olson staff handbook2011...
TRANSCRIPT
OLSON MIDDLE SCHOOL
2011 – 2012
STAFF HANDBOOK
1607 -‐ 51ST AVENUE NORTH
MINNEAPOLIS, MN 55430
Fingertip Facts:
School Telephone Number: 612-‐668-‐1640
School Fax Number: 612-‐668-‐1650
Grade Levels: 5 – 8
School Logo: Panther
Uniform Colors: White/Black/Tan Collared Tops Tan/Black Bottoms (Shirt & Pants Must Be 1 Solid Color)
TABLE OF CONTENTS
Accident Reporting . . . . . . . . . . . . . . . . . . .39
Active Supervision. . . . . . . . . . . . . . . . . . . .23
Addressing Student Behavior. . . . . . . . . . .30
All For One Rotation. . . . . . . . . . . . . . . . . .26
AM/After School Supervision. . . . . . . . . . 10
Attendance (Staff/Student) . . . . . . . . . . . 17
Behavior Expectations. . . . . . . . . . . . . . . . 28
Cafeteria Expectations. . . . . . . . . . . . . . . . 33
Classroom Routines . . . . . . . . . . . . . . . . . . 21
Communication. . . . . . . . . . . . . . . . . . . . . .17
Communication with Parents. . . . . . . . . . .22
Discipline Referral Procedure. . . . . . . . . . .29
District Policies Advertising & Selling. . . . . . . . . . . 35 Code of Ethics . . . . . . . . . . . . . . . . .35 Energy Conservation. . . . . . . . . . . 38
Emergency Response Plan. . . . . . . . . . . . . 41
Ending Class. . . . . . . . . . . . . . . . . . . . . . . . .21
Field Trips. . . . . . . . . . . . . . . . . . . . . . . . . . 25
Financial Procedures……………………………….25
First Day Procedures . . . . . . . . . . . . . . . 8 -‐10
Grades/Grading. . . . . . . . . . . . . . . . . . . . . .19
Guest Teachers (Reserves/subs). . . . . . . . 23
Hall Duty. . . . . . . . . . . . . . . . . . . . . . . . .11-‐12
Leveled Behaviors. . . . . . . . . . . . . . . . . . . 31
Lunch Schedule……………………………..…………7
Mission Statement. . . . . . . . . . . . . . . . . . . . 3
Movies/Guest Speakers. . . . . . . . . . . . . . . 17
New Student Orientation. . . . . . . . . . . . . . 32
Olson Behavior Expectations . . . . . . . . . . .26
Parent/Teacher Conferences . . . . . . . . . . .23
Pedagogy Expectations. . . . . . . . . . . . .26-‐27
Positive Student Interaction. . . . . . . . . . . . 22
Professionalism. . . . . . . . . . . . . . . . . . . . . . 18
Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . .5-‐ 6
Staff Directory . . . . . . . . . . . . . . . . . . . . . . . .4
Student Movement . . . . . . . . . . . . . . . . . . .19
Support Staff Schedules. . . . . . . . . . . . . . . .34
Teacher Expectations . . . . . . . . . . . . . . .15-‐16
Uniform Policy. . . . . . . . . . . . . .. . . . . . . .13-‐14
Vision Statement. . . . . . . . . . . . . . . . . . . . . . .3
Visitors. . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Olson U
ALL STUDENTS COLLEGE READY
Mission: Our mission is to create a culture that will instill in our
students the intellectual, social and personal habits of mind necessary to be prepared for success in college.
AVID AVID AVID
WICR Mentoring Relationships with students
IMGREAT2 Explicit Instruction WOD
Learning Logs Ongoing Assessment Rigorous Curriculum
Model/Model Community Model/Model Community
Academic Asking High Level Questions
Critical Thinking/Reasoning
Real World Application of Learning
Research Skills
Literacy (Reading and writing to learn)
Writing to communicate
Math
Science
Finding evidence/proof
Social Tolerant of other’s opinions
Collaboration
Positive Peer Choices
Willing to learn from others
Willing to teach others
Patient with other
Respectful
Making positive contributions to create a better community
for all
Personal Advocacy Curiosity
Driven to understand
A right to know
Organization
Positive Self Image
Preparedness
Setting goals: Planning to accomplish those goals
Resiliency
Willingness to take positive risks
Willingness to defer gratification
ATTENDANCE LINE 35642 MAIN OFFICE 35640 – THEN PRESS 0 FAX LINE 612-‐668-‐1650 ADDRESS 1607 51ST AVENUE NORTH 55430 STAFF LOUNGE 35611 TRANSPORTATION 35646
Teacher planning is thoughtful and planned according to Standards of Effective Instruction
OLSON MIDDLE SCHOOL 2011-2012 PLACE NAME ROOM NUMBER VOICEMAIL PRINCIPAL Karon Cunningham Main Office 35640 ASSISTANT PRINCIPAL Evelyn Kimble 303A 35644 INSTRUCTIONAL FACILITATOR Amy Nelson 202A 35643 LITERACY TOSA Jeff Wendelberger 313 35609 21785 PSYCHOLOGIST Sara Bingham Main Office 35653 20945 SOCIAL WORKER Bill Smart 100 35652 89646 SOCIAL WORKER Kelly Hams 100 35652 ADMINISTRATIVE AIDE Tracy Daye Main Office 35676 81676 ACCOUNT CLERK Karen Welter Main Office 35647 81647 ATTENDANCE LIAISON Aundreta Harris Main Office 35642 81642 COUNSELOR Alex Loesch Main Office 35660 89295 NURSE Melissa Petrangelo Health Office 35645 HEALTH ASSISTANT Lee Sankey Health Office 35655 POLICE LIAISON Officer Karina Landmasser Main Office 35651 TRANSPORTATION Coleman, Joyce Main Office 35646 81646
GRADE 5 Phone Room Voicemail Braun, Paul 35607 106 88149 Karai, Jay 35605 104 89516
GRADE 6 Phone Room Voicemail Scipioni, Elizabeth (ELA) 35710 307
Smith, Delon (Math) 35709 306 88714 GRADE 7 Phone Room Voicemail Farmer, Cindy (ELA) 35633 206 88045 Lindsay, Erin (Math) 35631 204
GRADE 8 Phone Room Voicemail Dong, Jesse (Math) 35714 311 89015 Ferguson, Kay (ELA) 35703 301 89917
SOCIAL STUDIES Phone Room Voicemail Andrews-‐Van Horne, Kate (6 & 7)35708 305 Nelson, Ken (5, 6 & 8) 35715 312 21267
SCIENCE Phone Room Voicemail Greiman, Ruth (5, 6 & 8) 35713 310 Hornes, James (6 & 7) 35711 308 21417
MEDIA TECH SUPPORT Cichocki, Ed 35665 Media Center Computer Lab 35609 107 Computer Lab 35635 208 Computer Lab 35705 303
CAFETERIA Gross, Cynthia 35656 Cafeteria
ENGINEERS Bergquist, Jeff 35658 Head Engineer Bryant, Tremont 35658 Engineer Julien, Jim 35658 Engineer McEachern, Bernadette 35658 Engineer
COMMUNITY PROGRAMS Arnold, Tony Boys&Girls Club 35663 210B 668-‐1663 Adams, Emily The Link 35763 209A Foster, Al Boys&/Girls Club 35663 210B 668-‐1663 Greene, Jason Creekview 370-‐4965 Narum, Mary/MookieDUEPROCESS 35652 100
SPECIALISTS Phone Room Voicemail Ballard, Crystal (AVID) 35704 302 89020 Fawcett, Lindsay (ELL) 35630 203 Grier, Latoya (PLTW) 35604 103 87348 Hawkins, Greg (MATH) 35606 105 88491 Johnson, Amanda(Math) 35632 205 Laven-‐Spencer, Jill (MEDIA) 35665 Media-‐211 89960 Leviton, Brenda (SPANISH) 35715 312 Rowland-‐Suneson, Shirly (HLTH) 35625 Cart Rosenmeier, Tinne(THEATRE) 35630 203 Sivanich, Robert (Gym) 35625 Gym 20394 Stauduhar, Mark (Read 180) 35619 112 89019 TBD (BAND) 35630 203 Tuttle, Brandon (READING) 35706 304 Washington, Donald (6TH BAND) 35616 111 89257
SPECIAL EDUCATION TEAM Phone Room Voicemail Anderson, Tammy (DAPE) 35625 Gym 21517 Buchanan, Shirley (SERT 5 & 6) 35600 101 Caples, Hilda (SERT 7 & 8) 35634 207 87534 Cline, Kathleen (Autism/SEA) 35601 101 A/B Cork, Rhonda (CLASS/SEA) 35603 201 Fisher, Natalie (CLASS/SEA) 35628 202 Johnson, Kimmie (CLASS/SEA) 35628 201 Kaiser, Cindy (Autism/SEA) 35603 102 Keesling, Val (Autism/SEA) 35603 102 Kley, Chantelle (5 & 6 – CLASS) 35627 200 Koch, Emily (Autism Teacher) 35601 101 A/B Lash, Joy (8 – CLASS) 35629 202 21480 Luter, Charles (AUTISM/SEA /Athletics) 35603 101 Mosby, Marquita 35627 200/201 Nelson, Kim (CLASS/SEA) 35629 200/202 Peik, Justin (7 – CLASS) 35628 201 89548 Southward, Marjorie (Speech) 35701 213 87294 Teeter, Kate (Autism Teacher) 35603 102 20311 Vikander, Marilyn (Autism/SEA) 35601 101A/B
SUPPORT STAFF Grade & Position Coleman, Joyce 6thGrade, Transportation Coordinator Hankton, LaShawn 8th Grade Her, Kong Float 5-‐8TH Grade
Kelly, Barbara (35639) Cargill E-‐Mentoring Media-‐211 Kiekow, Zachary 7th Grade, ALC Coordinator
White, Steve 8th Grade Williams-‐Clark, Shanna 5th Grade, Parent Liaison
Master Schedule 8th Grade
10:25 – 11:25 A-‐DAY – Grieman (310) B-‐DAY KNelson (312)
1:00 – 2:00 A-‐Day – Grieman (310) B-‐DAY KNelson (312)
2:00 – 3:00 A-‐Day – Knelson (312) B-‐Day Grieman (310)
7th Grade
10:25 – 11:25 A-‐Day – Hornes (308) B-‐Day Andrews Van Horne (305)
2:00 – 3:00 A-‐Day -‐ Hornes (308) B-‐Day Andrews Van Horne (305)
3:00 – 4:00 A-‐Day – Andrews Van Horne (305) B-‐Day Hornes (308)
6th Grade
12:00 – 1:00 A-‐Day – Hornes (308) B-‐Day Andrews Van Horne (305)
3:00 – 4:00 A-‐Day – Hornes (308) B-‐Day Andrews Van Horne (305)
5th 5th 6th 6th 7th 7th 8th 8th
9:35–10:25 Sci/Ss 9:35 – 10:20 Advisory 9:35 – 10:25 Advisory 9:35 – 10:25 Advisory
10:25-‐11:25 Math 10:20–11:00 EXPLORE 10:25 – 11:25 CORE 10:25– 11:25 CORE
11:25–12:00 Lev. Rdg 11:00-‐ 11:25 ImGreat2 11:25 – 12:05 Explore 11:25-‐11:45 ImGreat2
12:00–1:00 Prep 11:30–12:00 LUNCH 12:05 – 12:35 LUNCH 11:45-‐12:15 LUNCH
1:00-‐1:30 Lunch 12:00 – 1:00 CORE 12:35 – 1:00 ImGreat2 12:15-‐1:00 EXPLORE
1:30 – 3:00 Literacy 1:00 – 2:00 CORE 1:00 – 2:00 Prep 1:00 – 2:00 CORE
3:00-‐3:30 Writing/Math intervention
2:00 – 3:00 Prep 2:00 – 3:00 CORE 2:00 – 3:00 CORE
3:30 – 4:00 IMGREAT 3:00 – 4:00 CORE 3:00 – 4:00 CORE 3:00 – 4:00 Prep
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5th Grade
9:35 – 10:25 A-‐Day Karai – Hornes/ Braun – KNelson
B-‐Day Karai – KNelson/Braun – Hornes
James Hornes – Team 6
Kate Andrews Van Horne – Team 7
Ruth Grieman and Ken Nelson -‐ Team 8
Specialist Schedule of Courses
Theater
.4
Band
.2/.2
Phy. Ed.
.4
Health
.6
PLTW
1.0
Rdg. Wksp
1.0
Rdg. Wksp
1.0
Media
.7
Spanish
.2
12:00 – 1:00
5th Grade Course meets
Course meets
X X Course meets
X X Course meets
X
1:00 – 2:00
7th Grade
Course meets
X X Course meets
Course meets
Course meets
Course meets
X X
2:00 – 3:00
6th Grade
X Course meets
DW
Course meets
Course meets
Course meets
Course meets
Course meets
X X
3:00 – 4:00
8th Grade
X X Course meets
Course meets
Course meets
Course meets
Course meets
X Course meets
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2011 – 2012 Olson U Lunch Schedule
Time Lunch Room Supervisors
11:30 – 11:45 – Recess
11:45 – 12:00 -‐ Lunch
Grade 6
Room 200 -‐ CLASS
Joyce Coleman
Zachary Kiekow
Kong Her
Marquita Mosby*
11:45 – 12:00 -‐ Recess
12:00 – 12:15 -‐ Lunch
Grade 8
Room 202 -‐ CLASS
LaShawn Hankton
Steve White
Kong Her
Alex Loesch
Natalie Fisher*
12:05 – 12:20 – Recess
12:20 – 12:35 -‐ Lunch
Grade 7
Room 201 -‐ CLASS
Zachary Kiekow
Aundreta Harris
Kimmie Johnson*
1:00 – 1:15 – Recess
1:15 – 1:30 -‐ Lunch
Grade 5th
Room 104
Room 106
Room – 101-‐A/B – Autism
Room 102 -‐ Autism
Shanna Williams
Joyce Coleman
Kong Her
All Autism SEA’s will do lunches with students
*NOTE: The CLASS SEA’s will rotate daily supervising students in the lunchroom.
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First Day of School Procedures
August 29, 2011 All students will go to breakfast
Students will be told in their 1st period class. If not on the list, students will stay in the cafeteria and begin registration.
Front Door Welcoming students and parent; Direct students to cafeteria for breakfast until 9:30 a.m.
Latoya Grier Barb Kelly Kong Her 1st Floor Hallway (by south entrance) Welcome and Direct Autism and 5th grade students to classrooms Autism SEAs Bill Smart Main Office Welcome and direct parents to destination Sara Bingham Joyce Coleman Lee Sankey Karen Welter
Cafeteria Register new students, inform and direct to location of 1st period class/floor (1st period teachers will have schedules to distribute) Tracy Daye Amy Nelson Evelyn Kimble Jeff Wendelberger Aundretta Harris
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Second Floor CLASS SEAs (south end of floor) Jill Spencer (north end of floor) Third Floor Alex Loesch (south end of floor) LaShawn Hankton (Girl’s BR) Crystal Ballard (north end of floor) Steve White (Boy’s BR) South Stairway Amanda Johnson (between 1st/2nd floor) Mark Stauduhar (between 2nd/3rd floor)
North Stairway Greg Hawkins (between 1st/2nd floor) Brandon Tuttle (between 2nd/3rd floor) *Floaters: Karon Cunningham & Officer Landmasser
All teachers will stand at their classroom doors, checking student schedules throughout the day. Students should have a schedule to be in your class.
Staff Actions for 1st Period:
1. Collect Packets (forms: bus, citywide discipline, compact
2. Check off students returning packets and items returned. Turn into the office DAILY (until 100% of packets have been returned).
3. 10:00 a.m. Take attendance for the first time (teachers are expected to take attendance for every period)
4. Welcome students and begin “Get to Know You” activities
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5. Give Locker assignment (teachers will have a bank of lockers to assign students to). Keep a copy for your records and give a copy of lockers assignments to Tracy Daye by Friday, September 10, 2011.
6. Students listen to opening welcome (over Intercom) from Principal Cunningham.
8. Help students understand their schedule for period 2 classes.
9. Remind students of the homework policy/expectations.
10. Remind students that they will be informed of Cafeteria procedures and expectations from supervising staff during lunch.
11. Discuss student expectations – to be a professional student.
12. Line students up and escort to their 2nd period class (at 10:25 a.m.)
13. Students will be escorted to Specialist teachers by Classroom/Team teachers. Teachers are expected to be on time picking students up from the Specialist class. All teachers are expected to be on time picking students up from the Cafeteria.
14. Remind students that they will need to walk in line from one class to another (we have to share the hallway with others and make it easier for staff to supervise students)
15. When taking students to lunch, they are to walk in a line (CLASS and 8th grade use South stairs; 6th and 7th grade use South stairs) All grades will use South stairs. AE’s will meet classes in South Breezeway.
16. Students should be instructed and reminded of hallway procedures and expectations to follow at all times. Teachers will be able to use nonverbal hand gestures to reinforce appropriate voice levels.
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2011-‐12 After School Bus and Hall Supervision
Please report to your bus and hall duty at the end of the day. All staff not assigned should be supervising halls.
1st Quarter Bus Duty 2nd Quarter Bus Duty
Bus Number Bus #
1 Jay Karai 1 Paul Braun
2 Delon Smith 2 Elizabeth Scipioni
3 Cindy Farmer 3 Erin Lindsay
4 Jesse Dong 4 Kay Ferguson
5 Ruth Greiman 5 James Hones
6 Kay Andrews 6 Ken Nelson
7 Shirley Buchanan 7 Hilda Caples
8 Lindsay Fawcett 8 Latoya Grier
3rd Quarter Bus Duty 4th Quarter Bus Duty
Bus # Bus #
1 Stauduhar 1 Brandon Tuttle
2 Amanda Johnson 2 Delon Smith
3 Robert Sivanich 3 Ken Nelson
4 Shirly Suneson 4 Cindy Farmer
5 Crystal Ballard 5 Kay Andrews
6 Alex Loesch 6 Hilda Caples
7 Ruth Greiman 7 Lindsay Fawcett
8 Shirley Buchanan 8 James Hornes
2011-‐12 AM/PM Supervision
Breakfast: Cunningham/Kimble/Wendelberger/Have-‐Nelson
Outside: Officer Landmasser (am/pm), Zachary Kiekow (am), Evelyn Kimble (pm)
Front Door: Eric Hall (am/pm), Latoya Grier (pm)
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Hall duty Before, During and After School
Main Hallway: Bill Smart
North Main Doors: Kong Her, Office Staff, Officer Landmasser
3rd Floor
North 3rd Floor Boys BR: Steve White
South 3rd Floor Girls BR: LaShawn Hankton (8th)
North 3rd Floor Hall: Joyce Coleman (6th)
South 3rd Floor Hall: Amy Nelson (After 9:30 a.m.)
2nd Floor
North 2nd Floor Boys BR: Zachary Kiekow
South 2nd Floor Girls BR: Jill Spencer, Kimmie Johnson
North 2nd Floor Hall: CLASS SEAs
South 2nd Floor Hall: Mark Stauduhar
1st Floor
North 1st Floor Boys BR: Shanna Williams (5th)
South 1st Floor Girls BR: Latoya Grier, Brandon Tuttle,
South Entrance: Bill Smart
Staff Lounge/North breezeway: Jesse Dong
Cafeteria/South breezeway: Greg Hawkins & Marjorie Southward
*Staff not assigned to bus duty, should clear floors/bathrooms (escort straggling students to entrance doors).
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Olson Middle School Policy
DRESS FOR SUCCESS
All students are expected to wear a uniform at Olson/Lind Upper Campus Daily.
THERE ARE NO DAYS OFF!
The Dress Standard:
Colors: Bottoms are solid color khaki (tan) or black (no jeans). Tops are solid white, black or tan (no stripes, patterns, writing, pictures, etc.)
Tops: Solid color shirt WITH A COLLAR, sweaters or sweatshirt WITHOUT HOODS and ONE OF THE SOLID UNIFORM COLORS.
Bottoms: Pants/skirts/capri’s/shorts. No blue jeans of any type. Pants are to be worn at the waist (no sagging). If belts are worn, the belt should be worn in pant loops. Shorts and skirt lengths will follow the fingertip rule. Mini skirts/shorts are not allowed under any circumstance.
Dress Combinations: white-‐collar shirt with black pants/skirts or white-‐collar shirt with khaki (tan) pants/skirts or black-‐collar shirt with khaki (tan) pants/skirts or black-‐collar shirt with black pants/skirts.
NO T-‐Shirts.
Any neat, clean street shoe is acceptable. No FLIP-‐FLOPS
Uniforms must fit appropriately – for example, no sagging pants, no baggy shirts
In general, clothing accessories (shoes, belts, jewelry, etc.) that is deemed by administration to be danger, offensive or implying gang relationship is not allowed.
The religious beliefs and practices of students are protected under the guidelines of the Student Dress Standard. Students should wear uniforms with religious garb when possible. Wearing of religious garb is acceptable.
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Accountability for wearing uniforms is as follows:
All parents will sign an agreement to have their child wear the school uniform daily.
Students not in uniform will be issued a temporary uniform Top for the day. Students will leave collateral and sign their name prior to receiving top. Students will return the borrowed uniform at dismissal. It will be an unexcused tardy if students have to take time from class to change clothes. Parents will be notified.
Students cannot wear the following in school:
Clothing with offensive words or pictures (they will be confiscated)
Head wear (bandanas, hats, coats, jackets, sunglasses, sweatshirts with hoods)
Mini-‐skirts or mini-‐shorts, No midriffs, halters or low-‐cut tops
Sagging, bagging or dragging pants
Clothing that is immodest and or Clothing worn inappropriately.
No emblems, prints, words, other than the school logo
No flip flops
No large/gory belt buckles of any kind
No sweatshirts with hoods
I, the parent of ________________________________, have read and understand the school uniform policy at Olson/Lind Upper Campus. I understand that I have enrolled my child in a Uniform School and my child is expected to comply and follow the school uniform policy. I understand that I will be contacted immediately when my child is out of uniform and will support the school’s uniform policy.
Parent Signature Date
Student Signature __________________________ __ Date __________
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Olson Middle School
Expectations for all teachers
• Warm-‐up activity (that students begin as soon as they walk into classrooms)
• Students pick up their class folders and necessary supplies as they enter the classroom. Students record in their planners the objectives and activities for the day from the board. (This is done daily)
• The list becomes a checklist for the period. Students check-‐off completed assignments.
• Students then work on the assigned warm-‐up, which will vary according to the lesson for the day.
• The warm-‐up is checked, shared, or discussed five minutes after class starts. (A timer can be set).
Instructional Expectations
• Learning objectives will be stated and posted. Learning objectives will be stated throughout the lesson and activities will be explained in terms of how they relate to the learning objective(s) of the lesson.
• Students will be taught to use these statements of the lesson as a redirection toward academics. • Teachers will redirect to academics. This means that students must always have a meaningful, rigorous
assignment to engage with. Off-‐task behavior will be redirected by reminding the student of the work, the importance of the work, the students’ past and future successes and clarifying any student questions or impediments to work completion.
• Teachers will begin lessons by stating relevant behavioral expectations for the lesson and will restate expectations before transitions (activity transitions or classroom transitions).
• Teachers will state the reason for learning the rigorous curriculum in a manner that makes the learning relevant to the students. As an AVID school we have made the commitment to motivate our students by stating how the learning in a rigorous curriculum prepares them for success in the competitive arenas of high school, college and in the workplace. This link between the benefits for the student’s future and the day’s learning and needs to be stated before instruction begins and frequently throughout the lesson.
• Teachers will acknowledge occurrences of desirable learning and community behavior. Desirable learning behaviors include: asking questions, volunteering answers, connections or suggestions relevant to the curriculum, incorporating previous learning to complete a task, etc. The expected ratio of positive to corrective feedback is 8:1. This means positive feedback must be an intentional effort on the teacher’s part.
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• Lesson Planning visible on desk daily. Over plan for each day. (10 minutes of free time each day equates to lost instructional time: 50 minutes/week lost; 7 ½ hours/9 week quarter lost; 30 – 1 hr classes/year; 6 weeks of classes/year)
• All teachers’ lesson plans will include daily, standards-‐based, lessons that engage students in whole and small group instruction and independent reading (MPS)
• All teachers will submit to administration (quarterly) a document listing instructional times/groups (MPS)
• All teachers will display in the classroom a daily schedule, student learning objectives and rubrics (MPS) • All teachers will administer a reading record as part of the formative assessment process (MPS) • High expectations for students (Handouts used only if supported by the curriculum; including word
finds, puzzles. Okay to use puzzles and word finds on MAP and MCA testing days once student is finished).
• Students are expected to take daily Cornell notes during each class and put in their 3-‐ring subject binder. Training will be provided by the AVID site team on the Cornell note taking process on August 25, 2010 (for teachers who are new to Olson). If you need a refresher, please feel free to attend this session. People learn by elaborating upon new information and integrating it with known information. One intentional method of ensuring this elaboration is a summary. To help ensure learning at Olson, students are to write three (3) summarizations per class per week. The summarizations should prompt students to write a key point of their learning during the week, the state standard addressed during the week, or a concept that is taught during the week that the student is still unclear about. The summarizations are to be kept in the students’ portfolio (useful information during parent/teacher conferences, determining concepts that need to be re-‐taught). Each teacher is expected to submit three (3) random summarizations to the principal prior at the end of each week; one of the summarizations should address the standard that was taught during the week.
• Each teacher will be given one folder per content area student. Teachers will store all of each student’s weekly summaries in a folder. The folders will be kept by the teacher in a secure location. The folders will be color-‐coded as follows:
Green -‐-‐-‐Science
Red -‐-‐-‐ English Language Arts
Blue -‐-‐-‐ Math
Yellow -‐-‐-‐ Social Studies
Purple -‐-‐-‐ Grade 5 (All subjects)
The folders will become a record of students’ learning, our interventions and students’ responses (academic response) to our interventions. Folders will be brought to the Professional Development Center throughout the year and used as data to ensure that we are adjusting our instructional interventions until we see
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evidence that our instructional approach is resulting in acceptable learning for each student. In other words the folder should show evidence that every student is improving their understanding of content.
Communication
• Communication is one of the keys to an effective and efficient school. Email is the easiest way to communicate with all staff. Staff is expected to read their emails on a daily basis. The weekly bulletin is in a format of quick information. Both administrators have an “open door” policy and are always will to listen to your concerns. Due to the principal’s schedule, it would be best to schedule an appointment with the school’s secretary, to ensure a timely meeting.
• Staff is also expected to check their voicemail daily. Parents often communicate with teachers in this manner. (We must remember that not all of our parents own a computer and/or have internet access).
• Staff are expected to check District email daily.
Student Behavior Plan
• Student discipline will be managed according to Olson’s Discipline Referral Procedures. The goal of any discipline is to retain students in the classroom where they can receive quality instruction.
• Level One (1) behavior should be addressed by the classroom teacher and/or Special Education Assistants.
• Level Two (2) and Three (3) behaviors require that a Behavior Referral Form is completed (including the student’s first and last name, staff member completing the referral, date, time, unsuccessful interventions, detail of behavior, parent contacted).
• OCR • If you (team) write 5 or more referrals on a student, convene with your team to complete worksheet
#1 (interventions included on Worksheet #1) • If after worksheet #1 is complete and students receive an additional 5 or more behavior referrals, then
team reconvenes to complete Worksheet #2 • Behavior Screener completed on all students by end of first quarter. • Updates concluded in Spring 2011.
Movies/Guest Speakers
• A Teacher must receive approval from a building administrator and show which content standard is supported prior to inviting guest speakers and/or showing movies (with exception of movies that are included in District approved curriculum.
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Professionalism
• Cell phones only to be used (not in presence of students) during scheduled break, prep and/or lunch time. If expecting an emergency phone call, give the main school number and direct the caller to indicate the call is an emergency.
• Communication with colleagues, students, parents is respectful at all times. • Attendance at staff meetings, team meetings, NLCs is expected. • Teachers will be focused and prepared for meetings. • Teachers will plan at least 1x week with teams (including Citywide teachers with their support staff) • All staff is expected to complete the PDP process. PDP goals should align with the School Improvement
Plan and reflect the IFL Principles of Learning. • Attire is always professional
Minneapolis Public Schools/Olson Middle School Attendance Expectations 2011-2012 Staff attendance is of primary importance to the academic success of our students. Excessive or habitual absenteeism impacts student learning and effects our costs, efficiency, competitiveness, and creates a heavy burden on coworkers. This work rule is meant to communicate the attendance expectations for Olson Middle School. Standard: Regular and punctual attendance is an essential part of each Olson Middle School employee's job. All staff is expected to be at school every day, on time, and in their assignment until the end of their duty day. All Olson Middle School staff is expected to be in attendance at least 95% of the time. This attendance expectation for
staff aligns with MPS Regulation 5100B which defines attendance expectations for all MPS K-12 students. Hours of Work: Olson Middle School teacher duty day is from 8:30 a.m. - 4:15 p.m. The duty day for Special Education Assistants, Associate Educators, and School Success Program Assistants
(classified staff) is from 9:30 a.m. - 4:00 p.m. Staff must receive prior approval from the principal if he/she needs to leave early. Classified staff must sign in upon arrival to document their actual start time and sign out to record their actual time of
their departure. Any staff leaving the building during their duty day must sign in and out in the office. This includes duty free lunch and
prep time when leaving the building. Upon signing out, the purpose for leaving the building must be included. (i.e. personal, lunch, etc.)
Notification and Absence Reporting Procedures: Staff must call the principal (@612-668-1640) before the start of their work shift to report when and why they will be
absent.
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Supervisors may, at any time, require a medical statement signed by a health care provider; if there is a reasonable belief that sick leave is being used inappropriately.
If staff have questions or concerns regarding appropriate use they should talk to their supervisor and/or refer to their union contract, if applicable.
Responding to Attendance Concerns:
• If the supervisor determines a problem exists the supervisor will address the concern with the employee. • If the problem persists, the administrator will contact the Employee Relations Department for review and
appropriate disciplinary action.
Grades and Grading
• When grades are given, they should be reflective of specific standards (dimensions) and/or targets; when multiple dimensions are tested and the grade is averaged, there is no clear picture of what a student understands and does not understand; a well designed summative assessment that clearly delineates specific dimensions (targets) can be used to set goals for student learning and offer the appropriate method for further differentiation.
• Rubrics are developed with department/grade level teams. (Consistency throughout building). Rubrics are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning.
• Grades – mid-‐quarter, quarter and semester grades are to be recorded in the Discovery system by DISTRICT DEADLINES.
Student movement within the classroom
• How students are expected to walk around the classroom is modeled and practiced. (Not during instructional time)
• Students are taught to use the least distracting route to hand in papers and to the teacher desk. (Students are given specific time to sharpen pencils -‐-‐ NEVER during instructional time.)
• The teacher’s desk is discussed. The parameters are clearly explained. When the teacher is absent, drawers should be locked. Confidential information is always locked up.
Student movement in and out of classroom
• Entering and Exiting classroom is practiced frequently. (At 9:30 a.m., ALL Class Transitions, Lunch Transitions, Dismissal)
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• The movement is orderly and respectful of others. Students line up inside classroom, then outside the classroom waiting to be invited to enter the next classroom by their next teacher. Incoming students enter single file as the teacher stands at the door greeting students.
• Students follow warm-‐up procedures that have been practiced and modeled Voice levels are modeled. • The teacher dismisses the class, so students are to remain in their seats and engaged in learning until
the teacher dismisses them—either row by row or team by team (dismissed to line up, not exit classroom)
• The teacher is responsible for students • Know where students are at all times • Rearrange classroom if necessary, to eliminate students walking out of classroom (Follow through with
conference, parent call, etc.) • Only one student given a pass at a time • No passing the first 15 minutes and the last 15 minutes of class
Hallways:
• Students are to be reminded of hallway expectations. Voice levels allowed are zero-‐0 (no talking), one-‐1 (whisper), and two-‐2 (inside voice). When classes are passing, students are to use the right side of the hallway (single file) to allow oncoming students/staff to pass safely. If not accompanied by an adult or a pass, students should not be in the hallway. Teachers are expected to know where their students are.
• Going to restroom • Students always need a pass to be in hallway during class periods. • Teachers sign the student planner and write down the time the student leaves the room. Teacher has
a sign-‐out and sign-‐back-‐in sheet to monitor the frequency and amount of time student is out of room (done daily).
• If it is a daily occurrence, the teacher and student have a mini conference to discuss expectations, see if there is a problem, or discuss other alternatives.
• No more than one (1) student per class to exit classroom to use the restroom or health office. Students are expected to have a pass prior to leaving the classroom. If more than one (1) student from the same class is using the restroom, the teacher must stand in the hallway directly outside of the classroom to supervise. Students should not take writing implements from the classroom (this will reduce vandalism in the bathroom stalls).
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Students talking during class
• Time to talk is built into the lesson. Some of the methods are talking chips, round robin, (timed sharing around a group), pair share, peer coaching, 30 second share
• Voice levels are practiced (can use hand movements and analogies, or background music to let the loudness of the voices allowed; no voice is to be heard over the music).
What students do when their work is completed?
• A list of “Things to Do” when students have completed their work is posted in the classroom. There’s a variety of activities, all of them supporting a rigorous curriculum—many of them rewarding to encourage students to stay on task and complete their class work.
• Designated space in the classroom. • Over plan for each day. (10 minutes of free time each day equates to lost instructional time: 50
minutes/week lost; 7 ½ hours/9 week quarter lost; 30 – 1 hr classes/year; 6 weeks of classes/year)
Working together as group(s)
• If working in pairs or groups is used as a teaching tool, then students are assigned to groups by the teacher. Roles are determined, and cards handed out to explain each.
• The social aspects of working successfully with a group are taught and reinforced. • The group has clear objectives and outcomes. • Group work needs to be monitored by the teacher. The task needs to be well defined, and a time limit
for task completion is assigned to prevent off-‐task behavior.
Using pencil sharpeners
• Pencils are sharpened before class starts. • If a pencil breaks during class and the teacher is talking, the student exchanges his/her pencil for a
sharpened pencil from the “pencil can”. When the instruction part of the lesson is complete, the student may sharpen his/her pencil.
• The teacher models why this is necessary by sharpening a pencil while giving directions. • Rule: Only one person at the pencil sharpener at any given time.
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Ending class
• A signal or reminder is given to students. Students are directed to return books/supplies/folders, their area is straightened up, and students are to return to their seats waiting to be dismissed (teacher may randomly ask two students to report their learning in the class for that day).
• Students check off completed assignments in their planner and circle those to be completed for homework. (If no planner, can use index cards).
• The teacher does a quick walk-‐through of the class before dismissing students to line up inside the classroom.
• The teacher dismisses the class. This is practiced daily until it is mastered.
Classroom cleanliness: “I am responsible.” We are all citizens of Olson/Lind Upper Campus and are responsible for our building. When students are using paint, glue, etc., please cover tables and floor with old newspaper, cloth or plastic. This will help keep our furniture, floors and building clean. Remind students to pick up after themselves and throw their trash away. The expectation is that each departing class will clean their area starting the first day of school. This expectation will be taught to students and will help them to realize that it is not the responsibility of the engineers/staff to clean up after them. (Rodents, ants, etc. are a constant problem. Several classroom trash cans had to be thrown away due to the food and liquid build up. All students are expected to eat in the cafeteria for breakfast and lunch). Food and liquids should not be thrown away in classroom trash cans.
Positive Student Interaction • Have contact with all students at least once during week • Choose 5 students per class that you are going to notice –by writing to or talking to each day of the
week. • Student/teacher conferences about progress and problems.
Communication with parents
• Contact parents if problem arises regarding student behavior, academic problems and to give positive feedback
• A parent is contacted on issues that result in referrals. • Do not allow the student’s voice to be the only one that the parent hears explaining what happened.
(If not, you don’t have a chance to clarify for the parent). • Contact with the parent is made to gain insight into a student’s behavior and to seek a solution to
correct the behavior.
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• Speak to the parent in a calm voice. • Also contact parents when their child is not passing or is having other academic problems and inform
them of OCR worksheet and behavior screener (This helps send the message to the parent that you care about the student’s success)
• Positive communication to parents will get them on your side (You won’t be seen as the enemy who is out to get their child.) Parents are more likely to listen to you if your first contact with them was positive.
Active Supervision
• Teachers will move about the classroom during instruction and check the progress of student work. Students who are not working will be redirected toward the task.
• All incidents of off task behavior or behavior that violates community expectations will be purposefully dealt with by the teacher as appropriate. Allowing avoidance behaviors in the classroom is a cue to students that the work they do is not important and leads to further off task behavior.
Classroom Routines
• Routines for beginning and ending class will be put in place by the teacher. These routines will be intentional and will allow the teacher to begin class with their full attention toward getting learning started in an efficient and orderly manner.
• Classroom helpers will be identified by the teacher and will help with the orderly distribution and collection of materials and other tasks that might otherwise distract the teacher from maintaining order and delivering instruction.
Parent/Teacher Conferences
• OCR Worksheet (s) to be completed along with the parent. If interventions are needed to support student mastery, they are to be listed on worksheet 1.
• Teachers can complete Behavior Screeners with parental input during this time. Portfolios can be shared with parents to document student progress.
• Letters (approved by an administrator) are sent home the week of by the team or teacher providing parents with a list of available conference times to schedule.
• Teachers will provide data and show student work as measured using the Standards.
Preparation for Guest Teachers
• You must have completed comprehensive lesson plans and make available for the reserve teacher; lesson plans that cover your entire absence.
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• Sub folders – All sub folders are to be turned into Linda Gallaway before the first day of school. Include lesson pans that can be used in an emergency absence, seating charts and other information that would be useful to a sub.
• Teams should greet the guest teacher on your team, communicate team procedures and protocol and be of assistance.
• You must call AESOP
Rubrics
• Rubrics should be developed according to best practices. Best practices suggest that rubrics should be developed with student input and be written in student friendly language. At the same time the rubrics need to reflect rigorous standards according to the content area.
• The process for developing such a rubric is as follows: Teachers should first develop rubric criterion according to the standards and the IFL expectations for rigorous work. Develop a document written in professional language according to the highest standards of learning. This teacher-‐created rubric is not shared with the students, but is used by the teacher during the class rubric developing session as a roadmap of what quality work will look like in their content area.
• Teachers should then devote a reasonable amount of class time to develop rubrics with their students. During the class rubric-‐developing session teachers need to shape student input and student language to reflect the rigor of the teacher developed rubric. The final collaborative rubric then should look to the kids as if they developed it as a class, while its content also reflects the teacher’s original rubric.
• Rubrics are to be posted in the classroom. Students should know when their work is good enough and what they need to o to revise their work.
Safety
• Safety and emergency procedures are found in this staff handbook. These include fire, tornado, and lockdown drill procedures and what to do in case of a serious safety threat.
• If an issue of personal or student safety occurs during the school day, please inform an administrator. • When fire drills, tornado drills and lockdowns are practiced, teach students the expectations of
procedures to be followed. Remind them that in the case of a real emergency, we all can be safe if everyone adheres to the procedural expectations.
Visitors
• Anyone who is not a student enters the building is expected to sign the visitor’s log in the main office (this includes family members, friends, etc.)
• If children of staff members come to the school during the work day, a discussion with and approval from the principal is needed.
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• Times of visits are to coincide with scheduled breaks (i.e. lunch, prep, and break) and not to interfere with instruction and/or active supervision of students.
• We are all responsible and accountable • Olson has come a long way thanks to the very hard work of the staff. We need to renew our personal
commitment to provide the very best education to our children, to teach them as if they were “our own” children, to not accept or make any excuses for them not learning or following behavior expectations, and to accelerate their achievement so that the very wonderful potential that each child has can be reached. Our very deep focus this year on Academic Rigor, Clear Expectations, Socializing Intelligence and Accountable Talk will make this happen. They will learn what you teach them.
Field Trips • Parental consent in writing must be secured for each child participating in a field trip.
A blanket approval slip is not sufficient. Each trip must be identified. Use the standard form No. 900 or a similar form incorporating the language. These completed forms should be filed in the school office.
Financial Procedures for schools, as mandated by the District
Any funds that you collect from students for field trips, or any other reason, should be turned in to the finance clerk, Karen Welter, in the main office with a Deposit form. Do not keep cash from students in your room; do not take cash from students home with you or out of the building for any reason. For example, do not keep the cash collected from students, leave the building with it, and use the cash to pay for entrance fees for the field trip or keep the cash and pay the entrance fees with your personal credit card or a personal check. These actions would put you, and by extension the school, in a very vulnerable position. We must follow District policy for all handling of cash. Deposit forms are always
available in the last row of mailboxes in the Office.
For field trip entrance fees, after you give the cash and deposit form to Ms Welter in the Office, we will issue a check for the amount of cash collected, made out to your field trip destination and you will be given a receipt for the cash turned in. Please also include some kind of documentation about the field trip entrance fees. Get a receipt from the field trip
destination and give the receipt to Ms Welter upon your return to school.
For cash collected for field trip buses, after you turn in the cash with the deposit form, a check will be issued to the District Transportation Department and you will be given a receipt for the cash turned in. Also please give Ms Welter a copy of the Bus confirmation form for the field trip. Please allow 2 days turn around to receive a check for your field trip,
as two administrative signatures are required for each check.
Please remember that we do not accept checks for any field trips or fundraisers.
Supplies
Staff should not purchase materials out of their own pocket to be reimbursed. The district has contracts with vendors for most types of materials and supplies. Basic supplies will be provided for you. Olson receives a donation from the League of Jewish Women at the start of the school year. If you have a request beyond basic supplies, please email or
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write a note with your specific request to Ms Welter in the Office. Ms Cunningham will review all requests and you will be notified if your request was approved or not.
Conference Billing Forms
A Conference Billing Form must be filled out before attending a workshop. Please give the form, complete with billing contact information, to Ms Welter in the Office. Ms Cunningham’s signature is required on this form. Ms Welter will
send the Conference Billing Form to the billing contact referenced in order to get budget coding for the reserve teacher. Conference Billing forms are always available in the last row of mailboxes in the Office.
“ALL FOR ONE” ROTATING SUBSTITUTE LIST
PROCESS
When there is not a District substitute, the “All For One” rotation will go into effect. Next to the white board of teachers absent, a sign will be placed listing the day of the rotation. For instance: Day C = the teachers listed in this row will substitute during their prep period. An administrator will also announce that “All for One” rotation is in effect and what specific Day it is.
RATIONALE
The District may, during high need times, have a difficult time supplying us with a substitute. Having an “All for One” rotation helps eliminate some of the spontaneous coverage. As a building, it is important for us to help each other in time of sickness and in emergencies. I do realize that it isn’t Olson/Lind Upper Campus’ fault that the District cannot fill the vacancies. But, we must “all” work together to help Olson continue on with its daily educational process. Teachers will be paid for their lost prep period. Please see Karen Welter for the excel sheet in the main office. You must know your 123. . . . number to fill in the spreadsheet.
PEDAGOGY EXPECTATIONS
2011-‐2012
All instructional practices this school year will reflect the Institute for Learning’s (IFL) Principles of Learning (P.O.L.s):
• Clear Expectations
• Accountable Talk
• Academic Rigor in a Thinking Curriculum
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• Socializing Intelligence
We will spend time in our PLCs now to be called Nested Learning Communities to go deeper into what each of these mean for our instruction. Many instructional practices will be the same across all classes and classrooms will reflect common print materials that demonstrate evidence of the POLs in practice.
These will include but not be limited to:
• Criterion charts in students’ own words
• Exemplars of student work
• Rubrics in students’ own words
• Standards in students’ own words
• Daily “Do Nows” displayed in a more permanent fashion that on the overhead (preferably on the whiteboard)
• Learning objective for the day
• Curriculum map
• Word wall
• Evidence of classroom organization and procedures that are taught to all students to maintain classroom integrity.
• There will need to be a course syllabus that includes:
• Student academic and behavior expectations
• Homework policy
• Makeup work procedure
• Outline of curriculum for the year with major projects
• Grading policy
• Supplies needed
****A copy of the syllabus is due to the principal prior to the Open House on August 25, 2011.
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A curriculum quarter map will need to be posted for the Open House.
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OLSON MIDDLE SCHOOL BEHAVIOR EXPECTATIONS
Olson/Lind students are expected to follow rules of conduct to make Olson a pleasant place to learn. These rules will be enforced in a firm, fair and consistent manner. Parents are asked to comply with these rules when they enroll their child(ren) at Olson. Each classroom teacher has full authority and responsibility for control of his/her classroom. This assures that the teacher can spend as much time as possible teaching.
RULE 1
If you wouldn’t say a word or do an action in front of your parent(s) do not say the word(s) or do the action at Olson.
RULE 2
Olson Middle School is your work place. Your job is to learn. You are to represent yourself as a professional student at all times. As a professional student, you are expected to cooperate and do all work assigned as your job. Do not say, “I don’t want to work (learn) for any reason or you may loose your job.
RULE 3
Students are expected to be courteous and respectful to every adult in the building, and to each other. Appropriate student behavior will extend to bus transportation where you are expected to be safe, respectful, and courteous to and from school while on the bus.
RULE 4
Students are expected to use Accountable Talk and Accurate Language in the classroom and hallways. Inappropriate topics will not be tolerated. NO PROFANITY IN HALLS OR CLASS.
RULE 5
Students are expected to wear their uniform daily.
RULE 6
Students are expected to utilize “0” or “1” voice level when in the hallway.
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Discipline Referral Procedure
Completely fill out the Olson Referral form for each individual student (Do not add more than one student one a referral form)
Detail behavior and indicate interventions used on referral form.
Call office and they will contact an AE behavior support for your classroom.
Keep the student in the room until behavior support arrives (Do not send to the principal or assistant principal’s office as they may be meeting with a parent, or observing in another classroom). STUDENTS ARE NOT TO BE PUT OUT IN HALLWAY WITHOUT ADULT SUPERVISION. Keep student until behavior support arrives.
Give completed referral to behavior support, NOT the student. If the Behavior is a “Level 4” behavior, behavior support will escort student to an administrator or designee.
Teacher completing referral is expected to contact parent/guardian and notify him/her of the student’s infraction, before leaving school. Parents must be notified of the need to have their child removed from the classroom. Teachers have the first hand information (what lead up to the infraction, observed patterns of behavior, interventions used, etc.).
Students without referrals will be escorted back to the classroom.
Prior to referring students out of the classroom for non-‐bottom line behaviors, teachers are expected to have contacted the parent/guardian with one of three primary contact calls.
Primary Contact Calls
Informational call – Notify parent/guardian when student is demonstrating initial excellent or inappropriate behaviors.
Preventive call – Notify parent/guardian that their child’s behavior may result in a referral.
Behavior Intervention call – Notify parent/guardian (prior to the end of the day) that their child was referred out. This contact should be done preferably before leaving school or before the student enters the class the following day.
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Addressing inappropriate student behavior
Use classroom interventions to redirect the student. Review with individual students and the whole class of building and classroom expectations. Reassert appropriate classroom management strategies when needed. (PBIS team is a resource).
Behavior Referrals are for bottom line offenses. (For a list of Level 4 Behaviors, Refer to Page 32). Fighting, weapons, fire arms, drugs, sexual assault or physical assault are example of Level 4 Behaviors . Other behaviors that may necessitate out of classroom referrals are: verbal assault and profanity directed at the teacher and physical or verbal threats against the teacher or another student.
When appropriate, arrange a conference with parent/guardian
to engage them developing behavior plans for students who are consistently disruptive or off task. Documented team interventions are expected to be recorded on Worksheet 1 in the OCR System. Behavior Screeners are to be completed by October 29, 2010.
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Level 1 Behaviors-‐Teacher Intervenes
• Bringing backpacks/purses to class • Chasing peers • Cheating • Chewing gum/eating candy,
sunflower seeds, etc. • Complaining about classroom rules,
teacher decisions • Disrespect • Disrupting class • Doodling/graffiti in classroom, textbooks • Electronics • Inappropriate low-‐level
expletives that are non-‐threatening
• Lack of empathy • Lack of materials • Leaning back on
chairs/tipping chairs • Lying • Manipulation • Mean mugging, mumbling, scowling, rolling eyes, or pouting • Minor hitting, poking, scuffling, roughhousing • Not prepared for class • Off task but not disruptive • Out of assigned area/seat • Pencil fighting • Refusing to participate or do classwork/ homework • Running around the room • Saying the work is “stupid” or “boring” • Saying “your mama” • Sharing lockers • Skipping class • Slow to respond to directions • Talking to peers
• (Fake) threats to other students
• Throwing things • Verbal putdowns
• Wearing jackets, hats, gloves in class
• Writing notes, swearing not directed at an individual
• Yelling in hallways
Level 2 Behaviors-‐Team Intervenes, Social Worker, Counselor
• Arguing • Inappropriate drawing
(unless depicting gang or sexual pictures)
• Inappropriate dress or the way clothing is worn
• Inappropriate games (depicting violence)
• Ignoring teacher (plugging ears, shutting eyes)
• Lack of cooperation • Lying • Non compliance, or ignoring
adult request • Play fighting • Repeated behaviors listed
under Level 1 • Running in the hallways • Skipping school • Verbal disrespect • Writing on desks (no
permanent damage)
Level 3 Behaviors – Administrator Intervenes • Arson • Assault with a weapon • Defiance or gestures of
defiance • Direct physical attack on a
student or staff member
• Extortion
• Gang symbols on student’s property or person
• Gambling
• Harassment: Verbal or physical sexually inappropriate touching, pinching, grabbing, teasing, etc.
• Having to be physically restrained from fighting
• Indecent exposure
• Leaving class without permission
• Persistent lack of cooperation
• Possession of or setting of fire crackers, explosives
• Possession of a weapon • Pulling Fire Alarm or
Defibrillators
• Pushing and shoving resulting in someone getting hurt
• Sexual assault
• Smoking • Theft of school or personal
property
• Threat of physical assault to student or staff member
• Throwing chairs, etc. resulting in someone getting hurt • Throwing gang signs
• Unauthorized presence or leave from campus
• Use, sale, or possession of a controlled substance
• Vandalism
• Verbal abuse/disrespect of staff
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Olson New Student Orientation (For any student starting after September 10, 2010)
1. Submit completed registration forms (Student starts school the following school day) 2. Meet an administrator (academic expectations, 3 R’s, hallway expectations, school
uniform expectation) 3. Student takes DRP in office 4. Take a tour led by a student ambassador (2 Ambassadors Assigned per homeroom;
Ambassadors selected by classroom teacher, Ambassadors orient new student entering his/her homeroom) a. Office staff – introduced to Mrs. Daye -‐ Secretary and Mrs. Welter-‐ finance clerk;
office etiquette is explained (enter with a pass, enter quietly, ask for assistance; supporting the Vision for Olson University); Office staff initials form.
b. Health office -‐-‐ introduced to Melissa P-‐ nurse and Mrs. Sankey -‐ Health Assistant; expectations of health office explained, supporting the 3 R’s); health office staff initials form.
c. Transportation – introduced to Mrs. Hall; expectations of following 3 R’s and bus riding is a privilege; given bus number and shown where buses line up; 3 R’s on bus explained; Mrs. Hall initials form.
d. Schedule / Locker / Lock – (information obtained prior to student starting school); Homeroom teacher initials form.
e. Cafeteria – introduced to cafeteria staff; shown cafeteria procedures and practice putting in lunch code; expectations of cafeteria explained (follow directions of supervising cafeteria staff, throw away all trash, wait to be dismissed, line up by teacher, walk in a straight line, no uniform goes last.); cafeteria staff initials form.
f. Building tour – Read 180, band, gym, media center, art, social workers’ office, grade levels, stairway (grade level)
g. Restrooms – location of bathrooms in cafeteria and on grade level floor; expectations of showing respect for school property, have a pass
h. Behavior support staff – for new student’s grade level, hallway expectations explained, school expectations explained; behavior staff initials.
i. Grade level teachers – classroom expectations and procedures explained (homework, planner); grade level teachers initial form.
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j. Engineer – introduced to engineer who cleans the student’s floor; engineer initials form.
k. Athletic Director – introduced to Mr. Hall, explains expectations for sports participation; Mr. Hall initials form.
l. Questions – m. New student quiz –What is Olson’s Mission? What are the 3 parts of a person that
Olson will get ready for College? Can you give 1 example of each? New student signs form and given an Olson pencil.
n. Student begins class – teacher introduces student to class.
CAFETERIA EXPECTATIONS
Although lunchtime is non-‐instructional time, students still need structure. If the cafeteria is run “loose”, it greatly impacts students’ behavior in the hallway and the afternoon classrooms. In order to provide a positive structured cafeteria, the following procedures are expected to be followed: 1. Panther Pass students can arrive 5 minutes early prior to their scheduled lunch time. Students
must have their Panther Pass with them and must be in complete school uniform to come 5 minutes early.
2. All students are to be seated when they arrive to the cafeteria (including Panther Pass). Students are not to roam throughout cafeteria or leave the cafeteria.
3. Students must be quiet at their tables before supervising staff allows them to go through the
lunchline (1 table at a time).
4. Students must gain permission from supervising staff to go to restrooms.
5. Supervising staff must be spread throughout the cafeteria and not clustered at the front or the side. (Supervision is needed in both hallways to ensure that students are not leaving the cafeteria).
6. Students are not to enter or leave the cafeteria via the engineer’s hallway.
7. Supervising staff will dismiss students by teacher.
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Teacher Input Support Staff Schedules
2011-‐2012 -‐8th Grade -‐6th Grade -‐7th Grade
-‐8th Grade
-‐5th Grade
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POLICY 3000 Code of Ethics Policy Original Adoption: 11/12/1991 Effective Date: 11/13/1991 Revision Dates: 04/14/1992, 02/27/2007 I. PURPOSE AND APPLICABILITY The Code of Ethics applies to all Minneapolis Public Schools officials, employees, contractors, council and advisory council members, including community education and citywide site based councils. It applies to all persons, whether elected or appointed, paid or unpaid, engaged in any activity on behalf of the Minneapolis School District including activities at every school, department or program of the Minneapolis School District. The Superintendent of Schools shall take the necessary steps to assure that all individuals are in compliance. II. GENERAL STATEMENT OF POLICY The proper operation of democratic government requires that public officials and employees be independent, impartial, and responsible to the people; that government decisions and policy be made in the proper channels of the governmental structure; that public office not be used for personal gain; and that the public have confidence in the integrity of its government. In recognition of these goals, there is hereby established a Code of Ethics for all officials and employees, whether elected or appointed, paid or unpaid. The purpose of this Code is to establish ethical standards of conduct for all such officials and employees by setting forth those acts or actions that are incompatible with the best interest of the Minneapolis Public Schools and by directing disclosure by such officials and employees of private financial or other interests in matters affecting the Minneapolis Public Schools. The provisions and purpose of this Code and such rules and regulations as may be established are hereby declared to be in the best interests of the Minneapolis Public Schools. III. RESPONSIBILITIES OF PUBLIC OFFICE Public officials and employees are agents of public purpose and hold office for the benefit of the public. They are bound to uphold the Constitution of the United States and the Constitution of this State and to carry out impartially the laws of the nation, state, and school district and thus to foster respect for all government. They are bound to observe in their official acts the highest standards of morality and to discharge faithfully the duties of their office regardless of personal considerations, recognizing that the public interest must be their primary concern. Their conduct in both their official and private affairs should be above reproach. IV. DEDICATED SERVICE All public officials and employees of the school district should be loyal to the political objectives expressed by the electorate and the programs developed to attain those objectives. Appointive officials and employees should adhere to the rules of work and performance established as the standard for their positions by the appropriate authority. Public officials and employees should not exceed their authority or breach the law or ask others to do so, and they should work in full cooperation with other public officials and employees unless prohibited from so doing by law or by officially recognized confidentiality of their work.
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V. FAIR AND EQUAL TREATMENT
A. Use of Public Property. No public official or employee shall request or permit the use of school district owned vehicles, equipment, materials, or property for personal convenience or profit, except when such services are available to the public generally or are provided as school district policy for the use of such official or employee in the conduct of official business.
B. Obligations to Citizens. No public official or employee shall grant any special consideration, treatment,
or advantage to any citizen beyond that which is available to every other citizen.
VI. CONFLICT OF INTEREST No public official or employee, whether paid or unpaid, shall engage in any business or transaction or shall have a financial or other personal interest, direct or indirect, which is incompatible with the proper discharge of his/her official duties in the public interest or would tend to impair his/her independence of judgment or action in the performance of his/her official duties. Personal as distinguished from financial interest includes an interest arising from blood or marriage relationships or close business or political association. Specific conflicts of interest are enumerated below for the guidance of public officials and employees:
A. Incompatible employment--holding a position in addition to a public position which interferes, or may interfere, with proper discharge of the public duty.
B. Use of confidential information, obtained as a result of public position, for personal gain.
C. Soliciting of personal gifts and favors by a public official or employee. D. Any use of official position for personal gain. E. Holding (possession) investments which interfere, or tend to interfere, with the proper discharge of public
duty. F. Representation by public officials or employees of private interests before the Minneapolis Board of
Education or departments and participation in the profits from such representation. G. Participation in transactions as a public representative with a business entity in which the public official or
employee has a direct or indirect financial or other personal interest without full disclosure. H. Personal interest in legislation to the extent that private interest takes precedence over public interest and
public duty. I. Entry into contracts or other conduct of business for profit by a business in which a public official or
employee has substantial or controlling interest, especially when the public official or employee can influence such contract or business because of his/her public position.
VI. QUESTIONS REGARDING APPLICABILITY OF THE CODE When a public official or employee has doubt as to the applicability of a provision of this code to a particular situation, he/she should submit the question (anonymously if that is desired) to the General Counsel’s Office for review and determination of applicability.
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VII. REPORTING SUSPECTED VIOLATIONS
A. All employees, contractors, public officials or council members have a duty and obligation to report what they believe to be a violation of the ethical conduct required by this Code. The report must be made to their supervisor or manager of the department or building concerned. In those instances in which the immediate supervisor is involved in the alleged violation, the report should be made to the person at the next highest supervisory level. In those instances which the complainant feels uncomfortable reporting the suspected violation to any of the aforementioned persons, that person may make a direct report to the Office of District General Counsel.
B. Supervisors, Department or Building Managers including Principals will forward suspected violations of
the Code of Ethics to the General Counsel’s Office. Any employees may also make a report to the General Counsel’s Office.
C. Suspected violations submitted in good faith and in an appropriate manner, whether or not further
investigation substantiates the claim, will be free from retaliation in any form. The identity of complainants will be protected, within legal limits, and those who retaliate against them will be disciplined.
VIII. INVESTIGATION AND RESOLUTION OF SUSPECTED VIOLATIONS The District General Counsel will promptly investigate alleged violations. Those accused of suspected violations will be given an opportunity to respond. The District General Counsel will prepare a report of the investigation. The report will be submitted to the manager/supervisor and Employee Relations with a copy to the Superintendent. IX. REFRAINING FROM ABUSE OF THE CODE OF ETHICS No one will submit false reports of alleged violations of the Code of Conduct. Any complainant who abuses the Code of Ethics enforcement procedure will be subject to disciplinary action up to and including termination. X. DISCIPLINE AND SANCTIONS Persons who intentionally engage in conduct that is discouraged or prohibited by the Code of Ethics will be subject to discipline up to and including termination. In circumstances where enforcement by discipline is not available, the Minneapolis School District will enforce the Code of Ethics by applying the appropriate sanctions as necessary to promote compliance with the Code of Ethics. References: Excerpted from Employee Handbook, 1984, City of Minneapolis, Minnesota POLICY 3260 BUSINESS Advertising and Selling Merchandise in Schools Pupils in the schools shall not be used to advertise any particular brand name or to promote the sale or use of products so advertised. The collection, through the schools, of coupons or labels which serve to promote the sale or use of the brands or products so
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advertised is prohibited. The sale or advertising of merchandise in the school buildings or upon school grounds shall not be permitted except with the consent of the Board of Education. This policy shall not apply to merchandise which is in whole or in part the product of the pupils and where such product is advertised or sold under the supervision of the principal of such school. When merchandise has been donated to or used in any school buildings, the fact of such donation may be publicly stated. Legal Reference: M.S. 126.19 Peddling and canvassing prohibited on school grounds; penalty. Policy adopted: 4/25/67 MINNEAPOLIS BOARD OF EDUCATION
Minneapolis, Minnesota revised: 11/9/71 10/9/73 POLICY 3520A Energy Conservation Standards Regulation Original Adoption: 04/14/2009 Effective Date: 04/15/2009 Revision Dates: I. PURPOSE The purpose of this regulation is to establish the energy conservation standards which will be used in District facilities. II. PEAK CONTROL ENERGY DAYS All employees and students will comply with energy reduction procedures during peak control energy days. Energy reduction levels will be met in order to fulfill contractual agreements with the Utilities. III. LIGHTING OPERATIONAL STANDARDS A. Facilities users whether staff or not shall minimize the use of overhead area lighting by operating only necessary lighting groups and utilizing task lighting if required B. Lighting will be turned off in any area that is unoccupied, except for gymnasiums, corridors, stairwells, and exits as required by code, or where necessary to maintain an appropriate level of safety. C. Lighting in secondary buildings will remain off until 90 minutes before school starts and lights will be shut off 90 minutes after school ends, except in areas occupied with early morning events, evening events, or other scheduled activities.
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D. Lighting in elementary buildings will remain off until 90 minutes before school starts and lights will be shut off 60 minutes after school ends, except in areas occupied with early morning events, evening events, or other scheduled activities. E. Hallway lights shall remain off on Saturdays, Sundays, Holidays and Summer months when school is not in session, or when no duly authorized permit is in place for the facilities use. F. Natural sunlight should be used in place of electrical light when available, depending on area use and specifications.
POLICY 3548 B BUSINESS Accident Reporting and Review Accident Reporting All accidents involving Board of Education vehicles shall be reported verbally to the Director of Transportation Services or designees as soon as possible. In every case, the insurance carrier's auto liability accident notice is to be completed by the driver of a Board of Education vehicle which is involved in an accident which results in injury or death or a TOTAL property damage of $500 or more. This report must be forwarded within ten days of the accident to the Department of Public Safety, Driver and Vehicle Services Division, Room 110, Transportation Building, St. Paul, Minnesota 55155. The driver will complete the appropriate report form(s) and forward them to the Director of Transportation Services or designee within 24 hours after the accident. In the event the driver is unable to complete the above cited form(s), the Director of Transportation Services or designee will provide assistance as required. Accident Review Panel The purpose of the Accident Review Panel is to evaluate and categorize each accident involving Board of Education vehicles. The panel will recommend remedial safety procedures, specify driver retraining as needed and disciplinary action as required. Such recommendation(s) will be forwarded to the driver's superior for implementation. The Accident Review Panel shall be convened on the third Thursday of each month at the Transportation Center, 1001 Second Avenue North, Minneapolis, Minnesota 55405. Appointments to the Accident Review Panel shall be made by the Director of Transportation Services. The nine member panel shall consist of: 1. Supervisor, Transportation Services (appointed annually for a calendar year term); 2. Foreman, Equipment Shop (appointed annually for a calendar year term); 3. Three professional drivers (appointed annually for a calendar year term); 4. Three representatives from various departments one of which shall be a Principal or Assistant Principal (appointed annually for a calendar year term); 5. Supervisor of Operations, Transportation Department;
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The panel shall organize itself on an annual basis and develop internal operating procedures and a system of secure recordkeeping and provide an annual report of its activities and transactions. All full-time and part-time employees who have had an accident or who were a witness to an accident and who have been duly notified in writing are required to attend panel meetings. The department on whose payroll the employee is being carried shall bear the cost of the appearance. Legal Reference: M.S. 169.09, Subd. 7 Regulation adopted: 2/24/81 By Management Support Services revised: 8/14/83 Minneapolis, Minnesota
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2011-‐2012
OLSON MIDDLE SCHOOL
EMERGENCY
RESPONSE PLAN
Main Office #’s: 668-‐1640/35676 (Tracy)
668-‐1640/35647 (Karen)
Karon Cunningham: 668-‐1641/35641
Evelyn Kimble: 668-‐1644/35644
Amy Nelson: 668-‐1643/35643
CODE RED
Life Threatening Emergency: building is locked down.
CODE YELLOW
Cautionary, but school continues
CODE GREEN
All Clear, return to regular activities
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CODE RED
Life Threatening Emergency: building is locked down.
You will be notified of a CODE RED by an announcement on the public address system or by a member of the Crisis Support Team.
Teacher Duties
• Lock door(s); • Do not admit any students, parents or adults;
-‐-‐If you are outside of the building, stay there and radio to tell staff your location.
-‐-‐If you are in the Media Center, stay there and lock the doors.
-‐-‐If you are in the lunchroom, proceed to the gymnasium and lock the doors (students on the east side of the cafeteria, closest to the courtyard, proceed to the gym using the east hallway; students on the west side of the cafeteria, closest to the dock, proceed to the gym using the west hallway)
• Explain to children, in developmentally appropriate terms, what is happening;
• Keep students calm and engaged in a quiet activity; • Keep phone lines open; • Account for all children – if any children are out of the room and not with
an adult (in bathroom, on an errand, etc.) call the office and tell them: 1. Child’s full name 2. Child’s grade/room# 3. Child’s location
• Keep students away from windows and make sure all windows are closed; • Do NOT let anyone leave the classroom; • Have class list and attendance information available;
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• Be prepared to evacuate students in an orderly manner to a different location if directed to do so;
• Wait for further directions from administrator/designee regarding possible evacuation out of the building or to another location in the building. (“Olson, let’s go for a walk”)
Note:
If it becomes necessary that we are required to stay in the building for an extended time, someone from the Crisis Team will come around to each classroom to discuss the situation with students and teachers.
Staff: Please plan for your own families as well. Know your child’s emergency plan. Depending on the situation, you may not be allowed to leave the building.
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CODE YELLOW
Cautionary, but school continues.
You will be notified of a CODE YELLOW by an announcement on the public address system or by a member of the Crisis Team.
Teacher Duties
• Lock door(s); but you may admit students into the classroom; -‐If you are outside of the building, stay there and radio to tell staff your location
-‐If you are in the Media Center, stay there and lock doors.
-‐If in the lunchroom, stay there.
• Do not allow students to leave;
• Keep phone lines open;
• Make a list of absent students; note late arrivals;
• Keep students calm and engaged in an activity;
• Stays put and listen for further instructions.
CODE GREEN
All clear; return to regular activities
You will be notified of a CODE GREEN by an announcement on the public address system or by a member of the Crisis Team.
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Olson Middle School Crisis Support Team Responsibilities
Principal: Karon Cunningham
• In the event of a crisis, where there is doubt as to whether something is a crisis, the Principal’s first responsibility is to call a meeting of the Crisis Team, including bringing in members who are at other sites that day.
In absence of the Principal, the Assistant Principal takes on the above duties. In absence of all administration, 2 crisis team members in the building will share leadership responsibility.
All below duties should follow adjournment of the Crisis Team meeting:
o Clarify facts and dispel rumors o Determine impact of crisis on school and community o Clarify the crisis team’s plan of action. Potentially call a staff meeting and present information to staff
and students. o Determine next meeting of crisis team to debrief then determine the need for a staff meeting and
course of action for the students following the crisis.
• Communicate to teachers what should be expected of students academically that day (i.e., postpone tests). Discussing the crisis may well become the curriculum for that day. Conversely, in the event that the news media is continuously covering an event of major proportions (i.e., 9-‐11) staff may well be told to turn off their televisions or radios and teach to minimize the trauma that children of this age likely experience through media saturation.
Public Information: Karon Cunningham, Principal/MPS District Staff
• Gather information presented by the District and disseminate to staff. • Gather information from the District and disseminate to media. NOTE: Staff
and students do not take it upon themselves to become spokespersons for the school or district.
• Assist other members of the crisis team in presenting information/facts to students and staff.
Assistant Principal: Evelyn Kimble
• If deemed necessary, contact: 1. Police Liaison Officer Landmasser: 35651 or 612-‐290-‐9142 (pager)
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2. Safety and Security: 668-‐0177; Jason Matlock: 290-‐1180. 3. Area A superintendent: Michael Thomas: 668-‐0140 4. Director of Health Related Services, Carmen Teskey: 668-‐0863 and/or
Manager of Psychological Services, Martha Rosen 668-‐5443. 5. Evacuation Sites: Jenny Lind 668-‐2020
School Social Workers: Bill Smart
• Contact MPS Communications Office (612) 668-‐0230 regarding first contact and primary contact with parents (whether by phone or letter). This may entail a letter(s) to all parents of the school following an incident or contact with specific parents of students involved in the crisis.
Security: Zachary Kiekow and / or Tracy Daye and / or Jeff Bergquist
• Where necessary, primary contact with law enforcement. • As necessary, secure building. • Assist building in evacuation procedures if necessary.
Medical Liaison: Melissa Petrangelo, LSN and Lee Sankey, HSA
• Chief communicator with community medical facilities/personnel. • Assigns trained staff as needed to assist with students/staff needing
immediate medical attention.
Counseling Liaisons Following Incident: Sara Bingham, School Psychologist; Bill Smart, Social Worker; Alex Loesch, School Counselor
• Assist other members of the crisis team in presenting facts to students and staff.
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• Assess needs for counseling services by talking with classroom teachers, and observing students.
• Provide counseling tips to teachers (i.e., how to hold classroom discussions; how to answer questions; how to provide trauma-‐reducing activities to students; how to give students permission for a wide range of emotions). Remember: consider cultural beliefs and reactions to crisis.
• Potentially provide whole class and or small group discussion with students to address the crisis situation.
• Meet with individual students/staff as needed, especially those related to the crisis.
• Make a list of students/staff that may be more affected by the crisis than others (i.e., friends, students who have mental health concerns).
• Assess ability of individual staff to cope with the crisis. • Consult with administration... • If crisis involved a specific student, follow the schedule of that student and
visit close friends. • Provide information to Administration as needed to contact MPS District
Crisis Personnel (Martha Rosen: 668-‐5443, Cell: 961-‐7282 or Rob Purple: 668-‐5486, Pager 589-‐5461.
Communications: Evelyn Kimble
• Assist other members of the crisis team in presenting information to students and staff.
• Where appropriate, write/draft letter to parents and sent to communications to be reviewed.
• Keep crisis team contact cards with phone numbers and all staff home phone list up-‐do-‐date.
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All Team Members:
• Keep walkie-‐talkies on while in the building. • To make an announcement, press *8000 on the phone and then talk (after
the beep). • If a crisis emerges, call a meeting of the Crisis Team, including members who
are off-‐site. • Remember crisis codes:
o Crisis team assemble: then contact members who are not in the building.
o Lock down: “Code Yellow” o Lock down because of dangerous intruder/weapon suspected: “Code
Red” o Evacuation:
• Olson Middle School: Crisis support team members • Lock down sweeps (if Code Yellow) to check restrooms and hallways on each
floor: o First Floor: Karon Cunningham, Jeff Bergquist (Tremont Bryant), Officer
Landmasser, Zachary Kiekow, Joyce Coleman, Melissa Petrangelo, and Lee Sankey
o Second Floor: Amy Nelson, Zachary Kiekow, Jeff Bergquist (Jim Julien), SRO
o Third Floor: Evelyn Kimble, LaShawn Hankton, Bernadette McEachern, Officer Landmasser
Teachers’ Responsibilities in Crisis Situations:
• Remember crisis codes • Crisis team assembles, then contact members who are not in the building. • Lock down: “Code Yellow” • Lock down because of dangerous intruder/weapon suspected: “Code Red”
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• Evacuation: “Olson, let’s go for a walk” • Class list and parent contact information • Flashlight • Kleenex • Small games/cards and books • NOTE: Keep crisis information/items in a locked, easily accessible location
due to the contents of confidential information. Keep Lockdown Code Sheet posted by classroom phone.
• If you come across a crisis (you or someone else depending on the situation) contact administration immediately!
Staff who are CPR trained:
Melissa Petrangelo, Lee Sankey
General Team Members:
Karon Cunningham (principal), Evelyn (Assistant Principal), Tracy Daye (Administrative Aide), Bill Smart (School Social Worker), Sara Bingham (School Psychologist), Melissa Petrangelo (School Nurse), Lee Sankey (Health Services Assistant), Jeff Bergquist (Head Engineer), Zachary Kiekow (Associate Educator), Steve White (Associate Educator), Joyce Coleman, (Associate Educator), LaShawn Hankton (Associate Educator), Officer Karina Landmasser (School Resource Officer) Aundreta Harris (Attendance Liaison), Shanna Williams-‐Clark (Associate Educator), Kong Her (Associate Educator).
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Tornado Retention Areas
Olson Middle School
TORNADO DRILL PROCEDURE
Warning-‐ Instructions will be given over the public address system.
Tornado Plan
It is very difficult to find enough safe places in case of a weather emergency because of the number of windows. Advise your students that during a drill or a real tornado warning – they are to sit down in their assigned area with absolutely NO talking (in case we have to give directions) and wait until the “all clear” is
given. Please stress with students that this drill needs to be taken very seriously.
ASSIGNED SHELTER AREAS
Gym: locker rooms and shower rooms Read 180: remain in class-‐ students sit under tables Band: remain in class Room 101 &102: back hallway south of kitchen across from the Speech room Speech: remain in class-‐ students sit under tables Room 103 & 104: south corridor by bathrooms(stay 20’ from courtyard area) Room 105: use hallway on same side as your room Room 106 & 107: north corridor by bathrooms(stay 20’ from courtyard area) Room 101A&B: use space between halls and class (by your bathrooms) Rooms 200,201,202,213: use North stairwell and move to North end of the 1st floor hall(from elevator to display case using both sides)
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Rooms: 203,204,205,206,207,208 use South stairwell and move to South end of the 1st floor hall (from elevator to just outside rm 102 using both sides) Rooms: 301,302,303,310,311,312 use North stairwell and move all the way to 1st floor DO NOT GO UNDER STAIRS use 1ST set of stairs and outside boys’ bathroom as overflow Room 304,305,306,307,308,309: use South stairwell and move all the way to 1st floor DO NOT GO UNDER STAIRS use 1ST set of stairs and outside of bathrooms as overflow Cafeteria: use band room and hallway between speech and kitchen-‐ half closet to parking lot goes to band room – half closest to courtyard goes to hallway by speech Media Center: If you have 5 & 7TH graders-‐use NORTH stairs 6&8th graders-‐use SOUTH stairs
ROOMS COMING DOWN THE STAIRS FROM 2ND FLOOR-‐USE LEFT SIDE OF STAIRS
ROOMS COMING DOWN THE STAIRS FROM 3RD FLOOR-‐USE RIGHT SIDE OF STAIRS
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BOMB THREATS
DISCOVERY OF SUSPECTED BOMB
Clear the area Immediately. Follow the drill procedure. Report to Olson Middle School
ü DO NOT MOVE or Handle Bomb ü Notify the building administrator(s) ü Call the Minneapolis Police Department 9-‐911 ü Call Plant Operations (612) 668-‐0295
FIRE DRILL PROCEDURE
2011-‐2012
ü Notify Principal or his/her designee
ü Principal or designee reports to Police and immediately begin search
ü Custodial staff searches the interior and exterior of the facility
Report to the Principal at pre-‐designated location Bomb Threat
By Phone:
When receiving a bomb threat by telephone, make an effort to gain as much information from the person as possible. Ask the
following questions:
? When is the bomb set to go off?
? What part of the building?
Listen for voice characteristics (i.e.: male or female
distinguishing vocal inflections)
? When is the bomb set to go off?
Write down all information
? Why?
Letter or Note:
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• Each class should spend time discussing and drilling according to the Fire Drill Regulations.
• Information is posted in each room. Please review the information.
• Fire Drill Regulations – A quick, safe and orderly exit may be assured and panic avoided by adhering to the following rules, these are to be observed by all teachers and students.
1. Lines should form in double file quickly. 2. Each teacher should lead his/her own lines. Make sure door is closed upon leaving. 3. Students should remain quiet in order to hear instructions. Each child should follow the one directly
ahead of him/her and pay attention to his/her teacher. 4. All lines shall move steadily and rapidly (no running) out through the nearest available exit until they
reach a safe place along the street or until the recall bell sounds. 5. Students should exit without wraps (coats, jackets, purses, etc.) school property or personal property. 6. Any teachers without a class should check to see that the children are all out of their part of the
building. 7. Every person, including the students, teachers, nurse, clerks, education assistants, engineers,
lunchroom employees, administrators and visitors, shall leave the building during the fire drill except persons assigned by the principal to supervise the drill.
8. Should a fire drill occur during an auditorium period use the exit closest to your seating location. 9. Should a fire drill occur during the lunch period, use the closest exit.
In case of doubt, congestion, or if the regular exit is blocked, use the nearest or most convenient exit.
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Outdoor Emergency Procedures
A. When an emergency situation develops or seems eminent, blow your playground whistle three times.
B. When the students have gathered around you, count to be sure that you have all the students for whom you are responsible.
C. Take the students into the building to a safe area. (unless CODE RED)
D. If you are outdoors and are told that an emergency exists in the building proceed as advised by the Principal or Assistant Principal.
E. When the “All Clear” is announced, return to your regular activity with the students.
SHELTER-‐IN-‐PLACE PROCEDURES
Sheltering in place provides refuge for students, staff and the public inside the school building during an emergency. Shelters are located in areas of the building that maximize the safety of inhabitants.
Sheltering in place is used when evacuation would put people at risk (i.e., tornado, environmental hazard, blocked evacuation route).
Shelter areas may change depending on the emergency.
• Identify safe areas in each school building. • Building administrator announces that students and staff must go to
shelter areas. • Bring all persons inside building(s). • Teachers take class rosters. • Close all exterior doors and windows, if appropriate. • Turn off ventilation leading outdoors, if appropriate. • Teachers account for all students after arriving in shelter area.
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• All persons remain in shelter areas until a building administrator or emergency responder declares that it is safe to leave.
If all evacuation routes are blocked:
• Stay in room and close door. • Keep air as clean as possible. o Seal door. o Open or close windows as appropriate. o Limit movement and talking in room
• Communicate your situation to administration or emergency officials by whatever means possible.