Athena High School

STAFF HANDBOOK2013 – 2014

Mr. Jason Gianotti, Principal 4043

Mr. James Palermo, Assistant Principal10th Grade & 9th Grade Last Names A - G 4074

Mrs. Jacqueline Goodwine, Assistant Principal11th Grade & 9th Grade Last Names R - Z 4131

Mrs. Susan Fix, Assistant Principal12th Grade & 9th Grade Last Names H - Q 4162

Dr. Bev Ziegler, Director of PE, Health & Athletics 4106

Contents

I. Staff Roles and ResponsibilitiesPrincipal 3Assistant Principals and Director, PE, Health & Athletics 3Counselors 4STLE Leaders 4Class and Club Advisors 5Office Staff 6Teacher Aides 6Teaching Assistants 6Offices 7

II. School Policies and ProceduresAdvisement Block 7 PBIS 12Attendance Procedures7 IEPs 13Grading Practices 9 Injuries/Accidents13Block Schedules 9 Parent Communication 13Lunch 10 Parking (Staff) 14Building/Facility Use 10 Parking (Students) 14Eligibility Policy 10 Report Cards 14Emergency/Fire Drills 10 School Improvement Plan 14Field Trips/Student Trips 11 Security 14Hall Policy/Hall Passes 11 Smoking Policy 15Home Instruction 12 Student Management 15Homework 12 Visitors 16

III. Staff ProceduresAbsences 16 Personal Days 18Substitutes 16 Sensitive Films 18Copy Room 17 Staff Lounge 18Custodial Requests 17 Staff Meetings 18E-mail 17 Student Teachers 19Keys 17 Sunshine Club 19Leaving the Building 18 Supplies/Requisitions 19Mailboxes 18 Textbooks 19P.A. Announcements 18 Work Day 19

IV. Student ServicesAgenda Planner 20 Health Office 21Counseling/Career Center 20 Interscholastic Sports 21ECA/Fundraisers 21 Media Center 21

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I. Staff Roles and ResponsibilitiesPrincipal

The building principal is the instructional leader of the school, who is responsible for student achievement in all seven Standards Areas, implementation of the School Improvement Plan, and for evaluation of all staff. The Principal acts as the liaison between staff and District Office, and is also responsible for school operations such as cafeteria and custodial services, school budget, scheduling, and resource allocation.

Major ResponsibilitiesJason Gianotti, PrincipalDepartments: Counseling, ELA, Media Center, Math 9th Grade (PLC Teams), Budget, BEDS Reporting, Cafeteria/Custodial Services, Communications, Computer Technology/Inventory, Crisis Committee/Emergency Procedures, Extra Curricular /Calendar/Student Leadership, Field Trips, Freshman Ignition, Graduation, National Honor Society, Curriculum Night, PTSA, Professional Development Focus, School Improvement –AIT & SIP, Security, Staffing, Student Teachers, Technology Inventory

1. Implementation of the School Improvement Plan through work with curriculum leaders, departments, administration, parents, and the Athena Improvement Team.

2. Analysis of data and student work to improve instruction.3. Coordination with the Department of Curriculum and Instruction to implement

District and school improvement initiatives.4. Evaluation of all teachers (Professional Performance Review)

5. Work with the Department of Human Resources in selection of staff.6. Administration of the school budget and staffing.

7. Professional development of teachers and support staff.8. Establishment of effective Home and Community Partnerships.9. Providing ongoing communication to staff and the community, through Athena

Update, Principal’s Perspective, e-mail, web page, etc.10. Promoting a safe and productive learning environment for students and staff.

Assistant Principals and Director, P.E., Health and Athena Athletics

The Assistant Principals and Assistant Principal of Athletics report to the Principal. Each is in charge of a unit of various instructional departments and support staff personnel. Each Assistant Principal also has responsibility for the safety and academic success of their students.

James Palermo, Assistant Principal, 10 th Grade & 9 th Grade (last names A - G) Departments: Art, Special Education, Psychologists, Speech, ReadingSpecial Ed - Feeder Pattern, CSE Coordinator, Work Study Program, Self Contained, Program Reviews, Scheduling, IST, 504 Process, Student attendance, AP Testing, Junior privileges

Jackie Goodwine, Assistant Principal, 11 th Grade & 9th Grade (last names R – Z) Departments: LOTE, ESOL, Business, Music Awards Ceremony, Budget, Regents Testing, Yearbook

Susan Fix, Assistant Principal 12 th grade & 9 th Grade (last names H - Q )

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Departments: Science, Technology, Business, CounselingInfinite Campus, Course Selection Process, Field Testing, Master Schedule, Room Utilization, Senior Events, Senior parking approval and distribution

Bev Ziegler, Director of PE, Health & AthleticsHealth/FCS, Physical Education AHS & AMS,PE - District Non-tenured, Coaches, Nurses, DCIA, Pictures/Student ID’s and Planners, Facility Use/APAC, Pool Usage & Supervision, Fire Drills, Game Supervision, Sprit/Homecoming Week/PEP/Weekend, Interscholastic Sports & Game Supervision, Sports Boosters, Media Liaison, Sports - Budget, Scheduling, Officials & Trans., MCPSAA Rep., Student Surveys, Universal Calendar

Major Responsibilities1. Implementation of the School Improvement Plan in the unit areas.2. Supervision of students in the grade level.3. Evaluation of unit teachers and support staff.4. Analysis of data and student work to improve instruction.5. Coordination with the Department of Curriculum and Instruction to implement

District and school improvement initiatives.6. Supervision of counselors, and collaboration in support of students.7. Communication with parents to promote student success.8. Co-facilitating unit and department meetings to promote instruction.9. Professional development of teachers and support staff.10. School management/operations responsibilities as assigned by the Principal.

Counselors:Grades 9 & 11: (A-La) Milli Lake (Le-Z) Deidre EliGrades 10 & 12: (A-D) Sara Giacalone - triage

(E-P) Tammy Aubrey (Q-Z) Nicole Berardo - triage

Black Scholars, Career/Graduation Plans, Course Selection Forms, College Planning/Panels/Financial Aid, Junior & Senior Parent Meetings, NASA (New Athena Student Action), Naviance, New Visions, 9th Grade Orientation/8th Grade Night, Peer Mediation, PSAT – Post HS options, TIG - Trauma, Illness & Grief, Web Page, WeMoCo

STLE Leaders

Each major department or Standards Area has an Instructional Leader, a teacher who is responsible for facilitating department activities, operations, and initiatives. The Instructional Leader is responsible to the Principal, the unit administrator, and the director or coordinator from the Department of Curriculum and Instruction.

Assist in the development and implementation of department goals/initiatives within the school improvement plan. Each department goals/initiatives need to be monitored and evaluated through the use of student data at each department meeting.

Serve as a liaison between District/Building level administration and staff. Coordinate the implementation of District level assessments to teachers. Ensure all materials are returned by date and details provided by Testing Coordinator.

Testing make-ups are to be organized with the support of the Testing Coordinator.

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Disseminate information from state and local organizations. Provide agenda and minutes to administrator responsible for the department by due

date. Provide updates on department School Improvement Plan during Faculty meetings. Meet with administrative staff on an as-needed basis. Be responsible for the inventory and budget requisition for materials necessary for

carrying out instructional program within the department. Collaborate with members of the School Improvement Team to link Department,

Building, and District Goals. Participate at required monthly district level meetings.

Teacher Leaders Collaborate with team members to determine meeting agendas Inform team members of the agenda items prior to meeting times Meet with team members at least twice a month Serve as meeting facilitator Develop and implement a system to maintain accurate records of meetings, contacts

with parents, academic interventions, and behavior plans Maintain communication with team members, counselors, administrations, and

families Oversee scheduling activities for their team Facilitates academic supports and interventions Facilitates the implementation of behavior plans Maintains communication with building administration

Class and Club Advisors

Class Advisor Responsibilities1. Coordinate and communicate with Principal relative to all class activities.2. Organize and make arrangements for the election of class officers.3. Advise and meet regularly with class officers and other students to arrange and plan class

activities and fund-raisers, and to be present at each activity.4. Ensure adequate chaperones and security at all class-sponsored functions.5 Request class meetings (assemblies) when necessary and ensures that such meetings are

properly organized and facilitated, during Advisement whenever possible.6. Work with the club treasurer to ensure proper management of extracurricular accounts

and all fund-raising activities.7. Coordinate group picture with yearbook.

Club Advisor Responsibilities1. Coordinate all club activities.2. Organize and make arrangements for the election of club officers.3. Advise and meet regularly with club members to plan activities and competitions.4. Supervise all club-sponsored activities.5. Work with the club treasurer to ensure proper management of extracurricular accounts

and all fund-raising activities.6. Coordinate group picture with yearbook.

Office Staff

Melanie Williams ext. 4043 Administrative Assistant, Principal’s Office

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Staffing forms, supervision, newsletters, handbooks, staff/student recognition Anna Christopher ext. 4040 Receptionist, Main Office

Keys, mailboxes, announcements, substitute teachers, parking permits, switchboard, District Mail, staff/parent E-mail

TBD ext. 4160 Budget Clerk, Main OfficeCalendar, school budget records and accounts/extracurricular accounts, U.S. Mail

Nancy Cooke ext. 4044 Records Clerk, Counseling OfficeStudent registration, transcripts

Diane Gallipeau ext. 4187 Counseling and Career CenterReport cards, Infinite Campus

Gail Cappella ext. 4052 Sr. Teacher Aide, Counseling and Career CenterCollege applications, admission information

Teacher AidesTeacher aides are responsible to the Unit Administrator and Instructional Leader(s) for their area.

Responsibilities1. Clerical duties, including filing, typing, and copying.2. Ordering and replacing supply inventories.3. Arranging for A/V equipment.4. Typing and processing purchase orders and other budget-related duties.5. Maintaining student records such as attendance and grades.6. Supervision of students as assigned by administration.7. Other duties as assigned.

Teaching Assistants

Teaching assistants are responsible to the Unit Administrator, the teacher(s) with whom they work directly, and (if applicable) the Instructional Leader(s) for their area.

Responsibilities1. Working with students to provide direct instruction under the supervision of a teacher.2. Providing instructional support for students, individually or in groups.3. Supervising labs.4. Maintaining records on student academic information, attendance, assignments, etc.5. Clerical duties such as filing, typing, and copying (when not working with students).6. Preparing new books and magazines for circulation; managing textbook inventories.7. Supervision of students as assigned by administration.8. Other duties as assigned.

OfficesGrade Assist. Principal Secretary Aide Phone10, 9th last names A-G James Palermo TBD TBD ext. 407411, 9th last names R-Z Jackie Goodwine Paulette Inclema Kathleen Harrison ext. 413112, 9th last names H-Q Susan Fix Fran Palermo Jule Dieter ext. 4162

II. School Practices and Procedures

Attendance Procedures Attendance Office

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Nancy Jo Gross – Room 155 – ext. 4265

A.   Daily   School   Attendance 1.      The daily attendance reports and the attendance phone system calling service rely on

accurate 1st Block attendance entries; 1st block teachers must take accurate attendance via Infinite Campus by 7:30 AM daily.

2. Classes begin at 7:20 AM; students are tardy to class if they are not in their class by the 7:20 AM bell.  If a student arrives tardy to class, admit the student and update Infinite Campus attendance. (Consequences for tardiness are described subsequently in the handbook).   

3. Students arriving late to school (following the 7:20 AM bell) will sign-in at the security desk and be provided a pass to their class.  The teacher will update Infinite Campus to show that the student was tardy.

4. All notes for tardiness, absence, or appointment dismissal should be directed to the unit office. Unit Office attendance aides will receive a copy of the tardy pass and will verify the information in Infinite Campus.

5. Attendance will be electronically sent daily; teachers should review the attendance list and report discrepancies to the unit office. 

For Substitutes:  Instruct substitutes to send their 1st Block attendance to the main office by 7:30 AM.  Attendance for all other blocks should be taken on printed rosters 

B. Class attendance must be recorded IN ALL CLASSES EACH DAY, in compliance with state school safety law and District policy. Teachers are required to input student class attendance via the Infinite Campus program. Attendance must be input via Infinite Campus by 7:30 a.m. All other attendance must be input within 10 minutes of the beginning of the block. Any staff members who need training on Infinite Campus should contact Diane Gallipeau as soon as possible.

C. Truant from class/tardy to class - An attendance list will be provided each day and should be used in keeping class attendance records accurate. Each teacher is expected to inspect the daily absentee list to determine whether a student is truant from class or absent from school. If a student is truant from class, the teacher should contact the student to determine the reason for the class truancy. Based on the information, the teacher should determine the action to be taken, including a warning, a makeup arrangement, detention with the teacher, phone call to parent, etc. Staff is encouraged to inform parents via phone of each class truancy. Referrals for truancy should not be written until you have met with the student and contacted the parent.A student is considered tardy to class if they are not in the room at the designated time. If a student arrives late to class admit the student (this includes 1st block). Do not send the student to get a pass. The consequences for tardiness to class are:

1st and 2nd offense = teacher discretion (restitution, take away lav/locker passes, detain after school, etc.)

3rd offense = teacher contacts parent and assigns administrative detention. 4th offense = referral to administrator (ISS, Saturday school, revoking parking pass, etc.) 5th offense = referral, administrative discretion.

Other expectations: Teachers are not permitted to cancel, shorten or lengthen classes at any time. Teachers are not to release students early from class under any circumstances.

Students should be working or engaged in instruction for the entire class block, and should not be allowed to congregate at the door or in the corridor prior to the end of class.

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Changes in location of class must be communicated to students and to each unit office and the main office in advance of the change and posted on the classroom door.

Students should not be given passes during class time to the Cafeteria, Media Center, unit office, or other areas without a valid reason. Staff is reminded that the Cafeteria stop and breakfast cart serves breakfast at 7:15 a.m. The cafeteria is closed all day, except during Block 3.

Only the passes in the Agenda planner should be used, and they must be signed with the time. Other than the planner, other items used as passes are inappropriate. Teachers should take note of the student’s previous passes that day so they are not released to the bathroom or other areas repeatedly.

Grading Practices

Grades should be assigned based on ongoing assessment of the student’s current progress toward meeting the Learning Standards. Course grades should be based on a combination of student work, including class work, performance assessments, common embedded tasks, projects, tests, and outside work. Grades should not be used as a management tool or to promote compliance with rules (i.e. “teaching them responsibility”). Teachers should speak with parents for all students who receive a failing grade or for all students whose grades have fallen one or more levels.

Numeric grades will appear on progress reports and report cards in all classes. Honor roll designations will be calculated based on the grade point average (GPA) earned per semester and will recognize three levels of achievement:

95-100 High Honor Roll with Distinction90-94 High Honor Roll85-89 Honor Roll

The same scale will apply to honors distinctions given to graduating seniors. Valedictory Honors will be bestowed on seniors with final cumulative averages of 95 or better, Salutatory Honors will be awarded to seniors with GPAs of 90-94, and the Honors distinction will be granted to seniors with GPAs of 85-89.

New Schedule

More information will follow regarding the new schedules.

Building and Facility Use

Anyone wishing to reserve a room for use must complete the Facility Use Form in the Athletic office. Special custodial requests and A/V needs must be indicated on the form. We cannot guarantee room use or equipment without that form. The Athletic office maintains the Facility Use calendar. Consult this office to see whether a room is available.

Staff is not permitted to be in the building when a custodian is not on duty, generally during most school holidays and most weekends from 3 p.m. Saturday until 6 a.m. Monday. During those times, the security alarm is set, and unauthorized entry will prompt the system to sound the alarm and contact police.

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Eligibility for Sports and Extracurricular Activities

All students must meet the requirements of the District’s Eligibility Policy to participate. The Eligibility has been revised by the Board of Education. Coaches and advisors are responsible for enforcing the Eligibility Policy, under supervision of the Assistant Principal of Athletics and the Principal. Refer to the Board of Education Policy Book for more information.

Emergency Drills and Fire Drills

Staff will be familiarized with the School Safety Plan, which is contained in a binder in all unit offices and the Principal’s office. It includes District policies and school procedures regarding emergencies, evacuations, and drills. All staff must also understand their role, responsibility, and assembly location during an evacuation.

In addition, teachers and support staff are required to become familiar with the orange Teacher Response Plan card posted in each classroom and office. Emergency evacuation plans cannot anticipate every circumstance, so the plans are meant as a guide to staff, and as procedures to be followed barring exceptional circumstances. If you have any questions, please consult an administrator.

In the event of fire, the person who discovers the situation should set off the nearest alarm and then report the location of the fire to the Principal’s office. Even though the alarm has been sounded and fire trucks are en route to the school, the administrator in charge should direct someone to call the Fire Department dispatcher (865-1321) to provide information on the location and extent of the fire. At this point, emergency procedures will be in effect.

During an emergency, all staff members are assigned to supervision until released by the Principal, including emergency situations that extend beyond the school day.

During a drill or evacuation, all staff is expected to move as quickly as possible to evacuate students and themselves via the posted exit. Teachers are expected to move quickly to their assembly lane and to take attendance for their group, and report it to the grade-level assistant principal in a timely manner. Please consult the fire drills bulletin provided to staff during opening week.

Field Trips/Extended Student TripsAll field trips must have a strong connection to course curriculum and a clear instructional objective. Field Trip Request Forms are available in the main office. Request forms are to be submitted to Nancy Jo Gross in the main office no less than two weeks prior to the trip to allow for the timely transportation arrangements. Late requests will not be accepted.

Students must notify all teachers that they will be absent from class due to a field trip. Students who miss assignments or tests as a result of attending a field trip are responsible for making up that work. The teacher sponsoring the field trip will provide all students with a Field Trip Permission Form a minimum of two weeks prior to the trip. All teachers will be sent an electronic version of the form. Complete shaded areas and make copies for all students. All forms must be completed, collected and maintained by the sponsoring teacher prior to the students attending the trip.

School buses for field trips are generally available from 9:10 a.m. – 12:50 p.m. There are several times throughout the year when trips will not routinely be approved. They include the week at

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the end of each marking period, the weeks during AP testing and the end of the school year, as well as some District blackout dates. Consult the Field Trip Calendar in the main office for specific dates prior to making final arrangements for a trip. Any exceptions to these dates must be approved in advance by the principal.

For extended trips, advisors should read and understand the Board of Education policies and regulations on such trips. BOE approval is required for trips in which students will miss three or more consecutive days of instruction and/or which exceed 500 miles of travel one way. Charter busses must be on the approved list of busses. In addition, the following expectations apply: All trips must be approved by the Principal in advance, with a detailed itinerary. No student who is otherwise eligible can be denied participation due to lack of funds. There should be at least one chaperone for every 10 students. Trip preparation must include a specific plan for supervision of students. The advisor or lead teacher is responsible for orienting all chaperones about behavioral

expectations, itinerary, school and District policies for adult and student conduct, etc. Trips must have a strong tie to the curriculum or the group/club/sport’s purpose. Phone numbers for all hotels and other venues must be provided to the Principal.

Hall Policy/Hall Passes

All students and teachers are expected to use the pass system provided in the Agenda planner books, which all students receive. No student should be permitted to leave a classroom without a signed and timed pass in the planner. See Attendance Procedures section above.

Home Instruction

Students may be home tutored for a specified period of time due to extended illness or long-term suspension from school. Teachers are responsible for providing work to tutors through the Counseling office. Any student who appears on a class list is that teacher’s responsibility. Teachers and tutors should be in communication on a regular basis. If work is not being returned in a timely manner, the teacher should initiate contact with the tutor and parent to ensure that the teacher has fulfilled his/her responsibility for communication. If the tutor is not following through, the teacher should contact the Assistant Principal immediately.

The student’s report card grade should reflect the completed work received. However, if an inadequate amount of work was received, a failing grade should not be assigned unless the teacher has discussed it with the counselor or administrator to determine why work was not completed. If the student never received the work, an NG (no grade) should be assigned until the work is completed. An INC (incomplete) should not be assigned.

Homework

Assignment of homework should adhere to a constructivist educational philosophy and the belief that students need independent practice to help them meet the learning standards. Homework should not be assigned as a “compliance” tool. Meaningful homework provides students with an opportunity to construct enduring understanding of concepts, to practice skills, conduct research, read, write, draw, or create. A good rule of thumb: If an assignment can be copied in the cafeteria at lunch, it is not worth assigning!

Appropriate assignments may include problem solving with short answer response; interpretation of a chart or graph; writing a critical review or reaction to an article or literature; or creating an

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original poem, work of art, or project. It is also acceptable that homework sometimes will include significant practice of a skill or concept learned in class.

Many students choose not to do homework because it is not meaningful, or because they do not understand how to begin. Time should be provided in class for the teacher to model the directions, review an exemplar, and give students time to begin their homework (i.e. guided practice). Daily homework assignments should not count for an inordinate percentage of the final grade (generally less than 10 percent).

Please refer to the Board of Education Policy

What Is PBIS

PBIS, Positive Behavioral Interventions and Supports, is a collaborative effort which explicitly defines and teaches behavioral expectations. Through PBIS, students who display appropriate behaviors are recognized. In addition, differing levels of support are given to assist all students in meeting school wide expectations. Problem areas are targeted through data collection, and addressed.

The PBIS team, in coordination with the entire staff, has developed three broad guidelines for behavior in the school: Be Respectful; Be Responsible; and Be Productive. These three overarching principles have been further explained for all common areas of the school. Posters have been placed in the halls, cafeteria, classrooms, and advisements with clearly stated, positive expectations such as, “Use appropriate language and volume.” By articulating and posting these expectations, students and staff have a common language with which to discuss behaviors.Data collection is a critical piece of PBIS, and continues at Athena as we work collaboratively to encourage appropriate behaviors and target areas for improvement. Through this initiative, we hope to minimize disruptive behaviors and strive for excellence in our school.

For more information, please visit pbis.org

Individualized Education Plans (IEP)

All staff members are responsible for reading and familiarizing themselves with the IEP’s or 504 Plans prior to their first class with students for all classified students assigned to them. A list of classified students and students with 504 plans as well as an IEP Direct code and password will be provided to teachers prior to the first day of school. Teachers are required to sign a confirmation in room 243 that they have read the IEP prior to meeting with the students on the first day of school. According to NYS Part 200 Regulations and IDEA it is essential that the Program Manager and classroom teachers ensure that all accommodations or modifications to instruction, program, and assessments are provided and documented to ensure legal compliance with the IEP. Teachers and support staff should consult on a regular basis with the student’s Inclusive Education Program Manager, and provide regular, ongoing feedback on achievement to parents. A 5-week progress report must be sent home each quarter to assess progress towards goals and objectives. Teachers may be asked to attend IST, CSE, and annual review meetings for their students.Injuries/Accidents

Any accidents or injuries involving a staff member or student should be reported to:1. The nurse for emergency treatment and completion of an accident report. Staff members who

are injured should see the nurse as soon as possible on the day of the accident to fill out necessary reporting and insurance forms.

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2. The student’s assistant principal or the staff member’s unit administrator should be notified. No student who is injured should be left unsupervised, and the student should be accompanied to the Nurse’s Office if necessary. See Health Office under Section IV.

Parent Communication and Conferences

It is a professional responsibility to provide parents with ongoing, meaningful communication about student achievement and behavior. Staff should be available to meet with parents at mutually convenient times.

Teachers are expected to: Provide ongoing feedback (written and by phone or e-mail) to parents, and to keep records of

this communication, especially for students who have ongoing difficulties Initiate parent conferences when it is in the student’s interest Keep accurate grade and attendance records, and make them available at conferences Utilize interim progress reports which are mandatory for all students. Attend IST, CSE, and annual review meetings Attend and participate in Curriculum Night

Parking (Staff)

All staff must park in the designated staff parking area and must display the parking decals in the rear passenger side window. Drivers who park in the fire lanes, handicapped spots, or unauthorized areas will be towed. See Anna Christopher in the main office for parking decals or questions.

Parking (Students)

Seniors who have an authorized parking permit must park in the designated student parking area, and must display the parking decal. Students who park in an unauthorized area or who drive to school without permission will be towed and are subject to disciplinary action. Direct any questions on student parking to the 12th grade Unit Office. In some unique situations, juniors may also be issued parking passes. This will be done solely at the discretion of the building principal.

Report Cards

Teachers are responsible for the completion and accuracy of inputting student grades into Infinite Campus at the end of each marking period and after final exams. Teachers also must provide any corrections on the appropriate edit sheets to Diane Gallipeau in the Room 102. Diane Gallipeau will provide complete directions at the appropriate times.

School Improvement Plan

Based on our belief in continuous improvement, Athena each year updates the School Improvement Plan to address areas of opportunity in student achievement and school climate. The SMART Goals process is used to develop building and department goals.

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The Athena Improvement Team (AIT), which meets monthly, oversees implementation of the SIP and oversees the decision making process for shared issues delegated to the school community. However, all staff members are responsible for contributing to the development and implementation of the goals and objectives in the School Improvement Plan. Using assessment and other data, each department and PLT in the school will develop SMART Goals each fall to address areas outlined in SIP. Each staff member will have access to a copy of his/her SMART Goals and each teacher is expected to implement specific strategies and activities to address objectives. Copies of the entire School Improvement Plan are available in the main office and unit offices.

Security

Athena’s Security staff monitors the safety and security of the school. Security is on duty beginning 6:30 a.m. Security monitors the main entrance, common areas, hallways, bathrooms, cafeteria, ISS, and detention room. Mike Agostinelli is Security coordinator. The security front desk number is Extension 4218. To request Security to come to a room or office in an emergency, call the main office via intercom or telephone.

Smoking Policy

New York State law and Board of Education regulations prohibit smoking anywhere on Greece Central School District policy. This includes smoking in private vehicles parked on school property. Furthermore, the Safe Schools/Safe Corridors Act, S.A.V.E. legislation, and No Child Left Behind Act permit school authorities to prohibit smoking on all paths and walkways that are used by students to get to and from school. Therefore, staff and students are not allowed to smoke anywhere on any school grounds or adjacent walkways. We also ask that students and staff members respect the rights and property of our neighbors. Staff members are encouraged to help monitor school bathrooms and other areas of high incidents of student smoking, to help enforce these regulations.

Student Management

Athena embraces a philosophy of student management that utilizes effective structure and corrective discipline to promote positive behavior. Keys to this philosophy include: Each staff member is responsible for monitoring and addressing student behavior in and

around school. It is our collective responsibility to supervise the corridors, bathrooms, and common areas to ensure a safe and orderly environment for all students, staff, and visitors.

Students respond to clear, consistent procedures, expectations, and enforcement. The teacher is the primary and most effective disciplinarian, backed by consistent and

committed administrative support. Engaging, rigorous instruction is the most effective form of classroom management. Teachers should hold students accountable for their behavior in class through clear

expectations and consequences. Students should understand the classroom rules and procedures. When a rule is broken, the teacher should enforce it through consequences such as holding the student after class, speaking with the student, detention, loss of privileges, parent phone call or conference, counselor visit, or other interventions.

Students should not be removed from the classroom unless there is an immediate threat to health or safety. Under the new S.A.V.E. legislation, students cannot be removed from class without due process (i.e. the teacher must arrange a parent conference, reinstatement hearing, etc.) Teachers may not send students to ISS (“time out”) during class unless permission has been granted by an administrator or designee.

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When – despite repeated teacher interventions and strategies – a student displays a pattern of tardiness, misconduct, or other negative behavior, the teacher should seek administrative support and intervention. If a referral is written, it should indicate in detail what steps the teacher has taken (always including parental contact) to deal with the situation prior to the referral. Simply checking “Spoke with the student” is not sufficient prior action, and will not result in administrative intervention.

For major infractions (fighting, abusive language, threats, smoking, drugs, leaving campus, etc.), the student should be referred to an administrator immediately.

Upon referral, the administrator will take appropriate action, and keep the teacher informed. In addition to consequences such as detention or suspension, the administrator may request a conference with the teacher, student, and parent.

Staff is expected to question student dress when necessary and ask the student to report to their grade level Assistant Principal or other designated administrative staff member. Parents will be contacted to help ascertain the appropriate corrective action necessary.

Visitors

State law and District policy require all visitors to report to the front desk, sign in, and obtain a visitor’s tag. Visitors also may be referred to the main office. Students are not permitted to have guests or visitors at school, unless they receive prior permission from their Assistant Principal. We do not permit students from other schools to “shadow” students for a school day. Staff must request approval from their unit administrator to have guest speakers, pre service teacher, shadow experiences, etc.

III. Staff Procedures

Absences

All teachers and teaching assistants must record all absences on the computer at www.aesopeducation.com or by Aesop at 1-800-942-3767 to use the automated system. The employee must indicate whether a substitute will be needed. Even if a sub is not needed, the employee must use Aesop to record the absence. Record your absence as soon as possible in order to insure a substitute will be available. For long term anticipated absences, staff members must inform their unit administrator ahead of time, and then call the automated system. Note: Teacher aides and clerical support staff must obtain the Administrator’s prior approval before arranging for a substitute for an anticipated absence.

Absences must be recorded in the system one half hour before your start time on the day you are absent. If an emergency arises after this time, please notify the main office at 966.4040. Lesson plans can be submitted on the Aesop system when your absence is recorded. Attendance Folders with instructions should be available in your room or unit office for the substitute to use. It is recommended that all teachers keep a substitute file in their unit office, including updated class rosters, teacher schedule, Advisement roster, fire drill information, and at least one all-purpose sub lesson plan for emergencies. If you anticipate being tardy, please contact school.

Substitute Teacher Infinite Campus Procedures

To ensure the security and accuracy of Infinite Campus, the following protocol must be followed:

Substitute teachers:  Due to security and accuracy concerns, teachers cannot share their user

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name and passwords with substitute teachers. Teachers have to provide subs with paper copies of their class rosters to record attendance manually.  The completed class attendance rosters must be delivered to the attendance clerk each day.

Sub assigned five or more consecutive days to one teacher: The school administrator can request this access by sending an email to Lorraine Thompson. A start and end date needs to be included in the email. Access will cease at the end of the consecutive days. Access will only be granted if the sub has been trained on how to use IC.  Long term sub assigned to one teacher:  If the sub’s name does not appear on the Employee Tracking System (ETS) and that sub will be the long term sub assigned to one teacher, the school administrator can request access by sending an email to Lorraine Thompson. A start and end date needs to be included in the email. Access will cease at the end of the assignment. Access will only be granted if the sub has been trained on how to use IC.

Depending on certain situations such as a long term sub, the building coach/scheduler will need to add the sub’s name to the courses as a second teacher so the sub can enter attendance and grades

Training:  A long term sub will need to schedule IC training with Jerry LaMonica before they are granted access to IC. This can be arranged during the days the sub is working with the teacher before he/she leaves.

Copy Room

Copy requests should be submitted at least one week in advance and requests are filled in the order they are received. All staff is welcome to use the copiers. Employees are urged to conserve paper and usage as much as possible by copying on two sides or by providing class sets, limiting the copying of large packets. Large amounts of copying should be sent electronically or by interoffice mail to the Imaging Center. Forms are available in the copy room. Staff members are also reminded to respect all copyright laws. Students are not permitted to use copiers.

Custodial Requests

Custodial services or repairs should be requested in writing (forms are available in the main office) and given to the unit administrator. If an emergency situation arises, contact the custodial office at extension 4110 or the main office at 4040. Please inform your unit administrator of any broken tables, chairs, or other equipment.

E-mail

Substantial information is communicated via the Athena staff blog. All staff members must get in the routine of checking their e-communication at least once per day as they do their mailbox in the main office. Please join the Athena parent email for announcements by e-mailing Anna Christopher.

Keys

Staff members needing keys should see Anna Christopher in the main office. Staff members are required to turn in all keys in June. Master and outdoor keys will not be issued to staff. It is

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unlawful to duplicate school keys, so no keys should be duplicated. Students should not be allowed use of staff keys at any time.

Leaving the Building

Staff members must notify their unit administrator before leaving the building during the school day and must sign out at the reception desk in the main office and check in there upon returning. Staff members are not allowed to leave during times when they are assigned to supervise students without getting approval and coverage.

Mailboxes

Each staff member has a mailbox in the main office. Staff members are expected to check their mailbox at least once per day. Students should not be sent to get mail from a staff mailbox. They can be sent to Anna Christopher, the school receptionist.

P.A. Announcements

Daily morning announcements will be limited to 7:15-7:20 a.m. Announcement forms available in the main office. Forms must be submitted by 7 a.m. the day the announcement is to be made.

Personal Days

Staff members who are requesting a personal day must record the personal day via Aesop. The principal will automatically be notified of a personal day request via email.

Sensitive Films

Per District policy staff members must get the Principal’s permission to show any portion of an R-rated movie in class. Any R-rated or PG-13-rated movies must have a strong instructional justification to be shown in class or for extra credit outside school. Parental consent is required, and an alternative must be made available for families wishing to opt out. District Guidelines and Principal and parent authorization forms are available in the main office. Instructional connection for movie clips longer than 10 minutes should be discussed with the building principal.

Staff Lounge

Staff members are welcome to use the staff lounge. A refrigerator, a computer, and a phone are available in the staff lounge. These facilities are for staff use, and students are not permitted in these rooms.

Staff Meetings

Each Tuesday afternoon is reserved for meeting time that extends the school day by one hour. A meeting schedule is provided in the opening packet. Meetings begin promptly at 2 p.m. and end at 3 p.m. All teachers are expected to attend focus, department, PLT and other Tuesday meetings. All support staff are welcome to attend. Review classes, extra help, clubs, class council, sports, and music activities should not be scheduled on Tuesdays during this time.

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Student Teachers

Tenured teachers are encouraged to accept student teacher placements when requested by the Principal. However, teachers should arrange for student teachers only through the Principal, using the official District form. If colleges contact teachers directly, the teacher should ask the college to contact Greece Central’s Department of Human Resources. Student teachers should not be used as substitutes unless they have gone through the District’s substitute hiring process, and have the approval of their college. Sponsor teachers should introduce their student teacher to their unit administrator and the Principal, as well as at a staff meeting.Some guidelines for sponsor teachers that will help to make for a successful experience: Utilize planning time productively to help the student develop planning and teaching

strategies. Assign the student some instructional duties immediately upon his/her arrival; Encourage the student to observe other teachers in the department and school, and to be fully

involved in school activities, meetings, and events; Allow the student creativity in instructional strategies within the standards and curriculum; Model professional behavior and dress expectations Assist the student with his/her career planning and job search; Encourage the student to request an observation from an administrator; Discuss with the Principal whether the student has potential for employment in Greece.

Sunshine Club

Athena’s Sunshine Club is dedicated to sending a small token of wishes at times of need or celebration to those people who join. Membership is facilitated by Anna Christopher.

Supplies and Requisitions

Each department Instructional Leader is responsible for ordering supplies for the department. Teachers should speak with the Instructional Leader to request supplies. All requisitions are processed through the department’s unit office.

Textbooks

Staff members must use only books and supplemental materials that are on the District’s Approved Textbook and Materials Lists. Copies of the lists are available in the Administrator’s office. For information on how to get a new text approved, consult the GCSD Policies and Regulations folder on your computer.

When issuing textbooks and other materials, teachers are required to record the text number and issuing condition. At the end of the year, all texts and materials should be collected, and the condition noted. Students/parents are responsible for all missing lost or damaged textbooks that the teacher can document, and the teacher must complete a lost textbook form.

Work Day

Every effort will be made to respect and adhere to contractual agreements in the planning of our school schedule, supervision assignments, etc. As professionals, we also understand that our responsibilities may occasionally extend beyond the contractual work day.

Academic Day: 7:20 - 1:50

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Some students will take an additional class from 1:55 to 2:35.Teachers: 7:15 - 2:15 (Tuesday: 7:15 - 3:15)Teaching Assistants and Teacher Aides: 7:00 - 2:30Secretaries: 7:00 - 3:00

All staff members who work with students are expected to be at school prior to their students’ arrival, and to work with students outside the academic day when needed. Staff is also expected to be visible and to supervise the area outside their rooms prior to the start of school, during passing times, and at dismissal. Unless in a scheduled meeting, teachers are expected to be available to work with students from 1:50 to 2:15 p.m. each day.

IV. Student ServicesAgenda Planner

Each student will be provided with an Agenda planning book. This planner includes the student handbook pages (policies, procedures, and services); calendar pages for recording assignments and work, as well as the hall pass system. All students and teachers are expected to use the planner for the pass system. (See Hall Policy/Hall Passes). Students who lose their planner will be required to purchase a new one in the main office for $5.00.

Teachers are encouraged to familiarize themselves with the pass pages so that they can sign students in/out and monitor pass usage. Each faculty member will receive an Agenda planner.Teachers will use a sign-in/sign-out sheet for monitoring students’ movement during Advisement. Teachers should not give students a pass to go to counseling, another teacher, library, etc.

Counseling and Career Center

The Counseling Office is located in Rooms 107/109 and maintains official records and transcripts and is also responsible for student report cards. The Career Center is next to the main office (102). Students may utilize its computers and other resources for career and college planning. Students may get a pre-signed pass to visit the Counseling and Career Center during Advisement block, or may visit before or after school. Mrs. Cappella works with seniors on college and scholarship applications.

Each counselor works with one section of the alphabet and has an office in the Counseling Center. Students will be assigned to counselors in 2012-13 as follows:

Grades 9 & 11: (A-La) Milli Lake (Le-Z) Deidre Eli

Grades 10 & 12: (A-D) Sara Giacalone (E-P) Tammy Aubrey

(Q-Z) Nicole Berardo

The counselors are responsible for student scheduling, academic support, and social development. Counselors are available to work with other staff to support students who are having difficulty with behavior, attitude, or achievement. Counselors are also involved in presenting information in-class on course selection, careers, and college planning.

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Extracurricular Activities/Fund-Raisers

Athena has a variety of extracurricular clubs and activities. Staff members are encouraged to attend and support club events. Students must meet the District’s eligibility policy. To find out about any openings for club advisors, or to propose a new club or activity, please consult the main office postings.

Club, class, and activity advisors and sports coaches are responsible for supervising the club treasurer and extracurricular account. The advisors should work closely with Nancy Jo Gross (school budget clerk) in the main office to keep accurate records of club accounts and all state tax forms. Before any fund-raising activity, the advisor must meet with Mrs. Gross to secure a permission form and set the date to make sure it does not conflict with other school fund-raisers. A publication describing all extracurricular activities will be distributed to all staff, students and parents.

Health Office (Nurse)

The Health Office is located in Room 105, across from the main office. Any student wishing to go to the nurse must have a pass from current class room teacher. If a student is missing from class and not on the school attendance list, teachers should check to see if the student was with the nurse. The nurse and the principal (or his designee) are the only staff members who are authorized to administer medicine (prescription or over-the-counter) to students. Notes from doctors requesting that students be excused from an activity must be immediately directed to the nurse.

Interscholastic Sports

Athena participates in a variety of interscholastic sports and athletics. Staff members are encouraged to attend sporting events to show their support for students and school spirit. All students who participate in sports are must meet the District’s eligibility requirements. Coaches are required to circulate rosters to all staff at the beginning of the season. Teachers should provide feedback on attitude and achievement. To find out about coaching and game supervision opportunities, please see Bev Ziegler.

Media Center

The Library Media Center is located on the second floor, and is open Monday-Friday from 7:00 a.m. to 3:15 p.m. Students must have a pass to be in the Media Center, unless they are with a teacher or class. Students may obtain a pre-signed pass in their planner in the morning to visit the Media Center during Advisement or lunch.

Students must use their student number to check out materials or to access the Internet. Students who violate the District’s Acceptable Use Policy will not be allowed to use the Internet.

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ATTACHMENT ABoard of Education Regulation – 8290R

Grading Practices

1. Teachers' grading practices shall be clearly communicated in understandable language to students and parents or guardians in writing at the beginning of the course.

2. Teachers shall use a criterion-referenced approach to determine grades (i.e., comparing student work to clearly defined learning standards) rather than a norm-referenced approach (i.e., comparing students to each other or ranking student performance to assign grades).

3. Teachers' practices associated with homework and its role as a factor in determining a student's grade shall comply with regulation 8440R. (Appendix C)

4. Students shall be afforded every opportunity to make up work that was missed due to absence within reasonable time limits established by the teacher; these time limits, which may vary depending on the kind or quantity of work missed, will be communicated to both parents and students.

5. Teachers shall use criteria to ensure that classroom assessments meet standards of quality and are used as tools for promoting learning, rather than simply measuring it. These criteria are as follows:

Quality assessments shall incorporate a variety of methods and formats, and fulfill one of three clearly defined purposes:

– Diagnostic assessments are used before teaching to gauge students' prior knowledge or skills and help the teacher to make decisions in designing instruction; diagnostic assessments should not be used in the calculation of a grade.

– Formative assessments are used throughout the instructional process to gather data about students' developing proficiency with knowledge and skills and to help the teacher make instructional decisions and tailor instruction to students' needs; formative assessments should be used to provide students with feedback on their progress and may be used in the calculation of a grade, but should be weighted proportionally to the summative assessment to which it leads.

– Summative assessments are used at the end of a period of instruction and should provide students with an opportunity to apply and demonstrate the knowledge and skills they have developed as a result of the instruction; summative assessments should be used to provide students with feedback on the extent to which they have met the standards for the unit and they should be used in the calculation of a grade.

Quality assessments shall be clearly aligned to specific skills and concepts in support of the learning standards and should provide an accurate measure of these skills and concepts.

Quality assessments shall be evaluated using clear criteria that are shared with students prior to the assessment so that they understand the standards of quality required for a successful product or performance.

Quality assessments shall be designed to avoid, to the greatest extent possible, sources of bias and distortion that can cause a misinterpretation of student achievement (e.g., questions that are biased on the basis of gender, race, or class; results that are compromised by test-taking conditions, or unclear directions; performance that is impacted by a lack of alignment between the instruction and the assessment).

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6. Teachers shall only use formative and summative assessments to derive a tentative composite grade for a marking period. Teachers shall also abide by the following factors in determining a student's grade:

Where repetitive measures are made of the same or similar skills and concepts, teachers may use a more recent mark or marks to replace the previous marks for grade determination.

Teachers will provide students with multiple opportunities to demonstrate their ability to meet the learning goals, and the highest or most consistent score can be used as the basis for the grade instead of an average of the multiple assessment attempts.

Teachers shall use their professional judgment to determine whether or not a student has met the standards for a particular marking period; in instances where a teacher overrides a computed average based on the above considerations, the teacher shall confer with the principal and/or assistant principal and the basis for this change shall be recorded in writing and kept on file in the principal's office.

7. Teachers shall keep clear and updated records of student performance, including results from diagnostic, formative, and summative assessments, as well as other assignments and these records shall be available for review by administrators and shall be shared, when appropriate, with parents/guardians. Teachers shall report student progress relative to both academic achievement and life skills to parents in writing every five weeks, and teachers shall inform administrators and parents/guardians of students who are in jeopardy of failing at the time the concern arises.

8. Teachers shall discuss assessment with students, in an age appropriate manner, at the beginning of the instructional process. Where feasible and appropriate, students shall be involved in decisions about methods of assessment, scoring scales, and relative weight of the assessment toward determining the grade. In the case of large-scale projects or assignments with multiple steps required for successful completion, teachers shall provide students with checkpoints for completing various components of the assignment, and the teacher shall communicate any concerns about a student's progress to the student's parent/guardian at the time the concern arises.

9. At the high school level, final exams shall constitute 20% of the course grade. In the case where Regents exams constitute the final exam for a course, they will only constitute 20% of the course grade if the exam is intended to measure the skills and concepts that are specific to that course; in the case of comprehensive Regents exams, which measure skills and concepts developed over several years, the exam score will not be factored into the course grade but a different District-developed final assessment may be used and shall constitute 20% of the course grade. In the case of semester courses, final exams will also constitute 20% of the course grade. At the middle school level, final exams will constitute part of the fourth quarter grade

ATTACHMENT BHOMEWORK

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The Board of Education supports the assignment of homework to students in order to reinforce and supplement classroom instruction as a means to ensuring student success in meeting the New York State Learning Standards and performance indicators. In addition, homework supports the learning process of students by teaching responsibility and encouraging the development of strong and effective work habits.General Guidelines

1. Homework shall result in reinforcement of student learning that has been introduced in the classroom. It is designed in many cases to provide students with opportunities for the practical application and synthesis of classroom instruction. Variety and student choice are highly desirable.

2. Homework shall be geared to students' needs, abilities, and identified learning style, with assignments that are meaningful, creative, and challenging.

3. Homework assignments shall always be given with an established instructional purpose and never given as a form of punishment. Four types of homework include:

a. Practice: helps students master skills and reinforce in-class learningb. Extension: helps students take what they learn and connect it with real lifec. Preparation: prepares students for an upcoming lesson or unitd. Creative: helps students integrate multiple concepts (possibly from more than one curricular area); often presented in the form of long-term projects

4. Although the design of individual homework assignments is left to teacher discretion, in general, teachers shall communicate:

a. how the homework is related to the topic under studyb. the purpose of the assignmentc. how the homework might best be completedd. suggestions for preparation, organization, and time expectationse. what the student needs to do to demonstrate completion

5. The homework requested shall require the use of resources that are reasonably thought to be accessible or obtainable by each student involved.

6. Assignments should consist of task/activities which students can reasonably complete on their own with a high degree of success.

7. Accommodations in homework expectations shall be made for various lengths of student absences.

Communication

1. Directions, instructions, due dates, and methods of review of homework by the teacher should be clearly communicated to the student, preferably in writing so that it may be shared with parents. A consistent, easily seen location should be used to post assignments.

2. Students absent from school should contact the teacher to discuss make-up requirements and assistance.

3. Students and parents should communicate with the teacher whenever confusion or problems about homework arise.

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4. Students are individually responsible for completing their own homework assignments. However, when group or partner-work is advised for assignments, teachers should communicate the directions and expectations clearly, preferably in writing, so that it may be shared with parents. Whenever possible, parents should receive advance notice to plan student transportation.

5. Teachers should communicate with students and parents (counselor and/or administrator if advisable) whenever students are not completing homework or are having any problems with homework.

6. Parents should be encouraged to create a home environment that facilitates student self-study.

General Time Requirements

1. It is important to consider the age, maturity level, work habits, and abilities of the students. According to abilities and learning style, students will take varying amounts of time to complete homework.

2. The frequency of homework across a week and year shall be determined by the teacher on the basis of its appropriateness and necessity for instruction in the subject area.

3. Duration of homework increases from the primary grades, where 15 - 30 minutes of daily homework could be appropriate, through high school, where a total of 1 – 3 hours of homework per night would be reasonable.

4. Support and scaffolding in the area of time management shall be provided by the teacher when long-range assignments are given to students.

5. It is the student's and/or parent's responsibility to communicate with the teacher when the student needs more time to complete an assignment. The teacher should reconsider the value and appropriateness of the assignment for this particular student and may make adjustments as needed.

Role in Assessment

Definitions:

Diagnostic assessments are used before teaching to gauge students' prior knowledge or skills and help the teacher to make decisions in designing instruction.

Formative assessments are used throughout the instructional process to gather data about students' developing proficiency with knowledge and skills and to help the teacher make instructional decisions and tailor instruction to students' needs.

Summative assessments are used at the end of a period of instruction and should provide students with an opportunity to apply and demonstrate the knowledge and skills they have developed as a result of the instruction.

1. Homework shall be used to assess the success of teachers’ lessons in order to plan future lessons and the support needed by individual students.

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2. Review of homework by the teacher to monitor student progress and achievement is essential.

3. Teachers shall provide students with regular and specific feedback on homework, identifying for them their strengths and accomplishments as well as their needs.

4. At the elementary level, homework is not to be factored into a student's rating. It shall be completed for the purposes above and as a formative assessment that can provide feedback for the learning process. In addition, it shall provide evidence of work habits and attitudes that are necessary for progress toward meeting academic goals.

5. At the secondary level, homework that constitutes practice should not be factored into a student's grade, but should be used to provide students with feedback on their progress toward meeting academic goals. Homework that constitutes a formative assessment may be factored into a student's grade, but should be weighted proportionally to the summative assessment to which it leads. Homework assignments that constituent part or all of a summative assessment should be factored into a student's grade. Teachers shall provide the appropriate supports and sufficient time to promote homework assignments that are proportional to other assignments and course requirements, and that penalties associated with missing or late assignments are not excessive and do not create a disincentive to learn.

Role of School Administrators

1 School Administrators communicate the district’s policies and regulations to staff and parents.

2 The school Principal is responsible for overseeing the coordination of homework assignments among staff members so that demands on a student are maintained at a reasonable level across a week and a school year.

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