collaboration skills necessary for a productive and
supportive group environment. This advisory space will be pivotal for 9th
graders as they adjust to high school Some of the goals for 9th grade Advisory
are to:
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Bond as an Advisory
Set Advisory expectations
Get to know your advisor; Advisor knows each student well
Introduce extracurricular opportunities to students: clubs, sports,
programs, community service, trips and events
Identify both short term and long term academic goals
Reinforce basic study skills
Identify graduation req’s and how students can track progress
Alleviate stress as students acclimate to high school
Learn characteristics of healthy relationships and skills of how to
achieve them
Learn how to advocate for yourself
Introduce the structure of student led conferences
Highlight: What is the difference between a good risk with long-term
payoff v. an unnecessary risk that doesn’t’ pay off?
Review content focusing on: Anti-Bullying, Respect, Making Good
Choices, Responsibility to School, Overcoming Setbacks and
Communication Skills
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10
Designing My Best Self: by the 10th grade, students have become familiar
with Mather and have a better idea of how they fit in. This year, Advisory is
focused on self-exploration and self-discovery. Students will have a better
understanding of who they are and how they relate to others. Some of the
goals of this year will be to:
Continue Advisory norms, routines, celebrations and bonding activities
Have students gain a better understanding of who they are
Explore what career paths they are interested in
Identify core personality traits, values and skills
What is “grit” and do I have it? What are the trademarks of good
character
 Understand how to stand up for what you believe
 Develop leadership skills
 Continue tracking process on the road towards graduation
 Revisit and reassess short term and long term goals
 Develop student relationships and student support services
 Learn coping strategies like how to manage stress, anger, conflict and
react to others
 Plan for the summer: How can I take advantage of all opportunities
offered?
 Further develop team building skills and work together as an advisory
 How can I design my best self, physically, mentally and emotionally?
Nailing Down My Future : During the 11th grade students can start thinking
more seriously about the process of getting and keeping a job.. Students will
spend this year thinking about the increased responsibilities they will take on
and how they can do this successfully. This year will include:
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11
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How to match student interests to various career paths
What are post-high school options?
What do students needs to prepare for these options?
What are job appropriate behaviors?
How do you look good for the job?
How to search and apply for a job
What are the steps for applying to college
What do I need to know about the SAT?
Evaluating the best post-secondary path for you
What are the traits of a good resume
How does school relate to career?
Guest speakers and presentations on career options
How can we be culturally competent and tolerant of diversity?
How to address prejudice and discrimination
How to interview for a job
How to track progress on the way to graduation?
How can we, as upperclassmen, ensure we are appropriate role
models to 9th and 10th graders?
How can we take increased leadership roles at Mather?
How to manage time well
What are life’s obligations
What are your rights and responsibilities
How can we better communicate feelings?
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12
Cementing My Place in the World: This is the final year of high school and
the Advisory curriculum will be an important resource for students as they
prepare to exit high school and enter the real world. This year, the Advisory
goals will include:
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How can use my trade to give back to the community?
What is an Apprenticeship? A Labor Union?
Planning for post-secondary paths
How can I attain a good reference or letter of recommendation?
How can I communicate with parents about my post-secondary
choices?
Financial Literacy
Personal Finance
How do I register to vote?
How do I sign up for driver’s education?
Job Satisfaction and Job Stress
How to achieve success on the job
How do I maintain a good attitude on the job and with others in
general?
What does it look like to live on my own?
Reflection on Goals
Reflection on high school and time as an Advisory
Graduation preparation and readiness
Stress Management, Personal Finance, You in the World, Take Action for
Change! Get Involved, Reflect on your Goals, Making Meaningful Decisions
About What I Stand For/Social Action? Leaving Your Mark on the School
and the World, Registering to Vote?
C. Advisory Norms and Formats
CIRCLES OR GATHERINGS — Create a structure at the beginning and end of Advisory or beginning
and end of the week where the Advisory circles up to check in, talk, warm up, react to a reading, engage
in a physical activity, share “highs and lows” (something good and something not so good going on in
their lives), or discuss feelings about a current event or hot topic.
ANNOUNCEMENTS — Before or after a gathering, Advisors can make use of this time to share
announcements, go over the calendar for the week, hand out and collect permission slips or flyers or
have students sign up for events.
A SPACE FOR ADVISORY POSTS AND HOMEWORK— Choose a space in the room that is just for
Advisory announcements and posts. One student can be selected each month or semester, to post the
daily homework, weekly project deadlines and other important things on the board. Students can refer
to this to stay on track. It also encourages community accountability.
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SMALL AND LARGE GROUP DISCUSSIONS — Advisory is a great time to process student feelings and
process opinions about important topics that may affect students’ lives. Utilize techniques to keep the
dialogues respectful and to ensure everyone has a voice. One idea would be to use a tool to encourage
the “one mic” rule. For instance, throw around a ball. Only the person who has the ball should speak.
This is a fun way to keep everyone following the rule that one person speaks at a time.
BRAINSTORMS— To ensure all voices are heard, advisors can facilitate brainstorms to gather all
advisees’ opinions on a piece of chart paper. Everything is written down so all students feel validated.
Try to reduce positive or negative comments about any idea. Encourage all ideas to be thrown out to
encourage creative thinking. This can be a platform for problem solving or decision-making.
LISTENING LABS — In groups of three to five, students take turns responding to questions about a
particular issue or topic. Each person has a specified amount of time (45-90 seconds) to respond.
Advisors can use a timer. When one student speaks, other students are expected to give that student
their full attention and interested silence. Listening labs are not time for back and forth conversation,
but rather provide each student with an opportunity to share her or his perspectives and experiences
without being interrupted. Remind students that what’s said in the group stays in the group (The
Advisory Guide, 2004 p. 96).
PARAPHRASING CIRCLES— This is a variation of the listening lab format. The goal is to use
paraphrasing (accurately restating a person’s thoughts in one’s own words) to ensure that everyone who
speaks is understood. Each group of four or five students sits in a circle facing each other. You might
want all groups to discuss the same issue or questions, or you can invite groups to choose which two to
three questions they want to discuss from a larger list of questions.
In paraphrasing circles, the first student in the group responds to the chosen question without being
interrupted. Then the second student paraphrases what the previous student said and checks for
accuracy of understanding. The first person can correct or clarify the restatement at this time. Then
the second student responds to the same question without being interrupted. The third person
paraphrases the second person, checks for accuracy, and shares her/his perspective on the question.
This process is repeated until everyone has a turn.
You might want to add one more part to each round. Invite one student from each small group to
summarize students’ perspectives by reporting to the larger group. Or you might invite one student to
record any questions that arise after everyone in the small group has spoken (The Advisory Guide,
2004, p. 96).
FISHBOWL — Split the Advisory in half. Have half of the Advisory sit in the center of the room. The
other Advisory members are observing the “fish” that are in their “bowl.” The fish will discuss the topic
or questions up for discussion. One facilitator should be chosen to help move things along. This can be
timed and the Advisor should not interrupt. After the allotted time has passed (5-8 minutes, depending
on the topic at hand), the observers can discuss what they saw, how the group communicated and what
came out of the discussion. Make sure to emphasize that the observations should be tactful and
constructive.
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CONFERENCING— Select a day each week or two to implement conferences into an Advisory period.
During this time, the Advisory can be doing independent work. The Advisor can meet with each
student individually to review their grades, discuss their academic progress, discuss obstacles or barriers
getting in their way and identify any “red flags” the staff should be aware of to better meet this student’s
needs.
JOURNALING — Through journaling activities students can get out their ideas privately without having
to share them with the entire class. This can help those students who are not as outgoing. Also, it is a
way to get personalized feedback from the Advisor. Advisors can let students know that if there is
something they don’t want the Advisor to read, they can fold that page down and the Advisor will skip
it. This builds trust with the Advisor and is a way to get out feelings and ideas.
ADVISORY MEETINGS— Advisory meetings are group meetings that are run by the students. Students
can set agendas, lead the discussion, problem solve and make choices on their own. Remind students of
effective communication skills they’ve learned. A good idea is to select a leader, set an agenda as a
group, and take all voices into account and to put the “one mic” rule in place. This gives the students
ownership and helps build leadership skills.
CELEBRATIONS — Since Advisory is the students’ home away form home, it only makes sense to use
this space to celebrate birthdays and holidays in order for students to feel special, appreciated and
remembered. The Advisory can decide how they want to celebrate a student’s birthday. The Advisory
usually has a birthday calendar posted so no one forgets those special days. Perhaps the Advisor passes
around a birthday card during the week to have each advisee sign it. Also, the group can decide to do a
potluck and bring in treats that day. The group can collect money and order out pizza or another treat.
The Advisory can also decide which holidays they want to celebrate and how they want to do it.
Perhaps the group makes valentines for each other. During winter time the group can make snowflakes
that could be hung up. There are many creative possibilities.
PHONE CALLS HOME — Make the first phone call home a good one so parents and students have a
positive association with it. In the future, make phone calls home a regular part of communication, be it
for announcements, reminders, concerns, behavioral issues or student acknowledgements. Sometimes
the student can be there when you make this call, so both parties are there for the conversation.
EMAIL LIST — Gather advisees’ email addresses and create a mass email list so you can easily blast
home reminders and important information. This is also a way the Advisory can communicate with each
other surrounding planning, events and projects.
GAMES — Games are a fun, easy way to bond. You can use a board game or use a smart phone to
generate words for Pictionary or charades. This is an easy way to throw a game together on a
moment’s notice without any materials needed. If you know how to play “mafia,” kids usually love that
too. Of course, with games the opportunities are also endless.
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PROJECTS— Group projects are also a creative way for students to bond. They involve problem
solving, creativity, hard work and a sense of accomplishment that everyone can share. There is also
accountability for all to participate and do their best for a great final product. This can be an art project,
service learning activities outside of the school, a scavenger hunt, building something for the Advisory
space or making an Advisory crest.
CLOSING— This can be a quick way to end the group time together at the end of the day, week or
semester. The closing can be a way to share personal stories or reflections or get student feedback on
their progress and personal development. Some examples of closings are:
 Tell us in five words or less the most important thing you learned this week
 Share a story about someone who helped you this week, or someone you helped this
week.
 When you feel discouraged or frustrated with an assignment or topic, what do you say
to yourself to keep going?
 What’s the best thing that happened to you this week?
 What’s one thing you’re looking forward to doing this weekend?
 What’s something you’ve accomplished this week that you’re proud of?
(The Advisory Guide, 2004, p. 108).
PART 5
SCHOOL POLICIES AND PROCEDURES
I. SUMMARY OF NYCDOE LAWS & REGULATIONS
AND SPECIFIC SCHOOL POLICIES
A. Policy Summary
Most of the items below should be evident; however, a periodic review is always helpful, especially for
less experienced personnel. From a professional point of view, this list is intended to remind us of our
responsibilities, as well as prevent possible legal entanglements.
1.
No child may be used to render personal service for a teacher. For example, a child may not be
sent to the store for any reason.
2.
No personal business enterprise may be conducted on school property and no unauthorized
collections may be made by staff.
3.
Sign In/Checking In
 No person should ever sign in or move a time card for another staff member.
 All staff must move their time card before 8:25am. If you are late, you must clock-in.
4.
Corporal punishment of student is never acceptable. Physical force may be used only to the extent
absolutely essential for restraint in the face of danger. Punitive written assignments may be
construed as corporal punishment, as can verbal abuse. Be wary if shouting, loud admonishments,
sarcasm, etc.
5.
Please sign out and in in the log book located in the main office if you leave and come back to the
building during your prep periods or during the day for off-site meetings/PD.
6.
Do not entrust keys to students.
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7.
A class may not be left uncovered or unsupervised during the course of the school day.
Emergencies may be handled by contacting the main office, administration, a support staff or a
teacher next door.
8.
School telephones should be used for school business. Any long distance calls need to be logged in
by the office personnel.
9.
Authorized collection of monies for trips, events, etc. should not be left in the school overnight,
especially a classroom, since Department of Education does not accept responsibility for its loss.
They are to be turned in to Mr. Hudson.
10. Students may not be placed in the hall as a disciplinary measure. Students may not be excluded
from class without prior approval from the principal.
11. No student may be sent home during the course of the school day without authorization. No
parent may pick up a child directly from a class without authorization from the office.
12. No child may be denied lunch as a disciplinary measure.
13. No drug or medication may be administered by a teacher/staff. Prescription drugs or other
medications brought into school must be stored and administered in the Nurse’s Office.
14. Instructional machines (computers) and equipment may not be removed from the school without
permission and receipt from the principal. This also includes items ordered through “Teacher’s
Choice.” “Teacher’s Choice” items belong to the school and not to the individual teacher.
15. No child should be kept more than 15 minutes beyond dismissal time without prior parent
notification.
16. Personal property of students may not be taken without providing the opportunity for parental
retrieval. Do not destroy items belonging to students.
17. Funds may not be solicited from students without authorization from the principal.
18. Teachers and students must leave the building from the main entrance. Do not use side doors and
other exit doors except for during fire drills and emergencies.
19. Student or teacher injuries and all incidents that involve injury must be reported to the main office
immediately and written up by an administrator.
20. The school is not responsible for personal items left unattended, even in a classroom. Please secure
all of your belongings in a locked locker as all classrooms and spaces can be used at other times of
the day and week.
21. Teachers should report any unsafe physical condition in writing to the principal.
22. Furniture may not be removed from classrooms without consent. Furniture problems should be
reported to Mr. Hudson.
23. No unregistered child (a child who does not attend Mather HS) may spend the day or a portion of
the day in your classroom or in the school building without specific authorization from the principal.
24. Personal mail may not be posted at school expense.
25. Personal information regarding a student (address, telephone number, home conditions, etc.) may
not be given to any person other that an authorized administrative staff member. Shred any
documents with identifying student information when discarding. Otherwise, keep locked up.
26. No class is to be dismissed before dismissal times unless authorized by the principal or AP.
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27. All visitors to your classroom must show a proper pass from the security desk or from the main
lobby entrance; notify the Mather office of intended visitors.
28. All staff members must be aware of information posted in the weekly newsletter in the main office.
29. Teachers must be aware of student disabilities and serious illness. Please inform the school medical
personnel, physical education teachers and other necessary staff members if you learn of student
issues from the student or from the parent/guardian.
30. Suspected cases of child abuse or student use of a controlled substance must be immediately
reported to the principal, or AP, AND you are a mandated reporter.
31. Comments and entries on pupil records should not be speculative or subjective. They must be
supported by substantiating evidence. Subjective negative remarks should be avoided.
32. Confidential information relating to academic achievement or social adjustment of individual
students may only be shared with persons professionally responsible for the student’s educational
adjustment.
33. Teachers are responsible for keeping completely accurate absence and lateness records, and to take
these with them during drills.
34. Attendance must be taken during each class period. Students who arrive late to class must be
admitted to class. Do not send these students out to look for a pass. Mark them late in the
JumpRope program.
35. Immediately review the procedures for fire, and shelter disaster regulations for your room and class
with each class.
36. Lock your classroom doors whenever you vacate your room. Check that no student is left in the
room.
37. Always actively supervise students.
38. Familiarize yourself with the bell schedule.
39. Be sure you understand your building assignments, arrive promptly and cover them conscientiously.
Teachers assigned a coverage should make every attempt to make sure that the coverage is a
productive period.
40. Please clear your mailbox daily. Please check your email daily.
41. Please respond to email and notes requesting a response/info within 24 hours, or at least with
acknowledgement that you received the request and then the timeframe you need to complete it.
42. Smoking is not permitted anywhere in the school building as well as the perimeter sidewalks.
Please adhere closely to this law.
43. Lesson plans should be evident on the teacher’s desk during subject classes (not required for ER
periods.) They should be made available to the administration upon request.
44. Teachers must call the school between 6:30am and 7:30am of the day of absence or notify the office
well in advance of the day of absence.
45. Interclass transfer decisions are to be made by each grade team member with approval of the
assistant principal and parents. Inform all constituents of changes immediately.
46. Request for large copy jobs needed for classroom instruction are to be placed in the copy box in
the main office. Please allow ample time for the copies to be made.
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B. Field Trips
All field trips must be purposeful and meaningful (i.e.- trips should be tied to the curriculum and
instruction or be reward trips to celebrate student achievement.) All trips must have a trip script that
outlines the agenda, staff roles, and time allotments for the duration of the trip. Trips must first be
approved by the principal. Students may go on trips only with the permission of the principal and a
signed permission slip from a parent/guardian. All students must return to the school unless the
permission slip indicates that dismissal from elsewhere is allowed. No student may leave the supervision
of the teacher until dismissed. If the trip extends after 3:30 pm, this must be included in the permission
slip. Upon arrival at school, the teacher in charge must notify the principal or office personnel when the
class has arrived.
Overnight Field Trips
On the Bus
Please keep the students seated. They may talk quietly to the children next to them. Please look around
and be aware of children who need reminders.
Before embarking, do a head count and confirm all students and staff are present. Please use the
attendance sheets provided to you.
During the Trip
Chaperones must never leave their group unattended. If the chaperone needs to use the bathroom,
please inform another staff member and make sure your group is covered.
Chaperones will know the locations and whereabouts of each student assigned to
him / her during the trip. Take attendance before and after different events.
Chaperones shall adhere to a code of conduct, which includes abstaining from tobacco products, alcohol
and illegal drugs during the field trip.
During meals, please sit at or near a student table when eating. If not sitting with students, please walk
around before and/or after eating just to check with tables and make sure all is well.
During an overnight field trip, a chaperone must not:
Use showers when students are using them.
Be the only adult present in a room where students are sleeping.
Establish a
positive
rapport
with
your
students
but
ensure
that
they
know
you
will
enforce
the
behavioral
expectations
set
forth.
If you see a student acting inappropriately, you need to remind them of the proper behavior and core
values, even if he/she is not in your group. If he/she does not follow your directions, please advise Mr.
Gabbard or Mr. Mayer.
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Please follow
the
time
guidelines, meeting
locations, and Trip Script
set
forth by the event
leader.
Please know
that
you
are
an
important
component
of
a
successful
field
trip. Model
respectful
behavior, encourage
students to try new things, question, investigate, and talk about what they see and
experience. C. Attendance / Punctuality
Staff are expected to attend every day on time. Upon first arriving, all staff must move their time card,
located in room 410, from the “Out” rack to the “In” rack, and reverse when leaving the building. It is
essential that everyone get into the habit of moving your time card. If you are working a Per Session
activity (After-School club, special committee, etc.) you must punch you time card in and out for this
activity to record the hours worked for Per Session reporting. No staff member should move or punch
the card of another staff member.
Scheduled absences should be requested through Ms. Marshall and then authorized by Mr. Gabbard. All
absences will be noted on the monthly absence log. If you suddenly wake up and find yourself ill and
unable to work; please call the school immediately and leave a message. Additionally, send an email to
Mr. Gabbard, Mr. Hudson, Mr. Mayer and Ms. Marshall stating you are unable to work. Ms. Marshall
arrives at 7:00 am and will log into Sub Central and try to get the absence covered with one of our
preferred substitute teachers. You will be notified by 7:30 that your sub request has been issued. IF
you do not hear back by 8:00, please call the school again.
If you are ever asked to call to ensure a substitute is arriving, Sub-Central can be reached at (718)9356740.
All contingency lesson plans should be kept updated and current with Ms. Marshall. All teachers must
provide 3 substitute lesson plans (including any instructional handouts/ materials) to keep on file in the
main office with Ms. Marshall for substitute teachers to use when you are out. Please do not plan to be
out on school days that fall directly before or after an established school break. Vacations should be
planned during the allotted NYCDOE scheduled breaks. If you must be out directly before or after
school break a letter will be placed in your file.
D. Dress Code
Please show respect to the students and the learning culture of the school by dressing professionally.
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E. Bulletin Board Policy
Bulletin Boards are great ways to celebrate the strong work of our students, provide important
information, or promote the culture of Mather HS. Please refer to the following guidelines when
creating /updating your bulletin boards:
1. Celebrating Student Work
Please include:
 Assignment Task
 Standards
 Rubric
 Teacher Commentary
2. Mather School Culture
Examples / Ideas:
 Photos / Collages of Field Trips
 Student Government
 5 Steps to Success
 Graduation Celebration
 Life Skills
* Boards must be positive, neat, and visually appealing.
* Bulletin Boards must be updated according to the following dates. Please see the Bulletin Board
Assignments for further information.
September 19th
December 5th
March 13th
May 8th
* Please see Mr. Mayer for any questions /concerns. Thank you in advance for your cooperation.
Bulletin Board Assignments
Board #
Assigned Staff Members
Bulletin Board Content
1
2
3
4
5
6
7
Quarless
Pew
Coletta
Luzha
Jack
NPS
Student Council
Patner
Ramos
Anglim
Williams
Lynch
Admin
Martini / Rogers
8
9
10
11
Martini
Bruder
Martini
Admin
Rogers
Broderick
Rogers
12
Mintz
Harty
*All Staff in this column are
responsible for updating
bulletin boards on Sept. 19th
and March 13th
*All Staff in this column
are responsible for
updating bulletin boards on
December 5th and May 8th
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CTE Instruction
Life Skills / Study Skills, etc.
History Instruction
Science instruction
ELA Instruction
Mather/NPS Welcome Board
Community Service / Student
Council Announcements
Student of the Month
Life Skills / Study Skills, etc.
Mather Core Values
Who’s Who at Mather?
Mathematics Instruction
PART 6
BUSINESS POLICIES AT MATHER
I. SIPP PURCHASING
SIPP, which stands for Small Item Payment Process, is the process established to facilitate the purchase
and payment of Other Than Personal Service (OTPS) items.
A SIPP is used to process payments for non-recurring purchases and should only be used when
encumbering a purchase order is not feasible or practical. A SIPP is generally used for:
 Reimbursement to NYC Department of Education employees for “business related”
expenses (excluding travel)
 Postage
 Conference registration
 Emergency purchases
 Admission fees
Any reimbursable purchase must first be approved. For purchases under $25 a verbal approval from
the Principal is permitted. Purchases over $25 must first be approved in writing by submitting the
attached form to Mr. Hudson for approval. Only after pre-approval has been granted can a
reimbursable purchase be made.
To submit for reimbursement, the receipt must be taped to an 8.5 x 11, white piece of paper & be
stapled to the completed “Authorization for Imprest Fund Expenditure” form along with any supporting
documentation (meeting agenda, sign-in sheets, itineraries, credit card statements, etc.). This packet
must then be submitted to Mr. Hudson for final processing. If written authorization was required, that
must also accompany the final submission. After processing and approval, a check will be mailed to the
address indicated on the Imprest form. Turn-around time varies but generally the reimbursement check
arrives in 1 – 2 weeks.
II. SUPPLY PURCHASING
A supply request form (Attached) should be submitted to Mr. Hudson by 8/25. This form is broken into
3 categories: High, Medium and Low priority. All requested items need to be looked up at
www.ShopDOE.com for the Item number to facilitate DOE Purchasing. Please bear in mind, this is a
request. We will do our best accommodate all requests but nothing is guaranteed. Requests for
materials throughout the year should be made via email to Mr. Hudson - please allow 1 – 2 weeks for
materials to arrive. All general office supplies are locked in room 411. Please see Mr. Hudson or Ms.
Marshall for all general supply requests.
III. PER SESSION
Per Session will be processed monthly by our part-time Payroll Secretary, Ms. Nunez. Per Session
forms will be due to Mr. Hudson by the 3rd of each month.
Included with completed per Session form must be:
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• a signed time card for the hours of per session
• an attendance/sign-in sheet for activity or club
• an agenda or minutes if activity was a meeting
If any of these items are missing or incomplete, per session will not be processed until corrected and
approved by Mr. Gabbard possibly delaying payment.
IV. MAILBOXES
All staff mailboxes are located in room 410. Please check and empty your mailbox daily when first
entering the school.
V. TECHNOLOGY
All teachers will be issued a laptop computer at the start of the school year. This computer is for work
and you must adhere to the Chancellor’s regulations regarding proper usage.
We have a 31 desktop computer lab that is available for use. We also have a Laptop cart with 32
student laptops and a printer for classroom use. To reserve the lab or the cart for classroom use, please
submit a request via email to Mr. Hudson. When issuing laptops for students use in class, they must be
checked out and checked back in. This is the responsibility of the teacher who reserved the cart.
Please use the attached form to monitor usage. Any damaged items must immediately be reported to
Mr. Hudson to have repaired.
VI. FORM COLLECTION – THROUGH ADVISORY
Permission slips, start of year paperwork and all school wide forms with parental signature requirement
will be collected and monitored through advisory. This is the responsibility of every advisor to
aggressively get the forms submitted in a timely fashion. As forms are brought in, make note on your
personal tracking sheet and then turn them into Ms. Marshall in room 410 before school or to Mr.
Hudson after school. This is to ensure that forms are not misplaced and to keep all parental consent
forms in a central location.
VII. PHOTOCOPYING
Every staff member will be given a code that will allow them to make 200 copies / month on the Faculty
Photocopier located in the Teacher lounge, room 423. For Print Jobs of more than 2 pages and 30
copies, please submit a copy request form (located in the Forms and Template Folder) to Ms. Marshall in
room 410 and allow 48 hours to process. This large print option will not be counted against your
monthly allotment of copies.
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PART 7
SAFETY AND POSITIVE BEHAVIOR SUPPORTS
I. MATHER & CLASSROOM MANAGEMENT
At Mather High School, all behavior support procedures are classroom based and follow-up should
occur through advisors, team-members, student conferencing, phone calls home and/or parent meetings
as often as possible.
Classroom Strategies
Effective Classroom Arrangement
 You have control over how your classroom is arranged.
 Research shows that effective classroom arrangement maximizes student learning by
contributing to good classroom management and supporting effective instruction.
 One of our core values is “Collaboration.” Does this play a role in your classroom arrangement
at any point?
 Our two core instructional strategies are “hands-on activities” and “questioning/discussion.” Is
your classroom arranged to promote these?
Tips for Good Classroom Arrangement
 Avoid unnecessary congestion in group work areas; at classroom entrances and exits; near
pencil sharpeners and trash cans; by bookshelves, storage and supply stations; at teacher’s
desk(s) and computer stations.
 Always have a clear view of all the students.
 Verify that all students can see the instructional displays and the (smart/wipe/chalk)board or
screen at the front of class.
 Arrange learning areas so students can move from one to another with little or no disruption.
 Place storage space and necessary materials so they are easily accessible.
Tips for Arranging Furniture
 Make sure all students can see you, the board(s) and other instructional displays.
 Consider potential distractions such as windows (wait, what windows?), doors, etc…
 Leave walking space around students’ desks.
 Position yourself so you can see all the students at all times.
 Avoid placing learning centers and work areas in “blind corners.”
 Seat students who need extra help near your main position during instruction delivery.
 Arrange students’ desks/instructional areas in a manner to facilitate to quick learning of names,
work habits and personal traits.
Tips on Storage Space
 Place instructional materials where they are easily accessible to instructional areas and students.
 Provide adequate, conveniently located space for students’ belongings, such as “tote trays”.
 Provide easily accessible bookcase shelves or drawers for everyday books and materials or for
student portfolio materials.
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
Keep long-term, seldom used or special-occasion items in a closet.
Other Things to Consider
 Choose a particular spot; easily seen by all students, for posting daily assignments (weekly, if
possible) and for leaving missed work.
 Use walls and bulletin boards to display rules, procedures, assigned duties, a calendar, schedule,
student work…BUT don’t be afraid to be creative. When a student walks into your class they
should feel encouraged and they should know what is taught there.
 Use ceiling space to hang mobiles, decorations and student work.
 Check all electrical equipment to be sure it works and learn how to use the equipment BEFORE
using it in class.
 Have a sturdy extension cord available if an electrical outlet is not within easy reach. (See Chad.)
II. ESTABLISHING EFFECTIVE RULES AND PROCEDURES
Classroom Procedures
Procedures tell students how to perform routine instructional and housekeeping tasks. Tasks such
as asking to go to the bathroom, throwing away trash, getting missed work/assignments, turning in
assignments, asking questions, engaging in conversations, working in a group, etc. should all have a
procedure attached to them that the students know and follow by rote.
How Many Procedures?
 Smooth-running classrooms can have many procedures.
 Routines and procedures allow classrooms to function smoothly.
 Self-management procedures build student autonomy and reduce the need for your constant
attention.
 Clear procedures manage smooth transitions and minimize downtime.
First Day Procedures
 These are good examples of first day procedures:
 Please find your seat (desks labeled in with names already before students enter class).
 Store all your belongings in the area beneath your desk/table.
 Complete the activity following the directions on the front overhead/projector/SmartBoard or
worksheet on your desk.
Introduce Procedures Systematically
 Teach procedures as content.
 Present procedures in a clear and orderly manner.
 Present procedures as the need arises, don’t present 10 in one period.
 Model expected behavior for your students.
 Provide students with opportunities to practice.
 Review and re-teach procedures as necessary.
 Reinforce the procedure and provide feedback.
 Apply positive and negative consequences consistently.
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
After three weeks, only reminders should be needed.
Teaching Procedures
 Teach procedures as part of the instructional activity.
 Examples:
o Demonstrate how to head their assignments the first time an something is assigned.
o Explain clearly how to write down an assignment in their planner.
o Note where and when assignments are posted.
o Explain where missed work is kept the first time there is a returning student from an
absence.
 Review procedures over several weeks until they become habit.
 More emphasis should be placed on reinforcing accountability procedures and routines
governing instructional activities rather than housekeeping rules/procedures.
Classroom “Rules”
Rules are general guidelines that set expectations for student behavior. Call them rules, expectations, or
guidelines…whatever they are, be clear, concise and consistent.
Research indicates:
 Establish four to six general “rules of the road” at the beginning of the school year.
 Too many rules can complicate your task of enforcing rules and your students’ task of following
them.
 Present, review and reinforce them during the first three weeks of school.
 Instruction time increases once students can function smoothly/autonomously in the classroom
and know what to expect.
 Review and enforce rules throughout the entire year.
Common Elements of Effective Rules
 Broad and overarching, applying to all student activities and interaction,
 Written in a way that is positive, understandable and acceptable to students.
 Linked to fair, enforceable and well-understood consequences.
Teach Your Rules as Content
 Begin teaching rules on the first day of school.
 Teach rules as you would any other content area.
Sanction Inappropriate Behavior
 Monitor student behavior and promptly apply consequences for misbehavior.
 Draw upon a wide array of intervention strategies when a difficult situation arises.
 Create a sense of fairness by matching your intervention to the severity of the offense.
 Use misbehaviors as teachable/learning moments.
 Apply consequences consistently to all students.
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Hierarchy of Consequences
 Think of consequences in a hierarchy from least intrusive to most severe.
 Develop a range of minor interventions to use without interrupting the instructional flow of the
class.
 Use the lowest-level sanction possible that will correct the problem behavior.
 As the seriousness escalate or repeats move up the “Ladder of Consequences.”
Should a Student Be Removed for the Classroom?
 Removing a student from the classroom should be used only after a series of in-class actions
have been applied and only with permission of administration (see PBS/Discipline policy)
 Once the student is removed from the room, the teacher relinquished control of the situation.
 When students are out of the classroom for “punishment,” they are not in the classroom
learning and more importantly, they are not in a position to correct their behavior and make
amends.
 Unless a student violates the health and safety of others or is chronically disruptive, in-class
sanctions should be used.
Common Mistakes
Lack of Preparation
Teachers who fail to prepare:
 Leave students unattended to get materials or go to the office,
 Don’t actively monitor the classroom,
 Forfeit their leadership roles and, thus, their control of the class.
Less effective classroom managers:
 Don’t provide adequate reinforcement to students,
 Lack adequate procedures in place to guide students’ activities,
 Neglect to survey the whole class and spend too much time with one student,
 Busy themselves with clerical or administrative tasks at their desks,
 Neglect to monitor students’ behavior and academic performance.
Results of Common Mistakes
Lack of preparation and poor monitoring mean these teachers:
 Permit students to interact among themselves and set their own behavior standards
 Find that some students “push the limits”, causing even greater disruption to the learning
environment
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Mather High School “Ladder of Consequences”
In-Class Interventions
 Warning
 Change seat assignment
 Student-Teacher conference
 Class contract
 Private discussion with student during or after class/school
 Phone call / note home
 Lunch detention
 After school detention
If all in-class interventions do not result in desired behavior modifications
 Consult Grade-level Team for alternative interventions
 Have a team meeting with student
 Convene a meeting with parent
 Convene a team meeting with parent
 Notify Social Worker and/or Guidance Counselor
 Notify Administration
*Be present and prepared! Build positive relationships. Let the students know you care about them.
Greet students with a smile and show them you are concerned with them. Let your teaching reflect
your passion and commitment to the school and the students.
III. PROGRESSIVE CONSEQUENCE POLICY / POSITVE BEHAVIOR SUPPORTS
While we understand that “discipline” is a word often used in education, at Mather HS we would like
to minimize the use of the term as much as possible. When students deviate from what is expected at
Mather HS, we will focus on a proactive approach to consequences in an effort to correct the behavior
rather than punish. “Positive Behavioral Supports” (PBS) are the underlying principles that steer our
approach to student behavior and conduct and, with reference to the growing and influential body of
research on PBS, we will follow this path as opposed to the traditional disciplinary approach.
Positive Behavioral Supports are tiered, targeted, and tracked supports similar to effective instructional
interventions. Changes in behavior (during an assessment period, ongoing, and after an intervention has
been implemented) will be measured and quantified to the highest extent possible. This means that
vague references to students who “do not work”, “have a bad attitude”, or “never show up” are
replaced with substantiated data that is used primarily to determine the function of a given behavior so
that an intervention can be developed to address it. This can be done for a group, an individual, or a
whole school as needed. Thus, an outburst (i.e. student curses at a teacher) is not a dead-end situation.
The outburst may have been caused by the student’s need to “seek attention,” or “escape” some aspect
of his or her life, or, in some cases, as a “sensory function” beyond their immediate control. Without a
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determination from which function the behavior stems, an appropriate intervention cannot be
developed.
Mather HS staff are committed to the establishment and maintenance of a positive school culture.
Mather staff define the core values and the ethics as a school by demonstrating how these look, sound,
and feel. This approach will supplant the need for constant reference to what behaviors should not be to
one that models for and explains to the student what behaviors should be and, ultimately, who we want
the Mather HS student to be.
To help accomplish this, we have set clear expectations and rules for behavior outlined in the student
and teacher handbooks, as well as referenced in town halls and classrooms on a regular basis. Advisors
and all staff will maintain an open door policy in which students are encouraged to discuss their
academic programs and expectations, as well as social forces that might impede their academic progress,
all of which allows students to know that staff is concerned with their best interests. This does not
mean that we will ignore the New York City Discipline Code; but this code should only come into play
after all other PBS interventions have been exhausted. There will be clear, consistent consequences
which may range from personal one-on-one meetings, mentoring sessions, parent/student meetings,
peer mediation followed by an escalation as needed to before-, after-, or in-school-detentions, to inschool or out-of-school suspensions depending upon the severity of the incident. Again, the idea is to
change behaviors before they escalate. While it will be clear that Mather HS will not tolerate bullying or
disrespect among peers or towards adults, interventions to prevent and deescalate such situations will
prevail.
The Context of Positive Behavior Supports
If the model for developing power resides in the powerful - that is, if what we learn about how to
behave is by observing those who have power over us - then those in power must assume responsibility
for modeling appropriate behaviors. Positive behavior supports is a strategy designed to encourage
positive behaviors in schools, homes, and other social situations. It is based on three key principles:
· All children have inherent value, dignity, and worth.
· Behaviors are learned responses to environmental and experiential conditions and
factors.
· Behaviors can be changed when their function is understood and conditions and
supports are put in place to affect change.
If we truly believe that all children have value, then our goal must be to maximize each child’s capacity to
have positive social relationships with others. If someone is struggling with inappropriate behaviors, we
can act as if the child is a problem –and negate their innate human value – or approach the situation by
understanding that the child has a problem, and seek to help them address and solve that problem. In
order to do so, we must understand that there is (usually) logic behind the behaviors of all children; our
challenge is to understand its context. The behaviors in which children engage serve a purpose, fill a
need; if those behaviors are inappropriate, we must help the child fill that need in a more acceptable
way. It is also critical for us to understand that behaviors are reinforced. Behaviors that result in
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desirable consequences are likely to be retained or strengthened. Behaviors that result in undesirable
consequences are likely to be avoided, rejected, or lessened. However, consequences alone do not
result in development of appropriate skills, and punishment (i.e., suspension, firing, etc.) does not teach
someone to be able to behave appropriately in the future, it merely delays the need to address the
underlying problem or hands it over to someone else. Positive behavior interventions, on the other
hand, recognize the inherent value and dignity of all children and seek to support each child’s capacity to
be an effective member of our society, school, workplace, and community. Positive behavior
interventions take place before the onset of problem behaviors, before those behaviors escalate, and
after problems occur to prevent them from reoccurring. They are positive, in that they are
characterized by or display approval, acceptance, or affirmation. They recognize that behavior is
something an organism does in response to its environment. And their purpose is to intervene, to enter
a course of events so as to successfully change it. Our “discipline” is proactive and restorative rather
than reactive and isolating.
What does Restorative Discipline look like?
Restorative justice….
• Focuses on harms and consequent needs (the victims’, as well as the communities’ and the
offenders)
• Addresses obligations resulting from those harms (the offenders’, but also the communities and
the society’s)
• Uses inclusive, collaborative processes
• Involves those with legitimate stake in the situation (victims, offenders, community members,
society)
• Seeks to put right the wrongs
Restorative discipline…
• Acknowledges that relationships are central to building community
• Builds systems that address misbehavior and harm in a way that strengthens relationships
• Focuses on the harm done rather than only on rule breaking
• Gives voice to the person harmed
• Engages in collaborative problem-solving
• Empowers change and growth
• Enhances Responsibility
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IV. DOCUMENTING INFRACTIONS
Always document behavioral infractions and /or classroom disruptions. Keep a log for minor classroom
disruptions (including specific dates and times). For more consistent disruptions use the PBS incident
report and PBS intervention log (a copy of the forms can be found at the back of this planner). If a
physical fight or injury occurs you will also be required to fill out an OORS incident report which will be
provided to you at the time of incident.
V. POSITIVE BEHAVIOR SUPPORT – CELEBRATIONS / INTERVENTIONS /
CONSEQUENCES
Positive practices of our students should be celebrated. Use the Pack-visory Celebrate Student Success
Log to document your attempts to contact families about the positive practices and progress the
students are making. Each Pack Leader must contact each of their advisees’ families four (4) times a
semester to celebrate the successes of our students. Please see the PBS Celebrate Student Success
Form in the Forms and Templates Folder for further details.
All consequences and interventions for student disruptions should follow the descriptions provided on
the Positive Behavior Support Academic and Behavioral Incident Report (See “Forms” folder)
All documentation should be kept on file with the teacher and copies should be submitted to Mr. Mayer.
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VI. POSITIVE BEHAVIORAL SUPPORT – LADDER OF REFERRAL
Principal
Ensure that all options for correcting behavior have been exhausted
Apply appropriate consequences aligned with DOE guidelines
Social Worker
Assistant Principal
Identify patterns of behavior and provide
appropriate counseling
Assist teacher with classroom management
issues
Provide mediations when appropriate
Issue detention and/or other consequences
Coordinate family conferences with teachers
and/or social worker
Teacher
Verbal Warning
Teacher – Student Conference
Change the Student’s Seat
Speak to Parent/Guardian
Document Infraction
Inform Student Advisor
Class Contract/In-Class Interventions
Peer Mediations
Grade Team Conferences / Kid- Talk
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VII. 10 TOOLS FOR POSITIVE BEHAVIOR SUPPORT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Engaging Instruction
Strong instruction is the key to reducing behavioral issues. When students are actively engaged
in instruction they are less likely to misbehave.
Reward Positive Behavior
Build upon the child’s strengths and positive attributes. Provide encouragement positive
commentary, and/or rewards when students act appropriately and promote positive school
culture.
Emphasize Academic Achievement
Celebrate student work and achievement. When students feel good about the work they are
doing, they feel better about school and develop pride and school spirit which leads to a higher
likelihood of positive behavior.
Clearly Define Behavioral Expectations
Make it clear to the students what the behavioral expectations are at Mather and in your class.
Teach them the core values of the school and model the positive behavior you expect from the
students.
Listen to Students
View difficult behavior as communication. Provide the child with input into, and ownership of,
the plan.
Be Consistent with Rewards and Consequences
Being consistent in the way you treat students helps build relationships and creates predictability
and trust which minimizes the likelihood of conflict or feelings of resentment.
Utilize Developmentally/Culturally Appropriate Interventions
Describe the challenging behavior. Identify the communication/function of behavior. Brainstorm
and plan supports. Plan how to respond to challenging behaviors. Identify replacement behaviors
and how to teach them. Use common planning time to collaborate with other staff members.
Collect Data to Monitor Intervention Effectiveness
Continue to question what you are doing and why. Regularly monitor, troubleshoot, and change
the plan as needed. Use the inquiry process.
Arrange Seating Appropriately
Seating and furniture arrangements should allow for free movement around the room and allow
the teacher to see the whole class. Assigned seating can limit conflicts between students.
Classroom Monitors (Jobs and Roles for Misbehaving Students)
Giving problematic students responsibilities or jobs in the classroom gives them a sense of
belonging and can increase their engagement in classroom activities and promote positive
behavior.
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VIII. EVACUATION / DRILL PROCEDURES
2014-2015
These procedures should be used in alignment with the General Response Protocol summary sheets.
When The Bell Sounds:

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





Ask students to stand quietly and push in their chairs.
Have students line up in a quick but orderly fashion.
Students should be quiet and ready for instructions while leaving the building, when they
are outside, and when they are returning.
Remind students to be quiet but do not stop your lines to discipline students. It is
important that all students evacuate the building as quickly as possible.
Take attendance when you are lined up outside. Record any names of disruptive
students and we will address the issue accordingly.
Please take your class roster and your GRP Card with you if possible.
All staff must exit the building during fire drills -even if you are on prep or lunch.
After attendance is taken, please hold up your green “ok” card to signify you and all
students are safe and accounted for, or you red card signifying you need assistance or a
student is missing.
Exit Strategy:
1. Mather High School Classrooms
All rooms 400 – 410 use Exit 1. Stairwell A leads to Exit 1.
Exit onto 50th street. Turn left and proceed to 10th Ave. Take a left on 10th Ave. and another left
onto 49th Street. Stop at the West side of the loading dock gate. Wait with your class in an
organized line. Instructions will be given when it is time to return to the building.
All rooms 412-421 (excluding 416) and 612 use Exit 2. Stairwell B leads to Exit 2.
Exit onto 50th street. Turn left and proceed to 10th Ave. Take a left on 10th Ave. and another left
onto 49th Street. Stop when you reach the class in front of you or the Graphics Campus loading
dock area. Instructions will be given when it is time to return to the building.
Rooms 416, 423(staff lounge), and 440 use Exit 3. Stairwell C leads to Exit 3
Exit onto 50th Street. Turn right and proceed to 9th Ave. Take a right onto 9th Ave. and another
right onto 49th Street. Stop when you reach the class in front of you or the East end of the front
courtyard gates. Instructions will be given when it is time to return to the building.
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II. Campus Shared Spaces
Science Labs – Rooms 601, 601A, 602 use Exit 1. Stairwell A leads to Exit 1.
Exit onto 50th street. Turn left and proceed to 10th Ave. Take a left on 10th Ave. and another left
onto 49th Street. Stop at the West side of the loading dock gate. Wait with your class in an
organized line. Instructions will be given when it is time to return to the building.
Gymnasium and Nurse Office (Room 625) use Exit 2. Stairwell B leads to Exit 2.
Exit onto 50th street. Turn left and proceed to 10th Ave. Take a left on 10th Ave. and another left
onto 49th Street. Stop when you reach the class in front of you or the Graphics Campus loading
dock area. Instructions will be given when it is time to return to the building.
Exercise Room – Room 640 use Exit 3. Stairwell C leads to Exit 3.
Exit onto 50th Street. Turn right and proceed to 9th Ave. Take a right onto 9th Ave. and another
right onto 49th Street. Stop when you reach the class in front of you or the East end of the front
courtyard gates. Instructions will be given when it is time to return to the building.
Cafeteria and Library – Room 646 use Exit 4. Stairwell D leads to Exit 4.
Exit onto 50th Street. Turn right and proceed to 9th Ave. Take a right onto 9th Ave. and another
right onto 49th Street. Stop when you reach the class in front of you or the East end of the front
courtyard gates. Instructions will be given when it is time to return to the building.
*All high school students stay right on the staircase. All Success Academy students stay to the
left on the staircase.
*AED is located near the security desk at the main entrance of the campus.
*Be prepared. Awareness and preparation are crucial during an emergency.
PART 8
FORMS AND TEMPLATES
*See the Forms and Templates Folder. The contents of this folder are outlined in the table of contents.
Please follow instructions when completing all forms. See Mr. Mayer with any questions.
PART 9
NYCDOE EVALUATIONS, REGULATIONS, PROFESSIONAL DEVELOPMENT
This folder consists of important NYCDOE policies, regulations, etc. and is outlined in the table of
contents.
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