teacher and staff handbook 2016-2017...2016/09/30 · 1 teacher and staff handbook 2016-2017 (last...
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Teacher and Staff Handbook
2016-2017 (Last Revised – 9-30-16)
www.pathwaystotechnology.com Telephone: 860-695-9450
Fax: 860-569-5569 PLEASE NOTE: THIS HANDBOOK IS AVAILABLE ON-LINE IN THE PATHWAYS PORTAL ON THE TEACHER RESOURCES PAGE AND
ALL FORMS CAN BE PRINTED FROM THERE. IN ADDITION, THERE ARE SEVERAL FOLDERS UNDER RESOURCES ON TEACHER
RESOURCES PAGE WHICH CONTAIN NUMEROUS RESOURCES SURROUNDING TOPICS INCLUDED IN THIS HANDBOOK.
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Table of Contents
Principal’s Message Pathways Academy of Technology and Design Vision and Mission Faculty and Staff Directory 2016-2017 School Governance Council District-Wide School Year Calendar 2016-2017 Bell Schedule 2016-2017 Teacher Schedule 2016-2017 General Information
Acceptable Use Policy: Summary of MHIS Policy and Procedures o What is MHIS? o Pathways Procedures for Technology Issues o Appropriate Use Policy for Computer and Information Resources o Equipment Check-out o Faculty and Staff Responsibility o Theft or Loss o Hartford Schools District Staff Laptop Computer Policy o General Laptop Use Rules o How to Avoid Computer Theft o Laptop Policy Acceptance Form o iPad Checkout Form
Access to the Building
Confidentiality of Student Information
Copying and Copy Machines
Email Access and Setup
Emergency Closing and Delays
Employee Parking
End of the Year Procedures
Field Trips
Fund Raisers
Handbooks
Leaving the Building: Sign-in/Sign out
Posters and Advertising Material
Preparation Periods
Professional and Personal Days
Purchase Orders and Employee Reimbursement
Recruiting
School Compact
School IDs
Smoking Policy
Staff Absences and Substitute Procedures
Staff Hallway Supervision Responsibility
Staff Meetings
Staff Workrooms
Staff Dress Code
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Student Activities Account
Student Textbooks and Accountability
Staff Supervisory Assignments
Summer Bridge Program
Supplies
Students Leaving Class for Field Trips and Other Reasons o Field Trip Sign-Off Form
Teacher Work Day and Sign-in Procedures
Teacher Voicemail
Title IX and the Grievance Procedure
Visitors and Guest Speakers Grading and Gradebooks
Grading Policies
Grading Policy for Special Education
Hartford Board of Education Grading Policy
Homework
Honor Roll/Honors Credit
Final Exams
Report Cards
2016-2017 Grading and Quarters Calendar PowerSchool Procedures
PowerTeacher Attendance
Setting up PowerTeacher Gradebook Pathways Academic Portal Teacher Unit and Lesson Planning
Unit Planning Template Special Education
Accessing and Receiving IEPs
PPT Process Student Assessments and Testing Procedures Department Data Teams
Purpose of Weekly Department Team Meetings
Department Team Leader’s Role
Reflection Questions for Department Teams
Weekly Minutes Log
Tracking Student Mastery and Intervention Form Advisory at Pathways Early Intervention and Academic Intervention
Hartford Board of Education Promotion, Retention and Intervention Policy
Pathways Academy of Technology and Design Intervention Framework
Skinny Block Policy and Procedures
Early Intervention Team Process o EIT Referral Form o ED630 o ED631 o ED636
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Themed Project Portfolios
Themed Project Portfolio ePortfolio Requirements
Themed Project Portfolio Deadlines
Themed Project Portfolio Teacher Project Plan
Themed Project Portfolios School-wide Rubric Best Instructional Practices
Project-Based Learning
Depth of Knowledge and Cognitive Rigor Matrix o Cognitive Rigor Matrix: Reading and Writing o Cognitive Rigor Matrix: Math and Science o Depth of Knowledge Levels o Depth of Knowledge Question Stems
Text Complexity
Close Reading
Text Dependent Questions o Checklist for Evaluating Text-Dependent Question Quality
Effective Writing Practices for all Students Work-Based Learning and Curriculum Integration Plan Student Attendance Policies Student Tardies HPS District Code of Conduct Mandated Reporting Social Work
Flow Chart for Social Work Services
Faculty/Staff Referral Form for Social Work Services Discipline Policies
Student Detentions
Removal from Class Policy
Student Conduct and Discipline Suggestions
Positive Parent Phone Call
Inside and Outside Suspension o Inside Suspension Rules
Health and Safety Procedures
Health Information
Fire Drill and Emergency Response Procedures and Protocols o Emergency Dismissal/Evacuation on School Grounds o Emergency Dismissal/Evacuation off School Grounds o Fire Drill Protocols o Pathways Fire Drill Evacuation Plan
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Principal’s Message
Dear Parents, Staff and Students,
Pathways Academy of Technology and Design does not fit neatly into any school category. We have the rigorous course offerings of a college preparatory high school alongside the hands-on creative classes normally associated with technical schools. With around 400 students we have the enrollment size of a small academy; but with students from nearly 30-plus cities and towns we have the diversity of a regional high school. These disparate character traits make Pathways an interesting and special place.
We are an excellent school in a state of the art facility. In April 2014, we moved into our beautiful new technology rich building on the Goodwin College campus; and in May of the same year, the Magnet Schools of America designated us as the top secondary school in the nation.
At Pathways we believe that our success comes from staying true to our magnet themes: Technology Integration, Project-Based Learning, and Career-Related Experience. If you walk through our halls you will see our students learning through creative projects that integrate technology to deepen learning. We provide each student with a high-powered laptop and excellent teachers to facilitate this creative, critical thinking and technology-driven education. History students make films exploring the meaning and significance of the past; Math students write computer programs that model financial concepts; Business students plan award-winning entrepreneurial ideas; and classes such as Robotics, Computer Programming and Graphic Design allow students to develop 21st Century skills and technological creativity.
Our highly trained teachers work with every student to plan a personal pathway to success. Each student is part of a small advisory group where a teacher pays close attention to his or her academic and personal progress. Advisors, along with all teachers, guidance staff and administrators, work closely with families and keep everyone informed so we can have an effective partnership.
Our partnerships with the business community allow our students to develop their areas of interest through mentoring, internships and career exploration. This year alone, more than 100 students worked at paid technology-related internships we arranged at organizations ranging from Fortune 500 corporations to small neighborhood non-profits. With college and career preparation, technology innovation and quality education, your child will be able to successfully compete and create in the growing, fast-paced and rapidly changing world economy.
I proudly welcome you to the Pathways family where our team of highly trained and caring professionals works every day for each student's success. Join us for an event or school visit and see for yourself.
Sincerely, David Goldblum Principal of Pathways Academy of Technology & Design
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Pathways Academy of Technology and Design Vision and Mission
Vision
Pathways Academy of Technology and Design empowers its diverse community of students to become fully active participants in our global, technology-driven society. Through Project-Based learning, students acquire technological and critical thinking skills, and develop a sense of personal and social responsibility that enables them to successfully compete in the growing, fast-paced, and rapidly changing world economy.
Mission
Pathways Academy of Technology and Design will accomplish its vision through:
Employing innovative and collaborative learning through the use of cutting-edge technology and Project-Based Learning (PBL)
Providing rigorous academic curricular focusing on high achievement
Fostering a belief that all students can achieve
Establishing a team of dedicated and knowledgeable professionals willing to grow with the changing technological world
Developing partnerships with the business community that allows students to explore work-based experiences such as mentoring, internships, and career exploration
Reducing racial, ethnic, and economic isolation of students in urban, suburban, and rural schools
Encouraging parents, students, and teachers to work together to create a positive and safe learning environment
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Faculty and Staff Directory 2016-2017 Administration Goldblum, David Principal Washington, Patricia Assistant Principal Faculty Amoroso, Bernadette School Counselor Barham, Dennis Technology and Design Bennett, Kim School Counselor Boiteau, Katie Science Bothamley, Heidi Math Christie, Andrew Social Studies Clark, Adelle Technology and Design Davis, Elizabeth Special Education DeNino, Kate Technology and Design diCorcia, Wendie Special Education Fitzgerald, Jessica Magnet Theme Coach Flaherty, Deb Science Frankel, Ellen Special Education Givoni, Oren Technology and Design Gustavson, Amybeth Special Education Hay, Matt Social Studies Maurer, Lizz English Moquin, Bev Math Mullen-Barnett, Mary English Overton, Kenya Math Parasiliti, Cheryl Social Studies Parks, Sean Science Peczka, Audrey English Poon, Karen Math Retano, Mike Technology and Design Rubelmann, Erik Physical Education and Health Russo, Victoria Science Sarafin, Jennifer Technology and Design Sosa, Leslie Spanish Soucy, Eric Physical Education and Health Stroop, Matthew Technology and Design Usher, Chelsea English Valentine, Julia Spanish Vargas, Raul Technology and Design
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Faculty and Staff Directory 2016-2017 Support Staff Carrion, Kenterra Social Worker Cormier-Ortiz, Janet Executive Assistant Cruz, Theodore Security Jackson, Sherilyn Paraprofessional John, Ovid Paraprofessional Leonard, Debby Part-Time Tutor Maldonado, Zoraida School and Family Support Service Provider Martin, Eric Behavior Technician Matos, Nohemy Paraprofessional McGovern, Brian Social Worker Michaelson, Beth Speech and Language Pathologist Mullady, Lenore Part-Time Tutor Nelson, Cathy Paraprofessional Pavajeau, Linda Paraprofessional Perry, Eddie Paraprofessional Porros, Marcel Paraprofessional Pusey, Carol Security Rivera, Pauline Operations Manger Rodriguez, Heriberto Paraprofessional Santiago, Rafael Paraprofessional
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School Governance Council The Pathways Academy of Technology and Design Governance Council is comprised of Parents, Staff and Students and is responsible for fulfilling 7 key functions:
1. Analysis of student achievement data and school needs relative to the development and approval of the school’s Accountability Plan.
2. Development and approval of the school’s annual resource allocation plan (budget) in
support of the school’s improvement goals.
3. In the event of a vacancy in the Principalship, the Council shall recommend to the Superintendent of Schools a successor from among a slate of qualified candidates provided by the District.
4. Advice and assistance to the principal regarding programmatic and operational
changes which foster the school’s improvement goals consistent with state statute, Board policy and contracts made by the Board. This may include major program changes, adjustment of the school’s focus, hours and days of operation and the school’s enrollment goals.
5. Promotion of the school as a parental choice relative to its enrollment goals.
6. Advice and assistance to the principal on matters of importance to parents or legal
guardians. The members of the Governance council should exhibit leadership, have the ability to see the “Big Picture,” be willing to develop informed insights into the matters of interest to the school and develop an understanding of budgeting and fiscal management, an interest and concern for all students in the school and an openness to collaborative decision making. They must also have the time and willingness to attend and actively participate.
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District Wide School Year Calendar 2016-2017
July August (2) September (21)
M T W T F M T W T F M T W T F
1 1
2
3
4
5
ESE
1 2
4
ID
5
6
7
8
8
9
10
11
12
5
LD
6 7
PD
8 9
11
ESB
12
13
14
15
15
16
17
18
NTI
19
NTI
12 13 14 15 16
18
19
20
21
22
22
NTI
23
NTI
24 PD
25 PD
26
19 20 21 22 23
25
26
27
28
29
29
C/PD
30
FD
31 26 27 28 29 30
October (21) November (18) December (17)
M T W T F M T W T F M T W T F
3 4 5
PD
6 7 1
2 3 4 1 2
10 11 12
13 14 7 8 PD
9 10
11 VD
5 6 7 PD
8 9
17 18 19 20 21 14 15 16 17 18 12 13 14 15 16
24 25 26 27 28 21 22 23
ER
24
TR
25
TR
19 20 21 22 23
31 28 29 30 26 WR
27 WR
28 WR
29 WR
30 WR
0
January (19) February (18) March (23)
M T W T F M T W T F M T W T F
2 NYD
3 4 5 6 TKD
1 2 3 1 2 3
9
10
11 PD
12 13 6 7 8 9 10 6 7 8 PD
9 10
16
MLK
17 18
19 20 13
14
15 16 17 13 14 15 16 17
23
24 25 26 27 20 PRD
21 PD
22 23 24 20 21 22 23 24
30 31 27 28 27 28 29 30 31
April (15) May (22) June (6)
M T W T F M T W T F M T W T F
1 2 3 4 5 1
2
3 4 5 6 7 8 9 10 11 12 5
6
7
8
LD
9
10
SR
11
SR
12
SR
13
SR
14
GF
15 16 17 PD
18 19 12 13
14
15
16
17
18
19
20
21
22 23 24 25 26
19 20 21 22 23
24 25 26 27 28 29 MD
30 31
26 27 28 29 30
2016-17 School Year Calendar
For Hartford Public Schools
Jul 4
Jul 11
Independence Day (ID) District Closed
Elementary Early Start Begins (ESB)
Aug 2,3,4 New Leader On-Boarding
Aug 5 Elementary Early Start Ends (ESE)
Aug 15,16,17 Administrator Full Day PD 2016
Aug 18,19,22,23
Aug 24 Aug 25
New Teacher Induction (NTI)
School Based Full Day PD District Based Full Day PD
Aug 29 Convocation/ School Based PD
Aug 30 First Day of School (FD)
Sept 5 Labor Day (LD) District Closed
Sept 7 School Based PD/Early Release
Oct 5 School Based PD/Early Release
Nov 8
Nov 11
District Based Full Day PD
No School for Students
Veterans Day (VD) Schools Closed
Nov 23 Early Release Students and Teachers
Nov 24-25 Thanksgiving Recess (TR) District Closed
Dec 7 School Based PD/Early Release
Dec 26-30 Winter Recess (WR) Schools Closed
Jan 2
Jan 6
New Year Day Observed (NYD)
Three Kings Day (TKD) Schools Closed
Jan 11 School Based PD/Early Release
Jan 16 Martin Luther King (MLK) District Closed
Feb 20 Presidents Day (PRD) District Closed
Feb 21 District Based Full Day PD No School for Students
Mar 8 District Based PD/Early Release
Apr 10-13
Apr 14
May 17
May 29
Jun 8
Jun 9,12,13
June 14,15,16
Spring Recess (SR) Schools Closed
Good Friday (GF) District Closed
School Based PD/Early Release
Memorial Day (MD) District Closed
Last Day of School
Early Release Students Only Make Up Snow Days (3)
Administrator Full Day PD 2017 (If no snow days)
2016-2017 District Wide School Year Calendar
Legend: 182
Parents: Check with your school for Parent
Conference Early Release Days.
Summer School Update 021916
ver2
Elementary
Early Start
☺
New Leaders
Orientation
___________________
Administrator PD
Teacher Full Day
Professional
Learning
Early Release for PD
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Bell Schedule 2016-2017
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Teacher Schedule 2016-2017
General Information (organized alphabetically by topic)
Acceptable Use Policy: Summary of MHIS Policy & Procedures
What is MHIS?
The mission of Metro Hartford Innovation Services (MHIS) is to provide leadership, coordination, and support for the information technology and communication needs of the Hartford Public Schools.
MHIS can be reached at [email protected] and 860-757-9311.
Pathways Procedures for Technology Issues:
If you are encountering technical difficulties in your classroom and you need the support of one of our on-site IT technicians, please follow the outlined procedure:
Send an email to [email protected] and put Pathways and your classroom number or
location in the subject line.
In the body of the email, please describe the issue in detail so that we can better serve you and prioritize request accordingly.
Appropriate Use Policy for Computer and Information Resources
Users of the MHIS’s electronic resources are subject to City or Board policies.
Abide by federal and state laws, regulations and policies and those that govern the use of copying and the use of computers and telephones.
Except for extraordinary situations, you must log in only to your own account.
Contact MHIS before installing any software or hardware.
Prohibited activities include, but are not limited to:
Initiating or propagating unauthorized mass mailings, or using e-mail or personal web pages for personal commercial purpose.
Falsifying your identity when sending a communication. Tampering with, abusing, or otherwise damaging computer or telephone hardware or software. Running or installing any program that substantially interferes with the proper operation of the
computer system or network. Using computers or the network or the telephone system to transmit communications prohibited
by law. Connecting personal hardware or installing personal software without prior approval from MHIS
and the user’s department head. System administrators shall have the right to temporarily suspend any user’s access to the
system when necessary to protect the integrity, security and proper functioning of City and Board’s computers and networks or to protect the City and Board liability.
Equipment Check-out
Laptop computers are available in the school. From the time the laptop is checked out to the time it is returned, the person who has checked out the laptop assumes full responsibility for the care of the equipment and will return it in full working order or be charged for necessary repairs due to damages
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incurred. While checking out a laptop, the user assumes full responsibility even if someone else is using it. If a user fails to return a laptop, the user will be charged replacement cost and processing fees for the hardware and software.
Faculty and Staff Responsibility
It is the responsibility of faculty/staff members to take appropriate precautions to prevent damage to or loss/theft of laptop computers in their care. The faculty/staff member or department may be responsible for certain costs to repair or replace the computer if the damage or loss is due to negligence or intentional misconduct. Policies for appropriate use of School property as identified in the faculty/staff handbooks or elsewhere may be used to determine whether liability due to negligent behavior exists.
Theft or Loss
If the laptop is lost or stolen it must be reported to administration immediately. For theft or loss off-campus, it should also be reported to local police as well. The police report should include the serial number for the lost computer. A copy of the police report must be sent to administration within 48 hours of the discovery of the loss. Failure to secure and submit a police report may result in personal liability for replacement cost.
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Hartford Schools District Staff Laptop Computer Policy This Staff Laptop Computer Policy is a supplement to the Hartford Schools District’s (Pathways) Computer Acceptable Use Policy and the District’s Tech Support policies. The District’s Computer Acceptable Use Policy, Staff Laptop Computer Policy, and Tech Support policies apply to the use of all laptop computers inside and outside the school premises and staff members are expected to follow all of these policies when using the District’s laptop computers. The Hartford Schools district (Pathways) has decided to allow staff to use the District’s laptop computers inside and outside the school in order to enhance, enrich, and facilitate teaching and administrative duties as well as school communications. The District’s laptops are to be used as a productivity tool for school-related business, curriculum enhancement, research, and Communications. Staff members may use the District’s laptops for limited personal purposes subject to this policy, the District’s Acceptable Use Policy, and the District’s Tech Support policies. Staff members also shall exercise appropriate professional judgment and common sense when using the District’s laptop computers. All laptops and related equipment and accessories are District property and are provided to the staff members for a period of time as deemed appropriate by the school’s administration. As a condition of their use of the District’s laptop computers, staff members must comply with and agree to all of the following:
Prior to being issued one of the District’s laptop computers, staff members will sign the Laptop Acceptance Form and agree to all outlined policies.
Staff members should NOT attempt to install software or hardware or change the system configuration including network settings without prior consultation with Tech Support.
Staff members are expected to protect school laptops from damage and theft.
Each staff member is monetarily responsible for any hardware damage that occurs off school premises and/or software damage (including labor costs).
Staff members will not be held responsible for computer problems resulting from regular school-related use; however, staff members will be held personally responsible for any problems caused by their negligence as deemed the District’s administration.
Staff members will provide access to any laptop computer, equipment, and/or accessories they have been assigned upon the District’s request.
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General Laptop Use Rules
If you have important data on the laptop, such as grades, tests or exams, you must back it up on Office 365. The seconds that it takes to create a backup are well worth the frustration if/when the computer hard disk fails. Since the laptop’s keyboard and touch pad are permanently attached to the rest of the system, make sure that your hands are clean before using them. Because hand lotion is a major contributing factor to dirt and dust, please make sure your hands are free from lotion before using the computer. It is costly to change a laptop keyboard and/or touch pad that has been damaged by excessive dirt. Do not place drinks or food in close proximity to your laptop. Extreme temperatures or sudden changes in temperature can damage a laptop. You should NOT leave a laptop in an unattended vehicle. When using the laptop, keep it on a flat, solid surface so that air can circulate through it. For example, using the laptop while it is directly on a bed can cause damage due to overheating. ALWAYS keep your laptop plugged into the supplied surge protector when it is plugged in or charging.
How to Avoid Laptop Computer Theft
Due to size and portability, laptop computers are especially vulnerable to theft. Staff members should follow the rules set out below. A staff member will be held personally responsible for any District laptop computers, equipment, and/or accessories that are stolen during the time they have been assigned to that staff member. Below are some tips on how to protect your laptop from being stolen. 1. Do not leave a laptop in an unlocked vehicle, even if the vehicle is in your driveway or garage. Never leave it in plain sight. If you must leave your laptop in a vehicle, the best place is in a locked trunk. If you do not have a trunk, cover it and lock the doors. 2. Be aware of the damage extreme temperature can cause to computers. 3. Carry your laptop in a nondescript carrying case or bag when traveling. 4. Do not leave a meeting or conference room without your laptop. Take it with you. 5. Never check a laptop as luggage at the airport. 6. Lock the laptop in your office or classroom during off-hours or in a locked cabinet or desk when possible. If a theft does occur, immediately notify District’s Administration and Tech Support.
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Laptop Policy Acceptance Form I understand that all laptop computers, equipment, and/or accessories the District has provided to me are the property of the Hartford School District (Pathways). I agree to all of the terms in the District’s Staff Laptop Policy, the District’s Acceptable Use Policy, and the District’s Tech Support policies. I will return the equipment to the District in the same condition in which it was provided to me. I understand that I am personally responsible for any damage to or loss of any laptop computer and/or related equipment and accessories. In case of damage or loss I will replace or pay the full cost of replacement of the damaged or lost equipment with equipment of equal value and functionality subject to the approval of the District. I will not install any additional software or change the configuration of the equipment in any way without prior consultation with Tech Support. I will not allow any other individuals to use any laptop computer and/or related equipment and accessories that have been provided to me by the District. I understand that a violation of the terms and conditions set out in the policy will result in the restriction and/or termination of my use of the District’s laptop computers, equipment, and/or accessories and may result in further discipline up to and including termination of employment and/or other legal action. Signature_____________________________________ Date_____________________ Home Phone _________________Model__________________ District ID # ________ Items Loaned / Condition – If used or damaged please make additional comments
Item Loaned Condition
Computer Yes_____ No_____ New ___ Used____ Damaged____ Power AC & Cord Yes_____ No_____ New ___ Used____ Damaged____ Video Adapter Yes_____ No_____ New ___ Used____ Damaged____ Surge Protector Yes_____ No_____ New ___ Used____ Damaged____ Tripod Yes_____ No_____ New ___ Used____ Damaged____ Remote Control Yes_____ No_____ New ___ Used____ Damaged____ Camera Yes_____ No_____ New ___ Used____ Damaged____ Video Camcorder Yes_____ No_____ New ___ Used____ Damaged____
Comments: (overall condition, scratched, dented, bent, missing keys, missing parts)
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iPad Checkout Date: I, _____________________________, am checking out IPad sn#________________________. I understand that the Acceptable Use Policy of the Hartford Public Schools applies to all use of the IPad and that I am responsible for any expenses incurred through the purchase of applications Terms of Agreement. Staff member is responsible for lost or stolen IPad Staff is responsible for excessive wear or breakage Staff is responsible for accessories provided such as the AC adapter/ Charger No Apps or sites should be illegally down loaded or “Jail Broke” not permissible to search or save in any manner materials that would be considered pornographic, offensive in nature, discriminatory, harassing, or materials that would constitute of a breach of conduct considered unbecoming of a teacher. I also understand that the Ipad is for educational purposes and is to be used for school business, teaching and learning. Print your Name _______________________________________ _____________________________________________________ Signature
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Access to the Building The Operations Manger will distribute key access to all staff and teachers in the building. Staff are responsible for their keys. Lost keys must be reported immediately to the Operations Manger.
Confidentiality of Student Information Specific records of students are considered confidential files and should not be shared with anyone but the school staff. Psychological folders are to be locked up and read only by Pathways staff involved in the education of the child. IEP and PPT information should also be available for staff only. Teacher grade books should be maintained in a secure and confidential manner.
Copying and Copy Machines
Copier machines are located in the Staff Work/Lunchroom on the first floor and in the Staff Work/Lunchroom on the 4th floor. All staff members may use these machines during their preparation periods and before and after school for school related copying purposes only. Copying should not be done during classes when students are in the classroom. Please also note, no staff members other than office personnel are to use the copier in the main office. If there is an issue with a copier machine, it should be reported through the helpdesk system to our PC technicians and the Operations Manager.
Email Access and Setup Each employee will receive a Hartford Schools email equipped with Office 365. For new employees, once an employee ID has been generated from the Office of Talent Management, the Operations Manger of the Executive Assistant will put into a request to the MHIS Helpdesk to activate the employee email. The Magnet Theme Coach will provide any professional development on using Office 365.
Emergency Closings/Delays (860-695-SNOW) If there are emergency closings or delays of school, there will be a School Messenger sent out by the principal. Staff and students are expected to listen to local radio stations. Channel 3 and 30 will carry bulletins with closings and delays. The district's hotline for school closings and delays is 860-695-SNOW. In general, Pathways closes whenever either Hartford Public Schools or East Hartford Public Schools are closed; and, on delay days, we begin classes according to the Hartford Public Schools delay schedule – although students from suburban towns may arrive earlier or later according to those towns’ delays.
Employee Parking Faculty and staff will receive a parking pass from the Operations Manager, which must be placed in everyone’s cars when they park in the school parking lot. The front part of the parking lot is reserved for faculty and staff members, with the exception of several parking spaces that are marked as visitor parking spaces. Student parking is in the back of the parking lot.
End of Year Procedures Before leaving for the school year, teachers are required to return several items and to hand in several pieces of information to the main office. A detail list of this information is here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources&rgid=1168
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Field Trips Proper and necessary paperwork for field trips must be submitted on time. The district has become very strict about these policies so you should not expect that your trips will be approved if you miss these deadlines.
For in-state field trips, field trip forms need to be submitted 14 school days in advanced.
For out-of-state/overnight trips, field trip forms need to be submitted 30 school days in advanced.
All field trip forms and permission slips are located here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources&rgid=1164
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Fund Raisers Any club or Class advisor who wishes to sponsor a fund raising activity at Pathways must first obtain authorization from the Principal before undertaking the selling activity. The sale of counter type candy by any sponsor should not take place during school hours. Under no circumstances should students miss instruction to engage in a fund raising activity. Also, inform the Executive Secretary of your fundraiser so that she can include it in the daily announcements and also note it in the daily bulletin.
Handbooks Each teacher and staff member will receive an updated copy of the following handbooks at the beginning of every school year: Teacher and Staff Handbook, Student and Parent Guardian Handbook, Program of Studies, and Student Laptop Policies and Procedures. These handbooks will be distributed by the Executive Assistant and make accessible as online documents in the Pathways Portal. Handbooks will be updated annually by administration, but new policies and procedures may be added throughout the year and staff will be made aware of updates and changes. The Magnet Theme Coach will provide professional development on school handbooks as needed to new and existing faculty and staff.
Leaving the Building: Sign-Out/Sign-In A "Permission to Leave" form needs to be completed and approved by the Principal if a staff member must leave the building during the school day other than for your duty free lunch. If you leave the building during your lunch period then you will need to sign out in the main office the time along with your initials and then sign back in upon your return.
Posters and Advertising Material Posters that enhance and reinforce the key vocabulary, skills and themes of your class will improve learning. Likewise posting exemplary student work and performance tracking charts can motivate students to do their best. So it is expected that your classroom will be a print rich environment consisting of these kinds of materials to support learning. Posters and other advertising material of non-school agencies may not be distributed or displayed in Pathways without permission of a building administrator and all posted materials must be appropriate for a high school setting; administration reserves the right to ask any printed materials to be removed accordingly. No flyers or materials promoting individual candidates over other candidates in elections should be displayed or distributed at Pathways.
Preparation Periods Union contracts provide for preparation periods incorporated into teachers' schedules in order to give each staff member an opportunity to run off materials, grade student work, plan lessons, check resources, contact parents, or meet with other staff members, all of which comes under the general title of preparation.
Professional and Personal Days
Teachers must notify and receive approval from the Principal when taking a personal or professional day and must confirm that substitute planning has occurred as needed. The teacher should use the procedures described under Substitute Procedures (see pg. 19). Also, a personal/confidential leave form needs to be completed and submitted to the principal for signature and authorization. This form can be found in the main office.
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Purchase Orders/Employee Reimbursement In order to receive reimbursement for expenses, staff must receive prior authorization. Purchase orders must have a completed requisition form signed by the Principal. These completed requisitions are turned into the Operations Manager in the main office. Please see the Operations Manager regarding the rules and policies of purchase orders and employee reimbursements.
Recruiting
Please see the Magnet Theme Coach with any questions related to recruiting, recruitment fairs, RSCO Choice Fairs, Pathways Open Houses, and New Student Testing and Orientation.
School IDs All staff and students are requested to get their picture taken on Picture Day or on Picture Retake Day. From there, staff and students will receive a Photo ID.
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Pathways Academy of Technology and Design School Compact
Vision
Pathways Academy of Technology & Design Magnet High School will empower its diverse community of students to become fully active participants in our global, technology-driven society. Students will acquire technological and critical thinking skills, and will develop a sense of personal and social responsibility that will enable them to successfully compete in the growing fast-paced, and rapidly changing world economy. At Pathways we believe that for our students to fulfill our vision they must demonstrate Scholarship, Leadership, and Citizenship. By demonstrating this excellence, Pathways will be a school that is safe for all students, staff, and parents while providing an environment that fosters respect and support for the diversity of ideas, viewpoints, and learning styles that naturally occur in a multi-cultural setting. Students who are successful at Pathways are those who want a college-preparatory education that strengthens core understandings and develops research, inquiry and problem solving skills in a technology focused programs. Successful students also have the encouragement and support of parents/guardians who value a secondary and post-secondary education.
Pathways Student Pledge By exhibiting all of these qualities below, I will exemplify what it means to be a Pathways student:
Scholarship Leadership Citizenship
Hardworking
Responsible
Persistent
Productive
Inquisitive
Communicator
Accountable
Confident
Inspirational
Open-minded
Respectful
Honest
Empathetic
Kind
Socially Just
By signing this agreement, the student pledges to uphold the values of Scholarship, Leadership and Citizenship, and not engage in behaviors such as bullying, insubordination, use of foul language, sexual harassment, or plagiarism, nor will they tolerate those behaviors from others. Parents agree to reinforce the expectations of the school and support the academic achievement of their child at Pathways. Student’s name _______________________ Student’s signature ______________________ Date _______ (print) Parent’s name _______________________ Parent’s signature _______________________ Date _______ (print)
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Smoking Policy Smoking is not allowed either in the school building or outside of the school building at any time. Students are not allowed to smoke on school grounds. Smoking includes the use of any tobacco products including chewing tobacco. Possession of any tobacco product or lighter is not allowed on school grounds at any time.
Staff Absences and Substitute Procedures When calling out sick or for an emergency, please follow these procedures:
All staff members (certified staff, support staff, such as custodians, paraprofessionals, behavior technician, operations manager, projects and program assistant, etc.) must email the Principal, the Executive Secretary, and the School and Family Support Service Provider as early as possible and call the main office at 860-695-9450 to report your absence.
Certified staff must call the sub service or log into SmartFind Express (https://hartfordps.eschoolsolutions.com/logOnInitAction.do) and place in your absence for a substitute. If a substitute is not needed, then choose that when entering your absence.
o Send an email with your lesson plans and attendance sheets for the substitute to have for the day by emailing all requested information to both the Executive Secretary and the School and Family Support Service Provider. Teachers are expected to use the portal as much as possible to post all substitute work for students and the lesson plan should explain where the work can be found and which work is expected to be completed that day.
o If you are planning a day out, please complete the confidential leave form for jury duty, professional development.
o A confidential leave form needs to be completed for all field trip absences, which should also be noted in SmartFind Express.
If you have any additional questions about reporting absences, please contact the Executive Secretary in the main office at 860-695-9452.
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Staff Hallway Supervision Responsibility In order to supervise students in passing and create a positive school atmosphere all staff members are expected to be present in hallways during passing times, which includes: before the first bell from 7:35 to 7:45; between classes; during block break from 9:11 to 9:21 Monday through Thursday; and after the last bell from 2:14 to 2:25. If you observe or are aware of a behavioral concern, please address the individual directly in ways consistent with Pathways practices and philosophy.
Staff Meetings
Please see the school calendar for additional details on staff meetings and professional development for the 2016-2017. Meeting Name Meeting Day Meeting Time
Department Teams Monday 2:15pm-3:00pm
Professional Learning/Staff Meeting Every other Monday 3:00-4:00pm
Interdisciplinary Project Collaboration Every other Monday 3:00-4:00pm
Advisory Planning Team Wednesday 3:15pm-4:00pm
SPED Department Team Wednesday 2:15pm-3:15pm
Early Intervention Team Tuesday and Friday 2:30pm-4:00pm
Attendance Team Fridays 7:00am-7:30am
Safety Team 2nd Tuesday of every month 9:30am-10:00am
Restorative Practice Committee 2nd and 3rd Thursday of each month 2:30pm-3:30pm
Staff Workrooms
The staff lounge is located in the back of the building behind the cafeteria on the first floor and is available for all Pathways staff members. There is also a staff workroom and lunchroom located on the fourth floor in the back of the building. Lunches may be stored in the staff lounges. Lunch may be eaten in the staff lounges. Students are not permitted in the staff lounges under any circumstances. Do not send students to make copies or retrieve items from the staff lounges. Please keep these areas clean and tidy.
Staff Dress Code Our school is to emulate a business, professional environment so all staff members must serve as role models of professional business dress for our students. Appropriate attire begins with clothing that is in neat and clean condition and excludes tight or short pants, tank tops, halter tops, low-cut blouses or sweaters, jeans, sweat pants, sweatshirts or t-shirts; or any extreme style or fashion in dress, footwear, accessories, fragrances or hair. Although it is impossible and undesirable to establish an absolute dress and appearance code, school administration will apply a reasonable and professional workplace standard to individuals on a case-by-case basis. We may make exceptions for special work assignments, occasions or in the case of inclement weather. An employee unsure of what is appropriate should check with the principal.
Student Activities Account
All monies collected for field trips should be deposited with the Operations Manager. When you receive bills for transportation or other costs for your trip, please complete a requisition form and submit this
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form with a copy of the invoice. You should also maintain all receipts for money deposited, along with the Principal. If you have any questions, please see the Operations Manager.
Student Textbooks and Accountability Laptop computers, textbooks, CD's and all school issued equipment should be checked regularly for loss, damage, or abuse throughout the year. All textbooks must be kept in good condition. Students should write their name, grade, and homeroom on the inside cover of each textbook. Their textbooks must be identifiable. Teachers should maintain a list (with each student's original signature) of those textbooks (by number) which are distributed to students. This list will be provided by the Operations Manager at the beginning of the school year. The student must return all textbooks, etc. issued or pay for them. Teachers should give each student a receipt as proof that he/she returned or paid for the book or equipment. Parents will be billed for lost or damaged material. Staff must submit a list of students with outstanding obligations to the main office before the end of the school year. Students will not be able to take their final exam until all equipment and books are returned to the school. All payments for students should be made to the main office and a receipt will be issued as proof of payment. All payments must be made by the close of the marking period. Report cards will not be issued to students who have outstanding debts. The costs charged to students for lost materials will be the actual replacement cost. Staff should always issue the student or parent a receipt for books, equipment, or monies received. If you have any questions about this, please see the Operations Manager.
Staff Supervisory Assignments Each staff member at Pathways is required to assist with the daily operation of the school. This means that staff is assigned supervisory duties for lunch supervision, hallway supervision, bus supervision, library and bookstore supervision, etc.
Summer Bridge Program The purpose of the Bridge Program is to give incoming freshmen an opportunity to learn more about the Pathways experience. Students are introduced to staff and to other first year students in order to build positive relationships and a sense of community. Classes are offered in study skills, technology, and the core subject areas to prepare students for the upcoming year. Summer Bridge typically occurs a few weeks before the beginning of school.
Supplies Start-up supplies will be issued at the beginning of the year as necessary. Please e-mail the Operations Manager if you need paper, markers, or office-type supplies. Orders will be filled within 48 hours of request as long as the supplies requested are available. Do not send students to the main office to wait for supplies to be issued on the spot. Do not take supplies out of storage without checking with the Operations Manager as the office maintains inventory. If you have any questions, please see the Operations Manager.
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Students Leaving Class for Field Trips and Other Reasons 1. FORMS: The attached Field Trip Form will be used for all class field trips and college trips.
Students must get sign offs from each teacher to go on field trips. This form is also availability electronically here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources&rgid=1164
2. ADVANCED NOTICE DEADLINES: o At least 6 days in advance:
Trip Leaders must give Field Trip Forms to students so the students can get other teachers to sign off on the form.
Trip Leaders must work with the main office to post the trip on the school calendar on the Pathways Website.
The School Nurse must receive a complete list of students attending the trip with students alphabetized by last name and corresponding grade level.
o At least three school days in advance of the Trip Leaders must collect the field trip forms so that other teachers have advance confirmation of who is going.
3. MANADATORY VERSUS OPTIONAL TRIPS: o Field Trip Leaders must specify on the forms whether the trip is Optional or Mandatory
for the class. o A student failing an academic class may not be taken out of that class for any Optional
Trips. A teacher who feels that a student should not be taken out his or her class for someone else’s Mandatory Trip should contact the Trip Leader and discuss the matter.
Pulling Students from Class for Other Reasons:
1. Guidance and Social Work:
Outlook Invitations for Standard Appointments: In most situations School Counselors and Social Workers will notify teachers of student appointments by sending an Outlook appointment invitation, aiming for at least 3 school days in advance, to the teacher(s) whose class-time the student will be missing. If the teacher does not want the student pulled out at that time, they can reject this appointment with a comment explaining the situation. If the student confirms or ignores the invitation, the appointment will move forward. Students will still get passes for the appointments; teachers are not responsible for reminding them (though feel free to do so if you remember).
Appointments without Advance Notice: For a number of reasons students may need to be pulled out without advance notice. In this case students will receive passes and teachers will honor them.
2. Appointments to See Administrators, Give Tours, etc.: Administration and others pulling students out for any reason will follow the procedures outlined above for School Counselors and Social Workers.
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David Goldblum, Principal
Patricia Washington, Assistant Principal
Field Trip – Permission to Miss Class
____________________________________has a field trip planned and would like your permission to take Teacher Name
_______________________________________________________ Student Name
Field Trip Location: ____________________________________________________________ Date and Time of Trip: _________________________________________________________ Check one: This trip is a curriculum requirement for the class. This trip is optional, but recommended.
Class Grade Teacher Signature Comments
Block 1
Block 2
Block 3
Block 4
Block 5
Block 6
Block 7
Block 8
Advisory
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Teacher Work Day and Sign-In Procedures The workday for teachers begins 10 minutes prior to the opening of the student day. Since the student day begins at 7:45 AM, teachers are required to be in school and ready to begin their workday by 7:35 AM. The teachers' workday ends ten minutes after the close of the student day. If the student day ends at 2:14 PM, then the teacher workday ends at 2:24 PM except for days when there are required staff meetings, professional development, office hours, etc. All staff members are expected to sign-in on the TimeForce machines, either by fingerprint or card swipe-in, which are located in the main office. Please see the Executive Secretary if you need to set this up.
Teacher Voicemail BOE Unity Voice Mail Instructions Initializing your Voice Mail (First time login) To access the voice mail system for the first time, press the Messages key. The system will then prompt you to enter your temporary PIN (password). The temporary PIN you will use is: 153153 The system will then prompt you to record your name, record a greeting and change your password to a personal PIN that should be at least (6) digits long. Once you are finished initializing your voice mailbox you are ready to receive messages.
Voice Mail Notification When you have a voice mail message there will be a red light on your handset and a flashing envelope will appear next to your extension on the display.
Accessing Voice Mail from your Cisco telephone Press the Messages key or dial 58680 Enter your PIN The system will then tell you how many messages you have and prompt you to press 1 to listen to them.
Accessing Voice Mail from outside the office Dial 860-695-8680 Press the * key when the system answers Enter your ID (your 5 digit extension) The system will then prompt you to enter your PIN Follow prompts to retrieve your messages
Accessing Voice Mail from another Cisco telephone Press the Messages key Press the * key when the system answers Enter your ID (your 5 digit extension) Enter your PIN Follow the prompts to retrieve your messages To Call Forward your phone to Voice Mail
Press the CFwAll key one time and then press the Messages button
To cancel Call Forward press the CFwAll key one time Shortcut for Changing Settings / Greetings The following shortcuts can be accessed AFTER you enter your password.
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To Change the voice Greetings: opt 4 opt 1 opt 1
To Change y the PIN: opt 4 opt 3 opt 1
To Change the Recorded Name: opt 4 opt 3 opt 2
Title IX and the Grievance Procedure The Hartford Board of Education complies with all applicable federal, state and local laws prohibiting the exclusion of any person from any of its educational programs or activities or the denial to any person of the benefits of any of its educational programs or activities because of race, creed, color national origin, ancestry sex, sexual orientation, gender identify or expression, marital status, age or disability subject to the conditions and limitation established by law. The preamble to Title IX of the Education Amendments of 1972 states that: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Grievance procedure forms are available which provide for the prompt and equitable resolution of complaints alleging violations. These forms may be obtained at the Office of the Superintendent or the office of your building principal. In addition, any student or employee may make an inquiry or complaint directly to the Federal Office of Civil Rights.
Title IX Coordinator Information:
Patricia Washington, Building Title IX Coordinator
Pathways Academy of Technology and Design 2 Pent Road East Hartford CT 06118
860-695-9478 Email: [email protected]
Kimberly Schulte, District Title IX Coordinator
Hartford Public Schools, 960 Main Street Hartford, CT 06103
860-695-8615 fax: 860-722-8454
email: [email protected]
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Visitors/Guest Speakers
Visitors are not allowed at Pathways unless they have been approved by an administrator. Due to security reasons, no student visitors will be allowed unless they are accompanied by a parent and they have been granted prior approval by an administrator. Any staff member who wishes to bring an adult visitor or guest speaker into the school should obtain permission from an administrator. All visitors must wear their visitor badge (obtained from our main office secretary) at all times while visiting Pathways.
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Grading and Gradebooks
Pathways’ Philosophy Regarding Grading and Grade Books The purpose of grading is to give feedback to students and parents on how well the students are showing that they understand and can apply the most important concepts and skills in a course. Grading should reveal when students are meeting standards, when they are excelling and when they are struggling. Grade books should tell the story of the course, describing the succession of learning activities and assessments that the teacher has laid out to promote learning. They should show evidence that the students were given
1. assignments to learn key concepts and skills; and then 2. formative assessments (mini-projects, mini-presentations or quizzes) to see whether the
material was learned; and then 3. summative assessments (projects, presentations or tests) to demonstrate the extent
that a set of skills and concepts were mastered. Because grading plays a key role of communicating achievement levels to students and parents, grades for effort rather and achievement should be kept to a minimum. Also, since students and parents use the gradebooks for reference, graded assignments should be named in a way that designates their content. To demonstrate how Pathways is committed to student learning, the grade book should show evidence that the teacher responds when students are not mastering the material, rather than just moving on with the curriculum. So that if most students did poorly on a formative assessment one should see learning assignments targeted at re-teaching whatever was not learned before proceeding on to the summative assessment. To demonstrate how Pathways is committed to rewarding excellence, the gradebook should also show evidence that students have been given an opportunity to excel and be recognized when they show performance beyond minimal mastery. Therefore, it is expected that all major assignments will have open-ended components where students can excel and the highest grades will be reserved for those who have gone above and beyond what is required. Gradebooks are an important record of how the teacher has structured and carried out the learning experience for their students and as such teachers should expect that their gradebooks will be a key subject of their evaluations.
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Grading Policies
Grading Policy #1 If a student has not met mastery on the standard, he or she may retake an equivalent summative assessment, excluding midterms and final exams, if:
All formative assessments and learning assignments leading up to this summative assessment were completed, and
Students complete any assignments the teacher has given them to re-learn the material.
Teachers have discretion on how and when the re-assessment will be given. Grading Policy #2 Teachers must weight effort grades in PowerSchool Gradebook at no more than 10%. This include grades that are based on behavior, class participation, and work that is graded only for completion. An exception to this may be made for classes that are graded Pass/Fail. Grading Policy #3 At least one item of work done during class-time each week must be graded for accuracy or mastery of specific learning objectives and entered into PowerSchool Gradebook. If a homework assignment is being graded for completion rather than accuracy or mastery, this should be designated in the gradebook. Grading Policy #4 A graded formative or summative assessment must be preceded by at least one assignment that is graded for mastery and aligned with the material on that assessment and entered into PowerSchool Gradebook (i.e. you cannot give a quiz or a test on material that has not been the subject of any graded assignments.)
Rev. 3/16/15
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Grading Policy for Special Education Teachers to follow Pathways grading procedures unless identified otherwise per PPT.
If students individualized education program (IEP) states other grading procedures, then they will be graded according to their goals and objectives and/or their accommodations and modifications stated in their IEP.
Staff are responsible to refer to their goals on page 7 and their modifications and accommodations on page 8 and follow the grading procedures as stated per students’ IEP.
The grading procedures may include:
Modified grades based on IEP:
Students’ assignments created according to their modification/accommodations on their IEP, should be graded on accuracy. Their grades shall reflect progress towards their goals and objectives.
Grade Improvement:
Students shall be graded on improvement from one assessment to a subsequent assessment on the same standard. Student are to be graded on improvement made according to completion of modified assignments and assessment. If student has shown improvement from one assessment to a subsequent assessment on the same standard, only the subsequent assessment will be entered into PowerSchool Grade Book.
Degree of completion
Students shall be graded on their work completion for their assignments that are modified or regular based curriculum.
Effort
Students shall be graded on effort put forth in their classwork and class participation. See attached effort grading scale.
Pass/Fail
Students at a functional educational level shall be given pass/fail as decided by the PPT team for any and all identified subjects.
Goals and Objectives
Students shall be graded according to their functioning level and/or goals and objectives on their IEP. If they do not have goals and objective pertaining to your class, follow their accommodations and modifications for grading procedures. Student assignments must be modified to the student’s functional level and/or goals and objectives in reading, writing, and math.
Rev. 6/2/15
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Hartford Board of Education Grading Policy Grading The district shall establish a consistent, fair, objective and meaningful system to communicate the academic profile of student(s) to families and other approved institutions. Report cards combined with scheduled parent-teacher conferences, and other forms of communication promote a process of continuous evaluation of student performance and communication regarding student achievement. Achievement is defined as performance measured against Common Core State Standards (adopted by CT State Dept of Ed July 2010) and other national and state standards and outcomes. This will provide students, teachers and parents with a clear understanding of what students are expected to learn. Achievement of the standards will be the measure in the process of evaluating student performance. A grade weighting/class ranking system of grade point average (GPA) shall be in place for the high schools and shall be included with all student transcripts sent to higher education institutions. Grading – Administrative Regulations Student academic achievement shall be evaluated, recorded and reported each marking period. Students, parents/guardians and appropriate school personnel will be informed of the student's progress. The district will utilize technology assisted systems to produce grade reports. The 4-point model is the approved configuration for grading beginning in the 2014-2015 school year. 4-point numeric system
A+ A B+ B C+ C D+ D F / Incomplete
4.0 4.0 3.3 3.0 2.3 2.0 1.3 1.0 0
Courses are available for students at three levels of academic challenge. Students are encouraged to strive for academic excellence. A system of grade weighting recognizes the differences in student achievement. Grade weighting encourages and rewards students for selecting courses at more challenging levels of difficulty. A grade weighting system shall be implemented for the high schools in accordance with the guidelines set forth and published annually in the parent/student handbook.
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Each marking period a student will receive a letter grade (A-F). The letter grade communicates the level of achievement of current content standards This grade along with the course “weight” is used to determine the student’s Grade Point Average. At the end of the school year, a final GPA is computed from the final grade point average of each course. Weighted Scale
A+ A B+ B C+ C D+ D
*AP/ECE/DE 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5
Honors 4.75 4.25 3.75 3.25 2.75 2.25 1.75 1.25
College Prep 4.0 4.0 3.5 3.0 2.5 2.0 1.5 1.0
*Advanced Placement/Early College Experience/ Dual Enrollment Un-weighted Scale
A+ A B+ B C+ C D+ D
Un-weighted 4.0 4.0 3.3 3.0 2.3 2.0 1.3 1.0
Both the weighted and the un-weighted scale appear on the student transcript. The weighted scale is used to determine class rank.
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Pathways Academy of Technology of Design Gradebook Calendar 2016-2017
Progress Reports, Report Cards, and Comments Timeline
Item Date
1st Marking Period Progress Report Grades and Comments are Due
Friday, September 30th, 2016
1st Marking Period Progress Reports are Issued Friday, October 7th, 2016
1st Marking Period Grades and Comments are Due Thursday, November 10th, 2016
Report Cards are Distributed at Report Card Night (1-3pm and 5-7pm)
Wednesday, November 16th, 2016
2nd Marking Period Progress Report Grades and Comments are Due
Friday, December 9th, 2016
2nd Marking Period Progress Reports are Issued Friday, December 16th, 2016
2nd Marking Period Grades and Comments are Due Friday, January 27th, 2017
Report Cards are Distributed at Report Card Night (1-3pm and 5-7pm)
Wednesday, February 1st, 2017
3rd Marking Period Progress Report Grades and Comments are Due
Friday, February 24th, 2017
3rd Marking Period Report Cards are Issued Friday, March 3rd, 2017
4th Marking Period Progress Report Grades and Comments are Due
Friday, May 5th, 2017
4th Marking Period Progress Report Grades are Issued Friday, May 12th, 2017
4th Marking Period Grades and Comments are Due Thursday, June 8th, 2017
Item Dates
Y1 8/30/2016 - 6/8/2017
Semester One 8/30/2016 – 1/20/2017
MP1 8/30/2016 – 11/4/2016
MP2 11/7/2016 – 1/13/2017
E1 1/17/2017 – 1/20/2017
Semester Two 1/23/2017 – 6/8/2017
MP3 1/23/2017 – 3/31/2017
MP4 4/3/2017 – 6/1/2017
E2 6/2/2017 – 6/8/2017
X1 8/30/2016 – 10/14/2016
X2 10/17/2016 – 12/9/2016
X3 12/12/2016 – 2/10/2017
X4 2/13/2017 – 4/7/2017
X5 4/17/2017 – 6/8/2017
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Homework Homework should support student learning and prepare students for college. Assignments and materials should be posted on the school portal whenever possible and always should be designed so students can complete them independently. Homework should be assigned daily for about 30 minutes per class. Homework assignments should be meaningful and reinforce concepts taught in the classroom should most often include both a reading and writing component.
Honor Roll/Honors Credit The Pathways Honor Roll is a special notation of those students who have demonstrated a high degree of academic achievement during a marking period. The following criteria are used to determine eligibility for the Honor Roll: High Honors: The student must receive "A"'s in all subjects. Honors: The student must receive "B"'s or better in all subjects. Students are identified for honors credit by the teachers. School counselors will provide all staff with appropriate forms and information for completion.
Final Exams Teachers must prepare and administer Mid-Year and Final Exams in all graded courses. We will follow a specific half-day schedule for the administration of final exams only; Mid Year Exams will be given during normal class periods during the last week of the first semester.
Report Cards Pathways Academy of Technology and Design operates on a semester system so that the school year is divided into two semesters. Each semester is approximately 20 weeks in duration. There are two report cards issued during each semester (see the school calendar for these dates). The teacher has the responsibility of determining report card grades after evaluating student progress and is responsible for keeping parents as well as students informed of academic progress. Interim reports and conferences are some ways the teacher may use to keep the student and parents abreast of progress. Since many factors are involved in determining report card grades (class participation, homework record, quizzes, examinations, projects, etc.), it is the responsibility of the teacher to inform students in writing of all criteria for evaluation that will be used to determine the grades and how those grades will be calculated.
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PowerSchool Procedures These are numerous resource documents on PowerTeacher Gradebook located here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources&rgid=1162 The information here is an overview of basic procedures.
PowerTeacher Attendance
Attendance for each class must be entered in PowerSchool at the beginning of each block.
Setting up PowerTeacher Gradebook For a full year course, you should follow this criteria when setting up your PowerTeacher
Gradebook: M1: 20% M2: 20% E1: 10% M3: 20% M4: 20% E2: 10%
For a semester course, you should follow this criteria when setting up your PowerTeacher Gradebook:
M1 or M3: 40% M2 or M4: 40% E1 or E2: 20%
Calculation of F grades (Numeric Percent Less than 50) o If a student receives a final grade of F (and Numeric Percent is less than a 50) at
the end of a marking period (M1, M2, M3, M4, X1, etc.), the teacher will need to manually override the numeric percent to at least 50.
Open PowerTeacher Open the Gradebook Click the classes drop-down and choose the class Click the Report Term drop-down and choose the appropriate marking
period in which the F was reported. Double click on the Final Grade for the student with the F. Click Manually Override Change the Numeric Percent to 50. Repeat these steps for each class in the appropriate marking period in
which the F was reported.
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Pathways Academic Portal Each teacher and staff member is set up with a Finalsite Portal account. Teachers are expected to use their Portal account in a variety of ways.
Teachers must set up all their graded classes on the portal. This includes posting all assignments and resources to their portal pages and establishing a class calendar with assignments and due dates. They may also use the portal to enhance their classes in other ways such as: setting up interactive discussion boards, creating dropboxes to turn in electronic assignments, etc.
School information, resources, and daily announcements are posted on the portal.
Teachers are responsible for checking the portal daily for these updates. Each student and parent in the school has a portal account as well. Students will use their account to interact with their academic classes and receive school announcements. Parents are able to access their student’s portal page to see their class calendar and keep track of homework assignments and deadlines. This is a very important tool for parent and school communication. Teachers are expected to keep their portal calendar up to date on a weekly basis. For a more thorough user guide on the Portal, please refer to the documents listed here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources&rgid=535
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Special Education
Accessing and Receiving IEPs Accessing IEPs Through PowerSchool
1. Login to PowerSchool (Make Sure to Allow Pop-Up Blockers for this site).
2. Next to the class that the student is in, click on the backpack icon to go to student
information
3. On the bottom left corner, click on Documents. This will automatically pull up all
students in your class with IEPs on IEP Direct.
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4. Click on the icon next to the student’s IEP you would like to open. This icon will
generate and IEP in PDF format.
5. Click on the PDF Icon to open and view the student’s IEP.
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Teacher Unit and Lesson Planning
Planning and preparation support student learning for in several ways:
The planning process forces you, as a teacher, to specify and reflect on what you want to accomplish in each unit and in each class and how best to do so.
Planning helps you control how class time is used and, as a result of reflection, use that time as productively as possible.
Lesson and unit plans can be used, with revisions and adaptations, each time you teach the course, and can be continuously modified and improved for best instructional practices.
Unit and Lesson Planning Expectations at Pathways:
Unit plans must be submitted to your supervisor, which will be the principal or the assistant principal, at least one week prior to teaching the unit.
Unit plans should be between 3-6 weeks in length and provide, at minimum, the information described in the unit plan template below; the specific format is up to the teacher.
Lesson plans must be available in your classroom for review but do not need to be turned in to your supervisor unless requested.
Unit plans should also be readily available for access in your classroom. Unit Planning Approach: Backwards Design Pathways advocates but does not require using the generally accepted Backwards Design model for unit planning. In the Backwards Design model, the teacher starts with the end, the desired results, and then derives curriculum to meet the desired results. The process takes the following steps:
Identify desired results. o Establish learning goals for the course. What should students know,
understand, and be able to do?
Determine acceptable evidence. o Think about how you will decide if students are starting to master the
knowledge and skills you want them to gain. What will you accept as evidence that students are making progress toward the learning goals of the course?
o When planning how you will collect this evidence, consider a wide range of assessment methods (essay, tests, short-answer quizzes, homework assignments, lab projects, etc.) in order to ensure that you test for exactly the learning you want them to gain.
Plan learning experiences and instruction. o After you have decided what results you want and how you will know you’ve
achieved them, then you start planning how you’re going to teach.
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What are the best exercises, problems, or questions for developing your students’ ability to meet your learning goals?
How can they apply their learning? How can they practice new knowledge to gain the skills you want
them to learn? Additional Resources and Coaching on Unit Planning
Your supervisors and Magnet Theme Coach are available by appointment to meet with you and provide assistance in planning your units.
Professional development sessions on unit planning will be available.
Additional resources on unit planning are located here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources&rgid=1166
Peer-review sessions on unit plans both departmentally and cross-departmentally will be available.
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Unit Planning Template
What are the desired learning results of this unit?
What are the standards of this unit?
What skills are needed to achieve desired results?
What is acceptable evidence to show desired results?
What is the sequence of activities, learning experiences, etc. that will lead to desired results (the plan)?
Students will acquire a working understanding of…
Insert text of enduring understandings, learning outcomes, etc.
List the related content standards from either Common Core, ISTE, NGSS, etc. that are aligned to this unit.
List all declarative and procedural knowledge students must have FIRST in order to successfully complete this unit.
List performance tasks, assessments (formative and summative), journal prompts, etc. that demonstrate that your students are moving towards/achieving desired learning results.
Get your calendar and plan the sequence of teaching/learning beginning with the nuts and bolts teaching and ending with the final or culminating evidentiary piece that demonstrates proficient learning of the desired results.
Day 1 Date: Focus of the day: How will you know that students are getting it? How does the essential question connect to this day’s focus? Continue sequence while planning entire unit.
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Student Assessments and Testing Procedures Currently, there are several district-wide mandated assessments that all students at Pathways Academy of Technology and Design must take. These assessments include:
NWEA MAP for 9th and 10th graders o Students are assessed three times a year in the fall and spring on the
computerized NWEA MAP assessments in reading and math.
CAPT Science for 10th Graders o Students are assessed in March on the CAPT Science test.
PSAT for 10th and 11th graders o Students are assessed in the fall on the College Board PSAT.
SAT for 11th and 12th graders o Students are assessed in either the fall or the spring, depending on grade
level on the College Board SAT.
AP Examinations for Specific 11th and 12th graders o Specific students complete their AP exam in their classes in May.
Teachers are required to use student assessment data to set yearly student learning objectives. Training and coaching will be provided in how to set these student learning objectives based on current student data. In additional, training and coaching will be provided on how to use this student assessment data to improve instructional practices in both the classroom and during department team meetings. Progress monitoring reports are sent home to all parents as they are available. There are resources for these assessments are located here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources If you have any questions about assessment and student progress monitoring, please speak to the Magnet Theme Coach.
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Department Data Teams Purpose of Weekly Department Data Team Meetings:
To agree on what are the most important content and skills students need to learn.
To track how students are progressing at mastering them.
To plan for intervention and reassessment of struggling students with the goal that they achieve mastery.
To reflect on the results of teaching strategies and make adjustments as necessary. Department Team Leader’s Role:
Prepare agenda for Monday’s meeting and record meeting minutes.
Develop schedule of courses for presentation and sharing.
Organize department team binder, which contains a tab for each course and standard mastery forms, copies of assessments and relevant student work samples, themed projects and relevant work samples, and midterm and final course assessments.
Facilitate meeting and keep team on task. Reflection Questions for Department Teams:
1.) Has your department created a document that lists the most important content and skills students need to learn in each course?
2.) What evidence do we have that each course has been tracking the mastery of standards and producing names of students who are not mastering the most important content and skills?
3.) What evidence do we have regarding what each teacher has been doing to address
students who are not mastering standards?
4.) Are all the members of your department receiving the weekly minutes?
5.) How well does your department function as a team?
6.) What else could your department be doing to improve?
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Department Team Weekly Minutes Log
Department:_______________________________________ Purpose of Weekly Department Team Meetings:
To agree on what are the most important content and skills students need to learn.
To track who is not mastering them.
To plan for intervention and reassessment of these students until they achieve mastery. Part 1: Recap of Previous Meeting What is the update from the last meeting? Who implemented intervention/reassessment and what were the results? Who are the students that are still not meeting mastery and what is being done about it? Part 2: Current Meeting Status Who presented results today and from what course? Provide a summary of those results. What is the plan of action to implement intervention/reassessment? Part 3: Next Meeting Who is presenting and from what course next week?
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Student Name Block Original Assessment Score and
Date
First Interventions/Dates 1st Re-Assessment Score and
Date
Second Interventions/Dates 2nd Re-assessment Score and
Date
Tracking Student Mastery and Intervention Form Teacher Name: Date Submitted:
Subject area: Unit:
Standard/Skill:
Assessment/Date:
Circle one: Formative or Summative
Minimum Score for Mastery:
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Tracking Student Mastery and Planning for Reteaching/Interventions
1. Record the students who did not master the standard/skill on the assessment along with their corresponding score and the date of the assessment.
2. Create a plan for intervention on those students, which may include measures such as: a. INTERVENTIONS TO ADDRESS LACK OF MASTERY (examples below)
i. Re-teaching the entire class in a different way until mastery is attained; ii. Re-teaching a skill in small groups or one on one in class or skinny block and providing time for guided practice until
mastery is attained; iii. Referring student to on line resources for re-teaching, reviewing practice results until mastery is attained; iv. Referring student to staff or peer tutoring until mastery is attained. v. In the case of a SPED student, modifying curriculum to a level where mastery can be attained.
b. INTERVENTIONS TO ADDRESS LACK OF EFFORT (examples below) i. Conferencing – by teacher, guidance and administration -- one on one with student to understand causes for the lack of
effort; ii. Providing more supervised work time during the school day for practicing the needed skill (in class, skinny block, lunch,
block break or pull out tutoring); iii. Having the student stay after school to complete work (this needs to be supported by conferences with students and
calls home by teacher, guidance and administration). iv. Implementing an incentive system, class-wide or individual, to encourage increased effort.
3. Reassess the students using a different assessment to show mastery of the standard/skill after intervention has been in place. 4. If progress is not being made after implementing the first intervention, try one more intervention. 5. Re-assess a second time. 6. If student still has not shown mastery, refer to administration for further measures.
This form along with a copy of the assessment should be given to the department leader to place in the department binder. Work samples from students who have not displayed mastery should be copied and included to allow for discussion and collaboration with colleagues.
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Advisory at Pathways Objectives:
Every student at Pathways should feel loved, known and inspired.
Every advisor should be able to answer to at least the following 6 questions about each of their advisees:
1. What is your name? 2. Where do you live? 3. How are you doing in school? 4. What are your interests and aspirations? 5. What are you challenges? 6. What is your family situation?
Every parent should feel that his or her child’s advisor is a primary point of contact.
Every student should have a Student Success Plan (SSP) that is an authentic and current plan for his or her high school experience.
Methods:
An Advisory Planning Team made up of counselors, teachers and other staff will plan the advisory curriculum. They will be given paid time during the summer for this purpose as well as time during the year.
We will follow a reading, journal and discuss model most weeks. In this model students
will be presented with a source of some kind (text, video, etc.) that will be the basis for reflection in their journals and group discussion facilitated by the advisor. The Advisory Planning Team will provide sources and guiding questions but advisors will be able to substitute other sources and questions that follow the same theme. Students and staff will sit in circles during advisory to facilitate discussion and to make clear that this is not a conventional class. Professional development will be provided on how to facilitate discussions that help students reflect, open up and join together.
Advisors will also be trained on how to assist students in developing Student Success
Plans that are meaningful to the students and meet the district’s expectations. Guidance curriculum will be delivered during class time by the guidance counselors
rather than during advisory. Accountability: Advisors will be responsible for knowing about their advisees, contacting their parents and taking other actions as necessary to support them. At least quarterly, supervisors will meet with advisors to discuss their advisees. Advisors will be expected to be able to present their advisees SSPs and give brief status reports on each student.
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Early Intervention and Academic Intervention
Promotion, Retention, Intervention Policy Hartford BOE Policy 5121 The Hartford Public School System is dedicated to the continuous academic, social, emotional and physical development of all students. The school system will provide qualified staff with a well-articulated curriculum where students are expected to achieve acceptable performance standards at each grade level. These standards are determined by the Hartford Public Schools taking into consideration the benchmarks set by the Connecticut State Department of Education. The promotion of students will be directly related to their demonstrated proficiency or developmentally appropriate progress toward achieving performance standards. In an effort to support all students, an emphasis should be placed on the early identification of students who are experiencing difficulty academically and providing those students with the appropriate supports and supplemental services. Each school will be responsible for providing supports and supplemental services to each child who is not demonstrating proficiency in achieving these performance standards through the use of Scientific Based Researched Interventions (SRBI). SRBI is defined as an instructional approach that focuses on assessing current and on-going academic and behavioral performance and responding with targeted, appropriate instruction and supports. The decision to retain a student is made by a team that includes the principal, teacher/s, support staff, and the parent or guardian of the student. The decision to retain a student should be made only when the appropriate interventions have been utilized, and all other alternatives to retention have been considered. If the team decision is to retain the student, a developmentally appropriate academic intervention plan must be developed and implemented to meet the student’s individual needs. Student progress must be monitored by the team throughout the plan implementation. The Promotion, Retention, Intervention Administrative Regulations will be reviewed annually from date of implementation to ensure alignment with the Connecticut Core Standards and current educational research. Legal Reference: Connecticut General Statutes 10-221(b) and 10-223(a)
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Early Intervention Team Process
When a student is experiencing difficulty in school, it is necessary to identify the cause and provide appropriate intervention strategies as early as possible. In order to accurately assess the problem. It is important to gather as much data as possible and seek input from individuals with knowledge about the student before making a determination to implement a particular program or strategy. All discussions and data gathered by the Early Intervention Team are confidential. They may only be shared with appropriate committees to whom a recommendation has been made to aid in the determination of services. Early Intervention Support Teams will consist of the following: Administrator, counselor, referring staff, parent/guardian, interventionist, special ed. teacher, advisor. Others may include: Other individuals who may have specific knowledge of the student, psychologist, school social worker, school nurse, Behavior Tech, Family Resource Aide Some recommendations the Early Intervention Support Team might make:
Continue Tier 2 intervention program
Modify duration intensity, or delivery of Tier 2 Interventions
Additional strategies in general education
ESL or Bilingual program for evaluation and appropriate services
Referral for Speech Assessment Only
Referral to the nurse
Referral to Special Education for evaluation
Section 504 Evaluation
Who should be referred to an EIT?
Any student who experiences difficulty in school after the implementation of minor accommodations and/Tier 1 interventions in the regular classroom should be referred to the Early Intervention Support Team.
Students who exhibit behaviors which cause the teacher to suspect emotional or chemical related problems, and who have received Tier 1 interventions in the regular classroom should be referred to the EIT.
Students who are absent from four consecutive classes in one month or 10 absences in one year.
Following benchmark assessments, and a review of student data, EIT members may meet to analyze data and make recommendations for appropriate levels of interventions for students struggling in Math and or Reading.
DO NOT begin a referral (with the exception of obvious severe issues) without going
through Tier 1 Interventions first.
Please see Reading, Written Expression and Math Tier 1 Forms these forms can be
completed prior to or after an EIT meeting.
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EIT Form
Download the attached EIT Form and corresponding paperwork to submit referrals. EIT referrals are submitted to the Assistant Principal.
EIT Revised July
2016.pdf
ED630.doc ED631.doc ED636.doc
Skinny Block Policy and Procedures
Purpose: a. Intervention: To provide small student groups (12 or fewer per teacher is ideal) with
intervention time and tier 2 academic supports in core content areas in order close the achievement gap.
b. Enrichment: To provide students who are on grade level and are succeeding in their core classes to engage in academic enrichment beyond that offered in their regular classes.
Background: For most students, typical classroom instruction (Tier 1) is appropriate and meets their needs, but for others, success is not that easy. For those who struggle, a second tier of instruction will focus additional attention on the academic or behavioral area in which the child struggles. More tiers may be available with greater needs. Most importantly, our students will benefit from matching current levels of skill and ability with the curricular choices provided in their classroom. We believe that the earlier we provide these students with appropriate instruction, the higher the likelihood that they will succeed. Implementation of Scientifically Research Based Interventions (SRBI):
Use a three-tier model of service delivery.
Intervene early and identify at-risk students.
Use a problem-solving method to make decisions based on data.
Use assessment for three different purposes: universal screening, diagnostic assessment, and progress monitoring.
Use research-based scientifically validated interventions.
Monitor student progress to inform instruction.
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Student Placement:
Administer a universal screening for all students at least three times per year (NWEA MAP). Use screenings to identify students who are at-risk for academic failure or who may require closer monitoring, further assessment or supplemental instruction.
Use multiple data points, including MAP data, lexile, class grades, and teacher recommendations to place students in appropriate Skinny Blocks.
o 1st priority: Below grade-level RIT in that content area AND failing that content class (or earning low assessment scores in that content class).
o 2nd priority: Below grade-level RIT in that content area and passing content class.
o If a below grade-level RIT in both math and English, place on a case by case basis.
Students, as much as possible, remain with their English and/or math teacher for the subsequent skinny block, so they can build on in-class relationships.
Students who are on grade level for math and English and who are earning satisfactory grades on assessments can receive an enrichment/study hall during skinny block.
Teachers’ Responsibility:
Teachers will work with students on setting meaningful and relevant academic goals, which will be the basis for whether students move out of skinny block at the next progress monitoring checkpoint.
Teacher(s) will frequently monitor student progress through reviewing student classroom grades on a weekly basis. Students will also take ownership and track their own classroom grade progress within the skinny block.
The work should be led by the teacher(s) of the regular class and be based on current learning objectives and assessment data from that regular class.
If student progress it not being made in a timely manner, teachers should complete an Early Intervention Academic Referral to administration after exhausting intervention resources.
Non-math/English faculty may support a math and/or an English intervention skinny block.
Where there are too many students in one course (i.e. Algebra I) for the teacher(s) of that class to lead the associated Skinny Block(s), another teacher (or 2) should be paired with those teachers to offer a parallel Skinny Block in the same subject area or co-teach.
Student’s Responsibility
Students will also take ownership and track their own classroom grade progress within the skinny block.
Students will have a folder that keeps records of their assessment grades and academic progress.
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Students are responsible for working with the teacher and completing all assigned work and lessons.
Skinny Block Curriculum
Curriculum in a Skinny Block should be: o Based on the standards and curriculum taught in the associated Tier I
academic course, and be CCSS aligned, but should be retaught in a different way and reassessed in a different way than initially assessed in the regular class.
o Based on standards that are fundamental to the ones being taught, but that the students have not mastered.
Some subjects and teachers may be utilizing specific Tier II intervention programs, such as iReady, Math 180, Read 180, and System 44.
Monitoring Progress
Student progress in Skinny Block classes should be checked frequently in order to assess student mastery of the standard.
Frequent communication between core content teachers, skinny teachers, tutors, etc. needs to occur in order to ensure student progress is being tracked appropriately and assessed.
If student progress is not being made, additional supports should be recommended and implemented (i.e, student moves from a Tier II to a Tier III intervention), or a referral to the Early Intervention Team (EIT) after exhausting intervention resources.
Student grouping in Skinny Block classes will be reassessed each progress report and report card and after each MAP test. The roster of a Skinny Block should be fluid to best support students where and when they struggle.
Conduct periodic assessments of current skinny block practice to review if the current offerings are increasing student academic achievement and enrichment opportunities.
Grading Academic Support Class
Students receive a Pass/Fail grade.
Classwork and other formative assessments should be graded.
Student mastery of core content assessments may also be reassessed during this time.
Academic Class (a credit bearing course required for graduation)
Students receive a letter grade as required for a course credit toward his/her graduation requirements.
Enrichment Class
Students receive a Pass/Fail grade. Study Hall
Ungraded course Rev. 4/29/15
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Themed Project Portfolios
Purpose: Pathways is using Themed Project Portfolios (“Portfolios”) to accomplish the following educational goals:
1. To deepen our students’ critical thinking skills by having them comprehend and analyze one theme from the perspectives of many different intellectual disciplines.
2. To develop our students’ project planning and execution skills by having them do a series of projects using the same rubric and using their evaluations from one project to set focus areas for the next.
3. To develop our students’ technology skills by having them use a variety of technological tools in a set of projects.
4. To develop our students’ creativity by giving them a substantial role in conceiving ideas for their own projects.
5. To build character among our students by having them reflect on their own personal development in the Five Key Areas: (1) critical thinking; (2) planning and collaboration; (3) product; ( 4) reflection and revision; and (5) growth.
Method: In addition to the many other projects that Pathways students normally do, each student will complete seven Themed Projects -- one project in each of their seven different classes. Each Themed Project will include a written reflection completed at the conclusion of the project and each reflection must include a rough draft with teacher comments and a final draft that has been revised according to those comments. The Themed Projects will be spread out over the year, from September through April, according to subject area. Some students will have fewer than seven projects to the extent their schedules include course that fall outside the standard Pathways curriculum such as study halls, courses at Goodwin College or another college, Virtual High School or other On-Line classes, etc. Advisory teachers will serve as their advisory students’ Portfolio Instructors. Part of Advisory will be dedicated to the Themed Project Portfolio process. Students will individually meet with their advisor once at the beginning of the year to:
(1) review the portfolio process (2) reflect on what areas of strength and weakness they think they have related to this process (3) set some focus areas for personal development for this year in the portfolio process.
Advisors will continue to meet with students throughout the year to check in on portfolio progress, conduct a mid-year review, and then a final evaluation at the end of the year. In May of each year students will accumulate their Themed Project reflections and some evidence of each project into a single portfolio with a written introduction and a year-end reflection. This reflection will address their thoughts about the theme and their growth in the Five Key Areas, especially the ones they chose to focus on, by referring to at least three of their
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Themed Projects. During the month of May every student will present their portfolio to an evaluator who will ask questions and then give feedback. Evaluators will include teachers, other faculty and community members, including IAB, and Presentation Day will be a major school event. After getting feedback from their evaluators students will finalize their portfolios and present them to their portfolio instructor for a final grade and feedback. The completion of a Portfolio each year will be a graduation requirement.
Please refer to the published Themed Project Portfolio calendar as well as numerous TPP resources located here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources&rgid=367
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Themed Project Portfolios ePortfolio Requirements
Beginning the 2016-2017 school year, students will be creating a Pathways ePortfolio using Weebly to showcase their yearly Themed Project Portfolio among other important areas of their high school career. They will grow his ePortfolio throughout their years as Pathways and it will be a public document that they can show potential employers and colleges. This ePortfolio will be a visual display of student work and talent and reflective of their personality and individual interests and goals. It will also serve as a component of the student internship process, and they will show their ePortfolio to potential employers as they interview to gain employment at a paid internship. Students will receive training on how to create an ePortfolio using Weebly through either their technology classes or their advisory. Advisory teachers will have their Weebly username or password and details on how to support Weebly creation. Students will have time throughout the year to work on their ePortfolio and receive peer and teacher feedback before they present it at the annual showcase on Wednesday, May 17th, 2017. List of Items that will be required in the Pathways ePortfolio by Pathways graduation:
Welcome/Introduction about yourself and your goals
Photo (pictures/logos that represent yourself)
Current Resume o Video Resume (if created)
Cover Letter
Coursework o List of all the courses taken at Pathways
Themed Project Portfolio for Grades 9, 10, and 11 o Summary and evidence of projects o Link to projects
Internship o Summary of your internship o Description of the work you did at your internship o Logo and facts about the company o Internship Presentation o Internship Evaluator Summary
Capstone Project for 12th Grade
Exemplary work o Additional exemplary work, outside of Themed Projects and Capstone
Contact Information o Link to LinkedIn profile
Visit the following Weeblys to see examples of Pathways ePortfolios:
http://angelicaortizz.weebly.com
http://aracelisfigueroa.weebly.com
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TPP Project Deadlines 2016-2017
Directions: Each teacher must submit the following TPP Project Overview for his or her TPP project. Aside from the overview, please also include the following materials in your submission:
Student Project Handouts/Materials o Please submit any materials that the students will receive in regard to your
TPP project. You will receive feedback on these materials. Please submit all these materials by the following deadlines: September 2nd, 2016: All teachers must submit to Magnet Theme Coach which quarter they will implement their TPP project on Character. September 13th, 2016: TPP Project Overview and Project Materials on Character that will be implemented in the 1st Quarter are due. November 2nd, 2016: TPP Project Overview and Project Materials on Character that will be implemented in the 2nd Quarter are due. January 17th, 2016: TPP Project Overview and Project Materials on Character that will be implemented in the 3rd Quarter are due. Unless there is an extenuating circumstance and you have been granted approval by administration, no TPP projects should be implemented during the 4th quarter.
Please submit all TPP materials to the Magnet Theme Coach
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Themed Project Portfolio Project Plan – see following pages
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Project Title: Project Length:
Subject/Course: Teacher: Grade Level:
Other disciplines included (if interdisciplinary):
Project Summary: Summarize the project and describes how it addresses an authentic problem/topic.
Standards: Align the project to your curriculum’s content standards
Driving Question: List the project’s driving question, consider the engagement and authenticity of the question
Learning Objectives: List the learning objectives of the project.
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Technology Integration Describe how you are integrating technology into this project.
Student Products/Assessments: Describe the products the students will produce for this project. What kinds of assessments will you use to evaluate the student learning objectives? Describe how you will engage an authentic audience with this project (audience/evaluators for student presentations; collaborators on student work and research; providing authentic experiences for the students with the material content)
Individual:
Team:
Authentic Audience:
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Project Alignment to TPP Rubric
Content Knowledge and Critical Thinking: Explain how your project addresses the Depth of Knowledge Levels? (Your project should address at least 3 of the 4 levels).
Level 1: Recall and Reproduction Tasks at this level require recall of facts or rote application of simple procedures
Level 2: Skills and Concepts Engage mental process beyond habitual response using information or conceptual knowledge. Requires two or more steps.
Level 3: Strategic Thinking Requires reasoning, developing a plan or a sequence of steps, some complexity, more than one possible answer, higher level of thinking than previous 2 levels
Level 4: Extended Thinking Requires investigation, complex reasoning, planning developing, and thinking over an extended period of time.
What kinds of connections do you hope your students will make with larger key ideas from this class or other courses?
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Revision and Reflection: What reflections strategies/methods will be used during your project and when will they be used? How will you ensure that students have a model of exemplary student work? How will you ensure multiple revisions of student work? How will you provide teacher feedback during the process? How will you provide peer feedback through peer review?
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4 - Exemplary 3 - Proficient 2 - Emerging 1 - Beginning
Content Knowledge and Critical Thinking
__ Project demonstrates a thorough understanding of the required content. Student completely answered the driving question and addressed alternative views and perspectives. __Project demonstrates excellent critical thinking skills. The student analyzed key ideas and synthesized information from this topic with the project theme and with key ideas from other topics learned in this class or elsewhere.
__ Project demonstrates that an understanding of most of the required content. Student answered the driving question well. __ Project demonstrates good critical thinking skills. The student analyzed the key ideas well and synthesized information from this topic with the project theme and with key ideas from other topics learned in this class or elsewhere.
__ Project demonstrates an understanding of some of the points of the required content by answering the driving question and addressing alternative views and perspectives. __ Project demonstrates that a developing ability to analyze (break down) and synthesize (put together) information in order to connect the topic to the theme or other topics.
__ Project demonstrates an understanding of little of the points of the required content by answering the driving question and addressing alternative views and perspectives. __Project demonstrates a limited ability to analyze (break down) and synthesize (put together) information in order to connect the topic to the theme and other important topics.
Planning and Collaboration
__ Student created and followed a timeline for the project and met all the deadlines. __Student effectively used the appropriate organizational tools to organize research information. __Student showed leadership and responsibility in collaboration with the teacher and teammates throughout this project.
__ Student met all the deadlines that were set for him/her and that were set for himself/herself. __Student a variety of appropriate organizational tools to organize research information. __Student collaborated often and effectively with the teacher and teammates throughout this project.
__Student met some of the deadlines that were set for him/her and that were set for himself/herself. __Student used organizational tools that were given to him or her to organize research information. __Student inconsistently collaborated with the teacher and teammates throughout this project.
__ Student did not meet the deadlines that were set for him/her, and student did not set deadlines for himself/herself. __Student did not use any organizational tools to organize research information. __Student did not collaborate enough with the teacher, and teammates throughout this project.
Product and Presentation
__Student showed expertise and innovation in the use of technology in this project. __Student exceeded all the requirements for what should be included in the presentation. __Student presented the project in a way that was not only clear and engaging for the audience but also unusually creative or memorable.
__ Student chose the appropriate technology and used it very well in this project. __ Student met all the requirements for what should be included in the presentation. __Student presented the project in a way that was clear and engaging for my audience.
__Student struggled with the technology tools in this project. __Student met some of the requirements for what should be included in the presentation. __Parts of the presentation were either confusing or boring.
__ Student did not use technology appropriately in this project. __Student met little of the requirements for what should be included in the presentation. __Student did not present the project to an audience effectively.
Revision and Reflection
__Student completed multiple drafts of the project, using his or her reflections as well as teacher feedback and feedback from others to improve it each time. __The final project reflection deeply and clearly explained what the student learned about the subject matter, the theme and addressed their development as a student.
__Student completed multiple drafts of the project, using teacher feedback to improve it each time. __The final project reflection addresses what the student learned about the subject matter, the theme and addressed their development as a student.
__Student completed multiple drafts of the project and used some of the feedback from teachers to improve the project each time. __The final project reflection addresses some of what the student learned about the subject matter, the theme or the student’s development
__Student did not use teacher feedback to improve the project. __The final project reflection does not substantially address what the student learned about the subject matter, the theme or the student’s development.
Growth
__Student shows dramatic growth from previous projects by improving on at least three areas on this rubric, including growing even further in areas where he/she was already exemplary
__Student’s work shows solid growth from previous projects by improving in at least one area on this rubric, including growing even further in areas where he/she was already exemplary
__Student’s work shows no real growth from previous projects because he/she did not do better in any area; but he/she didn’t do worse in any area either.
__Student’s work shows negative growth from previous projects because he/she did worse in at least one area and no better in any area.
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Best Instructional Practices Best Instructional Practices are specific teaching practices and methods that guide interaction in the classroom and focus on student-centered learning. Pathways Academy of Technology and Design has adopted several best instructional and teaching practices that focus on student-centered learning and high-leverage student engagement. We will continue to have professional development sessions in these areas and continue to add high-leverage teaching strategies to our repository. As a teacher here at Pathways, you should familiarize yourself with these teaching practices and implement them in your unit and lesson planning. The following guide highlights the following practices:
Project Based Learning
Depth of Knowledge and Cognitive Rigor Matrix
Text Complexity
Close Reading
Text Dependent Questions
Writing Practices Resources for theses instructional practices can be found here: http://www.pathwaystotechnology.com/groups.cfm?groupID=1570&tab=resources
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Project Based Learning Pathways Academy of Technology and Design follows the Buck Institute’s model of Project-Based Learning (PBL). What is PBL? PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. Essential Project Design Elements include:
Key Knowledge, Understanding, and Success Skills – the project is focused on student learning goals, including standards-based content and skills, such as critical thinking/problem solving, collaboration and self-management.
Challenging Problem or Question – the project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.
Sustained Inquiry – students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
Authenticity – the project features real-world context, tasks and tools, quality standards, or impact, or speaks to students’ personal concerns, interests, and issues in their lives.
Student Voice & Choice – students make some decisions about the project, including how they work and what they create.
Reflection – students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles, and how to overcome them.
Critique and Revision – students give, receive, and use feedback to improve their process and products.
Public Product – students make their project work public by explaining, displaying, and or/presenting it to people beyond the classroom.
Why PBL? PBL is an effective and enjoyable way to learn and promotes deeper learning competencies required for success in college and career.
PBL makes school more engaging for students.
PBL improves learning.
PBL builds success skills for college and career.
PBL helps address standards.
PBL provides opportunities for students to use technology.
PBL makes teaching more enjoyable and rewarding.
PBL connects students and schools with communities and the real world.
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Depth of Knowledge and Cognitive Rigor Matrix Depth of Knowledge represents the comparison of the cognitive demand of the Common Core Standards and the cognitive demand of the Assessments given to determine their mastery. The Cognitive Rigor Matrix merges Bloom’s Taxonomy with Webb’s Depth of Knowledge. Bloom addresses what type of thinking (verbs) is needed to complete a task and Webb addresses how deeply do you need to have to understand the content in order to successfully interact with it? How complex is the content? The Depth of Knowledge (DOK) ensures that teachers are teaching to a level that will promote student achievement. There are four levels to the DOK that are addressed in the following matrices below. There are two specific matrices. One matrix addresses Reading and Writing and the other addresses Math and Science. Below the matrices are two additional resources on Depth of Knowledge.
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Cognitive Rigor Matrix: Reading and Writing
Revised Bloom’s Taxonomy
Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
o Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts
o Read words orally in connected text with fluency & accuracy
o Define terms
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models
o Identify or describe literary elements (characters, setting, sequence, etc.)
o Select appropriate words when intended meaning/definition is clearly evident
o Describe/explain who, what, where, when, or how
o Specify, explain, show relationships; explain why, cause-effect
o Give non-examples/examples o Summarize results, concepts, ideas o Make basic inferences or logical
predictions from data or texts o Identify main ideas or accurate
generalizations of texts o Locate information to support explicit-
implicit central ideas
o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference)
o Identify/ make inferences about explicit or implicit themes
o Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text
o Explain how concepts or ideas specifically relate to other content domains or concepts
o Develop generalizations of the results obtained or strategies used and apply them to new problem situations
Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
o Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words
o Use context to identify the meaning of words/phrases
o Obtain and interpret information using text features
o Apply a concept in a new context o Illustrate how multiple themes (historical, geographic, social) may be interrelated
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view)
o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions)
o Categorize/compare literary elements, terms, facts, details, events
o Identify use of literary devices o Analyze format, organization, &
internal text structure (signal words, transitions, semantic cues) of different texts
o Distinguish: relevant-irrelevant information; fact/opinion
o Identify characteristic text features; distinguish between texts, genres
o Analyze information within data sets or texts
o Analyze interrelationships among concepts, issues, problems
o Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text
o Use reasoning, planning, and evidence to support inferences
o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes
o Analyze complex/abstract themes, perspectives, concepts
o Gather, analyze, and organize multiple information sources
o Analyze discourse styles
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
o Cite evidence and develop a logical argument for conjectures
o Describe, compare, and contrast solution methods
o Verify reasonableness of results o Critique conclusions drawn
o Evaluate relevancy, accuracy, & completeness of information from multiple sources
o Draw & justify conclusions o Apply understanding in a novel
way, provide argument or justification for the application
Create Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, produce
o Generate conjectures or hypotheses based on observations or prior knowledge and experience
o Synthesize information within one source or text
o Develop a complex model for a given situation
o Develop an alternative solution
o Synthesize information across multiple sources or texts
o Articulate a new voice, alternate theme, new knowledge or perspective
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Cognitive Rigor Matrix: Reading and Writing (continued)
Revised Bloom’s Taxonomy
Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models
o Describe or define facts, details, terms
o Select appropriate words to use when intended meaning/definition is clearly evident
o Write simple sentences
o Specify, explain, show relationships; explain why, cause-effect
o Give non-examples/examples o Take notes; organize ideas/data o Summarize results, concepts, ideas o Identify main ideas or accurate
generalizations of texts
o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference)
o Write multi-paragraph composition for specific purpose, focus, voice, tone, & audience
o
o Explain how concepts or ideas specifically relate to other content domains or concepts
o Develop generalizations of the results obtained or strategies used and apply them to new problem situations
Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
o Apply rules or use resources to edit specific spelling, grammar, punctuation, conventions, word use
o Apply basic formats for documenting sources
o Use context to identify the meaning of words/phrases
o Obtain and interpret information using text features
o Develop a text that may be limited to one paragraph
o Apply simple organizational structures (paragraph, sentence types) in writing
o Revise final draft for meaning or progression of ideas
o Apply internal consistency of text organization and structure to composing a full composition
o Apply a concept in a new context o Apply word choice, point of view,
style to impact readers’ interpretation of a text
o Select or devise an approach among many alternatives to research a novel problem
o Illustrate how multiple themes (historical, geographic, social) may be interrelated
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias, point of view)
o Decide which text structure is appropriate to audience and purpose
o Compare literary elements, terms, facts, details, events
o Analyze format, organization, & internal text structure (signal words, transitions, semantic cues) of different texts
o Distinguish: relevant-irrelevant information; fact/opinion
o Analyze interrelationships among concepts, issues, problems
o Apply tools of author’s craft (literary devices, viewpoint, or potential dialogue) with intent
o Use reasoning, planning, and evidence to support inferences made
o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, or time periods
o Analyze complex/abstract themes, perspectives, concepts
o Gather, analyze, and organize multiple information sources
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
o Cite evidence and develop a logical argument for conjectures
o Describe, compare, and contrast solution methods
o Verify reasonableness of results o Justify or critique conclusions
o Evaluate relevancy, accuracy, & completeness of information from multiple sources
o Draw & justify conclusions o Apply understanding in a novel
way, provide argument or justification for the application
Create
Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce
o Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept
o Generate conjectures or hypotheses based on observations or prior knowledge and experience
o Develop a complex model for a given situation
o Develop an alternative solution
o Synthesize information across multiple sources or texts
o Articulate a new voice, alternate theme, new knowledge or perspective
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Cognitive Rigor Matrix: Math and Science
Revised Bloom’s Taxnomy Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
o Recall, observe, & recognize facts, principles, properties
o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures)
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, match like ideas, explain, construct models
o Evaluate an expression o Locate points on a grid or
number on number line o Solve a one-step problem o Represent math relationships in
words, pictures, or symbols o Read, write, compare decimals
in scientific notation
o Specify and explain relationships (e.g., non-examples/examples; cause-effect)
o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical
predictions from data/observations o Use models /diagrams to represent
or explain mathematical concepts o Make and explain estimates
o Use concepts to solve non-routine problems
o Explain, generalize, or connect ideas using supporting evidence
o Make and justify conjectures o Explain thinking when more than one
response is possible o Explain phenomena in terms of
concepts
o Relate mathematical or scientific concepts to other content areas, other domains, or other concepts
o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations
Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
o Follow simple procedures (recipe-type directions)
o Calculate, measure, apply a rule (e.g., rounding)
o Apply algorithm or formula (e.g., area, perimeter)
o Solve linear equations o Make conversions among
representations or numbers, or within and between customary and metric measures
o Select a procedure according to criteria and perform it
o Solve routine problem applying multiple concepts or decision points
o Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps
o Translate between tables, graphs, words, and symbolic notations (e.g., graph data from a table)
o Construct models given criteria
o Design investigation for a specific purpose or research question
o Conduct a designed investigation o Use concepts to solve non-routine
problems o Use & show reasoning, planning,
and evidence o Translate between problem &
symbolic notation when not a direct translation
o Select or devise approach among many alternatives to solve a problem
o Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct
o Retrieve information from a table or graph to answer a question
o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram)
o Identify a pattern/trend
o Categorize, classify materials, data, figures based on characteristics
o Organize or order data o Compare/ contrast figures or data o Select appropriate graph and
organize & display data o Interpret data from a simple graph o Extend a pattern
o Compare information within or across data sets or texts
o Analyze and draw conclusions from data, citing evidence
o Generalize a pattern o Interpret data from complex graph o Analyze similarities/differences
between procedures or solutions
o Analyze multiple sources of evidence
o analyze complex/abstract themes
o Gather, analyze, and evaluate information
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
o Cite evidence and develop a logical argument for concepts or solutions
o Describe, compare, and contrast solution methods
o Verify reasonableness of results
o Gather, analyze, & evaluate information to draw conclusions
o Apply understanding in a novel way, provide argument or justification for the application
Create Reorganize elements into new patterns/structures, generate, hypothesize,
design, plan, construct, produce
o Brainstorm ideas, concepts, or perspectives related to a topic
o Generate conjectures or hypotheses based on observations or prior knowledge and experience
o Synthesize information within one data set, source, or text
o Formulate an original problem given a situation
o Develop a scientific/mathematical model for a complex situation
o Synthesize information across multiple sources or texts
o Design a mathematical model to inform and solve a practical or abstract situation
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Text Complexity The Common Core State Standards initiative places a strong emphasis on the role of text complexity in evaluating student readiness for college and careers. To follow are the Common Core Standards’ three equally important components of text complexity, along with how Lexile measures can support them.
Qualitative dimensions of text complexity, such as levels of meaning, structure, language conventionality and clarity, and knowledge demands. Lexile codes provide more information about a book’s characteristics, such as its developmental appropriateness, reading difficulty, and common or intended usage.
Quantitative measures of text complexity, such as word frequency and sentence length, which are typically measured by computer software.
Reader and task considerations, such as students’ knowledge, motivation and interests.
The following resources below are available to help determine text complexity.
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What Makes This Text Complex? 1. Quantitative Measure
Go to http://www.lexile.com/ and enter the title of your read aloud text in the Quick Book Search in the upper right of home page. Most texts will have a Lexile, measure in this database. For more information on other valid quantitative measures, click here.
2. Qualitative Features
Consider the four dimensions of text complexity below. For each dimension, note some examples from the text that make it more or less complex. For more information on these 4 dimensions, click here.
3. Reader and Task Considerations
What will challenge my students most in this text? What supports can I provide? How will this text help my students build knowledge about the world?
Access to Quantitative Analysis Tools To run a text through these tools, you will need to “scrub” the text in order to rid it of any non-ASCII characters. Use the following directions as a guide:
Meaning/Purpose Structure
Use this chart for quick reference: 2-3 band 420-820L 4-5 band 740-1010L 6-8 band 925-1185L 9-10 band 1050-1335L 11-CCR band 1185-1385L
Language Knowledge Demands
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1. Copy and paste original text into a Word document.
2. Eliminate any extraneous information other than the passage, title, and author. Delete any tables, graphs, or other illustrations.
3. Make the text a uniform font, size, and paragraph scheme (single spacing, no spaces after paragraphs, etc.)
4. Save file as .txt file.
5. Close Word and open newly saved .txt file using TextEdit or Notepad.
6. Proofread text for typos.
7. Eliminate any non-ASCII characters ("curly" quotation marks, em dashes, question marks that took the place of apostrophes, etc.). Use find and replace to streamline this process.
8. Re-save newly scrubbed file.
9. Certain tools only allow you to run texts that are 1,000 words or less. Cut down your word count as necessary.
ATOS Analyzer – Renaissance Learning
http://www.renlearn.com/ar/overview/atos/
Degrees of Reading Power® – Questar
http://www.questarai.com (Contact Questar with requests for text analysis.)
The Lexile Framework® – MetaMetrix
http://www.lexile.com/analyzer/
Coh-Metrix Easability Tool – University of Memphis (For Flesch-Kincaid1 measure)
http://141.225.42.101/cohmetrixgates/Home.aspx?Login=1 (Beta site)
Reading Maturity – Pearson Knowledge Technologies
http://www.readingmaturity.com (Beta site)
SourceRater – Educators Testing Service
http://naeptba.ets.org/SourceRater3/ (Beta site)
Find updated grade bands and associated ranges for these quantitative analysis tools at
achievethecore.org/text-complexity.
1 Since Flesch-Kincaid has no ‘caretaker’ that oversees or maintains the formula, the research leads worked to bring the measure in line with college and career readiness levels of text complexity based on the version of the formula used by Coh-Metrix.
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Close Reading The purpose of close reading is to build the habits of readers as they engage with complex texts of the discipline and to build their stamina and skills for being able to do so independently. Close reading should be accompanied by purposeful, scaffolded instruction about the passage.
Best Practices for Close Reading
Select shorter pieces of text for instruction as close reading can be time-consuming.
Design the lesson so students re-read.
Ask students to “read with a pencil”
Remind students to note confusions.
Model the text.
Discuss the text.
Ask text dependent questions.
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Text Dependent Questions Text-Dependent Questions: What Are They? The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, nearly all of the Reading Standards in each grade require text-dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text-dependent questions. As the name suggests, a text-dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them. For example, in a close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text-dependent questions:
Why did the North fight the Civil War? Have you ever been to a funeral or grave site?
Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
The overarching problem with these questions is that they require no familiarity at all with Lincoln’s speech in order to answer them. Responding to these sorts of questions instead requires students to go outside the text. Such questions can be tempting to ask because they are likely to get students talking, but they take students away from considering the actual point Lincoln is making. They seek to elicit a personal or general response that relies on individual experience and opinion, and answering them will not move students closer to understanding the text of the “Gettysburg Address.” Good text-specific questions will often linger over specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading. Typical text-dependent questions ask students to perform one or more of the following tasks:
Analyze paragraphs on a sentence-by-sentence basis and sentences on a word-by-word basis to determine the role played by individual paragraphs, sentences, phrases, or words
Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another
Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole
Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts
Question why authors choose to begin and end when they do Note and assess patterns of writing and what they achieve Consider what the text leaves uncertain or unstated
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Creating Text-Dependent Questions for Close Analytic Reading of Texts An effective set of text-dependent questions delves systematically into a text to guide students toward extracting the key meanings or ideas found there. Text-dependent questions typically begin by exploring specific words, details, and arguments, and then move on to examine the impact of those specifics on the text as a whole. Along the way, they target academic vocabulary and specific sentence structures as critical focus points for gaining comprehension. While there is no set process for generating a complete and coherent body of text-dependent questions for a text, the following process is a good guide that can serve to generate a core series of questions for close reading of any given text. Step One: Identify the Core Understandings and Key Ideas of the Text As in any good reverse engineering or “backwards design” process, teachers should start by reading and annotating the text, identifying the key insights they want students to understand from the text. Keeping one eye on the major points being made is crucial for fashioning an overarching set of successful questions and critical for creating an appropriate culminating assignment. Step Two: Start Small to Build Confidence The opening questions should be ones that help orient students to the text. They should also be specific enough so that students gain confidence to tackle more difficult questions later on. Step Three: Target Vocabulary and Text Structure Locate key text structures and the most powerful words in the text that are connected to the key ideas and understandings, and craft questions that draw students’ attention to these specifics so they can become aware of these connections. Vocabulary selected for focus should be academic words (“Tier Two”) that are abstract and likely to be encountered in future reading and studies. Step Four: Tackle Tough Sections Head-on Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections (these could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences). Step Five: Create Coherent Sequences of Text-dependent Questions Text-dependent questions should follow a coherent sequence to ensure that students stay focused on the text, so that they come to a gradual understanding of its meaning. Step Six: Identify the Standards That Are Being Addressed Take stock of what standards are being addressed in the series of questions and decide if any other standards are suited to being a focus for this text (forming additional questions that exercise those standards). Step Seven: Create the Culminating Assessment Develop a culminating activity around the key ideas or understandings identified earlier that (a) reflects mastery of one or more of the standards (b) involves writing, and (c) is structured to be completed by students independently.
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Checklist for Evaluating Text-Dependent Question Quality Text Under Review (include page #s):
if yes
Criteria: Comments/Questions/Fixes (refer to specific questions!):
A. Text Dependent: These things must be true of every question in the set. When evaluating questions, discard all questions that get a “no” in Section A
A1. Does the student have to read the text to answer each question?
A2. Is it always clear to students that answering each question requires that they must use evidence from the text to support their claims? (Standard One should always be in play!)
B. Important Considerations: These are design factors to keep in mind for the entire question and task set.
B1. Do students have an opportunity to practice speaking and listening while they work with these questions and tasks?
B2. Do questions include appropriate scaffolding so all students can understand what is being asked (Are the questions worded in such a way that all students can access them)?
B3. At tricky or key points in the text are there check-in questions for students to answer so that teachers can check on students’ understanding and use these sections to enhance reading proficiency?
B4. Do questions provide an opportunity for students to determine the meaning of academic vocabulary in context? When possible, do some of these questions explore some aspect of the text as well as important vocabulary?
B5. Does the mix of questions addressing syntax, vocabulary, structure and other inferences match the complexity of the text?
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C. Text Specific:
C1. Are the questions specific enough so they can only be answered by reference to this text?
C2.Are the inferences students are asked to make grounded logically in the text (Can they be answered with careful reading rather than background knowledge)?
D. Organization of the Questions:
D1. Do the early questions in the sequence focus on specific phrases and sentences to support basic comprehension of the text and develop student confidence before moving on to more challenging tasks?
D2. Are the questions coherently sequenced? Do they build toward gradual understanding of the text’s meaning?
D3. Do the questions stay focused on the text and only go beyond it to make other connections in extension activities after the text has been explored?
D4. If multiple texts/different media are under consideration, are students asked to examine each text closely before making connections among texts?
E. Culminating Activity or Writing Prompt:
E1. Does the culminating task call on the knowledge and understanding acquired through the questions?
E2. Does the writing prompt in the culminating task demand that students write to the text and use evidence?
E3. Are the instructions to teacher and student clear about what must be performed to achieve proficiency?
E4. Is this a task worthy of the student and classroom time it will consume?
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Effective Writing Practices for all Students The Common Core Standards in writing calls for sustained, focused attention on a small set of educational priorities empirically linked to readiness for college and workforce training programs. These include:
Writing effectively and thoughtfully on substantive topics in the core modes of opinion/argument, informative/explanatory, and narrative;
Developing, organizing, and expressing information and ideas in a manner appropriate to task, audience, and purpose;
Using various processes and tools, including technology, to produce, improve, and publish writing, and to interact and collaborate with others;
Using writing as a tool to conduct research and as a medium to convey findings;
Making insightful, reciprocal connections between one’s reading and writing and drawing on an understanding of literary and informational texts to inform and enrich one’s analysis, reflection, and research; and
Writing frequently over both extended and shorter time frames for a range of tasks, purposes, and audiences.
To build a foundation for college and career readiness, students need to learn to use writing
as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Effective Writing Practices
Writing Strategies o Explicitly teach students strategies for planning, revising, and editing their
written products.
Summarizing text: o Explicitly teach students procedures for summarizing what they read.
Goals: o Set specific goals for the writing assignments that students are to complete.
Process Writing: o Implement flexible, but practical classroom routines that provide students with
extended opportunities for practicing the cycle of planning, writing, and reviewing their compositions.
Prewriting: o Engage students in activities prior to writing that help them produce and
organize their ideas. Prewriting can involve tasks that encourage students to access what they already know, do research about a topic they are not familiar with, or arrange their ideas visually before writing.
Models: o Provide students with good models of the type of writing they are expected to
produce. Teachers should analyze the models with their class, encouraging students to imitate in their own writing the critical and effective elements shown in the models.
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Student Attendance Policies Hartford BOE Policy 5114
Regular and punctual student attendance in school is essential to the educational process. Classroom learning experiences are the basis for public school education. Time lost from class is lost instructional opportunity. The Board of Education requires that accurate records be kept of the attendance of each child. Students should not be absent from school without parental knowledge and consent. Connecticut state law places responsibility for assuring that students attend school with the parent or other person having control over the child. To assist parents and other persons in meeting this responsibility, the Board of Education, through its Superintendent will adopt and maintain regulations to implement this policy. The Superintendent shall follow the regulations adopted by the State Board of Education regarding “excused” and “unexcused” absences. The Superintendent shall report to the Board of Education a summary regarding attendance, each year in October, January, and June. A truancy summary report shall be provided to the Board annually. Administrative Regulations Regarding Attendance Definitions Definitions of Excused and Unexcused Absences: Adopted June 27, 2012 CT State Board of Education. Excused Absences A student’s absence* from school shall be considered excused if written documentation** of the reason for the absence has been submitted within ten school days of the student’s return to school or in accordance with Section 10-210 of the Connecticut General Statutes and meets the following criteria: A. For absences one through nine, a student’s absences from school are considered excused when the
student’s parent/guardian approves such absence and submits appropriate documentation B. For the tenth absence and all absences thereafter, a student’s absences from school are considered
excused for the following reasons:
1. student illness (Note: all student illness absences must be verified by an appropriately licensed medical professional to be deemed excused, regardless of the length of absence);
2. student’s observance of a religious holiday; 3. death in the student’s family or other emergency beyond the control of the student’s family; 4. mandated court appearances (additional documentation required); 5. the lack of transportation that is normally provided by a district other than the one the student
attends (no parental documentation is required for this reason); or 6. extraordinary educational opportunities pre-approved by district administrators and in
accordance with Connecticut State Department of Education guidance.
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Unexcused Absences A student’s absence from school shall be considered unexcused unless they meet one of the following criteria:
A. the absence meets the definition for an excused absence (including documentation requirements); or
B. the absence meets the definition of a disciplinary absence. Disciplinary Absences Absences that are the result of school or district disciplinary action are excluded from these definitions. *The Connecticut State Board of Education policy states that “A student is considered to be ‘in attendance’ if present at his/her assigned school, or an activity sponsored by the school (e.g., field trip), for at least half of the regular school day. A student who is serving an out-of-school suspension or expulsion should always be considered absent.” A student not meeting the definition of ‘in attendance’ is considered absent. **Such documentation should include a signed note from the student’s parent/guardian, a signed note from a school official that spoke in person with the parent/guardian regarding the absence, or a note confirming the absence by the school nurse or by a licensed medical professional, as appropriate. Documentation should explain the nature of and the reason for the absence as well as the length of the absence. Separate documentation must be submitted for each incidence of absenteeism. For example, if a student is out sick two consecutive days, that student must submit the appropriate documentation covering both sick days. If a student is out sick two nonconsecutive days, that student must submit the appropriate documentation following each absence. Schools should take steps to allow non-English speaking parents/guardians to submit documentation in their native language Truant is defined as a student age five to eighteen, inclusive, who has four (4) unexcused absences from school in one month or ten (10) unexcused absences in a school year. C.G.S. 10-198a(a) (2012 Supplement). Habitual truant is defined as a student age five to eighteen, inclusive, enrolled in a public or private school and has twenty unexcused absences within a school year. C.G.S. 10-200 (2011) requires the school superintendent to file a Family with Service Needs complaint within 15 days after a parent fails to attend a required meeting with school officials or otherwise fails to cooperate in addressing his or her child's school absences. C.G.S. Sec. 10-198a(c)
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Administrative Procedures:
1. Annually at the beginning of the school year and upon any enrollment during the school year, the administration shall notify the parent or other person having control of each child enrolled in the Hartford Public Schools the obligations of the parent or such other person regarding attendance policy and regulations.
2. Annually at the beginning of the school year and upon any enrollment during the school year, the administration shall obtain from the parent or other person having control of each child in a Hartford Public School a telephone number or other means of contacting such parent or such other person during the school day.
3. Each school shall implement a system of monitoring individual unexcused absences of students,
which shall provide that whenever a student enrolled fails to report to school on a regularly scheduled school day and no indication has been received by school personnel that the child’s parent or other person having control of the child is aware of the pupil’s absence, a reasonable effort to notify, by telephone, the parent or such other person shall be made by school personnel. All parent outreach efforts must be documented. When the school in which a child is enrolled receives no notification from a parent or other person having control of the child is aware of the child’s absence, a reasonable effort shall be made by school personnel or volunteers under the direction of school personnel to notify by telephone and by mail such parent or other person having control of the child.
The required mailed notice shall include a warning that two unexcused absences from school in one month or five unexcused absences in a school year may result in a complaint filed with the Superior Court alleging the belief that the acts or omissions of the child are such that the child’s family is a family with service needs.
4. When a student is truant, (see R-5114b), the building principal or his/her designee shall schedule a meeting with the parent of each child who is a truant, or other person having control of such child, and appropriate school personnel to review and evaluate the reasons for the child being a truant, provided such meeting shall be held not later than ten school days after the child’s fourth unexcused absence in a month or tenth unexcused absence in a school year. Notice and meetings must be in a language understandable to the parent.
5. If the parent or other person having control of a child who is a truant fails to attend the meeting or fails to cooperate with the school in attempting to solve the truancy problem, such policies and procedures shall require the superintendent of schools to file for each such truant enrolled in the schools under his jurisdiction a written complaint with the Superior Court pursuant to section 46b-149 alleging the belief that the acts or omissions of the child are such that his family is a family with service needs.
6. As appropriate, the superintendent or designee, shall coordinate services and/or referrals of children to community agencies that provide child and family services.
7. In addition to the procedures specified, a regular education student who is experiencing attendance problems shall be referred to the building intervention Student Study Team (i.e. SST,
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SAT) or other appropriate body, for review and assistance. The team will review the student’s need for referral for a Planning and Placement Team (PPT) meeting. A special education student who is experiencing attendance problems must be referred for a PPT meeting for program review.
Legal References: Connecticut General Statutes
10-184 Duties of parents (as amended by PA 98-243 and PA 00-157) 10-185 Penalty 10-198a Policies and procedures concerning truants (as amended by P.A.11-136, An Act Concerning Minor Revisions to the Education Statutes.) 10-199 through 10-202 Attendance, truancy - in general Action taken by State Board of Education on January 2, 2008, to define “attendance.” Action taken by State Board of Education on June 27, 2012, to define “excused” and “unexcused” absences.
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Student Tardies
Please read below for information regarding student tardies, skipping class, and pass restrictions. The Behavior Technician will review attendance logs after dismissal each day to identify students who have either skipped class or who have been tardy, please ensure that your attendance is up to date. Enforcement of the above policies will be effective the next school day. Tardies 1 tardy = Lunch Detention and a call home 2 tardies = 2 Lunch Detentions and a call home 3 tardies = ISS detention during block break and a call home. Continued tardies will result in an EIT meeting. Pass Restriction Staff will be informed of all students who are on pass restriction through the daily bulletin. A hard copy of this list will also be placed in staff mailboxes at the beginning of each week. As in the past if a student needs to leave your room for any reason you must contact the Main Office who will in turn contact support staff to escort that student to their destination. Skipping Class Students who skip class will automatically receive 5 days Lunch detention.
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Mandated Reporting School staff are mandated reporters and should be familiar with guideline procedures tor reporting suspected neglect and abuse. The school administration, nurse, counselors, and social worker are available to assist with review of current statutes and related procedures. However, it is the responsibility of individuals to make a report of neglect or abuse if suspected. Our social worker will be a good resource to review the steps of a mandated reporter. Hartford BOE Policy 5156 Child Abuse and Neglect The Hartford Board of Education recognizes the school district's moral and legal obligation to protect children whose health and welfare may be adversely affected through injury and neglect and to ensure a safe and nurturing environment. Connecticut General Statutes (l7a-101) requires all certified employees, principals, guidance counselors, nurses, social workers, paraprofessionals, and other mandated reporters who have reasonable cause to suspect or believe a child has been abused to make an oral report of such information to the Department of Children and Families (DCF) or local or state police, followed by a written report to DCF within 72 hours unless a school employee is suspected of causing such abuse. While the state law defines certain school employees as "mandated reporters", the Hartford Board of Education believes all individuals who interact with students have an obligation to report suspected child abuse. Therefore when any individual, who interacts with students as part of their professional responsibility to the Board of Education, has a concern about a potential case of child abuse or neglect, he/she must immediately notify the building principal or the principal's designee. The law provides for immunity from any civil liability or criminal penalty to all who participate in good faith in the making of a report; investigation: and judicial proceedings resulting from such a report. Orientation for new staff and an annual review of the guidelines for all shall be provided. This regulation is intended to safeguard children whose health and welfare may be adversely affected through injury and neglect, and to ensure a nurturing and safe environment. Reports should be made where there is reasonable cause to suspect or believe that any child under the age of eighteen: 1. Has had physical injury or injuries inflicted upon him/her (other than by accidental means) by a
person responsible for the child's health, welfare, or care, or by a person given access to the child by a responsible person.
2. Has injuries which are at variance with the explanation given of their occurrence. 3. Is in a condition which is the result of maltreatment such as, but not limited to, malnutrition, sexual
abuse, sexual exploitation, deprivation or necessities, emotional maltreatment, or cruel punishment. 4. Has been neglected in one or more of the following ways:
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a. Has been abandoned; b. Is being denied proper care and attention, physically, educationally, emotionally, or morally; c. Is being permitted to live under conditions, circumstances, or associations injurious to the child's
well-being; 5. Is in danger of being abused even though one does not have reasonable cause to suspect or believe
any such abuse has actually occurred. Report of Child Abuse Any staff member who has reasonable cause to suspect that a child has been abused or neglected must report the abuse immediately to the principal. This staff member becomes the "mandated reporter." School principal (or his/her designee) confers with the school nurse, psychologist, social worker or other appropriate personnel to obtain pertinent information about the student as necessary. The mandated reporter (i.e., teacher guidance counselor, etc.) phones report of suspected abuse immediately to the Department of Children and Family Services (ask for Protective Services Supervisor of the Intake Unit) or the police. The concerned staff member brings the matter to the attention of the school principal (or his/her designee) immediately after making the report. Principal (or his/her designee) notifies the Director of Pupil Personnel Services (or his/her designee). Director of Pupil Personnel Services maintains the school system's central file on cases of suspected abuse. School principal and/or his or her designees may inform parent of referral after consultation with DCF if they feel parent will not punish their child with further abuse, or:
1. May request parent conference at school immediately, or 2. May take child home and confer with parent, or 3. In an emergency situation, take child for medical care.
In accordance with C.G.S. 17a-101, a written report of Suspected Child Abuse is sent to the Department of Children and Family Services by the reporter within 72 hours of oral report. A copy of the report is sent to the Director of Pupil Personnel Services. Reporting of Child Abuse by School Employees Any staff member who has reasonable cause to suspect that a child has been abused by a school employee must report the abuse immediately. The mandated reporter (i.e., teacher, guidance counselor, etc.) phones report of suspected abuse immediately to the Department of Children and Family Services (ask for Protective Services Supervisor or the Intake Unit) and the police.
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The staff member shall immediately notify the building principal or his/her designee and the Superintendent. The Superintendent or his/her designee shall immediately notify the parent. A written report of Suspected Child Abuse is sent to the Department of Children and Family Services and to the police department by the reporter within 72 hours of oral report. The report must name the child, parents, child's age, nature and extent of injuries, evidence of previous injury or maltreatment to child or sibling, the name of the suspected school employee, and any other information that might be helpful in protecting the child. Please see the following link for the DCF Report of Suspected Child Abuse or Neglect Form: http://www.ct.gov/dcf/lib/dcf/policy/forms/DCF-136_Rev_05_2015.pdf Reporting of Child Abuse by School Employees The Superintendent is obligated to immediately begin to investigate the report, and normally complete the investigation within two school days. If he or she finds evidence of child abuse by a school employee, must immediately notify the child's parent or guardian, the local or state police, and the Department of Children and Family Services. If there is no evidence, the Superintendent must still notify all parties of the outcome. 5. When an investigation produces such evidence, and the employee in question is in a position requiring certification, the Superintendent may suspend the certified employee, with pay and without termination of benefits, provided that he or she notifies the Board of Education of the reasons for the suspension within seventy-two hours. The suspension of a certified employee remains in effect until the school board takes action under the Teacher Tenure Act. If a certified school employee is convicted of a crime involving child abuse, the state's attorney must notify the Superintendent of Schools and the State Board of Education is obligated to commence proceedings to revoke certification in such an event. When an investigation produces such evidence and the employee in question is not in a position requiring a certificate, the Superintendent may discipline the employee in accordance with the provisions of the relevant collective bargaining agreement and/or of Board policy. Legal References: Connecticut General Statutes
17a- 100 111 treatment of children. 17a-101 Protection of children from abuse. Reports required of certain professional persons. When child may be removed from surroundings without court order. 17a- 102 Report of danger of abuse. l7a-106 Cooperation in relation to prevention, identification and treatment of child abuse/neglect.
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Social Work Flow Chart
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Faculty/Staff Referral Form for Social Work Services
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Contacting Parents Positive Phone Call Example
Teacher: Hell, Mrs. Stone, This is Ellen’s teacher. I’m, calling to tell you that since we spoke two weeks ago, Ellen has handed in a homework assignment every day. Mrs. Stone: Well I took your suggestions. She may not go out to play with her friends until her assignments are complete. It’s amazing how quickly she does her work now. Teacher: I’m so glad. Her work has improved greatly, and I have to thank you. I really appreciate how cooperative you’ve been. Mrs. Stone: You are welcome. But I should be thanking you for taking the time to help me straighten her out. Let me know if you have any other problems with her.
Contact Parents at the First Sign of a Problem Preparation for Phone Call or Conference
Student’s Name_____________________________ Class______________________ Reason for Calling Parent/Guardian: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Statement of Goal I need your help in:_______________________________________ _______________________________________________________________________ _______________________________________________________________________ Whenever I_____________________________________________________I need you to_____________________________________________________________________. Rationale It is in your child’s best interest that we work together to_______________________ _______________________________________________________________________. Consequence If ____________________________ doesn’t______________________ I will have no Choice but to____________________________________________________________ _______________________________________________________________________
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Inside Suspension Rules
1. Follow all school rules as outlined in the parent/student handbook.
2. Students must report to the ISS Room in DRESS CODE with the needed books and supplies. Students will not be allowed to go to their lockers during their time in ISS.
3. Students must be working on class assignments at all times.
4. Book bags are not allowed in the ISS Room.
5. Students may NOT contact a teacher or principal during ISS time. All contacts must be
made by the ISS staff member covering.
6. Students will be assigned lunch procedures separate from the remainder of the student body.
7. NO OUTSIDE FOOD DELIVERIES WILL BE ALLOWED.
8. Each student will be given an assigned seat. Student must not leave their assigned seat
without permission.
9. Talking without permission or note writing is NOT allowed at ANY time unless assigned by ISS staff member. Students must be working at all times on assigned work
10. SLEEPING will NOT be tolerated! This includes laying your head down on the desk
and/or balancing head on hands.
11. No cell phones or electronic devices are allowed. If out in open, they will be taken away and turned into to the office.
12. There will be no loud, unruly or uncontrolled behavior tolerated. Students causing
problems or disruption in ISS will be assigned Out of School Suspension.
13. Any missed time in ISS due to absence must be made up.
14. Respect is to be given to EVERYONE; this includes the ISS staff member, and other students in ISS.
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Fire Drill and Emergency Response Procedures and Protocols As per district and state policy we must conduct a Fire or Crisis Practice Drill each month. Crisis Drills include building/grounds evacuation, Severe Weather Drills, and Lockdowns. Please refer to your Emergency Response Plan for a detailed description of lockdown codes and emergency procedures for Severe Weather Drills. Practice drills can be announced or unannounced. Staff will be informed of announced drill at least 24 hours in advance.
Emergency Dismissal/Evacuation on School Grounds When an Emergency Evacuation from the School Building to School Grounds is conducted the school will follow the Fire Drill Plan to evacuate the building if possible.
Emergency Dismissal/Evacuation off School Grounds When an evacuation/relocation occurs the following relocation site will be utilized: Goodwin Manufactoring Campus 3 Pent Road East Hartford, CT (860) 883-9938 (860) 913-2100 Alternate School Site: Hocknam Elementary School 191 main Street East Hartford, CT Principal Lisa Beauchamp (860) 622-5440
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Fire Drill Protocols
Classrooms must exit and enter through the same door. Each classroom has a designated point of exit which is located in your classrooms on a diagram next to your door, and in the Pathways Staff Handbook. (The only exception is if there are barriers which prevent you from using that exit), at which point you will use the alternative exit located on the diagram and found in your staff handbook.
Students should remain with their class at all times, they should not go to their lockers, or move
around the parking lot. (If either of these incidents occur please let someone on the safety team know as soon as possible).
Classes should proceed briskly and quietly out of the building so that any instructions being given can be heard by ALL. It is also important that classes are quiet during the drill.
The parking lot has four lanes - counting from the far right is lane #1, if you exit the building from the East Stairwell you should proceed around the building to lane one. If you exit from the North Stairwell you should proceed from the side of the building to Lane #2. If you exit from the West Stairwell you should proceed to Lane #3 (the very large parking space).
Cafeteria workers are always in Lane #4 (which is at the far left side of the parking lot adjacent to the housing complex).
Please review the line-up assignments for classes during a fire drill, this is your designated area once you move your classroom to the far end of the parking lot.
Teachers/Staff who do not have a class at the time of the fire drill - after exiting the building
should pair up with a classroom to assist teachers if needed.
Paraprofessionals must stay with their assigned classrooms during the drill.
After exiting the building all classes should proceed to the back of the parking lot to their assigned spaces in the parking grid.
Teachers should ensure that their classes are together and separate from other classrooms.
When we receive the all clear to reenter the building move one class at a time.
If you are on duty you must take the attendance of the students who are with you. If you have
no students at the time you must note that on your sheet.
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Pathways Fire Drill Evacuation Plan
1st Floor
LOCATION EXIT ALTERNATIVE EXIT
Principal’s Office & Conference Room
Main Lobby North Stairwell
Welcome Center Room 100
Main Lobby North Stairwell
Nurse Office Room 109
Main Lobby North Stairwell
Maintenance Office Main Lobby North Stairwell
Cafeteria Room 133
Main Lobby South Exit Door
Stage Area Room 131
South Exit Door East Stairwell
Kitchen Room 137
South Exit Door in Kitchen Main Lobby
Faculty Dining’ Room 129
East Exit Door Main Lobby
2nd Floor
LOCATION EXIT ATERNATIVE EXIT
2nd Floor Conference room Room 204
North Stairwell West Stairwell
Production Studio Room 205
North Stairwell West Stairwell
Digital Video Editing Room 207
North Stairwell West Stairwell
Sound Room Room 208
North Stairwell West Stairwell
Recording Studio Room 214
North Stairwell West Stairwell
Digital Music Lab Room 218
North Stairwell West Stairwell
Library Room 220
East Stairwell West Stairwell
Robotics Room 222
East Stairwell West Stairwell
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Technology Room 225
East Stairwell West Stairwell
Help Desk Room 224
East Stairwell West Stairwell
Classroom 227 228 229 230
West Stairwell East Stairwell
3rd Floor
LOCATION EXIT ALTERNATIVE EXIT
Senior Planning Room 319
East Stairwell West Stairwell
Biotechnology Room 312
North Stairwell East Stairwell
Lab Prep Room 311
North Stairwell East Stairwell
Biology Class Room 306
North Stairwell West Stairwell
Technology Room 302
North Stairwell West Stairwell
Virtual Reality Studio Room 301
North Stairwell West Stairwell
Design Studio Room 300
North Stairwell West Stairwell
Classroom Room 314 Room 329 Room 330
West Stairwell East Stairwell
Team Project Space Room 303
West Stairwell North Stairwell
Classroom Room 327 Room328
West Stairwell East Stairwell
Classroom Room 325 Room 326
East Stairwell West/North Stairwell
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Reflection Room 324
East Stairwell West Stairwell
3rd Floor Conference Room Room 322
East Stairwell West Stairwell
ISS East Stairwell West Stairwell
Administration Room 320
East Stairwell West Stairwell
4th Floor
Location Exit Alternative Exit
Team Project Space Room 419
East Stairwell West Stairwell
Math resource Room Room 418
East Stairwell West Stairwell
Room 421 East Stairwell West Stairwell
Room 422 East Stairwell West Stairwell
Room 423 East Stairwell West Stairwell
Science Class Room 414
North Stairwell East Stairwell
Art and Graphic Design Studio
Room 400
North Stairwell East Stairwell