Support Staff Handbook Shelburne Community School 2015-2016 Welcome to the Shelburne Community School! We hope you will find your job as a paraeducator exciting and rewarding. We are a friendly and helpful community so, if you have questions, please don’t hesitate to ask one of us. This handbook has been created to provide you with information essential to your job responsibilities as a paraeducator. The SCS administration and the ESP union welcome your input about the contents and usefulness of this handbook. It is my hope that your employment here at SCS is enjoyable and rewarding. If you have any questions, please don’t hesitate to contact me. If I can't answer your questions, I will be happy to put you in touch with the person who will be able to help you. Sincerely, Fran Brennan Library Assistant/ Union Representative Ext. 117 Section 1 The First Six Weeks of School We see the first six weeks of school as a distinct period, a time of many introductions. We introduce students to the people of the classroom and school community, to the classroom and school environment, and to the expectations we hold about learning. We also introduce and establish expectations for behavior, the limits we will set, and the ways we will enforce those limits. We introduce the routines that help students learn while taking care of each other and the environment. We carefully structure the first six weeks so that students will participate actively in all of these introductions. They practice the expected skills and behaviors—at first with very close teacher guidance and structure, and then, as their familiarity and competence grow, with increasing amounts of independence. Adapted from excerpts from the book, The First Six Weeks of School, by Paula Denton and Roxann Kriete. Check Lists to Prepare for the First Two Weeks of School (Return to Rachael Oberst’s mailbox by Friday, September 11th) New Paraeducators: O Tour the school if you are new O Meet teachers and other staff: Pati Beaumont, Pre-K-5 Principal Allan Miller, 6-8 Principal Dawn Gruss, Director of Special Education Rachel Petraska, 5-8 School Counselor Katie Tyler, K-4 School Counselor Rachael Oberst & Yasamin Gordon, Planning Room Co-Directors Sue Schaefer, Behavior Interventionist Jocelyn Bouyea, School Nurse, R.N., Alison Hopkins, Health Office Assistant Esther Aicher, School Receptionist Jen Marx, Attendance Toni Dunn, Services Secretary Patty Spagnolo, Guidance Secretary Hilda Tallman, Administrative Bookkeeper Kari Ahern, Fran Brennan, Librarians Jeff Badillo, Technology Trainer Becky Mashak, School Lunch Program David Kelly, Maintenance Bob Miller, Head Custodian All Paraeducators: Read the SCS Paraeducator Handbook, the SCS Quick Reference Guide and Support Staff Contract Review Confidentiality Policy, Blood-Borne Pathogens Protocol, and Mandated Reporting Policy Review Guidelines for School Review Guidelines for School Behavior in Parent Handbook Set up email Review cafeteria and playground matrix and best practices Develop a weekly schedule and assigned responsibilities and give Guest Teacher plans to Patty Spagnolo by Friday, September 11th Observe assigned students in various educational environments Arrange for copier training Complete all required Online Trainings Read over your climate folder On Google Sites, read through the SCS Everyday Expectations I have read the documents referred to in the Paraeducator checklists and completed all the necessary steps. _____________________ _______________ Signature Print Name _____________ Date Who Works Here? Teams and Grades Shelburne Community School places children from Triple E through 8th grade. Generally speaking, you will become most familiar with the students at your grade level. The teams and their teachers are as follows: Shelburne Community School Community Team Name Co-Principal (PreK-5) Pati Beaumont Co-Principal (6-8) Allan Miller Director of Special Education Dawn Gruss School Counselors Rachel Petraska, Grades 5-8 Katie Tyler, Grades PreK-4 Planning Room Co-Directors Rachael Oberst Yasamin Gordon Behavior Interventionist Sue Schaefer Health Office Jocelyn Bouyea, R.N. Alison Hopkins Registrar, Admin. Assistant (Principals & Counselors) Patty Spagnolo Special Ed. Administrative Assistant Toni Dunn Administrative Bookkeeper Hilda Tallman Front Office Receptionist Esther Aicher Attendance Secretary Jen Marx EEE Shelley Henson Speech Pathologist (EEE) Liz Rider Journey (K) Amy Hazen Rue Kendrick Treehouse (K) Joplin James Emily Vigneault Kimberly Elia Team Dreams (1) Kristin Mendl Shannon Baird Gretchen Garvey Haley Blair FireFly (2) Nancy Nakhleh Megan Maynard Christine Hertz Kaleidoscope (2) Lynda Maitland Diane Hanson Sally Stevens Esprit (3) Jennifer Niles Debora Killkelley Imagine (3) Joey Adams Jessica West Infinity (4) Laura Davenport Pamela Cyr Wonder (4) Adam Giles Natalie Watson Endeavor (5) Cara Crowther Vasanthi Meyette Enterprise (5) Bob Gurwicz Monique Tetreault Alpha (6-7-8) Wendy Hallock Devon Morrill Meg O’Donnell Leigh Petrucelli Holden (6-7-8) Eric Brunvand Robin Halnon Maggie O’Toole, Diana Rich Winton (6-7-8) Carly Bennett Sam Nelson Lisa Phelps Katie Stansfield French (6-7-8) Claire Deslauriers Spanish (6-7-8) Meghan Kelley Physical Education Alan Mihan, Athletic Director Jason Lewis Jude Olson Music Diana Burritt (K-5) Amy Southworth (K-5) Tim Buckingham, Instrumental Music (5-8) Christina Kelsh (6-8) Unified Arts Art K-5 Kathy Caraher Grant Peter Boardman Library Kari Ahern Fran Brennan Transportation Pamela Weber Food Service Becky Mashak Custodial Staff Supervisor Bob Miller Maintenance Supervisor David Kelly Technology Mike Kanfer Nancy Colbourn Annette Hebert Jeannie Sopchak Technology Educator Jeff Badillo Special Educators Meghan Bustamantes (K) Erica Webster (1) Annie Dunn (2,3) Corey Colangeli (5) Lucy Allen (4,6) Jaime Fries (6-8) Lauren Goracy (6-8) Laurie Taylor (6-8) Jennifer Randall (Intensive Needs) Speech-Language Pathologists Amy Coach-Dietz Peter Nevin School Social Worker Laurel Robbins Student Assistance Program Amy Sayre Math Coordinator John Madden Literacy Coordinator Jensa Bushey Everyday Expectations for Faculty and Staff 1. Building a community means that these are all our children. Contribute to the positivity of our environment by being a presence in the hallway during transitions and acknowledge behavior (both praise and correct) that you see. 2. EVERY class (including UA) in our building will have a morning meeting/greeting following announcements with a quick greeting and a check-in/announcements. At a minimum: 1. circle up 2. welcome students 3. ask a student to start the greeting (ie: pass a hello around the circle) 4. emphasize voice, eye contact and body language 5. teachers may choose to extend morning meeting with a game or class ritual 3. All students K-8 will be walked to and from UA, band, chorus, lunch, and recess by an adult. This includes 6-8 graders who will walk with adults until students have demonstrated that they know how to Be Safe, Be Responsible, Be Respectful in the hallways. Teachers are expected to model hallway expectations during transitions for their students and support staff especially during the first six weeks. 4. All school spaces will have the 3 school expectations posted (Be Safe, Be Responsible and Be Respectful) for ALL to follow. Adults will use these as prompts to remind students about what behavior is expected throughout our entire building. 5. Teach students that in large group settings (i.e., cafeteria, recess, school-wide assemblies) the universal quiet sign will be the peace signal (2 fingers raised). 6. We are striving to build a school-wide community. All adults and students are expected to participate and attend school-wide celebrations. 7. Be the best you can. Believe your students are doing the best they can. Believe your co-workers are doing the best they can. Believe your families are doing the best they can. Shelburne Community School Everyday Expectations Be Safe Be Responsible Be Respectful Be mindful of everyone’s space Be engaged Be kind Do your best Be empathetic Clean up after yourself Work cooperatively Be a problem solver Listen for understanding Follow adult directions Classroom Use materials or equipment appropriately Include everyone Ask permission to leave class Bathroom Enter and use one stall Flush the toilet Voice level 0-1 Wash and dry your hands Keep bathroom clean Throw away your trash Walk on the right Stay in your line Hallway Backpack zipped and on your back Enjoy the artwork, look with your eyes Go directly to where you are expected Stay to the right Yield to younger students Eat your own food Cafeteria Have a calm body while waiting in line and eating Library Use breezeway unless otherwise directed Walk around library Voice level 0 or 1 Include everyone at the table Use good manners Be a problem solver Raise your hand if you need an adult’s help Clean up your space Wait patiently in line Seat to seat until dismissed Enter and exit quietly Return to class when finished Voice level 0 or 1 Use books and materials for their intended use Wait your turn Return materials on time Voice level 0-1 Be Safe Be Responsible Be Respectful Be mindful of everyone’s space Be engaged Be kind Do your best Be empathetic Follow safety rules Dress appropriately for the weather Take turns Stay within boundaries Be a problem solver Be a good sport Tell an adult if you see an unsafe choice Respect nature Follow adult directions Recess & Playground Follow game rules Line up when the whistle blows promptly Follow safety rules Bus Get on and off bus carefully Voice level 0-1 Back to back - Seat to seat - Feet on floor Be a problem solver Assembly Stay with your class Listen, watch, learn Use appropriate applause Field Trip Stay with your group Listen, watch, learn Respect your surroundings Do your own work Use assigned device School computers are for school work Technology Keep personal information and passwords private Walk and carry device with two hands Use device as intended and directed Personal devices are for home unless otherwise directed Store and charge device as directed Print with permission Follow the law Educational Team Checklist (K-5 Teams return to Pati Beaumont / 6-8 Teams to Allan Miller / Special Ed to Dawn Gruss) Due 9/11/14 Paraprofessional: Team: Team has clearly defined paraeducator’s roles and responsibilities. Educational Team has clarified scheduling of breaks, lunch, arrival and departure times with paraeducator. Educational Team has developed daily schedule with paraeducator. Educational Team has reviewed when and how to communicate feedback and suggestions among all team members (Team teachers, Special Educators, Paraeducators) When applicable, any work with a student on an I.E.P: Goals & Objectives and comprehensive evaluation reviewed and student’s learning priorities discussed with all members of educational team. When applicable, student’s I.E.P. goals and objectives reviewed and responsibilities specific to paraeducator(s) defined. Paraeducator training needs identified and implementation scheduled. Instructional materials provided (ongoing). I have read the documents referred to in the Educational Team checklist and completed all the necessary steps. ___________________________________________________ Signature, Paraeducator Date I have read the documents referred to in the Educational Team checklist and completed all the necessary steps. ___________________________________________________ Signature, Teacher Date I have read the documents referred to in the Educational Team checklist and completed all the necessary steps. ___________________________________________________ Signature, Teacher Date I have read the documents referred to in the Educational Team checklist and completed all the necessary steps. ___________________________________________________ Signature, Teacher Date I have read the documents referred to in the Educational Team checklist and completed all the necessary steps. ___________________________________________________ Signature, Special Educator Date School Day and Year at a Glance The SCS website address is: www.scsvt.org In Service/Staff Development days: There are two in-service days prior to the first day of school. They are on August 25th and 26th, and one following the final day of school. There are no other in service days, however, if you have a need for special training, please discuss this with your supervising teacher(s). August 24 In Service August 25 In Service June 15 One day after last day of school (tentative – depending on possible snow days) Trimester Dates: These dates (see school calendar) are important because they are associated with preparing, collecting and filing trimester reports for all the students on your team. Para Meetings: Trainings and meetings are scheduled throughout the year and will take place each month for one hour. Daily Schedule Breakfast for students: A convenient, nutritious breakfast is offered daily from 7:30am – 8:00am in the cafeteria. The first bell rings at 7:55am when students are dismissed from busses and students may enter the classroom wings. No students should be in classrooms or on the wings before 7:55am. A second bell rings at 8:05am to signal the start of the school day. The tardy time is at 8:05am. At that time, Daily Announcements are read over the loudspeaker. These include student, staff and faculty birthdays, school sport scores and other noteworthy items and reminders. You will find the Daily Notice on your email each day. Be sure to check it daily as it contains the lunch menu, notice of absent staff members and other valuable information that may affect you and your students. Paras should discuss their daily schedule with his/her team to determine exact start and end times totalling 6.5 hours and a half hour unpaid lunch break. Emergency School Closings: You will be notified of emergency school closings with a phone call via Connect 5, SCS’s new emergency messaging system. Make sure you provide your phone number to Patty Spagnolo, Guidance Secretary to enroll in this messaging system. Lunch in the cafeteria and recess occurs on the following schedule: Red= Kindergarten Playground Blue= Snelling Playground Time Lunch Recess 10:45 - 11:05 Infinity/Wonder (4) Endeavor/Enterprise (5) Treehouse (K) Team Dreams (1) 11:10-11:30 Treehouse (K) Team Dreams (1) Infinity/Wonder (4) Endeavor/Enterprise (5) 11:10-11:35 Journey (K) 11:05-11:30 11:35-11:55 Journey (K) Firefly/Kaleidoscope (2) 11:55-12:15 Firefly/Kaleidoscope (2) 12:05-12:35 Middle School (6-8) 12:45-1:05 Imagine/Believe (3) 1:10-1:30 Middle School (6-8) Imagine/Believe (3) Dismissal Schedule: All students will be dismissed at 2:55pm Busses leave school at 3:05pm Communication Mike Kanfer, Technology Coordinator Jeff Badillo, Technology Trainer will help you learn to use e-mail and other necessary computer software. Jeff is available to answer your questions by phone at extension 143 and by e-mail. Phone/Voice Mail Email You should check your personal email box at least once each day. A list of phone numbers for all faculty and staff can be found on the Shelburne Community School Web page. You can access your voicemail from any phone in the building. Any questions about the phone system should be directed to Mike Kanfer (118). Snail Mail You will be provided with an internal mailbox in the staff lounge. Be sure to check it in the morning and before you leave each day. There is also a district wide internal mail system. If you have to send a document to another school in the district, ask Hilda Tallman, Administrative Bookkeeper for assistance. Section 2 Confidentiality Why It’s Important As a member of the educational team you will learn a great deal about the students you work with and their families. This information is personal and private: you have a legal responsibility to keep this information confidential. Discussing this information with anyone other than the student’s educational team is not only disrespectful, it may have legal ramifications for you. This information is to be discussed only when it is directly relevant to the student’s education and in a private place (for example, in a classroom when students are not present) rather than in a public place (such as the halls or staff lounge). Guidelines 1. Only discuss information about a student in a private place. 2. Only discuss information about a student with the student’s own parents or educational team. 3. Only discuss information about a student with appropriate adults. In some cases, students may need to know specific information about a classmate. In such situations, the educational team will decide what information is appropriate and how and when it will be shared. 4. Only discuss information about a student with school personnel who are considered members of that student’s service providing team. 5. Always go through proper channels to obtain a student’s records or other personal information. 6. Only school mandated files and records on a student or family are to be kept and they are to be maintained in designated locations. 7. If you have questions regarding confidentiality, speak to the Director of Special Ed, Dawn Gruss. What Should You Do If You Think Confidentiality Is Being Breached? Suppose that you work with a specific student and are asked a question about that student or his or her family by a person that is not part of that student’s educational team. How should you respond? You should explain that it would be a breach of confidentiality to respond to their inquiry. For example, you could say, “I’m not comfortable discussing Johnnie’s family life.” Or “It’s my understanding that it would be a breach of confidentiality to discuss this type of information in this setting.” Electronic Communication Use initials of students, not full names when referring to students in e-mails. You may use the first two letters of a first name and the first two letters of a student’s last name. (Example, John Smith: JoSm). If you print out from a computer any material containing confidential information, be sure to retrieve the material from the printer. If the material does not come out of the printer, get help immediately. Section 3 Your Rights You Have a Contract You are working under a contract negotiated by the support staff representatives of the National Educational Association. You should receive a copy of this contract when you are hired. If you have questions about your rights under this contract, please contact the support staff Union President, Fran Brennan. Every para must either belong to the union or complete a fair share form and pay the associated fees. Please see your union representative, Fran Brennan, for more information and the appropriate forms. Breaks / Lunch According to your contract, you are entitled to two paid fifteen-minute, duty free breaks and an unpaid 30-minute lunch break per day. You should discuss with your classroom teacher or other supervisor when to schedule your breaks. Normally paraeducator working in the grades 1-5 will take a 30-minute lunch break when students are either at lunch or at recess. Paraeducators working at the middle school level have their break before or after the student’s lunch/recess. Occasionally, you will have both lunch and recess duty, in which case you are entitled to take your lunch break either before or after your duty. In no case should you eat your lunch while performing cafeteria or recess duty. Should you decide to leave the building during your lunch break, you must personally sign out using the staff sign-out sheet located in the main office and let the school receptionist know. Please do not ask someone else to sign out for you. Cell Phones The use of cell phones during work hours, (text or voice), is prohibited except during breaks or your lunch period. Phone calls and texting should occur in more private locations, (not in hallways or classrooms.) Paid Holidays According to your contract, you receive 7 paid holidays. They are: Labor Day, Thanksgiving, and Day after Thanksgiving, Christmas, New Years Day, Martin Luther King Day, and Memorial Day. Sick Leave: Support Staff (excluding CSSU Special-Ed Paras) When you know you will be absent or late for any reason, you must speak to a person. Leaving a voicemail is not adequate. You need to notify Esther Aicher, School Receptionist (318-1738) anytime before 8:00PM the evening before the day you will be absent or late; or call her from 6:00AM – 7:00AM the morning of the day you will be absent. If it is later than 7:00AM, you must call Patty Spagnolo, Guidance Secretary at 985-2070 between 7:00AM and 7:30AM in the morning. Also notify Patty Spagnolo if you must leave during the school day in order to arrange substitute coverage. A Request for Leave form found in the form box, in the staff lounge, must be completed for any absence and placed in Hilda Tallman’s mailbox when you return. It is mandatory to fill out leave forms for all absences. You may fill this form out ahead of time for Dr.’s appointments that you are aware of in advance. If you need to leave school because of illness or emergencies after the workday has started, please also notify Rachael Oberst, extension 142, so coverage can be arranged. Before leaving the building, you must personally sign out in the main office. Personal Days: Support Staff (excluding CSSU Special Ed Paras) You are entitled to three days of personal leave. Unless it is an emergency, personal days must have prior approval. Fill out the Request for Leave form at least 48 hours in advance and put it in Hilda Tallman’s mailbox in the staff lounge. Personal days are not cumulative from one contract year to the next. Please read Article 26 on page 30 of your contract for more specific information. (Also, please see Paraeducator Handbook section on Substitute Coverage, Section 4) Unpaid Leave: Support Staff and CSSU Special- Ed Paras Unpaid leave will not be granted except in very rare circumstances. Written requests for unpaid leave must be submitted to Cindy Koenemann-Warren, our District’s Human Resources Director, for approval. Requests for personal vacations during the school year will not be approved. Regular Hours, Extra Hours and Over Time: Support Staff (excluding CSSU Special Ed Paras) Regular hours for paraeducators are determined by the Team teachers. If you are asked to work beyond the 6.5 hours per day specified in your contract, your supervising teacher must get approval for these hours in advance. The administration is not required to grant approval. Fill out the Request for Extra Hours form found in the form box in the staff lounge and place it in Hilda Tallman’s mailbox. Hilda Tallman will obtain administrative approval/denial and place a copy of the completed form in your mailbox. As specified in your contract, overtime hours are those hours beyond 40 hours actually worked per week. Any request for overtime must be requested in advance and approved by the administration. CSSU Special-Ed Paras – You will be using a new automated system called AESOP. You will need to create an account in order to request sick or personal leave. If you have any questions please see your immediate supervisor. Below is the link so set up your account: Overnight Field Trips Occasionally academic teams will take students on overnight field trips. If you are asked to accompany your team on an overnight field trip, you will be paid for all “waking” hours; in other words, you will not be paid for the time that you are sleeping. Prior written approval must be obtained from your team and an administrator. You have the right to decline accompanying your team on an overnight field trip. If you decline to accompany your team, you must report to school for an alternate assignment. Cars and Car Insurance There are two parking lots available for staff members: one is outside the gym doors and the other is along School Street. The circle in front of the school is for student dropoff and no unattended vehicles are allowed there. Occasionally you may be asked to transport a student in your personal vehicle. You are not required to do so and you may decline. Any staff member that transports students must have on file with Esther Aicher, School Receptionist, a copy of his or her current auto insurance coverage. The minimum coverage qualifying to transport a student is $100,000 liability and $300,000 uninsured motorist. Buying Lunch in the Cafeteria You may open an account in the cafeteria through www.MyLunchMoney.com and enjoy soup, salad and/or lunches especially prepared for adult staff. You will need to fill out a form and obtain an ID number. Library You may check materials out of the school library for your students or for personal use. Please see the librarians to set up an account. Section 4 Your Responsibilities Your responsibilities can be divided into two categories: non-instructional and instructional. Non-instructional responsibilities involve a limited amount of clerical and organizational duties, supervising students in the cafeteria, playground and the halls, and, in some cases, providing personal care for students. Generally speaking, clerical duties should be limited to 45 minutes per day. Please contact Dawn Gruss, Allan Miller or Pati Beaumont if clerical duties frequently exceed this amount of time. Instructional responsibilities involve assisting the classroom teacher with class instruction, tutoring individuals or small groups, implementing and reinforcing teacher developed instruction, contributing ideas and suggestions to the educational team, attending educational team meetings and paraeducator trainings. Badges Everyone will be issued a FOB (through Esther) during our in-service in August. New photos for ID badges will be taken on our school photo day in September. Do not allow students to use your fob. Mandatory Reporting Act 60 If you reasonably suspect abuse or neglect you must make a report directly to DCF. A report must be made within 24 hours of the time information about suspected abuse or neglect was first received or observed. Calling law enforcement is not the same as reporting suspected abuse or neglect. You must call DCF directly. "Reasonably suspects abuse or neglect of a child” means that you need only suspect that abuse or neglect might have taken place to make a report. When in doubt, report. A mandated reporter is: Individual who is a) employed by a school district or an approved or recognized independent school or b) contracted and paid by a school district or an approved or recognized independent school to provide student services, including any school superintendent, school principal, headmaster of an approved or recognized independent school, school teacher, student teacher, school librarian, and school guidance counselor; An abused or neglected child: One whose physical health, psychological growth and development or welfare is harmed or is at substantial risk of harm by the acts or omissions of his or her parent or other person responsible for the child’s welfare. It also means a child who is sexually abused or at substantial risk of sexual abuse by any person and a child who has died as a result of abuse or neglect. Liability: Each mandated reporter is responsible for making a report on time and is liable if one is not made. Liability: A person who files a report in good faith has immunity from any criminal or civil liability. Failure of a mandated reporter to report can result in criminal prosecution and a fine of up to $500. If a mandated reporter failed to report with the intent to conceal the abuse or neglect, the penalty increases to up to six months in prison and a fine of up to $1,000 (33 VSA §4913). SCS procedure: See Pati Beaumont, Allan Miller, Rachel Petraska, or Katie Tyler (designated employees) immediately when you suspect abuse or neglect to notify and for a State of Vermont Intake Form. You will need to work with a principal or school counselor to access biographical information that will be needed to make your report. Due to the confidential nature of making a report, biographical information may only be obtained from a principal or school counselor. Principals and school counselors are available to assist you with making a report. Assistance can mean: Sitting with you as you make the report over the phone Offering emotional support and guidance In the event that you are unable to find the person you wish to confer with, find one of the other three designated employees. Communication Expectations All staff should check their email at least twice daily, suggestion is in the morning and in the afternoon All staff should check their faculty lounge mailboxes in the AM / PM and it is requested that it be emptied regularly All employees should read through the email distributed Faculty Notes each Monday as it is the primary means for whole school communication #SCSAllStaff and similar all school emails should be used only for school communications, not for personal notes or requests Guest Para Coverage* CSSU Special-Ed Paras: Please have the following information available to upload into AESOP when you will be out of the building. The information should be the following: Basic information: Your student’s name and schedule Your student’s case manager Your daily schedule of responsibilities and duties A copy of your student’s behavior plan, if applicable. The adult to contact for more information. Your function in an emergency evacuation. Teaching plans for the day you will be out *More information will follow. Please see your direct supervisor with any questions. Team Paras should also have Guest Para plans on file with Patty Spagnolo that should include: The team’s schedule Your daily schedule of responsibilities and duties When and where to pick up students during times off team (ie music, pe, art) The adult to contact for more information Your function in an emergency evacuation Team Paras should submit Guest Para sub plans electronically to Patty Spagnolo by mid-September. Getting Paid You must complete a timesheet every other Wednesday, by noon and turn it into Hilda Tallman, Administrative Bookkeeper. You will receive a schedule of dates that timesheets are due. See Appendix for Pay Period Schedule. Section Six: Behavior Support Protocol The protocol is intended to be a touchstone for practice, which will help to create the following: Consistency, a common belief system, common language, shared practices Clear expectations adults may have of each other’s actions and roles Greater learning for students about appropriate and caring behavior across settings This document includes some elaboration of each Tier, including both proactive and reactive strategies, along with references for more information. It is hoped that careful reading and use of these strategies will help the school to move forward in its use of clear and proactive behavioral support. The CSSU mission is to develop citizens who learn actively and collaboratively, think creatively and critically, live responsibly and respectfully, contribute positively to their community, and pursue excellence in their individual interests. We believe children learn best in a safe, caring environment that welcomes everyone and values diversity. We strive to build positive relationships with children, families, and our community. Our school rules and clear expectations help to foster students’ social, emotional, and behavioral development which sets the foundation for academic achievement. We have three school-wide expectations at Shelburne Community School: Be Safe Be Responsible Be Respectful Shelburne Community School Behavioral Support Protocol Overview Universal Interventions (Tier One): Proactive Strategies (In the classroom) Developing & maintaining positive relationships Teaching & re-teaching expectations Creating rules with students Teaching the rules (modeling, practice, reflecting, revisiting) Positive adult language (reinforcing, reminding) Noticing student’s behavior (7 positives for each negative) Universal Interventions (Tier One): Reactive Strategies – Reminding & Redirecting (In the classroom) Small actions to help students get back on track Reminding language Redirecting language Universal Intervention (Tier One): Reactive Strategies – Logical Consequences (In the classroom) Reparation – You break it; you fix it Reparation – Apology of action Loss of Privilege Take a Break (i.e. time out) Secondary Interventions (Tier Two): Reactive Strategies – Take a Break in Buddy Classroom or Kiva Take a Break in Buddy Classroom Follow-up after Buddy Classroom Process with the student upon re-entry Secondary Interventions (Tier Two): Reactive Strategies- Planning Room Outreach Adult has used or attempted to use lower level interventions Student is in need of self regulation support No threat to physical safety to self, others or materials Tertiary Intervention (Tier Three): Reactive Strategies – Intensive Support in Planning Room Additional staff support required Student is unable to remain in the classroom Process-out of class problem solving required Follow-up (includes parent contact/re-entry/debrief) Tertiary Intervention (Tier Three): Reactive Strategies –Accessing Outside Community Support Behavior Support Protocol Explained Universal Interventions (Tier One): Proactive Strategies Used to develop positive classroom climate. These strategies should be used multiple times before moving to other tiers. Breathe Develop and maintain positive relationships with staff and students Teach the expectations for all settings during the first six weeks of school (see matrix) Help the students create the expectations for their classroom and emphasize the reason and value of them Teach the expectations using explicit instruction through modeling, discussion, practice, reflection and revisiting Reinforcing Language: give positive feedback, “I notice the whole class being responsible because you are quietly putting your books away.” Reminding Language: “We’re about to . Who can remind us what three things we need to do to be ready?” Universal Interventions (Tier One): Reactive Strategies Used to get students or the class back on track Breathe Non verbal signals (bell, lights, clapping, hand signal etc) Verbal signal: “listeners”, “eyes on speaker” Reminding language: “show me what it looks like to be a caring audience” Redirecting language: clear, non-negotiable directions using few words as possible delivered in a calm and matter of fact voice. “Mary, John wants to work, come sit over here.” Universal Interventions (Tier One): Logical Consequences Logical consequences are respectful of the student, relevant to the situation, and realistic to implement. Reparation: You break it, you fix it Apology of action: a way to repair the damage (“How can you show John that you’re sorry?”) Loss of privilege: to work with a particular person, equipment, or in a particular place as it relates to the unexpected behavior. Take a break: briefly remove the student from the group or activity to allow time to remember the expectations and regain self control Secondary Interventions (Tier Two): Take a Break in the Buddy Classroom or Kiva Sometimes it is easier for students to regain self control when they’re away from their class. The foal is to show that the student’s misbehavior will not disrupt learning. The adult will problem solve with the student about the misbehavior later in the day. Students will be escorted/supervised in moving to and returning from a Buddy Classroom or Kiva space. This may be used when: Student refuses to take a break in the classroom Student continues to disrupt while in classroom Take a Break Student continues to disrupt immediately after classroom Take a Break This break should be a little bit longer than the classroom take a break Secondary Interventions (Tier Two): Planning Room Outreach This may be used when: Student refuses to go to Buddy Classroom/Kiva Student continues to disrupt while in Buddy Classroom/Kiva Student continues to disrupt immediately after Buddy Classroom/Kiva break Adult has used all lover level interventions as appropriate Student has a peer conflict that does not threaten emotional or physical safety, but required adult processing Student needs direct adult support to help self regulate Persistent work refusal Adult will complete online Planning Room referral form by the end of the day Tertiary Intervention (Tier Three): Intensive Support In Planning Room This may be used when: Adult has used all lower level interventions as appropriate Student presents with physical/emotional safety concerns: causing harm to self, others or property Student threatens emotional safety of self/others (swearing, yelling) Suspected harassment Suspected bullying Persistent verbal assault Student presents an extreme disruption or persistent disruption that is repetitive in nature Student is unable to re-enter the classroom after a Planning Room Outreach To engage in Intensive Planning Room Support, dial 101 and ask for Rachael or Yas Provide a brief account upon staff arrival Complete online referral form by the end of the day The Severity Clause: Any student behavior that is severe, i.e., dangerous – such as fighting - should be stopped immediately and the student(s) brought to the Planning Room. Isolate the student and call for help if necessary or bring the student in yourself. PLESE NOTE: Only adults with Non-Violent Crisis Intervention (CPI) training should perform a restraint or seclusion. CSSU Technology Use for All Students Students are expected to use technology correctly and responsibly. They must always act as a safe, responsible and respectful cyber-citizen. If a student uses technology that violates these expectations, access may be suspended until a plan for successful use is put in place. Technology Expectations for all Students Be Safe Technology Be mindful of everyone’s space Follow adult directions Keep personal information and passwords private Walk and carry device with two hands Be Responsible Be Respectful Be engaged Be kind Do your best Be empathetic Do your own work School computers are for school work Use assigned device Use device as intended and directed Personal devices are for home unless otherwise directed Print with permission Follow the law Store and charge device as directed Voice Level Code: 0= Silent 1= Partner Talk 2= Presenter Voice Section 5 Non-Instructional Duties School Emergencies Shelburne Community School has Emergency Preparedness Guidelines covering events requiring evacuation or shelter within the building. In the event of an emergency, our immediate goal will be to get students to a safe area and wait for further instructions. The Paraeducator’s responsibility will be to support the faculty and staff of their respective teams throughout an evacuation or need for shelter. As a paraeducator you may be designated a “sweeper” for an entire wing. Fire Drills Evacuation drills are held early in the school year and then monthly to insure that all students and school employees are sufficiently familiar with procedures. If the alarm sounds, lead any students in your care out of the building in a quiet and orderly fashion via the nearest exit. In the event you are in a less familiar part of the building, check the Evacuation Guideline Map posted in every room. Take your students to the designated assembly area, take attendance and report the names of the students you have to the zone leader. Remain with the students. If you are aware of a student who should be with you, but is not, report that name to the zone leader. When the all clear signal is given, return with your students to your classroom and check in with your team teacher. If the alarm sounds while you are supervising lunch, assist the children to exit in an orderly manner according to the exit route posted in the cafeteria. Assemble the students by team in the designated area (Site #2: Basketball court) and assist the classroom teacher when he or she joins you. If the alarm sounds while you are supervising recess, group the student together by class on the basketball courts. Emergencies Requiring Shelter In the event of an emergency requiring inside shelter, an announcement will be made. There is a map in each room showing evacuation routes. The paraeducator should assist students in their care to the designated site and then support the classroom teacher. Help students to wait in silence for additional directions. **In the event of unanticipated severe weather (ie: earthquake) there will be no time to make an announcement. Take cover under tables, get down low, cover head. If outside, move away from the building and stay away from power lines and trees Emergencies Requiring Evacuation In the event of an emergency requiring complete evacuation and relocation from the school building, an announcement will made, “Teachers prepare for evacuation. Please take a minute to prepare then go to your evacuation site and wait for further instructions.” Take RED folder (with current class list and phone #s of parents) Quickly grab any easily accessible jackets (only what is near you) Adults, if possible and easily accessible, take your cell phone, jacket and keys Escort students to designated area (same location as for Fire Drills) Take attendance once outside; stay calm and quiet Report attendance to zone leader, note any and all missing students ONLY Once attendance is complete, wait for instructions about relocation Your zone leader will inform you once the decision has been made to relocate the students. Stay with your group as you walk along Harbor Road to the Field House at Shelburne Health and Fitness. Once there, help your group stay calm and quiet while waiting for further instructions. Kindergarteners and students with special health or behavioral needs may ride a school bus whenever possible to the FieldHouse. Once at the FieldHouse, classes will be organized by teams and attendance will be taken again. First Aid You will be notified and receive specific instructions for any students for whom you are responsible who have potentially serious medical conditions. During each playground session one person will be responsible for bringing a walkie-talkie to the playground and a cell phone when away from school. Emergency first aid bags are available from the health office for field trips. Following Universal Precautions for all injuries involving bodily fluids is expected. Every classroom space and recess kit should be stocked with supplies you may need. If you notice that supplies are low, please see the Health Office Staff for more. In the case of serious injury or illness of any person in the school community, notify the school nurse immediately. If the situation is serious and you need immediate help, use the red emergency call button located in each classroom to notify the main office giving your name, location and nature of the emergency. The Main Office will call 911, send a nurse and notify an administrator. If you are on the playground or other place where no phone is available, have a second adult immediately contact the School Nurse, Jocelyn Bouyea or an administrator. Do not move an injured person unless the person is in a dangerous area. Be specific: give your location and the nature of the problem so the nurse can bring necessary equipment (epipen, defibrillator, wheelchair, etc.). Clerical Duties Paraeducators should not spend more than approximately 1 period per day on clerical duties as a rule of thumb. You may need to spend more time copying and filing when Interim or Trimester reports are due, but these periods are the exception. The bulk of the paraeducator’s time should be spent with students. As stated earlier, if you are consistently asked to exceed the amount of time, contact Dawn Gruss, Allan Miller or Pati Beaumont. Preparing Permanent Records for Filing Team Paraeducators are responsible for preparing all student records for filing. You may be asked to prepare the following: Progress Reports Interim Reports Reading and Math inventories Other Academic information All original documents will be left on the team and will be filed at one time ONLY at the end of the school year. If you have questions about filing procedures, ask Patty Spagnolo, Guidance Secretary. All files must be submitted to Patty Spagnolo, Guidance Secretary by the last Faculty Day of the school year. Please observe the following Guidelines for preparation student records: All records pertaining to a student must be stapled together Make sure all three trimesters are included. Alphabetize student records by classroom teacher. The following information is housed in the Support Services Office. If you need to file or review this information, see Toni Dunn, Support Services Secretary: 504 Plans Special Education Reports (IEP’s, comprehensive Evaluation Reports, Psychological Evaluation Reports) Copiers There are three copiers in the copy room across from the Guidance Suite, and another two in the K-5 wing across from the Endeavor Team. Supplies of paper are kept in both copy rooms. If you open the last ream, ask Patty Spagnolo, Guidance Secretary or Esther Aicher, Receptionist to notify a facilities technician. Should the machine jam or show an error message, call Hilda Tallman at 104, (if unavailable call Esther Aicher, 101 or Patty Spagnolo, 119 for assistance). Do not attempt to fix it yourself. Do not leave without reporting the problem! Training for new employees on the use of copiers is mandatory. Displaying Student Work Use bulletin boards whenever possible. Use thumbtacks or pins; do not use staples. Laminating All materials to be laminated should be labeled with your name/classroom and placed in the designated box on the credenza in the hallway leading from the receptionist desk to the Support Services secretary. A staff member will laminate them and return the finished product to your mailbox. Cafeteria Duty You will be assigned a lunch or recess assignment. Occasionally you will be asked to help with both. Responsibilities for all staff Be on time, as your promptness impacts the schedule of others This is not your lunch. You will have the opportunity to have a lunch separate from students Know the Cafeteria Rules according to the matrix Know any additional Cafeteria Rules or Policies for your team Help out with the sort table Know the rules, expectations and consequences on the first day Wander around the tables and encourage polite and engaging conversation amongst students If you see someone who is sitting by themselves, help that student by introducing them to some new friends Check the “safety” table daily; table should be wiped down after every lunch Carry a few napkins, forks, straws, etc. to hand to students who “forget” Have students raise hands for permission to leave seats Praise and acknowledge students who are following rules Help cafeteria staff in assisting students in the lunch line Cafeteria Expectations for all Students Be Safe Cafeteria Be Responsible Be mindful of everyone’s Be engaged space Do your best Follow adult directions Include everyone Eat your own food at the table Have a calm body Be a problem while waiting in line and solver eating Clean up your Seat to seat until dismissed space Voice Level Code: 0= Silent 1= Partner Talk Be Respectful Be kind Be empathetic Use good manners Raise your hand if you need an adult’s help Wait patiently in line Voice level 0 or 1 2= Presenter Voice Clean up and Dismissal Procedure: Use the microphone to ask students to be silent and give you their attention Give students a “5 minute reminder” where they must finish eating and begin to clean up. Wait for their attention: announce time to clean up; remind students to check under tables Dismiss by table when everyone at the table is cleaned up and quiet You or the classroom teachers will walk students from your class/team back to classroom, if your team has already had recess Transition Times There are three transition times: bringing students to lunch, transitioning those students to recess, and then back to team. The para who will be bringing these students can vary and should be worked out between other paras or teachers on your team. In general, you will be asked to transition students to one or more of these locations on a weekly basis. Walking Children Around the School, Responsibilities for all Staff: You will often be asked to walk children to and from Unified Arts classes, the cafeteria or the playground. Discuss with your team teachers the best route to take the children. Always use the breezeway; never use the inside hallway unless it is announced in the morning that you have permission to do so. Do not walk children through the library during the day; use the locker-lined hallways. Exceptions (Kindergarten) You may walk children through the library when returning from the last class of the day, after getting agreement from the librarians. You may walk children through the library if 6-8 students are at their lockers. Best Practice: Always have your FOB Always walk as a whole class Always walk up and down the line when transitioning students to spaces within the building. Always scan in front and behind you When talking to a student, always do so privately and not in front of the whole line Hall Monitor (6-8) Paraeducators at the 6-8 level may have assigned times for hallway duty first thing in the morning, at morning break and at dismissal. It is your responsibility to be at your post on time, to stand where you can see students and to enforce Hallway Rules. See Matrix for hallway expectations. Hallway Expectations for Staff and Students Hallway Be Safe Be Responsible Be Respectful Be mindful of everyone’s space Follow adult directions Walk on the right Stay in your line Backpack zipped and on your back Yield to younger students Be engaged Do your best Go directly to where you are expected Stay to the right Be kind Be empathetic Enjoy the artwork, look with your eyes Use breezeway unless otherwise directed Walk around library Voice level 0 or 1 Voice Level Code: 0= Silent 1= Partner Talk 2= Presenter Voice Recess Duty During the first six weeks of school, students need to be directly taught the expectations during recess in order to have a successful experience. Although classroom teachers will help, much of this responsibility will fall on your shoulders. All adults will work together to form a safe and consistent environment for students at recess. After a long break that has kept students away from school routines or when safe recess behaviors begin to deteriorate, you may want to declare a “reset” to remind students of the expectations. When teaching or reminding students of the expectations at recess, always explain it in terms of: Be Safe, Be Responsible, Be respectful Responsibilities for All Staff Be on Time: arrive at playground or cafeteria to pick up students, wear orange vest and your name tag Know the playground rules (see matrix below) Use radios to communicate with the front office, health office and planning room (Channel 1) Communicate ONLY by radio. Use of cellphones during this time is STRICTLY PROHIBITED Know procedures for dismissal to and from the playground Be consistent with student behavior and expectations Cover your assigned zone and spread out & move within a pattern that provides a view of the whole playground area. Be purposeful and alert in your duty Monitor student interactions from periphery, moving closer when necessary Understand the games students play at recess and be aware of your role as facilitator Absolutely NO contact games. Help students to make sure all recess materials are returned to the recess bag before dismissal. Evaluate problem issues between students before taking them to the Planning Room Model positive problem solving methods with students Communicate all concerns with Rachael Oberst or Yasamin Gordon, Planning Room personnel so that they may inform teachers/team. Communication between adults at this time should be only to convey concerns or ideas as it relates to students and recess. Some Specific Recess Games To avoid accidents and injuries, ensure a reasonable and safe distance between groups of students/games. Soccer - There will be no: slide tackling, shoving, or other such rough play Frisbee - Students may play catch with the Frisbee and only on the grass – that’s it! Football - Students may ONLY play catch ONLY on the grass. You may have a: A Center, a Quarterback, and a line of receivers to throw and catch and then run the football back. There will be no: interceptions, tagging, or shoving Basketball - “Knock-out” only can be played at each hoop and the rules are: Two players or more in a single-file line, typically starting at the free-throw line Two basketballs, held by the first two players in line The first player in line begins the game by taking an initial shot. As soon as the first player has taken the initial shot, the second player may step up to the line and take his or her shot. If a player's initial shot does not go in, he or she may rebound the basketball and attempt to make a basket from any location (most often, a layup would be attempted because it is an easier shot to make than a standard jump shot). Once a player makes a basket, he or she must immediately pass the ball to the next player at the front of the line and then go to the end of the line. The player at the front of the line may take his or her shot immediately upon receiving a ball. If any player does not make his or her shot before the person behind them, he or she is "knocked out" and is out until a new game starts. The order of the players cannot change during the game except by shrinking in size as players are knocked out. The game continues until everyone is knocked out except for one final player, who is deemed the winner. 4 Square - To be played on the pavement Only four students playing at a time. The player who is in the “4th square” can create his/her own rules as long as they are safe, responsible, and respectful No cutting in line as you wait for your turn in Each player stands in one of the four squares. To start the game, the player in square four serves the ball by bouncing it in their square once and then hitting it towards one of the other squares. The receiving player then hits the ball to any other player in one of the other squares. The ball must bounce in another player's square, and they must hit it to another player before it bounces a second time. A player may hit the ball before it bounces, if they choose to do so. If a player hits the ball so that it misses another player's square, or fails to hit the ball before the second bounce after it has landed in their square, they are "out". When a player is out, the other players move up to take their place, and that player moves to the last square, or to the end of the line, if there are more than four players. The object of the game is to move up to and hold the server's position. Recess Expectations for all students Recess and Playground Be Safe Be Responsible Be Respectful Be mindful of everyone’s space Follow adult directions Follow safety rules Stay within boundaries Be engaged Do your best Dress appropriately for the weather Be a problem solver Tell an adult if you see an unsafe choice Line up when the whistle blows promptly Be kind Be empathetic Take turns Be a good sport Respect nature Follow game rules Bathroom Requests When a student asks to use the bathroom, clip a clothespin onto his/her clothing and tell the student that he/she must check in with you upon returning. Requests to see the Nurse Evaluate all requests to see the nurse. Students who say they feel nauseous, sick, are bleeding or have experienced a fall should always be sent to the nurse. Radio the nurse and report the name of the student (first name and first letter of last name) and a general description of the problem. If a student requests that a friend accompany him or her to the nurse, the adult will choose a responsible peer, not friend. Generally speaking, you should discourage friends accompanying others inside. Band-aids in the recess kit should be adequate to address minor scrapes. Severe Clause Immediate referral to the administration will occur for the following infractions: fighting, overt defiance, going off school grounds, weapons. Indoor Recess Procedures Grade K-5 There will be days that we have indoor recess. Typically if it raining or the wind chill is below zero degrees, first through fifth grade students will stay in their classrooms and team spaces for recess. When this occurs, you may be asked to cover recess for your team. Teams who have recess after lunch will be dismissed back to their teams for recess. Teams typically structure this time differently; please ask your teacher what the expectations for students are during this time. Please be purposeful and alert during this time to prevent problematic behaviors. Grades 6-8 During severe weather middle school students (6-8) remain in the cafeteria the entire lunch period. However, a limited number of students are allowed to play basketball in the gym. Paraeducators will be assigned to either the gym or to remain in the cafeteria. It is recommended that you have a pair of sneakers on hand at school to use for indoor recess, as other footwear will not be permitted in the gym. Indoor Recess Middle School Students Be Safe Indoor Recess (GYM) Be Responsible Be Respectful Be mindful of Be engaged Be kind everyone’s space Do your best Be empathetic Follow adult Leave personal Do not cut others in directions belongings in the line Wear clean hallway Leave the PE sneakers Leave food in the hallway equipment where it is Follow the rules of When the whistle Allow everyone to knockout blows, hand the ball to a play and have a Do not kick or throw recess adult chance the basketballs in an unsafe manner Voice Level Code: 0= Silent 1= Partner Talk 2= Presenter Voice Section 7 Instructional Responsibilities As a paraeducator you are expected to be an active member of a collaborative educational team. You will be expected to tutor individual students and small groups in the areas of reading, writing, language, math, adaptive physical education, behavior, self-help, speech, etc. It is imperative that you read and understand Individual Educational Plans, 504 plans and other documents pertaining to the students you will be working with. The foundation of your students’ success will be the supportive relationship you have with them and other members of the educational team. . First Meeting of the Educational Team 1. Clarify roles of Special Educator, Classroom teacher, paraeducator and other members of the team (Speech, Occupational Therapist, Behavior Specialist, etc.) 2. Discuss specific classroom responsibilities and training needs. 3. Secure the information you need to create a written daily schedule for the whole class/team and for your responsibilities during the day. 4. Your supervisors must schedule a regular time to meet with you. Role clarification and job expectations are confidential and should not be discussed with other paraeducators, other teachers in the school or the student’s family. Paraeducators should speak only to the education team, the Special Education Director or the Principal. Individual Student Folder You may find it useful to create a student folder for some or all of the students you work with. Your classroom teacher and special educator can advise you on this. Some of the materials to be included in the folder are: Student Profile IEP objectives Dated work samples Student Learning Priorities and Support Data Collection Chart (if applicable) Future Education Team Meetings (within first month of school) At subsequent Educational Team meetings you should review the I.E.P.s of students you will be working with in your class. During these meetings you will develop strategies for how students with disabilities can be supported by a variety of educators and staff, obtain suggestions for locating resources and developing and adapting materials for students. As you continue to plan with your team, you may expect both classroom teachers and special educators to model methods and strategies for you. You will then implement them with your students. At future meetings, you will be expected to give your team feedback about what worked, student progress and difficulties you have encountered. Intervention Blocks: This is a time for students to get more comprehensive assistance in various academic areas. Speak to your team teachers about what your role will be during this time. MC2 Meetings: On occasion, you may be invited to participate in these meetings. Every week, your classroom teachers, special educator, and other pertinent members will meet with either Pati or Allan to discuss the progress of students on your team. In this meeting, all student needs will be addressed. This is also a time for you to voice your concerns about the student or students that you work with. You should be prepared to discuss any issues or praise surrounding behavior and academic progress and provide feedback for strategies that are or are not working for you student(s). Getting to Know Your Students Developing a sympathetic and supportive relationship with your students is the foundation of your success. There are two sources of information to consider: professionals who have worked with your student previously and the student. Here are some questions to ask professionals who have worked with your student: 1. What are some of the student’s strengths? 2. In what area has the student shown the most progress? 3. How does the student learn best? What learning style is most successful with this student? 4. What motivates this student? 5. Who are this student’s friends? 6. What strategies have worked well with this student in the past? 7. What relevant health, social, emotional, safety or family information should you be aware of? (e.g., allergies, medications, loss of a pet, divorce, lack of friends) Appendices I. II. III. IV. V. Emergency Plan, Quick Reference Para Supervision Guidelines Para Evaluation Rubric Zero Tolerance Policy Pay Period and Time Sheets Appendix I Shelburne Community School Emergency Plan Quick Reference Sheet I. Fire Alarm 1. Teacher Takes RED folder (with class list, addresses and phone #s) 2. Escort students to evacuation area (see map posted in room) 3. Take attendance once outside; stay calm and quiet 4. Report to attendance to zone leader 5. Wait for directions regarding next steps and possible relocation II. Relocation: In the event that we need to evacuate the building and move offsite, an announcement will be made over the intercom advising: “Teachers prepare for evacuation. Please take a minute to prepare then go to your evacuation site and wait for further instructions.” Take RED folder (with current class list and phone #s of parents) Quickly grab any easily accessible jackets (only what is near you) Adults, if possible and easily accessible, take your cell phone, jacket and keys Escort students to designated area (same location as for FIre Drill) Take attendance once outside; stay calm and quiet Report attendance to zone leader, note any and all missing students ONLY Once attendance is complete, wait for instructions about relocation **In the event of unanticipated severe weather (ie: earthquake) there will be no time to make an announcement. Take cover under tables, get down low, cover head. If outside, move away from the building and stay away from power lines and trees. III. Clear the Halls/Secure the Building In the event of a threat to staff or students in the building or on the grounds of the school, an announcement will be made stating: “Clear the halls. Secure the building.: This announcement will be repeated once. a. All adults and students go to the nearest classroom/stay in the classroom away from windows and doors b. An adult should perform a quick hall check and take any persons in transit c. If applicable, lock door to room, turn off lights and close blinds. Hide in most discreet location in your room. Students and staff should not use any phones or other forms of social media. d. Stay put until further directions are given. In the event of a true intruder, Police and Fire will be responsible for all decisions going forward. After a drill, the all clear announcement is made: “THE SCHOOL IS ALL CLEAR.” IV. Clear the Halls/Continue Teaching In the event that we have a concern or medical event that dictates students are not to be moving around the building. An announcement will be made advising: “Clear the halls, continue teaching.” a. Quick hall check, take in any persons in transit b. All persons STAY in room - away from doors and windows c. Do NOT use phone d. Resume teaching e. Stay put in classroom, awaiting additional instructions The all-clear announcement is: “ THE SCHOOL IS ALL CLEAR.” Appendix IV Zero Tolerance Policy 1. Zero tolerance for profanity and obscene gesture violation toward school employees or guests of the school. a. Student is immediately sent to an administrator. b. Student remains in office until a meeting is set up with the sending employee to document process and determine consequence. c. After following proper procedures, depending on the incident, a student may be immediately suspended. 2. Zero tolerance for physical aggression with intent to injure or resulting in injury or damage. a. Student’s parents called by administrator. b. After following proper procedures including documentation, student may be suspended from school for a minimum of one day. Consequences will increase if further incidents occur. c. Before student reenters the team, parents and school administration meet to set up re-entry plan. d. Copy of re-entry plan sent to Prime Teacher and Planning Room file. Appendix V. Pay Period and Time Sheet Due Dates Payroll Period Pay Period Start Pay Period End June 15, 2015 June 26, 2015 June 29, 2015 July 10, 2015 July 13, 2015 July 24, 2015 July 27, 2015 August 7, 2015 August 10, 2015 August 21, 2015 August 24, 2015 September 4, 2015 September 7, 2015 September 18, 2015 September 21, 2015 October 2, 2015 October 5, 2015 October 16, 2015 October 19, 2015 October 30, 2015 November 2, 2015 November 13, 2015 November 16, 2015 November 27, 2015 November 30, 2015 December 11, 2015 December 14, 2015 December 25, 2015 December 28, 2015 January 8, 2016 January 11, 2016 January 22, 2016 January 25, 2016 February 5, 2016 February 8, 2016 February 19, 2016 February 22, 2016 March 4, 2016 March 7, 2016 March 18, 2016 March 21, 2016 April 1, 2016 April 4, 2016 April 15, 2016 April 18, 2016 April 29, 2016 May 2, 2016 May 13, 2016 May 16, 2016 May 27, 2016 May 30, 2015 June 10, 2016 Check Date Time Sheets Due July 2, 2015 July 17, 2015 July 31, 2015 August 14, 2015 August 28, 2015 September 11, 2015 September 25, 2015 October 9, 2015 October 23, 2015 November 6, 2015 November 20, 2015 December 4, 2015 December 18, 2015 December 31, 2015 January 15, 2016 January 29, 2016 February 12, 2016 February 26, 2016 March 11, 2016 March 25, 2016 April 8, 2016 April 22, 2016 May 6, 2016 May 20, 2016 June 3, 2016 June 17, 2016 June 24, 2015 July 8, 2015 July 22, 2015 August 5, 2015 August 19, 2015 September 2, 2015 September 16, 2015 September 30, 2015 October 14, 2015 October 28, 2015 November 11, 2015 November 25, 2015 December 9, 2015 December 23, 2015 January 6, 2016 January 20, 2016 February 3, 2016 February 17, 2016 March 2, 2016 March 16, 2016 March 30, 2016 April 13, 2016 April 27, 2016 May 11, 2016 May 25, 2016 June 8, 2016 June 13, 2016 June 24, 2016 July 1, 2016 June 22, 2015 Please Print and return to Rachael Oberst or Yasamin Gordon I, __________________________________ have read the Paraeducator Handbook 2015-2016. My questions are: Signed______________________________________________________