Dawson Springs Independent Schools Staff Development August 1, 2013
Agenda • Welcome – Ms. Alexis Seymore • District Information – Kent Workman • Student Information – Lesley Mills • Legal Reminders & Teacher Evals – Jennifer Ward • Exceptional Students & 504 – Kristin Crook • Staff Information – Kevin Stockman • Guidance – Lori Wooton • Open Items
Welcome Ms. Alexis Seymore Interim Superintendent
New Staff Introductions • Ms. Kristin Crook – Director, District Wide Programs • Mr. Derek Dukes – Technology, District • Ms. Katie Harris – History Teacher, High School • Ms. Tana Roberts – FMD Teacher, High School
District Information Mr. Kent Workman Chief Academic Officer Director Pupil Personnel
District Information • Harassment • Security System • Assessments/Calendar • Blood Borne Pathogens • Technology (Ms. Wallace)
Student Information Ms. Lesley Mills Assistant Principal
Student Information • Parent Guide/Student Handbook • Code of Acceptable Behavior • Restraint and Seclusion
Code Adjustment • Parent Guide/Student Handbook • Code of Acceptable Behavior • Senior Trip • Definitions ISS/OSS/ALC • Dress Code • Electronic Devices • Attendance Policy • Athletic/Activity Code • Discipline Matrix
Definitions ISS/OSS/ALC • In-School-Suspension (ISS) shall be defined as the removal of a student from the regular school program and placement in the in-school-suspension room as a disciplinary measure. • Out-of-School Suspension (OSS) is defined as the removal of a student from instruction and school sponsored activities for up to ten (10) days as a disciplinary measure. • Alternative Placement (ALC) is defined as the removal of a student from instruction and school sponsored activities for a minimum of twenty (20) days as a disciplinary measure.
Dress Code • Re-Worked with additional details • The Principal shall be the arbiter of student dress and grooming in his/her building. • The length of skirts/dresses and shorts shall reflect modesty and good taste and be monitored by regulations enforced at each school. Skirts/dresses and shorts must extend to within at least three (3) inches of the top of the knee. Material three inches or more above the knee must not be altered to expose skin, undergarments, tights, etc.
Dress Code • Halter-tops, tube tops, short shorts, muscle shirts, midriff or backless shirts and blouses shall not be worn. Sleeveless blouses are acceptable. A complying shirt must be worn under a basketball jersey. Tops must be three inches below the waistband or remain tucked in so that the midriff area is not exposed. No bare skin should be exposed at the waist or abdomen area. Clothing must cover the chest area to ensure that cleavage is not exposed.
Electronic Devices • A student may use non-phone features of an Electronic Device on campus before the time the school day officially begins, during lunch period (in the Media Center, the School Lobby, and the Cafeteria), and after dismissal. If ear buds/ear phones are being used, one ear must be free at all times. • Electronic Devices are to be powered off during class time unless directed otherwise by the teacher. • Personal Electronic Devices in grades Pre-K through 3 are prohibited at all times.
Electronic Devices • The school may impose consequences to students who misuse electronic devices away from school on their own time if both of the following are true. The student’s use of the electronic device causes significant disruption at school or serious emotional, physical, or psychological harm to the school, other students, or school personnel and the student knew, or should have known, that the harm would happen.
Attendance Policy • A student is considered truant with 3 unexcused absent or tardy events and a habitual truant with 6 unexcused absent or tardy events. • Parent Notes - Note is required within 24 hours of returning to school. (Total of 6 for the year) • Doctor’s note – Only 4 excuses from a doctor will be accepted.
Athletic/Activity Code • The purpose of this rule/handbook is to give the student athlete and his/her parents a guide to the athletic opportunities offered by Dawson Springs Jr/Sr High School. This rule/handbook will assist the student athlete, parents, staff members, and administration involved in the athletic program to carry out their responsibilities.
Athletic/Activity Code • Any participant whose conduct is judged to discredit himself/herself in an activity outside school hours or away from the school setting could be subjected to disciplinary action as determined by the coach, the Athletic/Activities director, and/or the Principal. • Any participant who is arrested or detained by any federal, state or local law enforcement authorities for a felony offense, or for what, if the participant were an adult would be considered a felony offense, shall be suspended from participation in all activities (including contests and practices) until a final determination of the charge(s) and adjudication.
Discipline Matrix • The Discipline Matrix is a tool for administrators to respond appropriately when students have committed serious violations, per the Code of Acceptable Behavior. This tool is designed to offer consistency at all levels across the District so that students are disciplined fairly from school to school when their behavior requires punishment beyond the classroom. There are two different versions of the Matrix: One to assign consequences to elementary students (grades K-6) and one to assign consequences to secondary students (grades 7-12).
Discipline Matrix • The Matrix outlines the violations in the same way as the Code of Acceptable Behavior. When a student has multiple violations in one incident, e.g. fighting using a weapon, the administrator will impose the more severe consequences. • The school administrator has discretion in moving to the left or right on a row depending on the student’s previous offenses or the severity of the act.
Legal Reminders Ms. Jennifer Ward Principal – Elementary School
Family Education Rights and Privacy Act • FERPA • Federal Law: • Designed to protect the privacy of educational records • Established the right of students and parents to inspect and review their education records • Provided guidelines for correction of inaccurate or misleading information in records
Family Education Rights and Privacy Act • Any record maintained by the institution that is directly related to the student from which an individual student can be personally identified • Examples include: • Cumulative academic records • Financial aid records • Placement records • Progress records • Disciplinary records
Family Education Rights and Privacy Act • School officials with a legitimate educational interest can access students’ educational records without their knowledge or consent • Individuals or organizations conducting studies on behalf of the school or district • In response to a subpoena or court order • In case of an emergency • USA Patriot Act amendments - may disclose without parental consent to US Attorney General if part of investigation of terrorism crimes
Health Insurance Portability and Accountability Act • HIPAA • According to Health Law Advocates, an employer is only entitled to an employee's Personal Health Information (PHI) in a few instances. The information must be used to obtain premium bids from health insurers, modification of the employer's health plan, or be used for the purposes of determining whether an individual is actively participating in a health plan.
Health Insurance Portability and Accountability Act • Under HIPAA an employee would need to voluntarily release any other PHI to an employer. Other laws, such as the Family Medical Leave Act, might authorize an employer to require disclosure of certain PHI. These laws should not be confused with HIPAA requirements.
Teacher Evaluation Process Ms. Jennifer Ward Principal – Elementary School
Teacher Evaluation • 156.557 Standards for improving performance of certified school personnel – Criteria for evaluation – Content of programs – Administrative regulations – Waiver for alternative plan – Appeals – Exemptions – Review of evaluation systems – Assistance to improve evaluation systems. • 704 KAR 3:345 Evaluation Guidelines • Board Policy and Procedure • 3.18 Evaluation • 03.18 AP.11
Teacher Evaluation Evaluation Time Line for Non-Tenured Personnel • Step 1 Evaluation Plan orientation for all staff Within thirty (30) working days of first scheduled school day. • Step 2 Pre-Observation Conferences One (1) work week or five (5) working days prior to Formative observation. • Step 3 Post Conference Within five (5) working days of the observation • Step 4 Professional Growth Plan will be reviewed By April 1 • Step 5 Professional Growth Plan will be finalized By April 15 for next school year. • Step 6 Professional Growth Plan for new teachers Begins and ends with KTIP. • Step 7 Formative Observations, Informal Observations August (Open School Day) through March 30 • Step 8 Summative Observation and Final conference for By April 15 non-tenured and those on an Assistance Plan • Step 9 Summative Evaluations and copies of By May 15 • KTIP Final Report submitted to KTIP coordinator
Teacher Evaluation • Evaluation Time Line for Tenured Personnel • Step 1 Evaluation Plan orientation for all staff Within thirty (30) working days of first scheduled school day. • Step 2 Pre-Observation Conferences One (1) work week or five (5) working days prior to Formative Observation. • Step 3 Post Conference Within five (5) working days of the observation • Step 4 Professional Growth Plan will be reviewed By April 1 • Step 5 Professional Growth Plan will be finalized By April 15 • for next school year. • Step 6 Formative Observations, Informal August (Open School Day) through March 30 • Observations, and Conferences • Step 7 Summative Observation and Final By April 15 Conference for non-tenured and those on an Assistance Plan. • Step 8 Summative Evaluation Reports By May 15 submitted to Evaluation Contact.
Teacher Evaluation • Walk-Through Schedule • Tenured Staff • Two walk-though observations per school year • Non-tenured Staff • Three walk-through observations per school year • First Walk-through • To be conducted by October 1st (First 15 minutes of class) • Second Walk-through • To be conducted by December 15th (Middle 15 minutes of class) • Third Walk-through • To be conducted by March 15th (Last 15 minutes of class) • Special Notation: Walk-through observations are not to be conducted on the same day as a formative evaluation.
Teacher Evaluation • Teacher Professional Growth and Evaluation System – TPGES • Why TPGES? • Elementary and Secondary Education Act (ESEA) Flexibility Waiver • “If a goal of evaluating teachers is to ensure student learning, then student learning must be a major part of what’s measured. (Measures of Effective Teaching (MET Study) • Teachers matter more to student achievement than any other aspect of school. • Each School (Elementary and Jr./Sr. High will be participants in the new Teacher Professional Growth and Evaluation System – TPGES • From each building there will be: • 5 certified staff observees • 5 certified staff peer observers • Each of these 10 staff members (5 from each building) will be observed using the current evaluation system as well as the new PGES ONE GOAL – TO IMPROVE TEACHING AND LEARNING • Supervisor’s Observation: • To provide documentation and feedback to measure the effectiveness of a teacher’s professional practices within the classroom • Peer Observation • To provide feedback to teachers about teaching and learning • Major differences: Supervisor observation = rating • Peer observation = no rating • Peer observers will be assigned to an observee and work with them through out this process • Building Principals will be contacting these participants at the beginning of the school year to go over the process and procedures.
Exceptional Students & 504 Ms. Kristin Crook Director – District-Wide Programs
Exceptional Students • Individual Education Program (IEP) • Resources • Accommodations/Modifications • 504 Plans
Exceptional Students • Definition: IEP (Individual Education Program) • Record of decisions made by the Admissions and Release Committee (ARC) that sets forth in writingaplan of action AND commitment of the resources needed to enable a child with a disability to receive a free appropriate public education. Fair does not mean everyone gets the same; fair means everyone gets what they need. Author Unknown
Resources • Exceptional Student Education Teacher (ESE) • Accommodation/Modification Sheet (Next Slide) • Exceptional Student Education Director (ESE) • IEP from Infinite Campus • Special Ed team “Fetch Team Members” • IEP components for General Ed. Teacher • Pg. 1 Present Levels of Education Performance • SDI – Located under each goal “what the teacher does” • Pg 4 * SAS- “what the student needs” in order to advance • Pg. 5 * State assessment- must be used throughout year
PURPOSE: To eliminate discrimination on the basis of disability against students with disabilities 504 Plans
504 PlansQ & A’s Q: What is the jurisdiction of the Office of Civil Rights (OCR)? A: OCR is a component of the U.S. Department of Ed, enforces Section 504 of the Rehabilitation Act of 1973. Q: Who’s responsible for implementation? A: General Education Teacher (Can always consult with ESE teachers) Q: Eligibility: whether a student has a physical or mental impairment that substantially limits a major life activity (medically diagnosed)? A: Major life activities include functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.
Staff Information Mr. Kevin Stockman Principal – Jr/Sr High School
Staff Information • Professional Development • Staff Handbooks • District • Site • Student Achievement and Development
Professional Development • Wonderful Wednesdays • Every other Wednesday • 30 Minutes of Planning Period • Professional Development Credits will be awarded at the end of each semester • Topics to be based on Staff requests and District needs
Wonderful Wednesday Topics • Policy Changes 2013 • PLC Reports • Program Review • School Improvement Goals • Red Book (w/zip bags) • Growth Plans • Website Training • Technology
Wonderful Wednesday Topics • TELL Survey • CIITS • Book Study • Student Led Conferences • Procedures (Testing, Close of School, etc.) • Data Dialogues • Safety • Writing
District Handbook • District Tobacco Policy • Not in presence of students • Only in vehicles
Site Specific Handbook • Elementary and Secondary Documents will be posted on Web Sites • Review and ask questions at the Friday Site Staff Meetings • Sign and submit the acknowledgment document
Forwarding Student Achievement and Development Every Student, Every Day Dawson Springs Independent Schools Staff Opening August 2, 2013
Remember • Rigor • Relevance • Relationships • Engagement
http://www.youtube.com/watch?v=iXEmk70OJSI What Happens When You Work With Kids Individually?
Data = Knowing What We Need Student Achievement and Development
What is Our Leverage? Student Achievement and Development