SCUCISD MOTTO:

SCUC-A District with a Passion and Purpose!

SCUC ISD, a diverse community founded in trust and transparency, commits to empower all students to fulfill lifelong potential through inspiring learning experiences.

Please Silence your cell phones.

We highly encourage note taking during our orientation.

Take care of yourself (if you need to use the restroom, take an important phone call, or stand up and stretch, feel free to do so).

Kim Garrett– Substitute Coordinator Brenda Finley – SmartFind Express (SAMS) Coordinatorkgarrett@scuc.txed.net bfinley@scuc.txed.net

210-945-6201 210-945-6245

Jeffrey Teske– Payroll Supervisor Vivianne “Vivi” Lasala –Payroll (6)Specialistjteske@scuc.txed.net vlasala@scuc.txed.net

210-945-6246 210-945-6240

mailto:kgarrett@scuc.txed.netmailto:bfinley@scuc.txed.netmailto:jteske@scuc.txed.netmailto:vlasala@scuc.txed.net

You may be asked to perform duties for the campus

Demonstrate FLEXIBILITY and COOPERATION with the school administration in its attempts to meet the instructional and safety needs of the students

You may be assigned hall duty, cafeteria duty, bus duty, or playground duty as well as numerous others. It is recommended that special duties be inquired about immediately upon arrival.

Substitutes may be asked to work during a teacher’s conference period for a teacher other than the one they were assigned and are expected to do (at no additional pay.)

FIREDRILL

You will hear the fire alarm sound.

Fire Drill Procedures-Drills are held to safely evacuate the building quickly and efficiently.

-Once the alarm is sounded, all personnel should evacuate the building as quickly as possible according to the evacuation route posted in your classroom.

-Doors need to be locked and lights turned off when you have left the room.

-Evacuate with your red SRP binder with current rosters.

- All students should be accounted for when you reach your evacuation zone.

-The bell will ring to signal the drill is complete.

-If you have a student that is temporarily in a wheelchair, you can use other students to help this student down the stairs. The wheelchair can be carried by the teacher. If you have a student that is permanently wheelchair bound, alternate routes should be identified.

You will hear an announcement, Lockout, secure the perimeter. Lockout, secure the perimeter.

- Once this announcement is called, it is the duty of all staff members to get any and all students inside the building.

- All of the doors leading into the building will be locked and secured. - Signs will also be posted that the building is in lockout status and no one, other than

emergency personnel, will enter the building. - Once the building administrator receives information from first responders that the

possible threat is over, the building administrator will make the determination to lift the Lockout.

- A Lockout may be ended by an announcement over the buildings public address system.

**NOTE** Depending on the reason the Lockout is activated, it will be up to the building administrator to either move students and staff from portable classrooms into the main campus or allow them to stay in the portable buildings. For the most part, during the Lockout, it will be “business as usual” inside of the campus.

You will hear an announcement. “Lockdown, Locks, Lights, out of SightLockdown, Locks, Lights, out of Sight.”

- As soon as the announcement is made, all staff members will scan the hallways and bathrooms and any students found will be brought into the classrooms.

- Once this is done, the door to the classroom will be locked. If it is possible, barricade the door with desks and furniture and the lights will be turned off.

- Students and staff members will then remain low on the floor out of the sight of any windows (to include door windows).

- Students and staff will remain quiet and in this position for the duration of the lockout.

- Should a fire alarm begin to sound, do not immediately evacuate if there is no physical indication of a fire.

- Teachers will take roll of students in the classroom. - During the initial onset of the Lockdown, do not allow students to use cell phones.

Texting may be allowed approximately 10 minutes after the Lockdown has been initiated.

A LOCKDOWN WILL NEVER BE LIFTED BY AN ALL CALL OVER THE P.A. SYSTEM. DO NOT OPEN THE DOOR FOR ANYONE. AFTER THE LOCKDOWN IS OVER, THE DOOR WILL BE OPENED BY FIRST RESPONDERS OR CAMPUS ADMINISTRATORS.

You will hear an announcement, “Evacuate to **stated location**. Evacuate to **Stated location**.”

- The stated location could be any predetermined location decided by the building administrator.

- For example, you may hear “Evacuate to your fire drill station. Evacuate to your fire drill station.” You may also hear “Evacuate to the Stadium. Evacuate to the Stadium.”

- When you evacuate, bring the RED/GREEN triage identification card and roll sheet.

- Maintain control of the students in your care. Keep them together in a single file line.

- If it is a Police led evacuation, everyone will hold hands and follow the directions of the Officer.

- Once you are at the staging area, take roll and wait for further instructions.

You will hear an announcement, “Shelter **Stated emergency**. Shelter **Stated emergency”**.

- Typically, Shelter will be used in a weather related incident. - This announcement will be followed by instructions given by the

campus administration. - A shelter announcement could include, “Shelter, tornado. All staff

and students sit in the hallway and cover your head. Shelter, tornado. All staff and students sit in the hallway and cover your head.”

- Once the building administrator has assessed that it is safe to return to class an all call will be made over the public address system.

1. Professional Ethical Conduct, Practices, andPerformance

2. Ethical Conduct Toward ProfessionalColleagues

3. Ethical Conduct Toward Students

Arrive with enthusiasm Follow the designated lesson plans Report any serious situations or problems to the

campus administration Do not take or hold money for students Do not leave the building without notifying the

principal Never take a book, newspaper, magazine,

electronic book, etc… to read when you are expected to be on duty

Put your phone on silent mode Do not release a child to anyone without

permission from the main office

Arrive on time: 30 – 45 minutes before the beginning of instruction.-call the campus if you are late-call the campus if you need to cancel

7.5 hour day receives at minimum a 30 minute duty free lunch Ask about students passes and procedures. Obtain any keys that might be necessary. Find out how to report students that are tardy or absent. Find out locations of restrooms and the teacher’s lounge. Ask for the names of the teachers on both sides of your classroom. If

possible, introduce yourself to them. Check in at the office during any free or prep time to see how you can help

Most Common Campus Feedback“…didn’t come and didn’t call. Please remove him/her from my list…”

Check the room to ensure that it is restored to the way it was found.

Leave a detailed note for the teacher, they want to know how the day went, such as: Tasks completed Names of students who were helpful Names of students who may have been a particular challenge Other relevant information that needs to be shared with the

teacher

The substitute teacher report is an impression (besides what the students say about you and the condition of the classroom) that the teacher will have of you as the substitute teacher.

Make sure to leave a positive and capable impression.

Return keys (if any) to the front office and any badge that was given.

Document any situation that may cause you problems, or gives you a reason for concern.

Substitutes should not leave the campus at the end of the school day unless they have checked out in the school office.

DisengagementNon-ComplianceDisrespectElectronic Devices

Familiarize yourself with the campus wide behavior expectations and rules.

Know teacher’s behavior expectations and class rules.

Review lesson plans. Assemble/organize materials.

What if the plans are unclear or materials are missing? To whom can you turn for help?**

**Please contact the Sub Coordinator, Grade Level/Dept. Teacher or Campus Administration

Actively monitor students as they work on lessons independently or in groups. Refrain from sitting at the desk the entire period or being on an electronic device.

Use proximity to keep students on task. If a student or student group is off task, provide a calm

and quiet reminder of the behavior and lesson expectations .

Reading, surfing internet, sleeping, texting are not appropriate activities for a substitute teacher.

Common Campus Feedback“…left students alone in the classroom”. Please remove from our list…”

Refrain from engaging in a power struggle. Have a private student conference with student in the hallway.

1. See if the student is okay. Refer to nurse, counselor or administrator if need necessary.

2. See if the student is struggling with understanding the assignment. Offer assistance if you can help or pair student with a student in the class that can help.

3. Re-teach teacher’s rules and expectations. Praise student if behavior is corrected. Document any helpful notes for the teacher if the student needed

to see someone in the front office or struggled with the assignment.

Refrain from engaging in a power struggle.As long as the student is not causing a

serious disruption to the learning of others, he/she will remain in the classroom.

Inform the student you will document the behavior for the teacher to address when he/she returns.

Student’s behavior is harmful to self or others in the classroom (i.e. fighting, derogatory or abusive language, threats, throwing or attempting to objects that can cause harm, etc.)

Student’s behavior disrupts the learning of others after redirection, re-teaching and student conference.

Student’s behavior is illegal (i.e. under the influence or in possession of alcohol or drugs, in possession of or using cigarettes, tobacco, or e-cig, or in possession of a weapon).

Level 1Classroom Interventions

Level 2Written Referrals

Level 3Immediate Removal

These behaviors are those that interfere with the individual’s learning process. These are behaviors that are to be handled within the classroom.

MUST complete LOW LEVEL REFERAL form for the items listed below (documentation).

Writing a referral does not include removing the student from class. The student remains in class until called to the office. A referral may be written only for behaviors that interfere with the learning of other students.

A student creating a hostile environment for another student or themselves must be removed to the office

• Missing Materials / Not dressing out

• PDA

• Cell Phone & Electronic Devices

• Disrespect / Defiance / Non-compliant

• Lack of preparation for class / missing class assignments

• Not following classroom expectations, procedures, or routines set by teacher

• Inappropriate language(unintentional/inadvertent/accidental)

• Not staying in seat

• Disruption – Excessive talking / Excessing need to leave class, repetitive noises or actions

• Targeting another student

• Cheating

• Horseplaying . Mild physical contact

• Selling items for personal gain(email admin to inform)

• Tardy(ies)

• Dress Code Violation (will still need to change into appropriate attire)

• Overt defiance, insubordination, and/or refusal to comply in such a manner that significant teacher time and interaction is required

• Inappropriate language directed at another student• (may need to contact counselor/admin immediately if

confrontation is imminent)

• Persistent misbehavior • (see Low Level Referral Form)

• Stealing / theft

• Damage to school property

• Hit, kick, push – less severe than fighting, but another student was injured

• Continued bullying after counselor intervention

• Skipping/truancy

• Fighting or extreme physical threat

• Inappropriate language directed at a faculty / staff member

• Student in possession of a concealed weapon

• Student in possession of a controlled substance and/or alcohol

• Student in possession of marijuana

• Intoxication or under the influence of alcohol, marijuana, and/or a controlled substance

• Repeated Sexual Harassment

• Arson

• Public Lewdness

• Terrorist Threat

Consider starting with a brief class meeting to review expectations. Have students participate in sharing their class norms and values.

Review positive and negative consequences. Ask for student input if appropriate.

Consider starting with a quick getting-to-know-you question, such as, “Please tell me your name and your favorite animal.” Adjust based on grade level.

Use one short phraseUse one wordUse non-verbal signals Increase visual supports

The average child hears over 2,000 compliance requests daily: “pick up your toys,” “brush your teeth,” “get to work.” They quickly learn to tune out verbal input from adults. Instead, use a single word (verbal or written), or a gesture.

PresenterPresentation NotesExamples: Scenario: A student is refusing to work on a math assignment. He keeps talking, playing with things and bothering others. One phrase – “Quiet and working, please.”One word – “Math.”Nonverbal signals – Point to worksheet. Pantomime working. Quiet signal and pantomime working. Arrange nonverbal signals with students ahead of time for repeat behaviors. For example, use a card that is green on one side and red on the other. Keep it on student’s desk. When the student is not following expectations, flip it to red. Flip it back to green when the student is following expectations again.

According to research, 65 – 75% of the general population is considered to be primarily visual learners. This means:

Write things downProvide examplesShow instead of telling

Weighted choicesTwo options with an accompanying gestureCreate a choice“Would you like to do the evens or the odds?”“Would you like to work on this alone or with John?”“Would you like to do this now or during recess?”“You can choose to write with pencil or with marker.”“You can either share with Susie or choose a different toy.”

PresenterPresentation NotesDon’t ask yes or no questions, such as “Do you want to…?” Instead, give limited either/or choices. Find ways to create choices. If a student doesn’t want to do something, you are giving them some power in decided whether to do it one way or another. After all, the intent is to get them to do it – how they do it should be flexible. The student may argue with the choice. Simply repeat the choice and gesture. Do not argue or try to reason with them or provide logic. Remember number 1 – stop talking.

Use proximity to encourage expected behaviour while respecting personal space.

Ask for the student’s help with somethingGive the student a jobProvide a leadership opportunity

for the student

PresenterPresentation NotesFor students who often engage in power struggles, preventative measures include giving the student appropriate ways to feel powerful and in control. These might include making the student a helper, giving the student a job that he/she enjoys and feels is important, or creating meaningful work.

Even in the midst of a burgeoning power struggle, distracting a student with another form of power can be very effective. For example, if a student is refusing to comply, ask them to help you or another student with something first. “Could you sharpen some pencils for me, please?” “Could you help Amy clear off her desk so she can start her work?”

Write directions somewhere so students can refer to them (remember –

75% of us are visual learners)

Precision requestTell, don’t askGive time for processing and

complianceRepeat once, then document

and move on. Avoid giving directions over and over, as this can lead to a power struggle.

PresenterPresentation NotesSome kids need more processing time than others.

Alternative seating

Fidget toolsMovement

activitiesSpace for

pacing/walkingBrain breaks

Know the class reinforcement systemFeel free to bring your own reinforcement

systemTry to maintain a ratio of 5:1 positive to

negative/corrective interactionsNever underestimate the power of tangible

reinforcers

As soon as the student makes a move to comply, praise them.

When the student approximates compliance, leave them to continue (or not)

PresenterPresentation NotesOne thing I often see in classrooms is a teacher telling a student over and over again to do something, usually to start his/her work. When he picks up a pencil, the teacher tells him again to get started. When he starts to write, the teacher tells him he’d better get to work. It’s much more effective to start praising as soon as the student “approximates” compliance.

It is not personal

You are the adult, you do not need to win

Have a mantra -QTIP

PresenterPresentation NotesMine was “CAR – calm, aware, respectful” and I would repeat it to myself when running to respond to calls on students in crisis. “Not my monkeys, not my circus.”

Special Education

BECAUSE…• “I learn so much from my students. They teach me something new

every day. I learn about perseverance, patience, joy, overcoming adversity and embracing differences.”

• “It’s so rewarding when a student who may have struggled with something is able to do it. We celebrate every success and every accomplishment!”

• “Our students are very loving and very appreciative.”• “I really feel like I’m making a difference in kids’ lives every day.” • “Because we have smaller groups, I really get to know and spend time

with my kids.” • “I love getting to be creative and find what works for each student.”• “I believe in the value and potential of all kids.” • “We have the most fun! We get to do lots of hands-on activities and

learning through experiences!”

ALE – Adapted Learning Environment BRIDGE – Specialized Behavior Support BASIC – Specialized Academic Support Inclusion/In-Class Support – Behavioral or academic

support in the general education classroom 18+ Compass or Anchor Programs – Transition programs for

students 18-22 PPCD – Preschool program for children with disabilities SLC – Structured Learning Classroom

Alternate curriculum – not working at the same pace or on the same standards as general education

Similar to what used to be called “Lifeskills.” Students working on a combination of academic and functional skills.

Students may exhibit significant behaviors.

Students may require assistance with toileting and/or feeding.

Students may be nonverbal and use other communication tools.

Classes are generally smaller

Serves students with significant behavioral needs

Students may exhibit severe or aggressive behaviors at times

Students may spend time in either general education classes with support as-needed or in a self-contained setting according to IEP

Important to ask about Behavior Intervention Plans

Often involves social skills instruction Focuses on positive behavioral supports,

de-escalation and helping ease students’ anxiety

Requires ability to remain calm and supportive

These are all different forms of academic support

In-class support can also be for behavioral needs

May be a combination of pull-out and push-in

Transition programs for students 18-22

Focus on independent living and employability skills

Job coaches accompany students to job sites on or off campus

Students work on things like preparing meals, doing laundry, money management, etc.

Wide range of functioning and ability

Most of our PPCD programs are inclusive – in a general education pre-k class

We do have specialized PPCD programs

Students may require assistance with transitions, sitting, feeding, toileting

Students may be nonverbal and use other means of communication

Students may exhibit aggressive or tantrum behaviors

Focus on social skills, play, early literacy, following directions

Specially-designed program for students who require increased structure, such as students on the autism spectrum

Smaller staff: student ratios, many students receive 1-1 support at times throughout the day

Lots of visual supports and individual schedules

Students may exhibit behaviors Students may be nonverbal and

use other means of communication

Starter Activities Five-Minute Filler Activities Short Activities Early-Finisher Activities

Human Resources On Boarding

Sexual Harassment is defined as unwelcomed sexual advances; requests for sexual favors, and other verbal or physical conduct of a sexual nature when:

Submission to the conduct is either explicitly or implicitly a condition of an employee’s employment, or when submissions to or rejection of the conduct is the basis for an employment action affecting the employee; or

The conduct is so severe, persistent, or pervasive that it has the purpose or effect of unreasonably interfering with the employee’s work performance or creates an intimidating, threatening, hostile, or offensive work environment.

Unwanted or unwelcome Sexual in nature or gender based Severe, pervasive, and/or repeated Adverse impact on the workplace or

academic environmentMay occur in the context of a relationship

where one person has more formal power over another (Supervisor/Employee, Employee/Student)

Whistling or making cat calls at someoneMaking sexual comments about a person’s

clothing or body Telling sexual jokes or stories Referring to another has a hunk, doll, babe

or honey Spreading rumors about a person’s sex life Repeatedly “asking out” a person who is not

interested

Paying unwanted attention to someone (staring, following)

Making facial expressions (winking, throwing kisses)

Making lewd gesturesGiving gifts of sexual nature

Hanging around, standing close, brushing up against a person

Touching a person’s clothing, hair, or body Touching oneself in a sexual manner around

another personHugging, kissing, patting, stroking, massaging

Be professional and business-like. Be direct and candid about the behavior

and your feelings. Report the incident to your supervisor or the

District Title IX coordinator, Linda Cannon, Chief Human Resource Officer at (210)945-6204.

Document actions for your reference.

Romantic relationships between District employees and students constitute unprofessional conduct and are prohibited.

This applies to Substitutes as well.

Enter your User Id

Enter your New Password

Once you register to the web access systemyou can do the following:

Change your Call back numberUpdate Periods of unavailabilityUpdate/Change your ScheduleUpdate/Change Locations

Schertz-Cibolo-Universal City ISD SAMS – SmartFind Express & Employee Access Registration

All substitutes must register through the phone system the first. You will receive an email from the Substitute Coordinator notifying you that your Profile is Active in the system. At this time you can proceed to register on the Phone System and WebCenter.

During Orientation you were provided with your User/Access ID and Temporary Password/PIN number. These two sets of numbers are needed to access the Phone System.

• Phone 210-672-2859 • Enter your User/Access ID followed by the star (*) key. User/Access ID # • Enter your temporary Password/PIN, followed by the star (*) key. • Record your name followed by the star (*) key. • Hear your callback telephone number. • You will be asked to select a new Password/PIN # (at least a 6 to 9 - digit numeric numbers)

followed by the star (*) key.

WebCenter – To access through the computer go to https://scuc.eschoolsolutions.com and click on SmartFind (SAMS). This gives you enhanced options, for example:

• You can modify your profile (which includes callback number, period of unavailability, daily availability and campus locations).

• Review and print past, current and future assignments. • Cancel an assignment. • Search for available jobs. • Update your email address and change your password. •

Note: You must register on the WedCenter to finalize your SAMS activation; otherwise you will not be able to received automated phone calls or prearrange jobs.

Congratulations! You are Register to accept job assignments immediately. Give your User/Access ID number to teachers or paraprofessionals to prearrange classroom coverage for an absence.

Employee Access- Payroll and Personnel System

Go to www.scuc.txed.net

• Look under Quick Links • Click on Employee Access • Look on the left side and click on New User • Follow the instructions.

Employee Number: User/Access ID #

Date of Birth: (mmddyyyy)

Zip Code: provided on you substitute application

To view your first Paycheck you will have to wait until the day before payday to view and/or print your pay statement. Also, you can view and/or print your W-2 forms.

Schertz-Cibolo-Universal City ISD

SAMS – SmartFind Express & Employee Access Registration

All substitutes must register through the phone system the first. You will receive an email from the Substitute Coordinator notifying you that your Profile is Active in the system. At this time you can proceed to register on the Phone System and WebCenter.

During Orientation you were provided with your User/Access ID and Temporary Password/PIN number. These two sets of numbers are needed to access the Phone System.

· Phone 210-672-2859

· Enter your User/Access ID followed by the star (*) key.User/Access ID #

· Enter your temporary Password/PIN, followed by the star (*) key.

· Record your name followed by the star (*) key.

· Hear your callback telephone number.

· You will be asked to select a new Password/PIN # (at least a 6 to 9 - digit numeric numbers) followed by the star (*) key.

WebCenter – To access through the computer go to https://scuc.eschoolsolutions.com and click on SmartFind (SAMS). This gives you enhanced options, for example:

· You can modify your profile (which includes callback number, period of unavailability, daily availability and campus locations).

· Review and print past, current and future assignments.

· Cancel an assignment.

· Search for available jobs.

· Update your email address and change your password.

·

Note: You must register on the WedCenter to finalize your SAMS activation; otherwise you will not be able to received automated phone calls or prearrange jobs.

Congratulations! You are Register to accept job assignments immediately. Give your User/Access ID number to teachers or paraprofessionals to prearrange classroom coverage for an absence.

Employee Access- Payroll and Personnel System

Go to www.scuc.txed.net

· Look under Quick Links

· Click on Employee Access

· Look on the left side and click on New User

· Follow the instructions.

Employee Number: User/Access ID #

Date of Birth: (mmddyyyy)

Zip Code: provided on you substitute application

To view your first Paycheck you will have to wait until the day before payday to view and/or print your

pay statement. Also, you can view and/or print your W-2 forms.

If necessary to cancel, do so at the earliest possible opportunity.

It is best to cancel the job in the system, followed by a courtesy call to the campus.

If the job has already started, it will be impossible to cancel it in the system and you MUST call the campus.

Once a job has been accepted, it is critical that the substitute fulfills the commitment or cancels the job in a timely manner.

Failure to do so may result in a school’s excluding that substitute from working on their campus

Repeated failure to do so may result in the substitute being restricted from working in the district.

Unavailable means you are unable to work during a specific time period. SmartFind (SAMS) will still contact you for future jobs. Do Not Disturb means you are requesting SmartFind (SAMS) not to call you for current or future jobs during a specific time period.

VS.

An employee may pre-arrange or request any active substitute.

Pre-arrange means the employee has spoken with the substitute in regards to the date/time of the assignment and the substitute has made the commitment to work the assignment.

The employee enters the job into SmartFind (SAMS) as pre-arranged and the substitute will be assigned a job number with the ability to view/hear the job in their listing.

Thank you! Your job assignment # 264589 Great! I’ll be there

tomorrow morning!

Requesting a substitute means that an employee would like for a certain substitute to accept the job and enters the request in SmartFind (SAMS).

SmartFind (SAMS) will make every attempt to contact the substitute and give them the opportunity to accept the position.

If the substitute fails to accept the job, it will be opened up for anyone to accept.

Always remember you must have a job number to guarantee you are the substitute for a specific job.

You will receive an email notifying you that your profile is ACTIVE.

Register with the phone system User/Access ID followed by the start (*) key. Enter you User/Access ID again when ask for your PIN followed by

the star (*) key. Select New Pin/Password at least six (6) to nine(9) digit numeric

followed by the star (*) key.

Go to school district website, access SmartFindExpress link and review your profile. Address Phone number Email, etc.

You must register thru the phone in order to receivedcalls or arrange a job assignments!!

The following documents must be returned before you leave. Substitute Profile I-9 Verification of Employment Premier Beneficiary Form Pre- Employment Affidavit

Other - Missing documents from your application. Transcripts Void Check or Financial Institution Letter

�Welcome to the Schertz-Cibolo-Universal City Independent School District�SCUCISD Mission Statement HousekeepingWho are my Contacts?Substitute �duties & responsibilities Other duties as assignedSlide Number 7Evacuation & lockdownEvacuation & lockdownEvacuation & lockdownEvacuation & lockdownEvacuation & lockdownEducators’ Code of EthicsExpectations During an AssignmentBegin the DayEnd of the dayEnd of the daystrategies that work �at the Secondary LevelTop four challenging misbehaviors �at the secondary levelClassroom management strategies �(before class)Classroom management strategies� (during class: addressed by substituteClassroom management strategies� (during class: addressed by substituteIf the behavior is not correctedWhen to call for an administrator to remove a student from the classroomDisengagement in the classroom �High school level exampleNon-compliance in the classroom high school level exampleElectronic device violation high school level exampleDISCIPLINE MATRIX �Jr. High exampleSlide Number 29strategies that work �at the Elementary level & Special Education 1. Review Expectations2. Reduce Verbal Input� (Stop Talking)Did you know?First-Then3. Set Limits with Choices4. Proximity Control5. Give the Student Appropriate Ways to Be Powerful6. Give Clear Directions7. Allow for movement8. Reinforce Reinforce Reinforce9. Praise the approximation10. DetachSlide Number 43Why Teach Special Education? What programs might I be asked to sub in? ALE – Adapted Learning EnvironmentBridge – Specialized Behavior SupportBASIC, In-Class Support, Resource18+ Compass & Anchor ProgramsPPCD – Preschool Program for Children with Disabilities SLC – Structured Learning ClassroomFill In ActivitiesNew Substitute What is Sexual HarassmentWhat Constitutes Sexual Harassment Examples: VerbalExamples: NonVerbalExamples: PhysicalResponsibility to ReportSCUCISD Board Policy �FFH (Local)Substitute PROFILESubstitute quick referral cardSmaRTFIND EXPRESS-LOGINSMARTFIND FEATURESSAMS – SMARTFIND EXPRESSCANCELING JOBSCanceling JobsUnavailable vs. do not disturbPre-Arranged jobs vs. Being RequestedBeing Requested2018-2019 SCHOOL CALENDAR LET’S RECAP DOCUMENTS TO BE COLLECTED