Our goals can only be reached through a vehicle of a plan, in which we must fervently
believe, and upon which we must vigorously act. There is no other route to success.
Stephen A. Brennan
Revised August 2015
Dear Staff,
We are entering another school year filled with new challenges and demands. As
we begin to set our course, it is good to reflect on all our successes and celebrate
all that we have learned together.
This handbook has been reviewed, revised, and renewed with the same intentionto serve as a reference guide on the policies and procedures we have adopted at
Goethe school. We start with our collective voice grounding our behaviors and
language in what has worked.
Each year, as we learn we make additions and still hold on to all that has proved
to be our winning formulas.
Again, it is with a united front we find our overall successes. Being on the same
page is critically important when we model our behavior and expectations for our
children.
We value the collegiality. We embrace and continue to hone our practices so
Goethe will offer all the people in its community a healthy place to be for the next
one hundred and eighty days. It is with our renewed spirit that we launch our
ship for another adventure on the rocky seas of CPS and know that as we stay the
course and continue to develop our expertise, our journey will provide us with
wondrous opportunities to further enrich our lives and the lives of the children
and families that are with us this year.
Off we go!
Table of Contents
Mission/Vision Statement …………………………………………………....4
2014-2015 Targets………………………………………………………..…….6
Goethe Local School Council………………………………………..………8
Goethe School Staff……………………………………………………..…….9
Emergency Procedures……………………………………………………….10
Goethe School Calendar Events.…………………………..……………..12
Office Policies…………………………………………………………………...13
Teacher Responsibilities……………………………………………………..15
Student Related Information……………………………………………….35
THE GOETHE SCHOOL VISION
TO CREATE A HUMANITARIAN COMMUNITY THAT PRODUCES CURIOUSITY
SEEKERS AND PROBLEM SOLVERS WHO CAN CHALLENGE IDEAS AND
SUCCEED IN AN EVER-CHANGING WORLD.
THE GOETHE SCHOOL MISSION
AT GOETHE WE ARE BUCKET FILLERS THAT AIM HIGH, PERSEVERE, AND
COLLABORATE TO ATTAIN OUR EDUCATIONAL GOALS.
4
2012-2013 Targets
Continuous Improvement Work Plan Strategic Priorities
Literacy
We will continue to build our comprehensive pre-k through 8th grade balanced literacy curriculum.
Professional development will focus on text complexity in reading fiction and non-fiction. Teachers will
promote close reading and reading annotation. All reading instruction will scaffold the skills preparing
students to analyze multiple texts and develop written responses to the analysis of texts read. Students
will learn to develop argumentative writing connected to the demands of the scaffold in the Common
Core Writing Standards.
In addition, we are launching our pilot reading program in order to unify our approach to developing the
reading models students will need in preparation for the challenges of our new Common Core standards
and the PARCC assessments.
The goal this year is to scaffold our literacy program from k-8 with a scope and sequence aligned to
Common Core. We will work to develop and adhere to our pacing guide and progress monitor using all
the tools in our program. We will provide professional development to support our initiative and use data
meetings to track our work and students’ progress.
Mathematics
We will deepen our curriculum in math using our curriculum binders across all grade levels to be united in
our efforts to use all components of our program including: Go Math, Math Score, Problems of the Month,
and Mars Tasks. Efforts will focus on strengthening students core math foundation. Students will be
engaged in skill practice, critical multi-level problem solving and application of concepts to genuine math
problem solving.
Pacing, progress monitoring, and data reviews will be on going throughout the year.
Science
The school will focus on deepening the scientific background knowledge of our students using leveled
trade books to support science knowledge for all units of study in the FOSS and SEP UP programs in
grades K-8. We will develop the curriculum outline for science research and implementation of the
scientific method. The science committee along with the library will develop the research outline to be
followed by the school.
Attendance
All students will track their attendance and create goals in the beginning of the school year.
The motto, be present, be punctual, be prepared to learn will be rolled out to the entire school.
Weekly shout-outs will be made acknowledging top attendance rooms.
Incentives will be used to honor attendance and punctuality.
A school-wide tracking system will be used and published for general information tracking our
achievements.
English Language Learners
The bilingual team will continue its research and work developing consistent language strategies that will
support ELL students in all classes throughout the school.
Money dependent will give further support to ELL students with an ESL program.
SEL
This year we will launch our scaffolds to deepen our social emotional supports throughout the school with
Bucket Filling procedures including: Wheel of Choices, Peace Tables, Peer Conferencing, and social
justice procedures. Rules, and expectations for Bucket Filling will be discussed for all school employees
to support throughout the building with printed guides to be followed.
AT the middle school level the advisory initiative will be launched that will involve a group of staff that will
have 6-7 students for weekly check-ins to track their attendance, homework, and in-class learning.
Grade level teams will plan for all units and lessons driven by Core Standards across reading, writing,
and math.
Teachers will continue to hone their professional growth and development, while working with
administration, using the REACH Teacher Framework Companion Guide.
School-wide initiatives will continue to focus on professional development in the areas of questioning
techniques that improve student discussion and differentiated instruction that addresses intervention for
struggling students and those who are operating above grade level.
For the next two years Goethe School will continue to partner with the Erikson Institute to provide a
quality education for both teachers and students. Erikson is an institution of higher education that
prepares child development and early childhood education professionals for leadership. Through the
New Schools Project, Goethe will continue its work on the Joyce Grant with Erikson to promote “rigor”
and comprehension in reading using multicultural literacy and student’s collaborative conversations.
2014-2015 Curricular Targets
Common Core Curriculum Development
Teaching Framework/Evaluation
Procedures, Protocols and Professional Responsibilities
Reading
o
o
o
o
o
o
o
o
o
o
o
Text Complexity (Fiction/Non-Fiction)
Close Reading
Reading Annotation
Genre Studies
Literacy Devices
Comprehension Toolkit-Strategies for deepening
Reading Comprehension
 Fiction
 Non-fiction
Extended Critical Literary Responses
Phonics
Vocabulary
Technology-assisted leveled reading
o
o
o
o
Writer’s Workshop
Research
Writing across the curriculum
Argumentative Writing
Writing
6
2012-2014 Targets
Math
o
o
o
o
o
o
o
Problem Solving
Computation
Projects
Problems of the month
Mars tasks
Math Extended Response
Blended Learning
o
o
o
o
Experimentation
Research
Writing
Technology
Science
Social Studies
o Unit Planning-Coordinating reading and social studies
o Research
o Writing
o Technology
Classroom Library
o Develop
o Expand
o Deepen
o Evaluate and hone process
MTSS
o Year one Level one
Assessments
o Develop performance based and differentiated
o Develop assessments for students to monitor their learning
Differentiation
o Understand how to use technology to differentiate across the curricula
o Understand how to group for maximum differentiated instruction
o Use the learning profiles of students to maximize differentiated instruction
o Use the collection of strategies to support differentiated instruction
Technology
o Application and integration of content work
NWEA
o Identify acceleration and transformational groups
o Track and monitor student progress
o Differentiate activities with technology
7
Goethe Local School Council 2015-16
Members of the Local School Council












Barbara J. Kargas, Principal
Joel Shepherd, Parent
Elise Doody-Jones, Parent
Gin Gilgore, Parent
Angela Kobylanski, Parent
Zadie Alicea, Parent
Huu Nguyen, Parent
AllynTeti, Teacher
Jacqueline Alvarez, Teacher
Carlos Rios, Staff Liason
Lindsay Semph, Community
Jose Espejo, Community
2015-16 OFFICERS
Chairperson: Gin Kilgore
Secretary:
AllynTeti
Meeting Dates for the 2015-16 School Year
Month
September
October
November
December
January
February
March
April
May
June
Date
9/24/15
10/15/15
11/12/15
12/17/15
1/21/16
2/18/16
3/17/16
4/28/16
5/19/16
6/9/16
Day
Thursday/jueves
Thursday/jueves
Thursday/jueves
Thursday/jueves
Thursday/jueves
Thursday/jueves
Thursday/jueves
Thursday/jueves
Thursday/jueves
Thursday/jueves
Time
5:30 p.m.
5:30 p.m.
5:30 p.m.
5:30 p.m.
5:30 p.m.
5:30 p.m.
5:30 p.m.
5:30 p.m.
5:30 p.m.
5:30 p.m.
Local School Council
Local School Council meetings are held on a monthly basis. Although these meetings are
primarily business meetings and conducted as such, teachers are welcome to attend. A time
and place will be designated for each meeting in order to maximize public participation.
8
GoetheSchool Staff
2015-2016
OFFICE
Administrative Team
Principal
Asst. Principal
Case Manager/
Clerks
Ellen Alicea
SPECIAL PROGRAM PERSONNEL
Barbara J. Kargas
Raquel Gonzalez
Mirna Martinez
Julia Matus
CLASSROOM TEACHERS
402
Pre-K
Mrs. Markson/Ms.McIIvain
403
Pre-K
Ms. Goodstein
404
Pre-K
Mr. Tracy
104
K
Ms. Orihuela
106
K
Ms. Selimos
107
K
Mrs. Santiago
108
K
Mrs. LeQuesne
405
1st
Mrs. Horeis
st
504
1
Mrs. Ferrer*
506
1st
Ms. Quinlan
st
507
1
Ms. Trocola
401
2nd
Ms. Schuller
502
2nd
Mrs. Morales**
503
2nd
Ms. Gallagher
nd
505
2
Mrs. Bouska
206
3rd
Ms. Martinez
203
3rd
Mrs. Bonet
rd
500
3
Ms. Bondarew
501
3rd
Ms. Strawn
th
101
4
Ms. Duarte*
102
4th
Ms. Teti
th
105
4
Ms. Tryba
201
5th
Mrs. Mohammadian
th
207
5
Mrs. Diakakis
208
5th
Ms. Salamanca
308
5th
Ms. Mastrangeli
th
202
6
Ms. Hernandez
204
6th
Ms. Mastricola
th
205
6
Ms. Yost
301
7th
Mr. Potratz
th
307
7
Ms. Gutierrez**
304
8th
Ms. Alvarez**
th
305
8
Mr. Wolf**
306
7th/8th
Mr. Davis**
* Servicing Bilingual Students (Transitional Bilingual Program)
**Servicing General Education and Bilingual Students
9
Gifted Math
Music
P.E. Program
P.E. Program
Library
Computer Lab
IT
Art
Bilingual Coordinator
STUDENT SERVICES
Evaluation Team
Counselor
Psychologist
Nurse
Social Worker
Occupational Therapist
Speech Therapist
LD Resource Team
401C Mr. Rincon
Mr. O’Neil
210 Ms. Laible
402 Ms. McIIvain
Teacher Aides
Pre-K
Karina Godinez
MaryKay Hendee
Susan Sotomayor
Yadira Vazquez
CAFETERIA
Manager
Lunchroom Staff
Margarita Delgado
Maria Madrid
Marilyn Evans
NabeelaGhanayem
Security Staff
Carlos Rios
Engineer
Custodial Staff
Mariet Barrera
Angel Cerrato
400 Mr. Sremac
004 Mr. Clarke
Gym Mrs. Abreu
AP Mr. Chillemi
003 Mrs. Mariscal
002 Ms. Simenson
Tim Ramos
L.R. Ms. Albun
Raquel Gonzalez
Mrs. Martinez
Ms. Daleo
Mrs. Gonzalez-Davis
Ms. Clifford
Ms. Santiago
209 Ms.Rajanen
Ms. Lee
Ms. McGrath
Ms. Chavez
Special Education
Mea Rijos
Leslie Calderro
Jackie Mariscal
RoxanyArjona
Pam Mashni
Modesta Fregoso
Antoine Ellis
Jacqueline Ammons
Ivan Torres
James McArdle
Sylvestre Lucas
Miguel ResendizFranco
EMERGENCY PROCEDURES
The following procedures should be followed in the event of a fire or disaster drill.
Fire Drill Procedures

Fire drills and disaster drills will be practiced on a regular basis.

When the fire alarm rings, students are to line up in the classrooms. Walk to the designated exit unless
directed elsewhere. The last person out should close the door.Forgetting to close the door will result
in a Fire Department violation.

All students should exit quickly and quietly in two’s and re-enter building in single file.
Disaster Drill Procedures (tornado and severe weather conditions)

All classrooms have designated stations on their floors.

During a disaster drill, students should be lined up facing the walls in double rows. However, where space
is limited, a third row or fourth row may be necessary. Diagrams for Fire Drill Exit/Re-Entry and Disaster
Readiness Stations should be posted in each classroom.

All students must practice absolute quiet during disaster drills.
The teacher’s responsibilities:

Post all emergency diagrams and keep directions readily available for substitutes.

Lead the line.

Take a student roster along to verify attendance.

Explain clear expectations for behavior during drills.

Take attendance while lined up in your designated area.

Notify administration immediately of missing children.

Wait for re-entry bell.

Designate one student to be the rear captain, and after all pupils have left the room, the door should be
closed and locked.

Designate the first two children in line to hold the doors for all pupils in their class.

Ensure that students exit quickly, quietly and in two’s.
10
REPORTING FOR DUTY
Signing in and out:

All staff members are required to swipe in at 7:40 a.m. or immediately upon entering the building. If
tardiness is unavoidable, please call the school (534-4135) to inform us of your expected tardiness. If we
have not been notified, we will assume that you will be absent and a substitute teacher will be requested.

Teachers are required to swipe out at the end of the workday. Swiping out prior to the dismissal bell
requires Principal approval. If the Principal is unavailable, the Assistant Principal’s permission is required.

Early dismissals and half-day absences are discouraged because it is disruptive of personnel schedules.
Although a serious emergency may arise that requires an early leave, it is in the best interest of our
students for teachers to schedule all appointments after school.

If you do not swipe in or out you jeopardize not getting paid.

Please be vigilant about this responsibility and avoid additional paper work for Ellen and Barbara
Teacher Absence:

Inform Ms. Matus or Ms. Alicea if you know of any anticipated absences 3 days in advance of the expected
dates.

If you are absent, please follow these procedures:
1. Call Ellen the evening before or early in the morning at her home number.
2. For unanticipated events you must call by 7:00 a.m. Call Julia’s direct line ex. 17309
3. If you will be absent the following day, notify the clerk before 2:00 p.m. so that a
Substitute teacher may be retained.
4. The day you return to work complete the cause of absence report.
5. CPS Policy-states that when a teacher reports for duty after a temporary absence without giving
notice to the school by 2:00 p.m. the day prior to his/her return and a substitute has been sent to
the school, the amount paid to the substitute for one-half (1/2) day service shall be deducted from
the salary of the teacher.
6.To minimize disruption to our learning environment, the following must be adhered:

A request for an absence must be made in writing 3 days prior to the requested day.

The request must be given to Barb or Raquel in person.

The request form will be located in the main office

A determination for the request (approval or denial) will depend on the circumstances of
that day.
Professional Development Days
These are days of teacher attendance and are an important part of a staff member’s professional responsibility.
These are not days for personal business. If extenuating circumstances do arise, all staff members are to confer
with Barbara prior to missing the professional development.
Personal Business Days
These days are designed for managing personal business. They are not designed for recreation and entertainment
or vacation. Please use them appropriately.
Physician’s Certificate

If you are absent in excess of five or more consecutive days (excluding holidays and/or personal business
days), you must apply for a leave of absence dated for the first day of absence.
11
Goethe School Calendar of Events
September
February
2-4
7
8
8
8
11
15
16
17
18
14
29
24
25
Teacher Institute Days
Labor Day
First Day of School for Students
mClass, DIBELS, TRC, IDEL Opens
MAP/NWEA Assessment Opens
Meet The Faces of Goethe
½ Meeting 7:15 am
Open House
8th Grade Open House
Lesson Plans, Time Dist. & Team meeting Dates Due
Reach Performance Tasks Begins
Professional Development Day (3-5 pm)
LSC Meeting
BAC/PAC Meeting
2
2
3
9
12
14
15
Fountas & Pinnell Assessment completed
MAP/NWEA Assessment Closes
Fall Festival (Saturday)
Progress Reports
Columbus Day
½ Meeting 7:15 am
LSC Meeting
Common Core Benchmark Assessments
Literacy Night
mClass, DIBELS, TRC, IDEL Closes
Reach Performance Tasks Ends
Professional Development Day (3-5 pm)
½ Meeting 7:15 am
BAC/PAC Meeting
Primary Assemblies (PreK-3)
Halloween Parade/Middle School Grade Dance
December
1
8
10
11
14
14
16-18
17
16
17
18
21-31
Food Drive
Veteran’s Day (School Closed)
Quarter 1 Ends
LSC Meeting
School Improvement Day
Book Fair
½ Meeting 7:15 am
BAC/PAC Meeting
Report Card Pick-Up (No Classes for Students)
Thanksgiving Break (School Closed)
Upper Grade Science Fair Judging
Professional Development Day (3-5 pm)
½ Meeting 7:15 am
Operation Santa
Parent Christmas Celebration
mClass, DIBELS, TRC, IDEL Opens
NWEA Testing Begins
Parent Bazaar
LSC Meeting
Holiday Assemblies (Pre-K)
Holiday Assemblies (K-2)
Holiday Assemblies (3-5), (6-8)
Winter Break (School Closed)
Upper Grade Science Fair Judging
Science Fair/Science Fair Night
26
28
½ Meeting 7:15 am
PARCC Assessment Opens
Progress Reports Distributed
Professional Development Day (3-5)
LSC Meeting
BAC/PAC Meeting
April
7
8
12
13
15
18-22
27
28
End of Third Quarter
School Improvement Day
½ Meeting 7:15 am
Parent Conference Day
Kd. Picture Day
Spring Break
Kindergarten Picture Day
Math Night
BAC/PAC Meeting
LSC Meeting
May
9
9
10
13
16
17
19
20
30
Reach Performance Tasks Begins
MClass, DIBELS, TRC, IDEL Opens
Professional Dev. Day (3-5 pm)
PARCC Assessment Ends
Mother’s Day Celebration
NWEA Window Opens
½ Meeting 7:15 am
LSC Meeting
Teacher Appreciation Day
Progress Reports
Professional Development Day (3-5)
Fountas & Pinnell Testing
Completed
Memorial Day
June
Classes Resume
Progress Reports Distributed
½ Meeting 7:15 am
8th Grade Picture Day
Martin Luther King, Jr. Day (School Closed)
ACCESS Tests Begins(K-8 List. Reading, Speaking, Listening & Writ.)
LSC Meeting
Science Night
Professional Development Day (3-5 pm)
BAC/PAC Meeting
* Student Council designated activities will be added at a later date.
Please refer to the monthly calendar.
8
11
22
17
31
January
4
8
12
12
18
11
21
Quarter 2 Ends
NWEA Testing Ends
mClass, DIBELS, TRC, IDEL Opens
School Improvement Day
½ Meeting 7:15 am
Report Card Distribution
ACCESS Testing Ends ( K-8)
Valentine’s Dance
President’s Day
LSC Meeting
Professional Dev. Day (3-5 pm)
Picture Day Prek-7
BAC/PAC Meeting
March
October
16
23
20
27
29
30
30
November
9-13
11
12
12
13
16-20
17
17
18
25-27
4
4
4
5
9
11
12
12
15
18
23
23
25
7
9
10
10/13
14
½ Meeting 7:15 am
LSC Meeting
REACH Performance Assessments
Multicultural Festival/Pay to Play 4-8
Attendance & Honor Roll
Recognition
15/16 Pay to Play (Pre-K) & (Gr. K-3)
8thGrade Luncheon
8th Grade Picnic
17
8th Grade Graduation
17
MClass, DIBELS,TRC,IDEL Closes
17
MAP/NWEA Assessment Closes
20
Kdg Celebration
Pre-K Picnic
21
Talent Show
21
End of 4th Quarter/Report Card
Distribution/Last day of school/
School-wide Event
22
Teacher Institute Day
OFFICE POLICIES
Morning Announcements:

All morning announcements will begin daily at 7:50 a.m. and be completed by 8:00 a.m. All classrooms
should begin the day with the Pledge of Allegiance and the Bucket Filling Pledge. Student representatives
will be designated to recite both pledges over the intercom. All students and teachers should be attentive
for morning announcements.
Teacher Workroom:

The teacher workroom is located in the basement. Materials such as bulletin board paper, paper cutter,
book binder, and laminating machine, banner and poster maker are available. In order to keep the
workroom supplied with necessary items, we ask that all teachers keep conscious of their use. Please
clean up after yourselves. Make sure all materials are checked out. Use the clipboard on the door jam
as you enter the room. Do not send students to use machines in the resource room unless accompanied by
an adult.
Copies:

Copy machines are to be used for official school business only.

Copy orders should be submitted in advance.

Evaluate the type of activities you are copying. If they are worksheets that do not promote critical
thinking, how will they serve student learning?

Submit your copy paper with copies to be made.

Please use the order slips labeled with the teacher’s name, room number and number of copies needed.

Materials duplicated should complement your teaching in the classroom. Please use duplicated materials
only where workbooks, textbooks, and other materials are inadequate.

Think about the value of what is copied. Our objective is to raise the rigor, critical thinking and stimulate
creativity. Avoid copies that do not promote this use. This is highly important!

Please check copy room mailboxes to pick-up all copy orders.
Engineer Requests:

Special requests requiring the services of the engineer must be made promptly on the Request for Services
form and turned into Jim McArdle’s mailbox.

A follow-up on requests should be made within a day or two. Notify the office if the matter has not been
completed or addressed within one week.
 Please use custodial work forms to indicate work not complete and submit forms to Barbara.
Fax Services:Faxes directed to you will be placed in your box.
Telephones:

Telephones are now located in the various rooms throughout the building. They may be used for official
school business.

Goethe is connected to the C.P.S. system. Please call Ellen or Julia if you wish to avoid all the prompts on
this new system.

Messages will be taken and placed in your box for all non-emergency phone calls.
13
Teacher/Employee Dress Code:
We are role models for our students. Staff members are expected to present a professional appearance at all
times. We set the tone and example for students
Supplies:

Supply Request Forms will be available in the Main Office. Please submit completed forms to Mea. We
want to be able to keep you supplied for the entire year, so please be conscientious in submitting your
supply needs so you have what is needed. (See Appendix).
Mailboxes:

Mailboxes are located in the Main Offices. We request that you check your box at least twice daily, upon
arrival and before you leave.
Security/Valuables:

All classrooms should be locked when they are not occupied.

Do not keep money in your desk drawer. This is the first place that is checked. Report any
losses to the office immediately.

Keep all valuables locked.
School Closings:

Occasions will arise when the school or school system must be shut down (i.e. snow days or equipment
failure). Listen to the news or radio during inclement weather.

Teachers are expected to make every effort to report to work on days when the opening of the school has
been delayed.

We will use our phone tree for emergency closings.
Parent/Teacher Visitors:

CPS has published a Visitor Code of Conduct that outlines visitor protocol, and we will follow this protocol.

All individuals entering the school building need to sign in at the security desk and report to
the Main Office.The Main Office should be notified immediately if there are individuals walking
through the halls without a pass.

Any volunteers working on a recurring basis must be approved by the administration and have an
appropriate application on file.

When parents wish to visit a teacher without an appointment, teachers will be notified and can ask parents
to reschedule on a day and time that is convenient.

Teachers will be notified when parents arrive for a scheduled meeting.
14
TEACHER RESPONSIBILITIES
Accident Reports:

Teachers are responsible for completing one of two forms required by the Board of Education: Report of
Accident; Pupil/Visitor or Employee. The forms can be obtained in the main office.

The report should be filled out and returned to Ms. Gonzalez no later than 24 hours after the accident
has occurred.

The parent must be notified immediately following the accident by the person in charge of
supervising the student.

Serious injuries must be reported to the Administration immediately.

Ambulance-Fire Department calls are to be made only by the principal, assistant principals or a specific
designee.
Resource Teachers
Each Resource Teacher will provide a letter grade for each student based upon the student’s performance relative
to classroom criteria. Additionally, Resource Teachers will provide a cumulative grade for each teacher at the end
of the year. Grades should be given to classroom teachers on a classroom roster two days before report cards due.
Attendance and Tardy Reports:

The teacher is responsible for taking daily attendance and the recording and reporting of such information
on IMPACT. Julia needs all attendance information by 8:15 each day the latest.

This is responsibility is one that needs to be maintained. The time deadline must be adhered.

Students are to present a note signed by his or her parent/guardian when they return to school. The
teacher should contact the parent to request a note if they do not receive one.

The school will acknowledge and recognize rooms and individual students with 100% attendance.
Faculty Meetings:

All faculty members need to be prompt. Please refer to the Weekly Bulletin and Schedule for dates, time,
and location. It is helpful that teachers are seated in the meeting room prior to the scheduled meeting
time.
Hallway Etiquette
How students enter the building sets the tone for the day. It is each teacher’s responsibility to follow our hallway
etiquette plan no matter the grade and age. Please teach quiet in the halls etiquette on day one for all students no
matter the grade and age. Go over expectations of quiet in the halls as you travel to and from preps or special
events. If students are not quiet, stop the line until they are. We want to underscore the responsibility that
everyone has to maintain quiet in the halls.
Student Entry and Exit
Students should line-up at the first bell at their designated spots on school grounds. Please review expectations for
student entry and exit: entrance in the morning, from lunch to recess, and exit at the end of the day.
15
Entrance:
-Pick students up by 7:40 a.m.
-Students should be in a quiet line before entering the building.
-Entrance should be orderly and quiet
-All students follow the Morning Max Breakfast Procedures
-Stress hallway conduct
Dismissal:
-Remain in the classroom until the second bell has rung
-Enter halls for dismissal
-Walk all students down to exit doors and make sure all students exit. This is very important.
Restroom Procedures
Due to the recent restroom issues, we have to reinstitute restroom procedures. As a class, a trusted monitor
should check the ceilings, walls and stalls prior to students entering and after exiting. Students should sign-out and
in on the restroom log on a daily basis along with the condition of the restroom upon entering and leaving the
restroom. Please explain to students that if they find something unusual in the restroom that they are to notify you
immediately and you are to notify a custodian immediately.
Tardies
We will be enforcing an on time policy and explaining the policy to students on the first day of school and to parents
during open house. Students will be marked tardy at 7:50 a.m. each day, unless otherwise announced. Tardy slips
will be given with the entry time noted. Students will have a log and be required to enter their tardy each day of the
week. At the end of each week, students with regular tardies will meet with the principal and the office will request a
parent meeting with students who have more than one tardy in a week. Each morning, a cadre of non-classroom
staff will escort students to their rooms and escorts will reinforce the school motto: Be Present, Be Punctual, Be
Prepared to Learn.
For students with chronic tardies, the security guards will keep students’ tardy logs for them to fill out for each tardy.
CPS Observation and Ratings:

Professional development will be ongoing throughout the year as we learn and apply the Chicago Teaching
Framework.

All classroom teachers will be visited by a principal and/or assistant principal at least twice yearly.

A pre- and post-conference will be held for each announced observation and a post-conference will be held
for unannounced observations.

We will be using the Framework for Teaching Excellence, REACH in pre and post conference meetings.

Local school criteria will be attached to the CPS checklist and will be addressed during the designated
meeting for Teacher/Staff Evaluations for Domain four of the REACH system.

We will work together to establish how the teaching framework rubric will be used for our local criteria.
CPS tenured teachers are given printed evaluations every two years.
Non tenured teachers receive printed evaluations every year.
16
Bilingual Education:
Bilingual Education is a very important component for the children in the Chicago Public Schools. State and federal
statutes as well as CPS policies provide the basis and structure for the state-mandated Transitional Bilingual
Program in CPS. The goal of the program is to develop the English language proficiency necessary for academic
success and to prepare ELLs for the general program of instruction, where English is the language of instruction.
Teachers of the bilingual program should make sure they comply with the following responsibilities:
Bilingual teachers are responsible for ensuring that all bilingual students have an ELL
Folder (blue folder) that must be updated quarterly and that must contain the following documents:

Home Language Survey.

Initial WAPT Test, WIDA and Pre-IPT entry assessment.

NCLB Parent Notification Letter.

Individual Bilingual Instructional Plan (IBIP) for EL’s and above.

Student Reclassification Request forms for exited students or Program Change Request form
(NCLB).

Student’s assessment information.

Individual student ACCESS score sheets (Teacher copy)

Report card waiver (signed and dated by the parent or guardian) or preference sheet.

SSR Form (program change request form)

PCR (Program Change Request Form) Parent waiving right for program services or withdrawing
their child from the Bilingual Program.
The following should be available for review:

Updated Cum Cards for every English Language Learner (ELL). (These are kept in the main office
file cabinet.) Teachers will have access to electronic copies of the student’s cum cards.

Report Card/Grade Book.

Student attendance record

Updated Bilingual Student Roster.

Documentation of teacher’s participation in Professional Development workshops or session.

Time distribution to provide services to ELLs.

Lesson Plans including the goals and standards for ELLs. Modifications for ELLs if they are placed in
a general program classroom.

Instructional materials according to the grade level of English proficiency of ELLs.

WIDA (ESL goals and standards)

Native language materials if pertinent. Books in the school and classroom libraries.
17
Daily time Allocation in Minutes for English Language Instruction
Bilingual Education Students are required to receive a specified time for English instruction determined by their
ACCESS scores. See Bilingual Handbook for sample of daily time allocation in minutes. We encourage the
integration of the English language throughout the core subjects, as much as possible.
Grading
No failing grade should be given to an ELL because of lack of English language ability.

ISBE and CPS mandate that every ELL student must receive ESL for as long as the student is in the
bilingual program.

The self-contained bilingual teacher is responsible for grading all subjects including ESL. All subjects taught
by the prep teacher should be graded by the teacher providing the instruction. If the prep teacher is not
bilingual, the grade should be given in consultation with the bilingual teacher.

Reading class is not a substitute for ESL class or vice versa and there should be separate grades for both
areas. Lesson plans should reflect ESL lessons.

For students that are in Program Year 4 or 5, an Individualized Bilingual Instruction Plan (IBIP) should be
developed and implemented. This plan should be completed by the classroom teacher and should detail
the instructional program required to meet the students’ individual needs.

All bilingual students should be making progress towards the WIDA Standards. ESL lessons must
correspond to ESL Goals and Objectives.
Multicultural Festival
The multicultural festival is an annual fair in which all teachers participate. Grade levels collaborate and choose a
country that has not been studied the year before. As a culminating activity students celebrate their knowledge of
the culture learned in a school-wide community assembly program.
Guidelines for School Science Fair and Night
In the 2015-2016 Goethe will host a school science fair/science night. The science fair will be held in the
gym for students in grades 6-8. In the main building Pre-K projects will be displayed throughout the halls
in the main building.

Students in grades K-2 may have individual or class projects.
The projects may be demonstrations, collections, or experiments that will displayed at our annual school
science night.

Grade 3 students may have individual projects or can work with a partner.
Projects must be experiments and students should follow the scientific method.

Grade 4 students may have individual projects or can work with a partner.
Projects must be experiments and students should follow the scientific method.
Students must cite at least 5 references and are required to have an abstract.

Grade 5 students may have individual projects or can work with a partner.
Projects must be experiments and students should follow the scientific method.
Students must cite at least 8 references and are required to have an abstract.
18

Grade 6-8 students must have individual projects.
Projects must be experiments and students should follow the scientific method.
Students must cite at least 10 references and are required to have an abstract and research paper.

Names and projects titles are to be submitted to the science committee for judging at a designated time
and date.

Schedule:
Primary and Intermediate students will set up their projects in the hallways
Judging will take place for 6th-8th grade rooms.
Parent Visitation and Awards Ceremony
Schedules will be announced. All projects will be displayed at Science Family Night.
Bulletin Boards:

Teachers are responsible for decorating bulletin boards located in the hallways.

See Bulletin Board schedule. All staff will sign-up for 3 boards from Oct. through May

In-class bulletin boards can focus on current student work, highlight teaching points, address vocabulary
that is under study and post relevant words on word walls.
Child Neglect and Abuse:

Teachers are mandated by law to report suspected cases of abuse or neglect of children. A teacher who
suspects child abuse must contact the Illinois Department of Children and Family Services at 1-800-2522873.

Be sure to get the name of the person who takes your report.

If the abuse was done by a Board employee, immediately notify the principal and or assistant principal,
who will immediately notify the proper authorities.
Student Records and Confidentiality

As educators we must maintain professionalism and confidentiality regarding student records and details of
their lives. Information ranging from medical problems, test scores, grades, addresses, and home phone
numbers must be kept confidential.

Registration cards, emergency forms and Cumulative cards are maintained in the main office.

Please make sure all students return emergency slips with up-to-date contact information. It is important
to stress this during our Open House.
Head Lice:

Students with head lice are to be reported to the main office. We must notify all parents in the class and
the school so siblings can be checked. The Hair Fairies will be called to do classroom checks. Students will
be sent home and checked upon their return. All student coats and hats will be kept in individual bags.
Classroom carpets will be removed and washed.
19
Classroom Environment:

An effective classroom requires careful organization and planning. Teachers are responsible for the care of
their assigned classrooms. Rooms are to be kept clean and organized with bulletin boards and visual
displays related to current course content.

Daily routines, positive classroom rules and the time distribution sheet must be established, posted and
clearly communicated.

At the end of each school day, all students need to pick-up any paper or materials from the floor, clean off
their desk-tops, and stack their chairs. It is the teacher’s responsibility to instill these practices at the start
of the school year with all students. Before exiting the classroom the room should be left orderly.

Students should have an active role and responsibility in maintaining the classroom environment.
Classroom Library:

All teachers are required to have a classroom library within the classroom.

Classroom libraries should be warm, welcoming area for students.

It should be visible, with culturally diverse books displayed throughout.

Libraries should have a balanced genre of fiction and non-fiction books.

Books should be sorted by genre.

Teachers should be aware of book levels when making recommendations to students.

Students should know how to pick out just right books.

A check-out library book system must be in place.

Independent reading time should be a part of each day.
Classroom Management:

Effective teachers begin the year by establishing procedures and rules and by having students learn
routines. These routines should be practiced often (see attachment “Group Procedures). This enables the
teacher to handle discipline problems, conduct effective lessons, and provide for student productivity and
enthusiasm and maximize instructional time.

Classroom environments, including student seating, should be flexible enough to allow for cooperative
learning, listening centers, and small group work.

No student is to be left unattended. If there is an emergency, contact the office to obtain coverage.
Teachers are responsible for students under their supervision.

Students should not be in the hallway unsupervised unless it is a one-time serious emergency. Students
should then have a hall pass. Please schedule your class breaks so that there are no disruptions in your
teaching. Some students may need to travel to attend SPED resource; use travel buddies.

Everyone should be using the Bucket Filling Philosophy throughout the building.

Visitors should see visible signs of Bucket Filling in each room.

Wheel of Choices, Bugs and Wishes, Peace Tables, Peer Conferences should be followed.

Do not place students out in the hall for punishment. Use the buddy system.

Do not put students facing a corner- that is degrading and humiliating. Teaching students
natural consequences for infractions is the goal of our school. It is not about punishment but
rather accepting responsibility for our actions through natural consequences and learning.

WE ARE A BUCKET FILLING SCHOOL USING SOCIAL JUSTICE AS A MEANS TO ADDRESS THE
SOCIAL EMOTIONAL WELL-BEING OF ALL THROUGHOUT OUR BUILDING. ALL ADULTS ARE
THE MODELS FOR BUCKET FILLING AT ALL TIMES.
Medication in School:

Students are not to carry medication in school unless otherwise specified by the school nurse. Asthma
medication may be carried by the student if the nurse is aware of the severity or frequency of attacks. Any
medication that a student brings to school must be taken to the nurse or clerk.
20
Cafeteria Procedures and Guidelines:
With the longer school day, some classrooms will be having lunch before recess while others will have it afterwards.
It is imperative that every teacher is on time in picking up their students. Adhere to the lunch schedule. Please do
not take longer than the allotted time
Teachers are responsible for:

Following your lunch schedule every day!

Meeting the pickup and/or drop off time.

Late classrooms create hallway disruptions and disrupt the entire lunch schedule.

Inform students about the Bucket Filling Procedures in the lunchroom and that they are to


Clean the table and floor before leaving

Leave the table only when directed to do so.

Properly dispose of all lunch waste and materials in the garbage containers.

Establish lunch monitors who will check tables and floor before exiting the lunchroom
Practice these routines with your class during the first week of school. This will allow you to explain and
model the expected behavior. Any redirection of misbehavior during this week should be treated as a
learning moment about how we eat lunch at Goethe.
Recess

Will be outdoors daily weather permitting for a 30 minute period.

It is critical for teacher’s to meet the lunch/recess drop off/pickup schedules. Beyond 30 minutes cuts
further into the instructional day and it is already too short. Please adhere to the 30 minute recess policy.
For special circumstances please let Raquel or Barbara know. Also remind students of the Bucket Filling
procedures as they play outdoors/indoors during recess.
Collection of Funds:



All money must be collected and properly documented with the official school receipts and the proper
collection forms (See Appendix) and turned into the office by 12:00noon so that the clerk can count, receipt
and deposit the money in the bank that day.
No money should be left overnight in the classroom.
When collecting for class trips or workbooks, give Ellen large bills or teacher written
checks. Do not give her bags of change.

Class trip money must be submitted one week before the trip, not the day of the trip.
21
Work Book Collections:

Money should be collected at the beginning of the year and money turned in by the end of the month.

Letters for workbooks should go home the first week of school.

Do not give Ellen change.

Any student that does not purchase the workbook will not use it as a consumable.

Workbooks will be ordered for those who paid. Make sure this is turned in each month.
Discipline:

The CPS Student Code of Conduct is designed to ensure equitable discipline throughout the school system.
All teachers and students should be familiar with this code (See Appendix).

Introduce the code to all students so they see that rules are created for our entire school system.

Make sure all intermediate and upper grade students hear the rules during the first week of school.

In grades 6-7-8 teachers should go over all category four, five, and six, level offenses. Stress
alcohol, drugs, texting, sexting and bullying issues. CPS has a new bullying policy that will be
strictly followed.

Stress the consequences of level five and six offenses during the first week of school.

Highlights:

Focus on the positive; observe students doing good things and praise them for it

Maintain composure and self-control; do not model behavior that you would not tolerate from a
student.

Be fair, firm, and consistent

Attempt to de-escalate confrontations.

Make sure the students know what behavior is acceptable and what is not.

When consequences are necessary, discuss how to “make it right.”

Consequences should not affect a student’s grade in a class unless the misbehavior is related to a
specific assignment. (i.e. Cheating)

While in the hallways students are expected to walk silently without causing any disruptions to
classrooms.

Students walking with their classes should be split into two lines on the right side of the hall.

While in the lunchroom students should maintain a low speaking voice, remain seated, and pick up
all of their garbage.

Students are expected to speak respectfully to other students and adults at all times.

All adults in the building are expected to help reinforce these basic expectations for student
behavior. For example, if a staff member notices a student running or making noise that might
disturb a class, that staff member should immediately address the issue directly with the students.

To ensure consistency with discipline matters, school discipline protocols have been created.
Please make sure you go over these protocols with your students.

If a student in the halls responds with a disrespectful or dismissive attitude towards an adult that is
not their teacher, the staff member is expected to learn the student’s name, and report that
student to the classroom teacher. The classroom teacher will then determine the student’s
consequences based on behavior history.
22

Teachers must keep an anecdotal record for behavior and disciplinary actions for students who
present regular discipline issues.

For serious problems or concerns regarding discipline, seek the assistance of the Counselor, Assistant
Principal or Principal.
***Students sent to the office should have a Discipline Referral Form completed by the
teacher.

Follow the school-wide discipline protocols.
In and Out of School Suspensions
CPS is working towards a Social Justice System. WE are charged with finding
alternative methods of consequences and reach a zero suspension level. The issue is
to keep students in school where they can learn and be held responsible for the
learning tasks given. When serious offenses do occur the administration will confer
to the appropriate consequences to be administered.
If Students have committed serious acts of misconduct, in or out of school suspensions ranging from one to ten
days will be given following the CPS CODE OF CONDUCT. We will try social justice methods first.

In-School suspensions will be served by students in the Assistant Principal’s or Principal’s office.

Students serving in-school suspension will not be given errands or other clerical tasks to perform but will
complete assigned class work, assignments given by the Principal or Assistant Principal which match their
particular circumstances.

Whether students are suspended within or outside of school, the classroom teacher is responsible for
assigning homework for that student to complete.

Please maintain high expectations for the work assigned during suspensions. This work should still be
allowed to influence student grades.

Students who are suspended are not allowed to participate in any extracurricular activities (clubs meetings,
sport or choir practices, or dances) during the period of their suspension. Students who are given out of
school suspension are not permitted on the school property during the period of their suspension.
Playground Policy
Bullying









Establish rules for the playground on the first day of school.
Teach students line-up procedures.
Explain the roles of the student playground and parent patrols.
Remind students to use appropriate language on the playground and why that is important.
When conflicts arise, they are to report to the nearest adult. No exceptions.
Use bucket-filling behaviors.
No rough play.
No snowballs.
No skateboards or basketball from 7:20-to 7:40 or 2:45-3:00
Explain the zero tolerance for bullying and how it is in direct conflict with Bucket Filling book. Give
concrete examples of bullying. Read the Bucket Fillers whenever bullying is present and follow with a
classroom discussion. Model bucket filling every day and identify bucket dipping when it occurs.
23
Discipline Protocols
The following discipline protocols have been created to allow students the opportunity to find the positive solutions
to correcting their misbehavior. Each classroom teachers must implement a positive discipline plan (ie Bugs and
Wishes, Wheel of Choices, Peace Circles, Peace Table, etc) that will allow for such resolution to occur in their
classroom. The plan is divided into two areas: misbehaviors that will be handled in the classroom by the student(s)
and teacher and the misbehaviors that will be handled by administration.
Misbehaviors Handled in the classroom:
1) Running or making excessive noise in the hallway
2) Engaging in misbehavior that is disruptive to the orderly process of classroom instruction
3) Loitering
4) Use of CPS Network for the purpose of accessing non-educational materials
5) Initiating or participating in any unacceptable minor physical actions
6) Exhibiting or publishing any profane, obscene, indecent, immoral offensive materials, language and/or gestures.
7) Defying school personnel
8) Possession of cellular phones
Misbehaviors Handled by Administration:
1) 4th repetitive act of any of the above misconducts or any other misconduct
2) Any misbehavior in groups 3 through 6 in the CPS Student Code of Conduct
3) Leaving the classroom or school building without permission
4) Possession of tobacco products, lighters, matches, or rolling papers
Referral to SEL Support
Students who continue to exhibit misbehaviors after meeting with the administration will be referred for SEL
support/counseling.
The Role of Educational Support Personnel

While working outside of the classroom, ESP’s work under the supervision of a member of the
administrative team.

ESP’s may be utilized to provide school-wide services under the discretion of a principal.

All ESP’s are to follow their daily work schedules. When regular duties are impacted by student trips or
special events, all ESP’s need to report to Barbara or Raquel to receive amended schedules.

Daily schedules and responsibilities will be addressed during the afternoon session for all ESP’s during the
first three days of professional development following the times posted.
24
Emergency Lesson Plans/Substitute Folders: ALL NEW PLANS MUST BE SUBMITTED
BY MONDAY SEPTEMBER 8th! No Exceptions. You can always change and update the
folders as you learn about the students.

When you are absent: Do not leave work lacking substance in the substitute folders.

Teachers are required to prepare lesson plans (three days) for substitute teachers in the event of an
unexpected absence.

These plans should be on file in the main office.

Emergency plans/sub folders must include: (1) Up to date Class roster, (2) Daily class schedule, (3) List of
students with special needs and schedule and location of SPED or ELL resource classes, (4) Copy of
classroom rules and policies, (5) Detailed Lesson Plans, (6) Schedule and location of all enrichment classes,
lunch periods, washroom times, and special activities, and (7) List of students who pay for lunch. (8)
Seating chart

Plans should be updated upon return.

All plans are due by Sept 8th. If a teacher is out before this date, plans must be submitted to cover any
absences.

Plans should cover all subject areas and clearly outline class expectations and procedures.

Make sure the work left for the sub is meaningful and relevant for the students.

Include sustained time for reading, vocabulary and writing.

Make sure math problems are those students can currently handle.

Make sure there is enough work to cover the day.

Include the opening and closing procedures so the substitute can follow the daily routines.

IT IS EVERY TEACHER’S RESPONSIBILITY TO HAVE MEANINGFUL PLANS WHEN ABSENT
Lesson Plans:
Goal: All grade level team to work on common lesson plans

The lesson format will be outlined during the third day of professional development before the start of the
school year.

All teachers are to maintain lesson plans.

Plans should reflect the Standards and Curriculum Objectives set forth by the Board of Education and
Common Core and follow grade level standards discussed.

All lesson plans are to be turned in every week. Lesson plans are to be available for review by visiting
administrators.

Lesson planning, instructional delivery, and student learning are linked together

It is each teacher’s responsibility to maintain active current plans.
Learning Outcomes

After the instructional delivery and student activity of the lesson plan, analysis then takes place.

All plans must include the learning outcomes analyzed as a result of the teaching and student activity.

Teachers need to provide Learning outcomes at the end of an instructional week.

The outcomes evidence what student work shows in relation to the concept learned.
25
Reflections

Teachers then evaluate this body of evidence in order to differentiate to meet the needs of all the learners
and plan the appropriate “next steps” to support student learning, growth, and academic success.

Reflections should be submitted with the new week’s plans.

The reflections are an essential piece of the evaluation that is necessary each week and should be included
in all lesson plan books.

We will be examining outcomes of learning, reflections, and ways differentiations is addressed each week in
the plans.

These teaching responsibilities will be tracked throughout the year.
Evaluation Guidelines:

A standardized grading scale must be used for subject area evaluations. Each teacher will adhere to
the same scale.

No student should be given a failing grade unless parents have been notified of child’s
performance.

Use the progress monitoring program from the reading series to do consistent progress
monitoring.

Use the reading assessments to track student progress.

This data will be reviewed in administrative meetings.

Track math work weekly from Math Score

Math and Reading results should be tracked on mid quarterly reports to parents.

All student work must be evaluated with timely feedback given to students and parents.

Baseline data will be gathered in September in Reading, Math and Writing.

Fountas and Pinnell assessments will be held between Sept. 4th-30th.

Writer’s Workshop baseline writing piece should be completed within the first two weeks of
school.

CPS assessments will be folded into the quarterly schedule.

Transformation and acceleration groups should be established using all data collected by the
end of the first month of school.

Goals should be set by students and tracked with consistency.
IMPACT Grade Book:
All student work should be graded in a timely manner. Entries should be made in Grade Book twice weekly. Each
teacher is to track students who are not meeting a C average and report tutoring. Students in grades 1-6 that need
assistance or tutoring in reading and/or math should be reported to Mirna and referred to Chicago Tutoring. We
will establish math tutors for students in need in middle school.
Advisors will keep track of the students in their group and make referrals for tutoring for those in need.
A check-in, check-out system will track students and keep them in our radar. Do not
let students fall behind without referrals for support.
26
Grading Scale:
A 90-100
B 80-89
C 70-79
D 60-69
Progress Reports:

Grades need to be entered into grade book twice weekly.

Parents must have access to grades, homework, and assignments via the computer.

Encourage students and parents to check grades.

Mid-quarter assessments should be sent home during the mid marking period. Every student should get a
report. Reports are to be signed by a parent and returned to the teacher. No student should be given a
failing grade at the end of a quarter unless parents have received previous notification.
Report Cards:
Report cards are to be done following the calendar and procedures mandated by CPS. All data must be entered
and verified in IMPACT by the CPS deadline.
When report cards are completed they are to be given to Barbara for review along with the grade book. All grades
in the report card should be a result of an overall average of work completed for the quarter.
CHECK MARKS:
No grades are to be lowered for behavior in any subject or special class as directed by CPS Grading
Policy. Checks are to be used to indicate behavior issues. This includes specials such as Music, Gym,
Library, Computer Lab, and Gifted Math.
Parents have notified the region and board and we have been warned to avoid this practice. Parents
have the right to see grades that justify when any grades are lowered. Parents should be notified of
all issues at mid quarter whenever there are problems or lack of compliance to class rules and
procedures. Do not wait; keep communication open with parents to avoid problems.
Grade Books:

All teachers are responsible for documenting student progress and achievement.

Grades on report cards should reflect the grades documented in the grade book.

The student report card should be neat, complete, and accurate. Any comments should reflect student’s
attitude, behavior, effort, performance.

Your grade book is to be available to a principal whenever your room is observed.

Grades must now be entered on the Grade Book system on IMPACT.

Grades should follow the standard set at each grade level meeting.

Grades are awarded based on the total average of work calculated over the course of the quarter.

Grades are not to be lowered based on behavior.

Behavior must be recorded on the work and study habits portion of the report card.
27
GOETHE HOMEWORK POLICY
Teachers are responsible for assigning homework that provides reinforcement, practice, application, and
enrichment of what is learned in class.

Assignments may include: reading, writing, reviewing, memorizing, researching, observing, collecting,
interviewing, exploring and experimenting.

Teachers should follow grade level policy regarding homework.
Kindergarten and Grade one
15 min.
Grades 2 & 3
30 min.
Grades 4, 5,
45-60 min.
Grades 6, 7, 8
90 min.
Lost or Damaged Books:



The classroom teacher should immediately send the notice of the amount due to the parent when it is first
learned that the book is lost or damaged.
The student must turn in missing book money to the school clerk, who will receipt the money paid, and the
student is to show the teacher the receipt.
At the end of the year, students who failed to turn in money for lost or damaged books should be reported
to the office after the teacher has sent a letter notifying the parent of the lost or damaged property.
Field Trips:

Please submit field trip plans to Ellen.

Place all planned field trips on three calendars:
o
Office
o
Raquel’s Calendar
o
Lunchroom Calendar (Indicate whether you will need bag lunches or no lunches)

Teachers must complete the Application for Student Travel form two weeks prior to taking the students
on a field trip and turn it in to Ms. Alicea, the school clerk. This form is completed on IMPACT for approval.

Teachers must send parents/guardians the Parent Notification of Field Trip form. A signed permission
slip, including parental contact information, must be on file for each student leaving the school grounds.

Teachers must make sure they have the correct ratio of chaperones to provide adequate supervision.
Board policy requires 2 chaperones or 1 for every 10 students.

A Collection Record form and money must be turned into the school clerk at least three days prior to the
trip in large bills or one check payable to Goethe. (the form is located in the main office)

Teachers must notify the Lunchroom Manager if the students will not be eating lunch. Teachers must
complete the Field Trip Lunches form to request lunches for fieldtrips at least two weeks prior to the date
of the field trip. (the form can be found in the office)
28

A School Fee Waiver Form is available for any student who is unable to pay for his/her field trip. (see
Ellen)

Teachers must place the following in their mailbox (on the day of trip): (1) Signed permission slips and (2)
list of students not attending the trip with their class locations next to their names.

The teacher is responsible for making arrangements for students not going on the trip and providing them
with work for the day.

All transportation must be on Board approved buses. If the bus is unsafe for any reason, the teacher should
call the school and inform a principal as to where the bus is located, the condition of the bus, and the
telephone number where they can be reached. The principal or office staff will request that another bus be
sent to the site. A written report to the principal must follow as soon as possible.

If a child is lost, notify the authorities at the facility and the school. The principal will give you further
instructions. Please use counting procedures during every transition.

All groups are expected to return to school prior to dismissal.

Someone on the trip must have a cell phone.
Smoking

Board policy absolutely prohibits smoking in the building and around school grounds.
Materials, Equipment, or Furniture Requests:

Purchase orders must be secured through administration. Submit your request in writing to the
Principal or assistant principal.
29
Cell Phones:

Staff and student cell phones should not be on during the instructional day.

Use of cell phones or any communication device should not interrupt the supervision of students. Headsets
or earpieces for phones are not allowed. Instruction of students is always our primary concern.

Cell phone contracts will be given to parents at Open House.

All teachers will address the issues regarding cell phone use in school and explain the lock box policy during
the school day.

Emphasize that students have access to school phones during the day.

Discuss the issues surrounding how cell phones have become a major issue interrupting the educational
process.

Inform parents of texting issues outside of school and refer to the CYBER BULLYING POLICY CPS HAS
ADOPTED.

Teachers will collect all cell phones at the beginning of the day.

Keep them in the lock box we provide.

Return them to students at the end of the school day.

Any student who uses a phone should be sent to the office.

Parents will be notified, the phone held until the parent comes in for a conference.

We ask that all teachers fully comply with this policy.

Cell phone policy should be given to parents at the open house.
Parent Communication:

Please turn in a sample copy of all class communication sent home to parents. These will keep these on
file.

Please take every opportunity to keep parents informed of student progress, problems, concerns and
student success.

Keep a parent log documenting all telephone conversations to parents.

Communicate all contact made with parents/guardians upon requesting the Principal to contact parents for
serious misconducts.
Student Helpers:

Student aid/assistance should only take place during non-instructional times: before, after school and
during lunchtime. If you wish to give extra instructional help to a student when he/she is scheduled to be
in another teacher’s class, you must obtain the approval of that teacher.
30
Parties:

Non-holiday parties require the approval of the principal.

All parties must be under the supervision of the teacher.

All students are to remain in the classroom during parties.

Doors are to be kept closed and the noise level kept reasonable.

All food and excess garbage is to be properly disposed of before the students are dismissed.

Holiday parties should be scheduled in the afternoon.

Wrapped treats followed by singing “Happy Birthday” is acceptable

Please keep in mind homemade food for classroom treats is prohibited by C.P.S.
Supplemental use of videos, video clips and CD’s for instructional purposes must be
listed in teacher’s lesson plans.
Best teaching practice: any videos, clips etc. should have direct alignment with
standards and be appropriate for student’s age and maturity.
Films should have a direct link to the learning and thinking we are promoting that
aligns to the Common Core standards.
School Items That Must Be Available:

Teachers are responsible for having the following items at all times:

Updated Lesson Plan Book

Seating chart

Attendance records

Teacher Textbook Manuals

Teacher Handbook

A sample of student work as per lesson plan should be available upon request

Time Distribution sheet

Grade Book

Posting of Fire/Disaster Drill Procedures

1 binder for Fountas and Pinnell data, NWEA, EXPLORE, ACCESS

1 binder for extended reading response

1 binder for extended math response

1 binder for Transformation and acceleration groups. Should include weekly tracking,
differentiation and progress.
31
MTSS Response to Intervention Multi-Tiered Systems of Support
This is the new system of intervention that is based on Social Emotional Learning, Academic
Engaged Time, Data-Based Decision Making, and Professional Development.
Year one is about the learning of tier one and what we must all know and understand about
social emotional learning, differentiated instruction, keeping the engaged time for academic
learning high, and using student results to inform our instruction. All this is stressed on the depth
of our understanding and the professional development we encounter to make the process work.
This year is about building consensus, creating infrastructure, and working to create increased
student performance through the use of data.
We will focus our learning on the social emotional scaffolds we put into place to create a school
understanding the role social justice plays in developing the well-being of all stakeholders. We
will focus on our learning how to better differentiate to meet the needs of all learners in our
setting. We will learn to use our data to drive the steps we must take to meet our student’s
learning needs.
Response to intervention is a model that stresses classroom differentiated instruction to meet
the needs of all students. It operates on the premise that all students can learn and experience
academic growth and success. Its foundational principles are grounded in best teaching
practices in the core curriculum for all students. The model states that when students do not
make progress or learn, classroom teachers must employ a host of varying strategies to work
with the students until they reach success and monitor their progress with consistency.
It is believed that 80% of all students given solid instruction can learn in the general classroom
without outside interventions. It is also believed that 15% of the students need strategy
interventions in the class along with some additional supports ranging from 20-40 minutes a day
2-5 days during the week. If given this additional support these 15% are projected to make
progress and experience learning success. RTI states that only 5% of students are those
needing more dramatic interventions with specially trained teachers.
WE will be learning how to come together to fully understand and use the Multi-tiered system of
support throughout this school year. Remember Year one is all about Tier One. How we address
the needs of our students within our classroom settings.
32
REACH/Classroom Observations:
All teachers are to keep a binder to house artifacts/evidence of Domain 4.
Student Safety:

Be sure your students know exactly where to line up, and stress proper entry in the building.

The first bell at 7:40 a.m. signifies the Pupil Line–Up Bell outside. Students are to line up immediately and
stop all playing. The second bell at 7:45 is the entry bell. All teachers are to be outside to pick up their
students at this time.

Dismissal is at 2:45 p.m., and students are not to leave the classroom until the second bell. Do not wait in
the hallway. All students are to be supervised out onto the public sidewalk. Teachers are to see that all
students exit the building. Staff members should not retain students beyond the dismissal bell without
notifying parents.

Teachers are responsible for students once they report to class. Teachers are expected to supervise
students to and from class, the washroom, and when passing through the hallways.

Do not put a student in the hall as a punishment; this is non-supervision and dangerous.

No child will be permitted to leave school before regular dismissal times unless picked up and signed out in
the office by a parent/guardian or designated adult. The office will notify teachers of early dismissals;
thereafter, the teacher may send the student to the office. Notes or telephone permission are acceptable.

Students are not to leave class early to pick up siblings without administrative approval.
Teacher Preparation Periods:

A 60 minute prep period will be given to each teacher to be utilized for planning periods
and/or self-directed professional activities related to school business.
Teacher Lunch:




All classroom teachers will have a 45 min. break during their students lunch/recess period.
We ask that a 15 minute chunk of this time be devoted to team planning.
Teachers will escort their students to the lunchroom/recess at their scheduled time.
Students must be picked up from the lunchroom/recess on time.
Non Classroom Teachers:
All non-class room teachers will have their 60 minute lunch.
Teacher’s Lounge:

All materials in lounges are to be kept clean after teacher’s use:

Clean the sink.

Please use the microwave lid to cover food and wash the lid after use.

Wipe the microwave after using it.

Wipe the table after eating.

All resource materials should be put away after use.

Resources borrowed from the black cart should not be removed such as: stapler, stapler remover, pencils,
pens, markers, tape, rulers etc.

It is everyone’s responsibility to keep the common area clean for the group following you.
33
Main Office Refrigerator
It is each teacher’s responsibility to keep track of the food they leave in
the office refrigerator.
Remove all leftovers not consumed in a week’s time.
If the refrigerator is not kept clean we will post a team in charge of the
refrigerator. It is not the administrator’s or clerks job to keep the
refrigerator clean and free of moldy leftovers.
Remember many hands make the work light.
34
STUDENT RELATED INFORMATION
Breakfast:

Upon entry, students may pick-up a hot or cold breakfast as they enter the school building.

AT 8:00 all breakfast food should be consumed and instruction started.
After School Activities:

The principal must approve all after school programs/activities.

Students must be supervised at all times.

Notify parents of the dates and times of after school activities that their children are participating in.

Inform parents of dismissal times and escort all students out of the building at dismissal.
Emergency Forms:

Emergency forms are our only source of notifying parents when students do not have a phone number at
home and or when a parent is not readily available. Therefore, the Emergency Report Form must be kept
current.

Open House and Report Card Pick-up Days provide a perfect opportunity to verify emergency information
with the parent.
Internet Use:

The school must have a user policy statement on file before any student can be permitted to use the
Internet. Internet use must be in compliance with Board policy (See Appendix).
Honor Roll Requirements:
Honor Roll is based on a student’s grades for each marking period. There are three categories of
Honor Roll:
High Honors
Honor Roll
A’s in ALL subjects
A’s & B’s in ALL subjects
*NO CHECKMARKS ON REPORT CARD IS REQUIRED FOR HONOR ROLL
35
Homework:
All teachers need to track the D’s on the report card and keep record of it. Please submit the
names of the students who are receiving D’s to the main office. All teachers are to ensure that
they follow-up with a parent phone call and log the date, time and reason for the call. In
addition, teachers are to assign students to Saturday make-up sessions and tutoring for those at
risk students. Community service can also be served on Saturdays for students.
Homework Room:



Homework must be turned in on date assigned. All parents must be notified when students stay after
school to complete homework.
The homework room is not a place for socializing and is a quiet room. The exit slip is the finished
homework.
Homework cycles (Mon. through Thurs.)
Illness or Injury:

When a student is ill, the teacher must notify the office. The office will attempt to reach the parent or the
adult listed on the Emergency Form.

The teacher must initiate an Accident Report for injuries. Accident reports can be obtained in the main
office. Please submit all accident reports to Mrs. Gonzalez
Student Absences:

Attendance is taken on Grade Book and entered on a daily basis by 8:10 a.m. Attendance folders are sent
to main office to Julia immediately following. Pre-k p.m. classes by 12:10. Calls will be made to those
parents who have not called the school to notify us of the absence.
Truancy:

Report all unexcused absences to Julia.

If contact has been made after three unexcused absences and you still do not get absence notes, notify
Julia.
Transfers:

The teacher should notify the office immediately when a transfer is requested.

All textbooks, library books, and outstanding fines must be collected prior to issuing a transfer.

The student’s cumulative folder, health folder, and academic portfolio are to be labeled with the student’s
name and new address and sent to the counselor’s office.
36
Uniform Dress Code:
The dress code is intended to avoid disruptions to the educational process and maintain a productive learning
atmosphere. Fridays are uniform free days and so are special calendar dress days throughout the school year.
These special days are posted in the monthly calendar.
There will be no uniforms required for the month of September and June and the week before Winter Break and
the week after winter break. Students need time to be individuals and wear clothing that expresses their
individuality.

School uniform colors for students are white or navy blue tops and navy or white or blue bottoms or khakis.

Any display of gang symbols including rolled up pant legs, hats turned to one side, signs or insignias on
clothing or body, is strictly prohibited.

Boys are not allowed to wear earrings or sculpted haircuts and boys and girls are not allowed to wear any
facial piercings.

Girls are not allowed to wear excessive make-up.

Hats may not be worn inside the school building. Hooded sweatshirts, “hoodies,” are not allowed to be
worn during class.

Underwear should not be visible on boys or girls. For boys this primarily means preventing their pants from
sagging to expose boxers. For girls this means wearing no tops which reveal bra straps. All tank tops
should be one inch thick. No bare midriffs.

All teachers must vigilantly enforce the uniform policy so equity is experienced by all students.
Vandalism:

All acts of vandalism are to be reported to the Main Office immediately

Administration will follow the Student Code of Conduct for actions of vandalism.

Students will pay for any intentional damage done to school property.
It is necessary that we be proactive in maintaining a graffiti free, vandalism free environment. As
funds continue to dwindle, it is essential that we maintain equipment in good care. This includes
school equipment, as well as hands on materials. Please emphasize the Goethe policy: We are all
responsible for taking care of our school community.
Gangs:

Display of gang colors, gang signs, gang recruitment and gang activity is in violation of the Student Code of
Conduct. Please report any gang activity to the administration.
37
Student Search:

Student searches should not be conducted unless there is an administrator present.

Security and/or administrators are the only personnel allowed to search students.
Peer Tutoring Program:
Volunteers will be recruited for peer tutoring. Permission slips and teacher recommendations will be given to all
teachers for grades 6-7-8. Tutoring sessions will be announced at the end of September.
Chicago Tutoring At Goethe
The Chicago Tutoring program, formerly known as Chicago Tutoring is housed at Goethe for grades 1-7 for three
nights a week. Student recommendations will be accepted and information available at open house. It is the
teacher’s responsibility to maintain communication with the tutor.
School-wide positive philosophy: Bucket Filling
Model our bucket filling attitude and philosophy
Avoid bucket dipping
Make important contributions to this effort in word, thoughts, and actions every day.
What role do you play in our school-wide effort?
What do your children see and experience with you?
How does bucket-filling contribute to the health of our professional learning community and the
climate of our building?
Think about perspectives and challenge yourself to see the glass half full rather than half empty.
Every adult in this building is responsible for modeling bucket filling behaviors and following the
systems in place that support our school-wide philosophy. Our school protocols should be
apparent to all that enter our building.
BUCKET FILLING IN NOT JUST KID’S STUFF, IT IS LIFE STUFF! WE ARE ALL IN THIS
TOGETHER! WHAT IS THE EVIDENCE THAT IT IS ALIVE AND WELL AT GOETHE?
Remember, we are all in this together.
Here’s to another year filled with glorious possibilities.
Our school philosophy is an important discussion and should take place on the first day of
school.
38
Custodial Responsibilities
Custodial Tasks Checklist
In our effort to make sure all tasks are consistently attended and completed we will use this
checklist as a communication form to address any areas not tended.
If you note concerns, please check off the task and turn the form into my box. Jim and Raquel and
Barbara will address this with our custodial staff. We appreciate your help with this.
□Trash is separated for recycling
□Rugs are clean
□Floors are clean
□Under tables and centers are clean
□Window sills are dusted
□Glass on doors are clean
□Free of room dust bunnies
□Shelves are dusted
□Bathrooms are clean, chrome, toilets, floors, window sills and mirrors are cleaned on a
daily basis
□ Stairs are swept on a daily basis. Ensure corners are cleaned and gum etc. are scraped
off.
39
Office Bathroom





White drawer chest
Black crates
Mirrors are polished
Window sills and ledge cleaned
Sinks are clean and silver polished
□Washrooms free of urine odors and bleached
□Corners cleaned
□Bathroom urinals clean and bleached
□Toilets clean and bleached
□Mirrors clean
□Soap in all washrooms
□Paper Towel in washrooms
□Toilet paper in washrooms
□Assistant Principal’s office- All window sills cleaned, floors swept and mopped
□Boiler room swept
□Stage swept
Classrooms
□Vacuum rugs
□Throw out the trash
□ Floors swept
□Shelves, tables, computers, window sills dusted
□Main Office










Top of fridge
Window sills
Books cases
Top of books
File cabinets
Top of mailboxes
Bookcase
Counter (lift Kronos and wipe on top and front)
Bench (top and sides)
Nurses desk
40
□Hall







All book cases
Water fountain
All shelves
Behind couches
All tables
Radiators and underneath them
Outside all doors
□All trash discarded
□Teacher’s Lounge
 Copy machines
 Window ledges
 Mircowave
□Glass on doors of classroom
□Pre-K rooms free from sand on the floor
Other:
□_____________________
□_____________________
Comments:
Date_____ Room_____ Signature______________
41
Work Ethics:
 Punctuality: It is important to be at work on time everyday
 Attendance: Many hands make work light. When you are absent, your work
responsibilities fall on your co-workers. Your attendance is important in keeping
our school a safe environment for everyone. In the event that you are absent it is
your responsibility to report your absence to Jim McCardle , Barbara, Raquel and
Ellen.
 Early departure will be granted in emergency situations.
 Communication:
 Collegiality/Team work
 Pride in work done
Responsibilities:
1. Mops must be washed regularly. Do not use dirty dust and wet mops toclean floors.
2. Use feather dusters to clean classrooms once a week on Fridays- Include all window
sills, computers, book shelves, chalk rails etc.
3. Use feather dusters to dust hall rims, ledges, stairwell etc. once a week.
4. Make sure all hallway sinks are cleaned and fully stocked with paper towels.
5. Make sure toilet paper is in all bathrooms.
6. Make sure all washrooms are scrubbed and disinfected around the toilet areas and
keeping it germ-free.
7. Clean mop closet
42
Note:
Teachers will use the room checklist on page 34 to identify specific areas needing
attention. These are designed to help us keep the building clean.
Cautionary Notice:
Custodians that fail to consistently abide by school cleanliness expectations will receive a
cautionary notice. More than one cautionary notice will be considered as insubordination
and can result in suspension and loss of pay.
Grounds Pick-up
A.M.: It is the responsibility of the morning crew to pick-up litter around the school
grounds and garden area before the school day begins.
P.M. It is the responsibility of the afternoon crew to pick-up litter around the front yard on
both sides of the building and between the buildings nightly.
Inclement Weather/Snow Removal :The morning crew will remove snow around the
school grounds the morning prior to school entry time.
Special Events/Assemblies: Morning and afternoon crew will work together to arrange
seating and breakdown the chairs for special events and assemblies.
Lunch
Morning Crew: 10:00 a.m. to 11:00 a.m.
Afternoon Crew: 2:00 p.m.- 3:00 p.m.
Breaks
Morning Crew: 7:00 a.m. -7:15 a.m. & 1:00 p.m. -1:15 p.m.
Afternoon Crew: 5:00 p.m.-5:15 p.m. & 7:00 p.m. – 7:15 p.m.
Departure Time:15 minutes prior to completing a shift, all custodial staff must do the
following:
-Close all doors to classrooms
-Turn the lights off of all classrooms
-Make sure all exterior doors are locked
-Make sure the univents are turned off
43
Schedules
Afternoon Crew:
Morning Crew:
Entry Time: 12:00 p.m.
Entry Time: 5:00 a.m.
1:00-2:00: Progressive cleaning
in hallways, corridors, and
washrooms.
5:00-6:00 a.m. : Open Building
6:00-7:00 a.m.: Grounds
2:00-3:00 p.m. : Lunch
7:00-7:15 a.m. : Break
3:00-5:00 p.m.: Work
7:15-9:00 a.m. : Breakfast
5:00-5:15 p.m.: Break
9:00- 10:00 a.m.: Work
5:15-7:00 p.m.: Work
10:00-11:00 a.m.: Lunch
7:00-7:15 p.m.: Break
11:00-1:00 p.m.: Lunch Duty
7:15-9:00 p.m.: Work
1:00-1:15 p.m.: Break
1:15-2:00 p.m.: Work
44
Lunchroom Employees
Food Preparation/Service
1. Menus
Menus must be posted and food served must adhere to menu
2. Production/recipes
a.Daily Pre-shift Meeting
b. Recipes
c. Portion Control –Proper Utensils
d. Temperatures
e. Batch Cooking/Adequate Food
f. Waste Control
Maria Madrid will track the food and waste and report findings at the weekly meetings.
3. Food Handling
a. Storage- Dry/Refrigerator/Freezer (24,25)
b. Thawing of Perishable Product
c. Working Thermometers, Coolers/Freezers
4. Presentation
a. Hot Food Tasted (145 degrees & above)
b. Cold Food Tasted ( 40 degrees & below)
c. Pan Size/Type-Hot & Cold Food
45
Lunchroom Accountability
1. Meal Pattern Monitored
2. New Menu Requirements
3. Use of Meal Tickets
4. No/missing meal ticket sign-in sheet
5. Current roster readily available
6. Tickets for CPC/Pre-K
7. Canteen audit
8. Production record complete
9. Offer vs. Serve followed
10. ODA Accountability
11. Random ticket sampling verified
12. And Justice for All Poster-in color
13. Incomplete meals not counted
14. School is advised where revenue goes
Sanitation/Physical Facilities
1. Last health inspection
2. Sanitation schedules
3. Sanitation & condition of
a. Kitchen/Serving/Lunchroom
b. Restrooms/Locker rooms
4. Evidence of rodents/pests; harborage conditions
5. Pest control log
6. Sanitizing solution/test strips
7. Dumpsters/garbage containers
8. Dish machine/ware washing
9. Hand washing
10. Gloves
Safety
1. Production Temperature Logs
a. Production temperature log
b. Cooks Temperature log
c. Serving Line Temperature log
2. Cooler/Freezer Temperature Log
3. Receiving Milk Temperature Log
4. Sample tray (kept under refrigerator)
5. MSDS accessible and complete
6. Approved storage containers
7. Chemicals (spray bottles) labeled
8. Food borne illness policy posted
9. N1H1 signage in place
10. Food Safety for Schools Guide
46
Personnel
Absences: All staff are to call Ellen or Pam in the evening up to 7:00 a.m. if not reporting
to work the next day. Early calls are to be made to Maria Madrid in the lunchroom by 6:00
a.m. so calls can be made to Armark to provide substitute coverage.
1.
2.
3.
4.
5.
6.
7.
Employees in uniform
Jewelry/nails/elec. Devices
EMPLOYEE ATTENDANCE/TARDINESS
Work schedules posted
Personnel documentation
Customer service
Certified food handlers
Managerial Duties
1. Communicate to all crew members when an employee will be absent
2. Call for subs as soon as an employee absence is reported.
3. Inform Barbara or Raquel of employee absence
Purchasing
1. Audit invoices
2. Inventory Levels
Recycling
Are the following being recycled where possibilities:
a.
b.
c.
d.
Cardboard
White Paper
Tin Cans
Plastic Containers
LR33
1.
2.
3.
4.
5.
6.
7.
8.
9.
Meals counted and recorded properly
Brown class envelopes vs. LR33’s
LR33s vs. Roster
Bank Deposit Amount Matches LR33 Deposit Amount
Bank Deposit Bag Receipt
Paid and Reduced students are paying
Verify deposit was made
Safe Audit
ODA Statistical Verification
47
Merchandising
a.
b.
c.
d.
e.
f.
g.
h.
i.
SMILE Board
Balanced Choice Poster
Do’s & Don’t Poster Up
All Signage/Merchandising is Clean & In good repair with no handwritten signs
Eat-Learn-Live Sandwich Posters
Sign/Menu Holders
Pan Risers in Use
Promotions/Give Aways
Chartbusters Campaign Poster
i. Six Character Poster
ii. Banner
Job Responsibilities
Pam will post the weekly jobs for the staff at the Friday meeting.
All lunchroom staff must make the team successful. This means everyone has a responsibility to add to
the successful operation of the team. If the team fails, everyone needs to look at their role and ask what
they can do to improve team dynamics.
It is everyone’s responsibility to work together and get all the jobs completed (pots & pans, wiping tables
etc.) In addition, it is everyone’s responsibility to attend work on clean-up days. It is not okay to call in
sick on these days. Remember, many hands make work light
Be punctual to work.
Gossip is Bucket Dipping. Model Bucket-Filling behavior.
Call in absences as early as possible. If you cannot reach Pam, notify Ellen at home #: 773-384-2668or
Direct Line at School: 773-534-4137
Breakfast- Take a count of how many students use the Morning Max Program.
Lunchroom Staff for Breakfast- Be ready with tasks completed and be at stations when students enter the
building at 8:40
Breakfast Lunch Staff RolesOutlined by the lunchroom manager at the start of the school year.
Staff
Lunchroom Meetings:
Meetings for the staff will be at 9:30 a.m. or 1:00 p.m.
Maria, Pam, Raquel and Barbara will meet each Friday at 2:00 to discuss the week and plan for the next.
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