NEWTON RAYZOR ELEMENTARY STAFF HANDBOOK 2013-2014 Topic

NEWTON RAYZOR ELEMENTARY
STAFF HANDBOOK
2013-2014
Table of Contents
Topic
Page #
Absences / Substitutes
2-3
Attendance (Temporary and Permanent)
3
Calendar / Meetings
3-4
Communications: E-mail Procedures / Phone Use / Web Pages
4-5
Communication with Parents
5-6
Counseling
6
Discipline
6-7
Duty
7
Educational Field Trips
7-8
Fees and Collection of Money / Valuables
9
Housekeeping: Campus / Classroom / Maintenance Needs
9
International Baccalaureate (IB)
9
ID Badges
10
Lost badges and Keys
10
Nurse / Health Matters
10
PDAS Appraisals
10
PRIME Time
10
Purchasing
10
Record Keeping
11-13
Response to Intervention / START / CARE / Dyslexia / 504 / Special Education
Schedules: Beginning Each Day / Recess / Parties and Picnics /
Special Areas / Lunch / Staff Duty
Staff Children
14-15
Staff Dress
18
Student Supervision / Transportation / Withdrawals
18-19
Students Leaving Campus during School Hours
19
Teaming / Working Collaboratively in Professional Learning Communities
19
Video / Film / Copyright Guidelines
20
Visitors
20
Conclusion
20
Appendices A – S
21-44
16-17
17-18
1
NEWTON RAYZOR ELEMENTARY
STAFF HANDBOOK
2013-2014
This Newton Rayzor Elementary handbook has been designed to inform you of those policies directly affecting you. It is
important that you read the policies set forth in the handbook. Each individual is also responsible for compliance with the
District Policies and Guidelines. The complete DISD Board Policy Manual is also available online for you to review at any
time.
The following guidelines are specific to Newton Rayzor:
ABSENCES (STAFF) / SUBSTITUTES

Our campus goal is to have 98% or better staff attendance each day.

All campus-based professional and paraprofessional employees are required to report their absences through
Aesop, the Automated Substitute Placement and Absence Management system. This automated system will
contact substitute teachers and other substitute personnel to fill vacancies. All employees must register with the
system by going to the website (http://www.aesopeducation.com). Once registered, you may use the automated
system 24 hours a day to report absences via the web, or by calling 1-800-942-3767. Please be sure to update
your information and keep it current. If your attendance does not require a substitute, you must still call
in or log in to Aesop to report your absence. (see Appendix A)

If you are going to be absent for any reason, including educational leave and pre-approved personal leave, you
must call or log in to Aesop to report the absence AND call the school office at 369-3700 (if no one answers,
leave a message).

Substitute hours for ½ day are 7:35 – 11:20 a.m. and 11:20 – 3:35 p.m. Please keep this in mind when
requesting ½ day substitutes.

When you know you must be out, please enter the absence in Aesop as quickly as possible. Absence reports are
printed in the office daily at 7:20 a.m. Any time you call Aesop after 7:20 a.m. to report an absence on that same
day, you must notify the receptionist or the secretary; otherwise the substitute paperwork will not be ready. In
addition, when you call in that late, the likelihood of obtaining a substitute is greatly decreased. If no sub is
available, your class may have to be split and distributed among your grade level (see Appendix B).

When you are absent, notify the office by 2:35 PM regarding whether to retain or release your substitute. This will
allow us to hold your substitute for the next day, if necessary. If you will need to be out for a second day, you
must call Aesop in addition to contacting the office.

Upon returning to school, an Absence from Duty Report must be signed and returned to the receptionist by the
end of the day.

Requests for Personal Leave must be made through the Head of School 3 days in advance of the desired leave.
After requests have been granted, call Aesop.

Contract hours this year for professional staff will be from 7:35 – 3:35 Monday – Friday. You will be given a
Meetings Calendar for the year. Those dates as well as Thursdays after school will need to be protected from
personal leave and from scheduling appointments. If at all possible, doctor’s appointments and other personal
appointments should be scheduled after contract hours. In the event that this is not possible, scheduling these
appointments during school hours will require requesting a substitute.
2

We understand that on rare occasions personal emergencies or health-related issues may come up
unexpectedly, requiring your immediate attention. In the event of such an emergency, you will need to contact
Happy or Shanda.

Preparedness is vital to the success of the student day. Substitutes should be able to follow your regular daily
lesson plans during your absence. All teachers are required to keep a folder for substitutes on their desks at all
times and it must be updated regularly. This folder should contain all pertinent information regarding your class
including:
o Class roster and seating chart
o Daily schedule, including before- and after-school duties you might have
o Names of students attending special classes (Special Ed., Speech, Dyslexia, ESL, Orchestra, Reading
o
o
o
o
o
Recovery, etc.) and the days / times they attend these classes
Names of reliable students who can assist the substitute
Attendance and lunch routines
Medical information concerning students
Building policies regarding school visitors, hallway behavior, dismissal, etc.
Building procedures for emergencies (including fire drill procedures)
ATTENDANCE (STUDENTS)
Our campus goal for students is to have a 98% average daily attendance (ADA).
Temporary Attendance:

For the first couple of weeks of school, a temporary attendance form will be used.

Only the students who are actually in attendance (warm bodies) are entered on your attendance form.

Send the temporary attendance form to the office each day no later than 10:00 A.M. .
Permanent Attendance:

All attendance will be completed online. The only exception will be the first week or two of school, during which
time we will use Temporary Attendance forms (paper) until enrollment has stabilized. The office will notify staff via
email when we will switch from the Temporary Attendance form (paper) to the Online Attendance reporting
system (paperless). After we switch to the online system you will be given a paper copy of your class attendance
each six weeks, but it will not be turned in – it is only for you and your own records.

Your daily Attendance Report must be entered online daily by and no later than 10:00 A.M. Please find
ways to remind yourself (set a timer, etc.) until you are in the habit of completing this task by 10:00 each day.
From time to time a teacher might forget to submit his or her daily attendance on time, but this should be the rare
occurrence and not the daily pattern. Calling teachers on a daily basis to remind them to submit their attendance
is disruptive to the work of the receptionist and secretary, who should not have to call to remind teachers to
submit it.
CALENDAR / MEETINGS
All school events will be scheduled on a Master Calendar on-line using our Outlook Calendar. To calendar events for
your area/grade level use the Calendar Request link (see Appendix C). Please check daily and mark your calendars so
that you will be able to attend special meetings or events.
3

Staff Meetings will typically be scheduled on the 2 and 4 Thursday of each month. Please do not schedule
appointments on any Thursdays. All teachers are required to attend meetings called by the Head of School
and other district administrators. Occasionally, it will be necessary to call meetings on other days. However, these
will be kept to a minimum. Team Captains should take notes in the event of an absence by a colleague.

IBC (IB Community) Meetings (schedule will be given out later) will be held every Tuesday for the purpose of
developing, revising, and reflecting upon IB curriculum and units of instruction; creating and refining assessments
and assessment tools, data disaggregation and analysis, forming PRIME TIME instructional groups, designating
who will teach which group based upon the data, planning lessons for PRIME TIME, and answering the five
critical questions:
nd
o
o
o
o
o
th
What do we want our students to know?
How will we know if they know it?
How will we teach it?
What will we do if they don’t know it?
What will we do if they know it?

PTA / Evening Meetings (see Appendix D) are an important part of our community and school relationships. If
possible, attendance would be appreciated. At least one teacher per grade level / area is required to attend PTA
meetings unless otherwise arranged by the Head of School. It is desired that we have 100% PTA membership by
our staff. We will have 5 Family Nights/PTA events. Your attendance is appreciated.

Team Captain Meetings/Campus Leadership Team Meetings will be held once per month from 3:15 – 5:00.
Please see the Rayzor calendar for exact dates.
COMMUNICATIONS / E-MAIL PROCEDURES

E-mail must be checked daily before school, at your planning period, and after school. Unless otherwise
directed per an administrative alert, teachers should not be checking their e-mail during instructional
time.

Remember to be cautious with what you write in your e-mails as they are public record and are monitored and
kept (Denton ISD has a full-time staff member whose sole job is to read each and every email). Before
putting it in print via email, ask yourself, “Would I want this published in the newspaper?” –
because it could be.

Also remember to protect your students’ confidentiality when using email. Rather than using a student’s full
name, use initials or first or last name only (ex., instead of John Smith, refer to the student as JS, or John, or
Smith).
COMMUNICATIONS / PHONE USE

Classroom phones shall be programmed to go to voicemail during instructional time.

Teachers may use personal cellular phones and classroom phones for business calls, including parent contacts
and text messaging, during planning periods and other off-duty times during the instructional day. Cell
phones may be used in lieu of walkie talkies for emergencies on the playground. Smart phones may be used for
instructional purposes.

Students may use the classroom and / or office phone for emergencies only or with teacher permission.
4
COMMUNICATIONS / WEB PAGES

Classroom web pages need be current and up to date in order to be effective. Web pages must be updated a
minimum of once per six weeks or as often as your IB planners or your curricular essentials change.

Each grade level must post a weekly newsletter on the grade level web page by Wednesday of each week and
include the next week’s transdisciplinary learning. A copy of the newsletter will also go home in each student’s
BOB binder.

The office will provide all classroom teachers with cards and stamps to mail out to their students with positive
messages from the teacher (enough for one per child per semester). Make sure this happens! Happy and
Shanda will also be sending positive notes as well.
COMMUNICATION / RELATIONSHIPS WITH PARENTS
Ongoing communication and developing positive partnerships with parents is essential. It is an expectation that teachers
will approach relationships with parents from a customer service orientation. To that end, listed below are a few
excellent ways to foster positive and mutually beneficial relationships and partnerships with parents (set a goal to see how
many of these you can do this year):
School-wide
 Mingle with parents, not just with other teachers, at school-wide events

Be friendly – make eye contact, smile, and greet parents in the hallway
Grade-Level
 Send grade-level weekly newsletters

Send home IB Parent Reflection Sheets that parents can complete with their children and return to school
Teacher
 Be friendly – make eye contact, smile, and greet parents in the hallway

Email parents positive comments about their child often. Make a goal of contacting one parent per day.

Send classroom newsletters

Set up your website to send automated emails alerting parents that the website has been updated

Send home Friday Content Reflections that the students have completed (what they learned, what action they
will take, and with whom they will share this information when they get home)

Let parents help and contribute. This year PTA will coordinate and train parent volunteers to do classroom
tasks with which you may need additional help – take advantage of this!

Have a display board containing a “Wish List” of classroom supplies and materials you need, each listed on a
Post-It note. Parents can take the Post-It note and purchase the item. When parents say, “If you need…., let
me know,” take them up on it.
5

Utilize the skill sets, occupational expertise, talents, and unique cultural backgrounds of your parents for
specific lessons related to those things.

Student work and information for parents in grades PK-5 must be sent home on Wednesdays in the
Student Data Binders (you may send them home more frequently, but they must go home at least on
Wednesdays.)

Every homeroom teacher will design and present a power point presentation to share with parents on Back-toSchool Night. The presentation can be from a grade level or an individual; however, the presentations within a
given grade level should not present contradictory information. Proofread and have someone else proofread your
presentation before it is shown to the parents. The presentation needs to include:
o an overview of IB (Ms. Gavilanes will provide an IB profile sheet for parents to reference),
o the IB planners your grade level will teach,
o general curriculum information,
o lunch and special area schedules,
o your phone number and email and other pertinent information (field trips, school supplies needed, your
website, etc.)
o refer to the parent/student questionnaire for Dr. Carrico
COUNSELING

Yolanda Horsch will make classroom presentations and will also provide individual and group counseling as
needed. Teachers should feel free to contact Mrs. Horsch to seek her advice and assistance.
DISCIPLINE

DISD Board Policy does not allow corporal punishment.

Newton Rayzor will continue to utilize the Love & Logic model / philosophy, which consists of four basic concepts:
o Shared control: Give away the control you don’t need in order to gain control when you do need it.
o Shared thinking and decision making: Provide opportunities for the child to do the greatest amount of
thinking, problem solving, and decision making.
o Equal shares of consequences with empathy: Anger does not motivate the child to change. Only in the
absence of anger can the child think and learn from his / her mistakes.
o Maintain the child’s self-concept: Preserving the child’s dignity is key in leading to improved behavior and
increased achievement.

Developing positive relationships with students from the start will pay dividends all year long, and utilizing the
Love & Logic model / philosophy will prevent emotion-laden power struggles. Each grade level should work
together to develop a discipline plan consistent with Love & Logic principles. Individual teachers may add
specifics to the plan for their class. Each teacher is to inform the grade-level chairperson of the two Designated
Recovery areas outside of their classroom. The grade-level chairperson will notify the office of the two
designated recovery areas. (see Appendix E)

Please remember that if you need to discuss with a student his or her behavior, it is imperative to do so in a
private setting. This is not always easy, but is essential for maintaining the student’s dignity and the
confidentiality of the situation. If you step into the hallway, be cognizant of your own tone and volume and of
whom else is within earshot – your grade level peers as well as visitors to our building should see that even
when addressing situations requiring discipline, our staff communicates in ways that
show respect for our students.

If a disciplinary situation with a student has you upset or emotional, before attempting to address the
situation please ask another adult to watch your class so that you can compose yourself or wait until you
have regained your composure.
6

Remember that with this balanced approach to discipline, “fair” is often not identical treatment, but rather
giving what is needed.

Cafeteria disciplinary incidents must be written up by the supervising instructional aide and reported to the
teacher.

The classroom teacher is responsible for following through on consequences of incidents that happen under
his/her supervision, not other staff members (ex: students should not “sit out” in the cafeteria as a consequence
for something that happened in the classroom unless the classroom teacher is willing to stay and supervise).

When a student is referred to the office he / she must be sent with an office referral and accompanied by an adult
or another student. If the student refuses to go to the office, contact the office and wait for an administrator to
remove the child from the classroom.

If a child is sent to the office but an administrator is not readily available, the student will be sent back to the
classroom unless it is an extenuating circumstance. The student will be called to the office when an administrator
is available. (Sitting and waiting in the office is not acceptable - instructional time is too important to waste.)

All referrals to the office must be made using the appropriate form. The Discipline Referral Form/ Educator’s
Handbook online form allows the office to know what has happened and what steps have been tried. (see
Appendix F -H) Do not send up a student without a referral. Students who are sent up without a referral will
be sent back to class.

“Frequent flyers” should have success charts or behavior contracts in place. Dr. Carrico will be asking
about these. If you need suggestions, please talk to Ms. Horsch, Mrs. McWilliams, or Dr. Carrico.

You must have made contact with the parent prior to the office referral unless you have an extenuating
circumstance (i.e., an office referral should not be the first thing you try with a student).

Documentation must be factual and accurate, not emotional nor judgmental. This documentation helps in
determining consequences and serves as a record for future discipline action. If another student is involved, do
not name him/her – just say “another student.”

When you send a student to the office, you relinquish the control to decide what the
consequences for the student will be.

The homeroom teacher is responsible for providing assignments and a lunch to students in ISS. These should
be ready to go and in the office before the day begins the day of the ISS.
DUTY
All staff will be assigned a duty related to arrival, dismissal, and various other campus responsibilities requiring
supervision of students. It is an expectation that you be on time to your duty. On the rare occasion that you cannot be
there on time, you must make arrangements for another professional to cover your duty until you can get there.
Paraprofessionals will report to the gym at 7:20 to supervise students. At 7:30 they will escort students to the cafeteria
where students will wait until the bell rings at 7:35. Once students have been escorted to the cafeteria, the
paraprofessionals can leave them there so they will be at their post by 7:35. See Appendix I for the expectations of
Duty Supervision.
EDUCATIONAL FIELD TRIPS

Destinations, dates, and times for field trips must be approved by the Head of School. The Head of School will
approve or deny the on-line trip request using the WebTrips System.
7

Team Captains will schedule or delegate to another team member the act of scheduling an appointment with the
secretary to set up their grade level’s field trip. Prior to the appointment time, the team leader will need to
complete the Field Trip Procedures Sheet (See Appendix J or access it on the S: Shared Drive). Once she and
the team leader have collaboratively filled out the on-line form a minimum of 15 school days (3 weeks)
prior to the field trip, the request will automatically go to transportation to schedule buses.

All walking field trips must be approved by Dr. Carrico.
FEES / COLLECTION OF MONEY / VALUABLES

No one is allowed to solicit or collect fees from the students without permission from the Head of School or
Deputy Head of School. Teachers need to make sure that students do not collect money from each other by
buying or selling items.

Money or valuables (including your personal belongings) should not be left unsecured
in the classroom during the day or overnight. No money should be kept in the classrooms
overnight. Since teachers are responsible for the money, it should be turned into the office at the end of
each day to the secretary.

Students borrowing money from each other or from staff is not allowed.
HOUSEKEEPING / CAMPUS

The physical appearance of our building reflects our pride and commitment to providing a positive image for our
students and community. The teachers’ area should model responsible care and organization.

Show respect for co-workers by keeping the lounge and workroom area clean. Pick up, wash up and
clean up after yourself!

Do not place open cans and milk cartons in the refrigerator. Please make sure that you clear out your food and
drink items from the refrigerator every Friday.

Maintenance and care of the workroom is the responsibility of the user. Please respect your colleagues
by leaving a neat and clean workspace for them.
HOUSEKEEPING / CLASSROOM

Your classroom should be a direct reflection of you and of our IB Curriculum. Your classroom should ignite a
child’s desire to learn—is it warm, inviting, attractive and cheerful?

Classroom appearance reflects the organization, management, and pride of those who occupy the classroom.
Teachers’ desks, bookshelves, and students’ desks should always be kept neat and orderly. It is the students’
responsibility to pick up paper, trash, paper clips, and other items from the floor at the end of the day.

Nothing should ever be done to any part of the room that would make it impossible to return it to its original
state. Desks and tables should always be protected when using glue and permanent markers.

Students are expected to clean their floor space and stack their chairs next to their tables or desks (2 nd-5th
only) at the end of each day with the exception of Fridays so the custodians can wash the tops of the
student desks.
8

Our bulletin boards should reflect the pride we have in our school. Please make sure that whatever you plan to
display will be “quality.”

Workroom bulletin boards are designated by user: office, legal, professional organizations.

The lounge bulletin is for Social Committee and other general use and the board in the lounge will be the Good
News board.
HOUSEKEEPING / MAINTENANCE NEEDS

Maintenance needs are to be directed through the head custodian. Custodial needs should be written in the
Service Solutions Binder located to at the far left end of the front reception desk. The custodial staff will
work hard to make sure your needs are met in a timely manner. It is requested that no masking tape or duct tape
be used on the carpet, as the residue left behind permanently alters the carpet’s appearance.

For minor repair or general maintenance needs, go under the Newton Rayzor web page, select the “For Staff” and
then select “HEAT Ticket”. When you complete the form, the system will automatically send an email to Dr.
Carrico and Mrs. McWilliams with the repair or general maintenance need. For issues presenting an
immediate problem (water gushing out, etc.) or an imminent safety concern, please DO NOT use the
system but call an administrator or office staff and request immediate assistance.

For safety purposes, hallway windows and windows on doors must not be covered. With the exception of a
Lockdown or Lockdown drill, you and your students must be visible from the window and door pane.
INTERNATIONAL BACCALAUREATE
As an officially authorized IB World School, Newton Rayzor staff members each have certain unique requirements and
responsibilities, which include:

All staff must follow the Essential Agreement Policy for Newton Rayzor.

All professional staff must participate in the writing, implementation, and reflection of IB Units of Inquiry and must
teach the required IB Units of Inquiry at each grade level.

All professional staff will attend IB Community (IBC) meetings and IB staff developments.

All professional staff will commit to inquiry-based teaching methods and the to constructivist approach to learning.

All staff will commit to embed the five Essential Elements of the PYP throughout all instruction, whether
an IB Unit of Inquiry or a “stand alone” subject:
o
o
o
o
o
Knowledge – What do we want the students to know about? (Units of Inquiry)
Concepts – What do we want the students to understand? (Key Concept questions)
Skills – What do we want students to be able to do? (Transdisciplinary Skills)
Attitudes – What do we want students to feel, value, and demonstrate? (PYP Attitudes)
Action – How do we want students to act? (The Learner Profile; the Action Cycle)
ID BADGES
 Each district employee is required to wear an identification badge at all times while on duty (these badges may
also be used as admission for athletic events except varsity). Your mag-card should be worn during contract
time, as it will be needed to enter the building during the day. Do not print your name on your mag-card!
9
LOST MAG-CARDS/ROOM KEYS

If lost, it should be reported to the office. The replacement cost for lost mag-cards and classroom door keys
is $25.00 and the cost for master keys is $50.00.
NURSE / HEALTH MATTERS

Teachers must help in caring for health matters by using good judgment and prudence before sending a student
to the nurse. If after a preliminary evaluation of the complaint you feel a visit to the nurse is warranted, the
teacher should record the time and symptoms on the nurse referral form before sending the student to the nurse.

With the exception of emergencies and extenuating circumstances, students sent unaccompanied to the nurse
(without a nurse referral form) will be sent back to class.

If the student comes to school but becomes ill or is too ill to remain, the parent will be contacted by the nurse.
Teachers should never call home to have a parent pick up a child.

If a child wants to go to the nurse on a routine basis, notify the parent and set up a conference to discuss what
might be causing this.

Any accident, no matter how minor, must be reported to the nurse immediately. Accident reports are required to
be submitted to District personnel.
PDAS APPRAISALS
Campus administrators will appraise professional staff each year using the PDAS Appraisal instrument (see Appendix K
for a list of appraisal assignments). Teachers who are eligible (see Appendix K to see if you are eligible) may have their
observation waived for the 2013-14 school year. Teachers requesting to have their observation waived must submit a
written request to their appraiser by Friday, September 13, 2013.
PRIME TIME
Tutorial time (PRIME Time) for grades 3-5 will be at a grade-specific time. Targeted, small group instruction time is a
requirement. Grades 3-5 will be assigned additional staff from within the building for the express purpose of reducing the
student to staff ratio, making possible targeted, small group instruction for all students. Grades K-2 will have in-class
support.
PURCHASING

All items purchased from your allotted classroom budget must be purchased on a P.O. and must be purchased
within the designated window of time. (see The secretary for the appropriate P.O. form)

Requests for all items must be made through the Head of School. Employees are personally responsible for
unauthorized purchases.

Prior approval must be obtained for any items to be sold for classroom or school fundraisers (ex. Groove Squad,
Field Day, etc.). Once approved, the items must be purchased with a P.O. and sold adding a tax percentage
(with the exception of food). Without prior approval or without following correct procedures for purchasing,
reimbursement may not be possible.
10
RECORD KEEPING
Attendance:
 This year classroom teachers will report student attendance via the online attendance system and will not
submit paper copies to the office with the exception of Temporary Attendance which is taken the first couple
of weeks of school.

The office will collect and document all excuse notes sent by parents after student absences. When a
student brings in an absence excuse note, please make sure it has the student name, grade, and teacher’s
name on it before sending it to the office with the student. The office will have a designated place for drop off
of all student excuse notes, which will be filed once recorded.

Although the office will be recording excuse notes, teachers should still monitor student attendance and notify
Mrs. McWilliams about chronic attendance problems. Chronic is defined as, “long-lasting, always present, or
habitual.” Take note of the following:
o Contact parents if a child is absent more than two days without you knowing the reason. Document
the conversation with the parent.
o Contact parents if a child has more than 2 tardies after 8:00 in a four-week period. Let them know
that at 3 tardies they will receive a warning letter.
o Notify Mrs. McWilliams in writing of students with 3 or more unverified absences in a four-week period
or students with 3 or more tardies after 8:00 in a four-week period.
o If you are aware of an extenuating circumstance related to a student’s absences, please notify Mrs.
McWilliams of those situations as well.

Both absences and tardies need to be documented and recorded on the report card.
Lesson Plans:
 must be prepared (complete with TEKS and Learning Targets) for all content areas and posted in Eduphoria,
(Lesson plans on a word template as an attachment to Eduphoria are acceptable).
 must contain current and ongoing documentation of all Special Education modifications. If you have inclusion
students in your classroom, you should have your plans ready online as early as possible so the Inclusion
teacher may begin modifications for the upcoming week,
 must be left on your desk each afternoon so they can be accessed if you are absent and require a substitute
teacher,

must be completed and in Eduphoria prior to leaving on Friday, and no later than
5:00 p.m. each Friday for the next week.
Curriculum:
 The DISD Scope & Sequence will be the basis for all planning for TEKS for each six weeks. Because we are
an IB school and our IB Units of Inquiry do not follow the District Sequence, we will follow the Scope
but not the Sequence.

Guided reading is a District mandate as prescribed below:
o Below grade level-daily
o At grade level-3-5 times a week
o Above grade level-2-5 times a week

The DISD Curriculum Department considers the following to be best practice teaching methods. Students in
every classroom, without exception, will have the benefit of direct and in-depth instruction from the following
materials / frameworks:
o The 5 E Model (Engage, Explore, Explain, Elaborate, Evaluate) and Inquiry-based instruction
o Math: Investigations, Calendar Math, Target the Question and Math Workshop
11
o Guided Reading
o Readers’ and Writers’ Workshop
Assessments:

All students in every classroom should know how they are progressing. This is a continuous process requiring
feedback to students and parents and will be documented in the Student Data Binders (which must go home
on Wednesday of each week – more frequently if desired). At any given time, every student should know:
o What is the learning target?
o Where am I now (with regard to the learning target)?
o What can I do to bridge the gap?

Each student should have some degree of ownership in the assessment process on a regular basis
(self-assessments, shared goal-setting, etc.).

Student assessment should be assessed both formatively and summatively. While formative and summative
assessments both provide important information, the purposes and audiences for each differ.

Formative assessments and /or common assessments are designed to help students improve by
providing information to the teacher about what decisions to make about instruction and next steps to take
with a student. In most cases formative assessments should not be used to determine grades, as learning is
a process in which learners deepen understanding or proficiency as a result of trial, practice, and adjustments
made based on feedback.

Summative assessments, on the other hand, are designed to measure student achievement, and are used
to make statements of student learning at a point in time to those outside the classroom.

Benchmarks will be administered by a grade level in specific content areas at specific points along the year.

One component of all evaluation of student progress shall be an assessment of the student’s mastery of
Texas Essential Knowledge and Skills as well as the student’s acquisition of knowledge and skills as defined
in district curriculum goals and objectives.
Homework:

Homework should be meaningful and reasonable; never busy work or assigned as punishment.

Homework should be started in class under the supervision of the teacher. Both procedure and assignment
should be fully understood by the student.

Weekends and holidays should be free from routine assignments, and the maximum time to be spent daily on
homework for all subjects combined should generally not exceed one hour.
Grading and Reporting:
The purpose of grading is to communicate about progress at a given point in time. Grades are a measure of
progress against the standards. Grades should come from
 a body of evidence,
 from performance standards,
 and should be consistent with the philosophy of our campus IB Assessment Policy.
Grades assigned by the teacher should generally parallel standardized test performance. A single project or
grade cannot be weighted as to cause a student to fail.
12
Remember that student learning is the end goal. Certain types of Descriptive Feedback (specific, constructive
feedback directly linked to the learning goals to help direct the next steps of the student) have been found to
dramatically increase student learning.
While not yet a requirement, it is strongly recommended that you give only descriptive feedback (Process or SelfRegulation – see chart below) rather than failing grades for incomplete or sub-standard work until the work gets
up to a passing / quality status. Giving zeros allows the student to “opt out” of the learning, and opting
out of the learning should never be an option.
Types of Descriptive Feedback
Definition
Task Level
How well tasks are understood and performed
The main process or steps needed to understand and
Process Level perform tasks
Examples
Effectiveness &
Frequency
Most used, but least
“Wonderful autobiography!”
“Too short.”
effective
“Remember when you regroup to
write the number you carry at the Most effective
top of the tens column.”
Learners who are self-aware: they know their
strengths and weaknesses, they attribute successes or “Can you show me how the
Self-Regulation
failures to factors within their control, they maintain a evidence you gave me is tied in to Most effective
Level
“growth mindset,” and they understand that challenging the goal you set for yourself?”
tasks, practice, and effort lead to academic success
“You are very bright and have
Most used, but least
Self-Level
Personal evaluations and affect about the learner
tons of potential.”
effective
“You don’t try hard enough.”
o Teachers are responsible for issuing a report card if students have been enrolled for 15 days and in
attendance for at least 13 days.
o Grade Books / Report Cards are to be maintained by each teacher using the Home Access Center® online grading system. Grading is standardized in this district. There are to be no exceptions to the district
guidelines. Grades are to be up-to-date and organized in an apparent way in your grade book.
o Report Card Grades for special area classes are to be given to homeroom teachers by the Friday
before report cards are distributed on Wednesday, as stated in the Professional Handbook. At the end of
the year, grades should be given to the homeroom teacher on the Friday before the last day of school.
Grades for students in ESL and Inclusion should be determined collaboratively by those teachers and
the classroom teacher.
o All grades based on adaptations and / or accommodations must be marked with an asterisk on the report
Student Information
Student Folders should be kept in the classroom and are considered CONFIDENTIAL.
o These should include parent correspondence, conference notes, discipline reports, work samples and
any other pertinent information.
o All phone calls / conferences will be documented on a DISD conference sheet. (see Appendix L)
Cumulative Folders are to be kept complete and up-to-date.
o Cumulative folders are never to leave the building.
o Cumulative folders must be signed out in the records room before you take them to your classroom and
are to be locked in the office by 3:50 each afternoon.
o To protect confidentiality, parent volunteers may not work on cumulative folders (student teachers,
however, may).
o End of year cumulative folders directions will be given in May.
13
RESPONSE TO INTERVENTION / START / DYSLEXIA / 504 / SPECIAL EDUCATION
Traditionally in education the focus has been on identification and placement, not about effective interventions. This
system failed our students and gave classroom teachers the misconception that when students failed to learn, they
must have a disability of some kind.
Rather than a focus on identification and placement, the focus must be upon student success. Response to
Intervention (RtI) is the outcome of this realization. Characteristics of effective RtI include:
o
o
o
o
o
o
o
Urgency – Do we have a sense of urgency when implementing interventions?
Research-based – Are the programs or methods we are using proven to work?
Directive – Are targeted students required to attend or participate?
Timely – Have we provided extended time to learn the standards? How often do we evaluate progress?
Targeted – Are students identified based upon the cause of their struggles (and not by the symptoms)?
Administered by trained professionals – Are our most skilled professionals working with our most at-risk or
struggling students?
Systematic – Are we monitoring and revising individual needs every 3-4 weeks? Does our system identify,
place, monitor, revise, and return to review student progress?
Response to Intervention
RtI calls for different levels of interventions, listed below:
1. Tier 1
a. All students are screened to find students at risk. (START Team)
b. All students receive core program which includes differentiated instruction. (Classroom instruction and
PRIME Time groups)
c. Responsive students remain in Tier 1.
d. Unresponsive students move to Tier 2.
2. Tier 2
a. Creative, flexible scheduling creates sufficient time for small-group instruction. (Reading Recovery,
b.
c.
d.
e.
Literacy Groups, and Reading/Math Intervention)
Personnel are used creatively.
30 minutes of additional time and support are provided, three-four times a week.
Progress is monitored more frequently than in Tier 1.
Responsive students return to Tier 1
3. Tier 3
a. Is more intensive, with frequent individualized intervention.
b. Interventions are highly targeted, prescriptive-diagnostic, and focused on causes, not symptoms.
c. Actual interventions may be the same as in Tier 2, but may increase in frequency (times per week),
duration (time per session), and may decrease the teacher-student ratio.
d. Progress is monitored even more frequently than in Tier 2.
RtI interventions will be documented using the electronic RtI forms located in AWARE. Any tiered
interventions for a student will be easy to look up using this system.
START (Success Through Active Response Team) – this team will convene in the fall (October) and in the spring
(February) to monitor the progress of all students. Students will be assessed a color of red, yellow, or green
based upon specific criteria. Recommendations and interventions will be made to support struggling students.
RtI Team (formerly known as the CARE Team) – this team meets on a regular basis after the first six weeks and
reviews students who are experiencing academic difficulties. Before bringing a student to RtI, teachers must
meet with the Counselor. Together they will collaborate to make an intervention plan for the student (see Appendix
14
N). If further intervention is warranted, the student may be brought before the RtI Team. Teachers must have written
documentation of curriculum adaptations made, instructional strategies utilized, and parent communication before
bringing a student to the RtI Team. The Head of School for Grades K-2 and the Deputy Head of School for Grades 3nd
5. Parents must be invited to the RtI meeting the 2 time a student is brought to the RtI Team.
Dyslexia:
Referrals for dyslexia must go through the RtI team. Children identified with dyslexia show:
1. Evidence of a deficit in one or more of the primary characteristics of dyslexia:
a. Reading real words in isolation
b. Decoding nonsense words
c. Reading fluency (both rate and accuracy)
d. Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia)
2. Evidence of a deficit in phonological processing, including the following:
a. Phonological awareness
b. Rapid naming
c. Phonological memory
3. Evidence that the above deficits are unexpected in relation to:
a. the student’s age, educational level, or cognitive abilities
b. the provision of effective classroom instruction
504

Referrals for Section 504 must go through the Head of School for Grades K-2 and the Deputy Head of School for
Grades 3-5.

Section 504 is designed to preventing discrimination against students with disabilities. A student is considered
“disabled” if he or she suffers from a physical or mental impairment that substantially limits one or more of their
major life activities, such as learning, walking, seeing, hearing, breathing, working, and performing manual tasks.
Section 504 also applies to students with a record of having a substantially-limiting impairment, or who are
regarded as being disabled even if they are truly not disabled. Students can be considered disabled and can
receive services under Section 504 even if they do not qualify for, or receive, special education services.
Special Education – Initiating a referral:
 Making recommendations for special education testing is a time-consuming process. The current laws state that
once the referral paperwork has been signed and dated by the parent, we have 60 calendar days to complete the
referral and testing on a particular student for special education.
Special Education – ARD meetings:

The Head of School will be in charge of all ARDS for Grades K-2 and the Deputy Head of School will be in charge
of all ARDs for Grades 3-5.

Please fill out the pre-ARD (Appraisal, Review, Dismissal) meeting form prior to the ARD and turn it in to the
Diagnostician’s mailbox no later than the day before the ARD. Be prepared to share the information regarding
the child’s strengths and academic progress during the meeting in a positive, professional manner. (see
Appendix M) ARDS are confidential meetings and are held to review classroom progress, assessments, and
other data. Take care to preserve the dignity of parents and students in all ARD meetings.

Recommendations agreed upon at an ARD are legal and binding and must be adhered to strictly by the
classroom and special education teachers. Modifications selected in the ARD must be documented in your
lesson plans.
15
SCHEDULES / BEGINNING EACH DAY

Students may enter the building at 7:20 through the rear circle drive entrance by the cafeteria to eat breakfast. If
students are not eating breakfast, they will report to the gym. When the first bell rings at 7:35, the children will be
allowed to enter their classrooms.

Announcements will begin at 7:50. All adults and children should cease both classroom activity and
conversation while announcements are in progress.

Senate Bill 83 requires school districts to observe a minute of silence at the start of the school day to reflect,
meditate, or pray and to recite pledges to both the U.S. and Texas flags. Parents who object must submit their
objections in writing to the teacher and/or building Head of School and cite the specific requirements(s) they
oppose.

One homeroom class will lead the pledge and will share examples of the IB Learner profile, attitude, or
Transdisciplinary Skill for that week. The 4-5 students you send must be in the library no later than 7:45 A.M.
(see Appendix N). Please mark your assigned week(s) on your calendar so that you will be prepared and send
different students each day so that all students will have the opportunity to share their example at some point in
the week.
SCHEDULES / RECESS

It is imperative that every teacher actively monitor students outside during recess. Vigilant supervision is
THE KEY to preventing incidents and injuries. The teacher, not the office, will deal with discipline incidents
arising from recess behavior.

To ensure maximum supervision, each teacher will be assigned a different quadrant of the playground to monitor
(see Appendix O for playground supervision map and Appendix I for supervision expectations).

Recess should be for precisely 15 minutes. The first semester Kindergarten will receive 2 recesses, to be
reduced to one when the students are maturationally ready (around February).
SCHEDULES / SCHOOL PARTIES AND PICNICS

Each teacher will have three parties per school year – Winter Break (December 20th ), Valentine’s Day
(February 14th), and End-of-Year (June 4th). These will be held during the last hour of the school day (the only
exception would be those teachers whose conference period falls at the end of the day).

Picnics or parties for purely social purposes are not allowed on school time. Teachers should obtain prior
approval from the administration before planning any such activities, whether teacher- or parent-sponsored.
SCHEDULES / SPECIAL AREAS / LUNCH

The Master Schedule has been revised to maximize instructional time and to limit pullout times. Schedules are
difficult to create, and changes impact: Regular Education, Special Education, Reading Recovery, Literacy
groups, ESL (English as a Second Language), EXPO (Exponential Potential), etc. Schedule changes require
office approval and sufficient notice. Play practice, choir, clubs, etc. should not interfere with the regular schedule
for an extended period of time.

Each teacher must monitor their lunch start and end times closely. All teachers must escort their own class
to the cafeteria at the scheduled time and pick them up on time.
16

IF YOUR CLASS IS NOT GOING TO BE EATING IN THE CAFETERIA, LET THE MANAGER KNOW AT THE
EARLIEST POSSIBLE DATE, and no later than two weeks in advance.

Students who forget their lunch and / or money may make one early morning phone call to their parents from their
classroom phone.

A sandwich and milk will be provided to students without a lunch and / or money.
SCHEDULES / STAFF DUTY

Duty hours are from 7:35 until 3:35. The time from 7:35 to 7:50 sets the tone for the day.
o Classroom teachers - being at your door with a smile on your face and greeting your students
sends the message to both students and parents that you are prepared for the day and are ready
to focus on your students.
o Non-classroom teachers – being at your assigned duty in or outside the building on time with a
smile on your face and greeting students sends the message to students and parents that we are
prepared to receive them and that we care about their safety and well-being as they travel
throughout our campus.
o Preparation for the current day should have occurred the on previous day before leaving; if not, those
tasks must be taken care of prior to 7:35. Once the 7:35 bell rings your focus should be on the students,
not on paperwork, email, or other tasks. Students must be supervised at all times.

Teachers may leave as early as 3:05 on Friday afternoons only if lesson plans for the upcoming week are
prepared and in Eduphoria. Plans are required to be prepared and in Eduphoria prior to leaving campus on
Fridays.

The workday for paraprofessionals is 8 hours, excluding lunch. Paraprofessionals will have a schedule on file in
the office regarding their individual hours. Generally the hours will be from 7:20 to 3:50. Overtime must be
approved by the Head of School prior to coming in early or staying late. Overtime has to be paid out of our
campus budget, which eats up our funds. Unless prior approval from the Head of School has been granted, this
will be denied.

Prior permission is required from the Head of School or Deputy Head of School before leaving campus during
duty hours. The only exception is during your lunchtime. Errands may be taken care of during lunchtime, but not
during conference time. Anyone leaving the campus during duty hours must sign out in the office and sign in
upon your return.
SOCIAL COMMITTEE
All Newton Rayzor staff members contribute yearly dues to the Social Committee. The Social Committee sends
card and flowers for specific occasions to ensure that staff members are supported in times of joy and in times of
sorrow. The Committee also contributes toward weddings, showers, and retirements. One person from each
grade level will serve on Social Committee to facilitate communication of events in a timely manner.
STAFF CHILDREN

Children of staff members are welcome to come to school early but must stay in the room with their parent
before and after school. They must abide by the same rules as all other students.

No children may come to school on Inservice / Workdays, including elementary, middle- and high-school
students and children of staff. Middle- and high-school students may NOT come to our campus on early
release days.
17

Children of staff members are not allowed in the Staff Lounge or workroom at anytime, and they may not attend
meetings or social functions.
Adherence to the above protects the staffs’ privacy, ensures confidentiality and keeps the students safe.
STAFF DRESS

All staff should dress in a professional manner for work. The image we present to students and the community
needs to reflect pride, dignity, and professionalism.

During teacher inservice days feel free to dress casually and comfortably.

On the last day of the work week (typically Friday, but not always), jeans may be worn with Rayzor shirts.
Jeans passes may be earned for various reasons. On the morning of the day that you use a jeans pass, you
must leave it in the Head of School’s mailbox. Dr. Carrico reserves the right to call a jeans day or free dress day
(none of your “business” or tattoos may show, even on free dress day).

Shorts may only be worn on teacher inservice days or special events days (except for PE teachers).
STUDENT INFORMATION

Teachers should notify the office when a student informs them of a change of address, change of parent
employment, or change in phone number.

Personal information that you have about each of your students is confidential and is not to be
shared or discussed with other parents or teachers not directly involved in the instruction of
that child. Any paperwork containing personal student information that you wish to dispose of must be
shredded.
STUDENT SUPERVISION

Students are not to be in the staff lounge or staff workroom for any reason due to liability
concerns, even if accompanied by an adult. Please do not “allow” students to use the
workroom as a shortcut to the office.

Teachers and Instructional aides are to be in the classroom providing instruction during the instructional period.
Students should NEVER be left alone, unsupervised, in the classrooms.

Whenever a teacher needs to leave the classroom due to an emergency, the teacher must first notify the office,
then ask a teammate to supervise students.

Students may not be kept after school for any reason unless parents have been notified. Teachers in charge
of after-school clubs or the teacher keeping a child after school must supervise the child during
the time they are here and until the child is picked up by the parent.
STUDENT TRANSPORTATION

Per DISD policy, employees must not transport students in their personal vehicles.
18
STUDENT WITHDRAWALS

You will be receiving a withdrawal packet to complete whenever a parent signs the withdrawal form. Please verify
that the special programs indicated on the form are programs in which the student participates.
STUDENTS LEAVING CAMPUS DURING SCHOOL HOURS

Parents will be required to identify themselves and sign the office register prior to the student being allowed to be
released from the classroom / school.

The office will contact the teacher and require that the student be sent to the office. If we are unable to reach
you, the parent will be given a release form which will indicate that the parent has followed proper procedures for
early release. If a parent requests a child but does not have the release form, do not release the child to them.

Please send all parent notes concerning changes in student pick up arrangements to the office at the beginning
of the school day.
TEAMING / WORKING COLLABORATIVELY IN PROFESSIONAL LEARNING COMMUNITIES
“When teachers work in collaborative teams, schools are more likely to see gains in student achievement, find
higher solutions to problems, promote increased confidence in staff, create an environment in which teachers
support one another’s strengths and accommodate weaknesses, provide support for new teachers, and provide
all staff with access to an expanded pool of ideas, materials, and methods.” (Little, 1990)
“…without the ability to collaborate with other, the prospect of truly improving schools is not likely.” (Schlechty,
2005, p. 22)
“Quality teaching is not an individual accomplishment, it is the result of a collaborative culture that empowers
teachers to team up to improve student learning beyond what an one of them can achieve alone.” (Carroll, 2009,
p. 13)

Believing that we can only achieve our fundamental purpose of high levels of learning for all students through the
collaborative and collective effort of high performing teams, all professional staff will work closely and
collaboratively with their team. Choosing not to be a part of a team is not an option.

Effective teams are characterized by:
 Interdependence
 Shared goals
 Mutual accountability

Conflict is inevitable in any relationship. In fact, the absence of conflict suggests a superficial level of
collaboration, because “conflict and disagreements are not only inevitable but fundamental to successful change.”
(Fullan, 2007, p. 21) The challenge is not to eliminate or avoid conflict, but to learn how to manage conflict
productively. When managed well, conflict can serve to develop stronger teams.

Teams will establish Essential Agreements which will include not only the “norms” or guidelines by which the team
will operate, but also how the team will respond when someone violates one of the Essential Agreements.

Team decisions do not require unanimous agreement but rather consensus. A group will have arrived at
consensus when:
1. All members can embrace the proposal.
2. All members can endorse the proposal.
3. All members can live with the proposal.
19
4. All members agree not to sabotage the proposal.
5. The group has a majority – at least 51% - in support of the proposal.
VIDEO / FILM GUIDELINES

All teachers wishing to show a video for instructional purposes must submit a video viewing form to the
Head of School and receive permission to do so (see Appendix Q).

Instructional time is valuable! Teachers should consider the value of the instructional time dedicated to viewing
videos / films and should carefully relate the content of the video / film to the specified objectives and document
them.

Teachers have the responsibility to preview and evaluate any video, film, or movie prior to use in the classroom or
assigned for viewing outside the classroom.

Copyright law allows film excerpts to be shown, but typically should not extend beyond 3 – 5 minutes or 10% of
the film. District policy and copyright laws prohibit showing videos rented for “home use only” and if rated other
than “G” (See Appendix R for Frequently Asked Questions about Copyright, and Appendix S for Copyright and
Fair Use Guidelines for School Projects).

Videos may not be used as a recess alternative, to fill time, or as an “activity” during a teacher’s absence.
Student games should be used for rainy or inclement weather days.
VISITORS
 Visitors to Rayzor are welcomed and encouraged. Extend invitations to parents to be a part of our school
community.
 As a matter of safety and security, if you see a visitor who does not have on a visitor sticker, please politely direct
them to the office to get a visitor’s sticker.
CONCLUSION
These guidelines are subject to change throughout the year as needed. If you have questions or concerns about the
guidelines, feel free to discuss them with the Head of School.
*All of the forms referenced in Appendices A – Y are also found on the S:(shared) drive under Office Forms.
Revised 08/13
20
Appendices
Appendix
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
Page Topic
Page #
Absence from Duty Procedures
22
Class Distribution Sheet
23
Calendar Request Instructions
24
Newton Rayzor Family Nights
25
Recovery Areas Sheet
26
Blank Discipline Form
27
Educators Handbook Procedures
28
Newton Rayzor Discipline Plan
29-31
Field Trip Procedures
32-33
PDAS Appraisal Assignments
34
Parent Contact / Conference Documentation Sheet
35
Pre-ARD form
36-37
Guidelines for Assisting with Announcements
38
FAQs about Copyright
39
Video Viewing Form
40
Lunch Out Schedule
41
Christmas Shopping Days Schedule
42
Pledge / Profile Schedule
43
International Greetings
44
21
Appendix A
Absence from Duty
o Personal Illness, Family Illness—do not know in advance
o Call School office AND Aesop
Educational Leave
o Workshops, Conferences, etc.
o Denton Web Page-complete Educational Leave Request
 For Staff
 Quick Links
 Educational Leave Request
 (http://educleave.denthe secretarysd.org)
o Aesop
Personal Leave
Absence from Duty
Procedures
o Request 3 days in
advance-see receptionist
for form (example—
personal business, nonfamily funeral, etc.)
o Personal Leave Request Form—submit to Dr. Carrico
o Aesop
Aesop Information
Aesop can be accessed 24 hours a day
via the web at http://www.aesopeducation.com, or
by calling 1-800-942-3767.
22
Appendix B
Class Distribution Sheet for _________ Grade
________________’s class
Student
Goes to…
________________’s class
Student
Goes to…
________________’s class
Student
Goes to…
________________’s class
Student
Goes to…
________________’s class
Student
Goes to…
________________’s class
Student
Goes to…
23
Appendix C
Calendar Request Procedures
To request that an event be placed on the Newton Rayzor Calendar, please follow these steps:
1. Open Microsoft Outlook. Make sure you are in “Mail.”
2. Select the toggle arrow on the right-hand side of “New.” A drop-down menu will appear.
3. Select “Appointment.” A dialog box will open up.
4. Under the “Appointment” tab in the “Subject” box, type in the name of your event (Ex: Pre-K
parent meeting).
5. Under “Location,” indicate where the event will occur (Ex: Classroom, Cafeteria, Quilt
Commons, etc.).
6. Use the toggle down arrows to select the date, “Start time,” and “End time” to indicate when
the event will occur. Do not check the “All day event” box.
7. Use the large empty box in the lower half of the dialog box to make special requests for the
following:
a. air conditioning, heat,
b. special arrangements such as tables and chairs needed, etc. Make sure to indicate
how many tables and chairs will be needed and where you want them placed.
HVAC (heating, ventilation, air conditioning) requests are controlled off-site, so if your event is after
regular hours and you have not requested HVAC, remember that our custodians do NOT have
access to HVAC controls. Evening custodians are not authorized to leave their routine duties
to do last-minute set-ups.
8. After you have completed steps one through seven under the “Appointment” tab, select the
“Scheduling” tab.
9. Under “All Attendees,” you will see your own name. In the box underneath your name, type in
Shanda McWilliams and Rayzor_Calendar.
10. Select the “Appointment” tab once more. Select “Send.”
11. Mrs. McWilliams will review your request and check to make sure that your event does not
conflict with another event on the calendar. You will receive a reply that either says that your
request has been accepted, is tentative, is declined, or a new date/time will be proposed.
24
Appendix D
Newton Rayzor Family Nights
September 13
PTA Meeting
PTA Hotdog Social
& IB Night
8:00 and 6:00
6:30 – 8:00
October 24
Math Night & Cup Stacking
6:00 -7:30
January 23
PTA Meeting
Literacy Night
8:00 and 5:30 – 6:00
6:00 – 7:30
February 27
PTA Meeting
Talent Show & Art Club
8:00 and 5:30 – 6:00
6:00 – 7:30
May 15
PTA Meeting
Fine Arts Night
8:00 and 5:30 – 6:00
6:00 – 7:30
May
IB Exhibition
6:00 – 7:30
25
Appendix E
Recovery Areas for _________ Grade
Teacher
Recovery Area 1
Recovery Area 2
Please submit this information to the grade level chairperson by week 3 of school.
The grade level chairperson will submit the entire grade level’s information to
the office by week 4 of school.
26
Appendix F
Newton Rayzor Elementary Discipline Referral
Student: ______________________________________
Date: ______________
Behavior ignored / redirected
Had conference with student
Loss of privilege _________________________________________
Telephoned parent(s)
Date ______________ Time _______
Had conference with parent: Date ______________ Time _______
Teacher: ______________________________________
Changed seating
Time out
Counselor intervention
Prior office referral
Grade: ______________
Parent Name(s): _______________________________________________________
Home phone: _______________________ Work phone: ______________________
Reason for referral:
Location:
Disrespectful of authority
Disrespectful of other students
Disruptive / Uncooperative
Unacceptable language / gestures
Destructive to school property
Hands, feet, & objects used unsafely or
inappropriately
Classroom
Hallway
Restroom
Playground
Computer Lab
Outside
Gymnasium
Cafeteria
Quilt Commons
Jungle Commons
Library
Office
Teacher comments:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Actions taken by teacher prior to this referral:
Actions taken by administrator:
Discussed incident / behavior with student
Telephoned parent(s)
Date ___________________ Time ___________
Had conference with parent: Date ___________________ Time ___________
Sent discipline referral sheet home for parent signature
Suspension: In-school
Out of school
Administrator comments:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Administrator: ____________________________________ Date: __________________
____Parent Signature:______________________________ Return by: _______________
____Referral need not be returned. School personnel conferenced by phone with parent.
27
Appendix G
28
Appendix H
Newton Rayzor Discipline Plan
Discipline Procedures
Disciple referrals should be recorded by the staff member observing the inappropriate
behavior.
Only in severe cases should a substitute refer a student to the office. Subs should leave a
note informing the teacher of the inappropriate behavior and allow the teacher to address the
behavior.
There should be an online discipline referral submitted for all students being sent to the office
for discipline. The administrator will call or come get the student when they are available.
All referral will be sent home to the parents, so do not write a referral when you are extremely
upset. If time is needed to process the situation before writing the referral, let the
administrator know and submit the referral later within the day.
Teachers should identify interventions they have attempted with the child in class prior to the
office referral and be prepared to share supporting documentation if needed. The supporting
documentation should include a behavior plan.
Once students are sent to the office the parents will be contacted to assist in addressing the
inappropriate behavior. The actions for the referral should justify a phone call from the
administrator.
When a student is referred to the office for inappropriate behavior, the student can receive any
of the following consequences depending on the circumstance, repetitiveness and severity.
Remember there can be extenuating circumstances which will be determined by the
administrator.
Consequences
1st Offence




receive a verbal reprimand.
be asked to reflect in writing on their behavior, alternative choices as well as consequences.
Review their behavior plan and possible adjustments
parents will be notified by phone or letter
29
2nd Offence
 be asked to reflect in writing on their behavior, alternative choices as well as consequences.
 parents will be notified by phone
 receive time out in the office and then returned to class or in- school suspension depending
on severity
3rd Offence



be asked to reflect in writing on their behavior, alternative choices as well as
consequences.
parents will be notified by phone and conference
receive in-school suspension or receive out-of–school suspension depending on severity.
4th Offence



parents will be notified by phone and conference
As a last alternative – student will be sent to Davis school.
a conference with the student and parents will be held to discuss re-entry
Students engaging in dangerous, disrespectful/abusive or illegal behavior will be referred
directly to the principal or assistant principal.
The Following Circumstances Will Be Considered Severe:
a) Dangerous - refers to behavior that is intended to cause physical
injury to a student or staff member.
b) Disrespectful/Abusive - refers to behavior in which students refuse to obey
reasonable directives from any staff member and/or direct profane or
disrespectful
language to any staff member.
FIGHTING, HARRASSMENT and NOT BE TOLERATED
FIGHTING
 where students exchange blows (hitting/kicking) in a state of anger with an intent to injure
Harassment
30
 where students are repeatedly engaging in behaviors such as using threats, put-downs,
teasing, obscenities, gestures, and/or physical contact such as kicking, tripping, pushing,
pinching, hitting, chasing, playfighting
FIGHTING/HARRASSMENT Depending on Severity
If a student chooses to resort to these behaviors the following consequence will result.
1st Offence
 student will be counseled
 parents will be notified by phone and letter
 parent conference if necessary
 minimum 1 day in-school suspension
2nd Offence
 student will be counselled further
 parents will be notified
 minimum 1 day in out –of-school suspension
3rd Offence
 parents will be notified
 student will be sent to Davis School
 a conference with the student and parents will be held to discuss re-entry
BULLYING Will NOT BE TOLERATED
We follow the Bully Buster Program
31
Appendix I
Field Trip Procedures
To Team Captain:
Complete the following to ensure that your field trip goes smoothly.
1. Clear the date, time, and location with the Head of School a minimum of four weeks prior
to the date. If IB funds are to be used, you will also need to get approval from the IB
Coordinator. She will initial your purchase order request if approving.
2. Meet with the secretary to discuss details of trip immediately after meeting with the Head
of School and the IB Coordinator. Bring your completed copy of this page along with your
purchase order request. At this time, notify her if you will be collecting any money from the
students for admission or transportation cost. If money is being collected for
transportation, remember that it has to be deposited no later than 10 weekdays
before the trip. The money must be in the account before a DISD transportation
purchase order can be entered into the EFinance system. If you are collecting for
admission, in most cases, The secretary can write the check the same day of the trip for
you to take on field trip. She will then deposit the money the same day. As circumstances
can be different for each field trip, early and clear communication with The secretary is
essential to the success of your trip.
3. Add field trip date to Newton Rayzor Calendar per instructions in the Staff Handbook.
4. Enter your trip request into WebTrips. Tracy Williams, field trip coordinator, needs
your request entered at least 15 week days in advance of trip. Email the secretary
when you have entered it. She has to approve it in WebTrips for Tracy to proceed
with scheduling.
5. Send a notification email to all areas that will be affected by the field trip, including the
cafeteria, the nurse, special areas, etc. Do this as soon as you have completed step 4.
Send another reminder email one week before your trip. Students with medical alerts
for life threatening conditions at school must have those meds with them when off
campus. Examples – Epipens, inhalers, insulin, etc.
6. Fill out permission slips and send home. All slips must be signed for students to attend
trip.
7. Provide a list of student names and the emergency contact number the parent provided on
the returned permission slip. Make copies for the office, bus drivers and team mates.
8. Make name tags for students.
9. Turn in your attendance to the office before you leave.
10. Have fun!
Grade Level_____________
Field Trip
Location___________________________________________
Field Trip Date___________
Departure time_____________ Return
Time_____________________
# of Adults___________
# of Students____________
32
Field Trip Cost
1. You may contact Tracy Williams at twilliams2@denthe secretarysd.org to get
mileage details.
Round trip mileage:______X Number of buses:_______X $2.95 per
mile=$_______
Driver total hours:_______X Number of buses:_______X $14.95 per
hr.=$_______
Bus Cost Total:
$_______
33
Appendix J
PDAS Appraisals 2013-2014
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Happy
Sandra Mercado
Megan Ewing
Abigail Stewart
Steve Huynh
Italo Pacheco
Ashley Sembroski
Natalie Dhanoolal-Rubio
Selee Saenz-Ranchos
Tonnie Brown
Briony Houchin
Ivonne Chavez
Aimee Deckard
Ryan Figueroa
Laura Jones-Davis
Dawn Pruitt
Jannet Vasquez
Lori Cadwalader *
Lewis Hill
Barbara Gatlin
Cheree Barnett*
Karrie Hodge
Alison Nahaas*
Jose Robles
Ann Boodt*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Shanda
Laura Washington
Sylvia Naples
Jessica Akin
Angela Fuller *
Sarah Merriweather*
Martha Arriaga
Misti DeLaSierra *
Holly Caley
Kelly Born
Jodie Langhorne
Fernando Rubio*
Kathy Strong
Renee Gann *
Barbara Cantu*
Dina Wuenschel
Amanda Gibson
Marilyn Watson
Debbie Naylor
Monica Cervantes*
Ria Morrison*
Kelly Fisher*
Liane MacMillan*
Kristin Williamson *
* Denotes teachers who may have their observation waived for the 2013-14 school year. Teachers
requesting to have their observation waived must submit a written request to their appraiser by
Friday, September 13, 2013.
34
Appendix K
Parent Contact / Conference Documentation Sheet
Date
Student
Person
Contacted
Reason for Contact /
Notes from Contact
35
Appendix L
Pre-ARD COMMITTEE
GENERAL EDUCATION TEACHER PROGRESS NOTES
Student: _____________________________
ARD Date: _____________
Time: _________
Teacher: _____________________________
Subject(s) taught: ________________________
Please bring grades, work samples, informal assessment, and any other pertinent information to the ARD
meeting in addition to the following information, which will be a vital part of the ARD decision making process:
Grades:
Current Grade Average (required): Rdg ______ Math _______ Science ______ Social Studies _______
Test avg.: _______
Daily/HW avg.: _________
Days Tardy: ________
Days Absent: ______
Assignments:
Student has completed _____ of _____ assignments.
Can uncompleted assignments still be turned in for credit?
Yes
No
Competencies: (content skills related to your subject/class )
Academic Strengths:
Academic Weaknesses:
1. _____________________________________
1. ______________________________________
2. _____________________________________
2. ______________________________________
3. _____________________________________
3. ______________________________________
Behavior:
Recommendations for state-mandated testing:
Yes
Mostly
Interacts appropriately with peers
Interacts appropriately with adults
Adjusts easily to new situations
Respects authority
Cooperative
Completes tasks
Other behaviors:
Sometimes
No
Reading:
______________
Math:
______________
Writing:
______________
Science:
______________
Social Studies:
______________
Notes: ________________________
______________________________
Modifications:
Remember, these accommodations are provided especially for this student. Once selected, you are required to provide it.
01 – Change Pace of Instruction
03 – Short Answer Tests
05 – Taped Tests
06 – Highlighted Tests
07 – Taping Lectures
08 – Note Taking Assistance
09 – Extended Time Assigned
10 – Shortened Assignment
11 – Assignment Notebooks
13 – Repeated Review
14 – Reduced written task
16 – Preferential Seating
17 – Interpreter for the Deaf
18 – Frequent Breaks
19 – Defined Physical Space
20 – Cooling-off Period
21 – Concrete Reinforcers
22 – Positive Reinforcers
25 – Spec. Instruct./Adaptive Equip. 26 – Change in TEKS
29 – Check for Understanding
30 -
36 – Allow Additional Wait Time
Lin – Linguistic
23 – Behavior Management Plan
27 – Change in Report
Requirements
31 TRm – Visual/Verb/Tactile
Reminder
24 – Oral Directives
28 – Change Machinery
32 TFB – Multiple/Frequent Breaks
36
MoA – Modified Instruction
PDB – Dyslexia Bundle
PRQ – Read aloud Questions
MoB – Modified Assignments
MoC – Modified Class
Assessments
PLP – Large Print
PRS – Read Test Aloud To Self
RCD – Calculation Devices
PMD – Magnification Devices
PST – Sign/Translate Directions
RMs – Manipulatives
PMM – Manipulating Test
ROM – Other Method Response
PAD – Amplification Devices
POA – Oral/Signed Admin.
SIA – Individual Administration
RSA – Supplemental Aids
PBr – Braille
PPM – Place Markers
SMD – Minimizing Distractions
RSp – Spelling Assistance
PCO – Colored Overlays
PPT – Photocopies of Tests
SSG – Small Group
37
Appendix M
Guidelines for Assisting with Announcements*
Please keep in mind the following:
Some students may be unfamiliar with the pledge to the Texas flag and will need the
opportunity to practice it.
Check the list (which will be located on the S: drive) for the weeks when your students will be
helping with the pledges and mark your calendar so you will be prepared.
Send 3 – 5 different students to the library each morning.
Your students should discuss and generate what they will share about that week’s particular
profile or attitude BEFORE the morning that they are to share it during the announcements.
Students should know before coming to the library who will be reading what.
The students who will be sharing should have had time to practice reading what they will
share so they will be more at ease with the process.
Remind students to walk on their way to the library.
Students should arrive in the library between 7:40 and 7:45. Instruct them that they are to be
seated and wait quietly until time to share.
For students celebrating a birthday, please wait to send them to the office to get their birthday
pencil until AFTER announcements are completed.
38
Appendix N
FREQUENTLY ASKED QUESTIONS (FAQS) about Copyright
Movie Ratings





G – acceptable for all grade levels
PG – acceptable ONLY for Grades 6-12
PG13 – acceptable ONLY for Grades 6-12, parent permission required in MS
R – Not acceptable at any grade level
X – Not acceptable at any grade level
Remember, copyright law was written to benefit the copyright holder’s interest in their work. It was
not written to benefit educators. There may be a sound reason why a teacher wants to use a
piece of material and still have it break copyright law.
May I show a video in class?
1. Yes – IF it applies to the material being taught at this point in time (not something previously
taught or to be taught in the future). It must be a direct correlation, not something vague. (For
instance, showing BABE when teaching a farm unit is too vague. Showing Pocahontas
because it shows Native Americans is too vague.)
2. No – if the tape is to be shown as a reward, enrichment, or reward. This is strictly prohibited.
DENTON INDEPENDENT SCHOOL DISTRICT
Request to Show Videos (VHS/DVD)
Dear Principal:
I would like to show a video in my class on ____________________.
(date)
The purpose/instructional intent of the activity is:
The video is relevant to the unit I am teaching on ______________________________________.
_____________________________________
_________________________________
Teacher
Date
Viewing is:
Approved
___________________________________
Denied
____________________________
Principal
Date
This includes television shows that aren’t related to the curriculum as well.
3. No – if you are showing a video because you have a sub, students had good behavior, the
teacher needs to grade papers or for a reward after TAKS.
4. No – if it violates the movie ratings mentioned above. (For instance, an Eddie Murphy movie).
May I edit objectionable parts from a video or use an edited version of a video?
39
1. No – Companies who produce edited versions have been sued for copyright violation. You
aren’t required to show the entire video but you may not edit the program. If you wish to skip
the objectionable scene, you can fast forward past it. It is always better to show a clip of a
movie rather than the entire film.
2. No – The employee handbook sets guidelines for what rating may be shown to students at
different grade levels partly to minimize showing audiovisual media with objectionable scenes.
May I show a commercially prepared video/DVD such as those made in Hollywood?
Appendix O
DENTON INDEPENDENT SCHOOL DISTRICT
Request to Show Videos (VHS/DVD)
Dear Principal:
I would like to show a video in my class on ____________________.
(date)
The purpose/instructional intent of the activity is:
The video is relevant to the unit I am teaching on ______________________________________.
_____________________________________
_________________________________
Teacher
Date
Viewing is:
Approved
___________________________________
Principal
Denied
____________________________
Date
1. Are there no instructional videos available on the subject? (Titanic with Leonardo DiCaprio, for
example, is not considered instructional).
2. Is something on this topic available in United Streaming or Power Media Plus?
3. What is the purpose for showing __________? Does it provide more instructional benefit to
the students than an educational video/DVD on the same topic? Why?
4. How accurate is the instructional/historical material presented in the “Hollywood” video? (For
example: Showing the Patriot with Mel Gibson because the class was studying the
Revolutionary War. Not only would be considered too vague a correlation to the instructional
content to be acceptable, but is the historical information accurate?)
5. Is there another video which would serve the same purpose?
Every video listed above, if shown at school, would be a violation of copyright law.
40
Appendix P
“Lunch Out” Schedule for Staff

Please plan ahead and make every effort to go to Lunch Out! The purpose is to get to know others with whom you do
not normally have an opportunity to socialize. If you do not go with the group or if you are absent from work that
day you forfeit that Lunch Out date.


The first person on the list should coordinate with the others regarding time and place.

The office must be given written notice of your lunch location and names of staff supervising your class and/or duty
while you are out.

Each group will be able to go to lunch once during the year. Much consideration in groupings and dates has been given
to avoid scheduling conflicts. Please do not ask to switch with another person.
Lunch-out time is from 11:30 to 1:00 in order to avoid the lunch rush. Co-workers are responsible for covering
classes and duties for staff members at lunch.
Group 1
September 12
Group 2
September 29
Group 3
September 26
Group 4
October 24
Renee Gann
Fernando Rubio
Sandra Mercado
Jose Robles
Kelly Born
Jannet Vasquez
Rosie GuTierrez
Renee Elam-Battle
Angela Fuller
Briony Houchin
Steve Huynh
Marilyn Watson
Jodi Langhorne
Ann Boodt
Martha Castro
Liane McMillan
Aidee Lomeli
Megan Ewing
Italo Pacheco
Ashlee Sembroski
Sylvia Naples
Cheryl Gaston
Stuart Bates
Linda Gavilanez
Jan Ayers
Brittney White
Sarah Merriweather
Selee Ranchos
Abigail Stewart
Jessica Akin
Ivonne Chavez
Karrie Hodges
Yolanda Horsch
Kelly Fisher
Shelly Panter
Group 5
January 16
Group 6
January 23
Group 7
February 6
Group 8
February 20
Lori Cadwallader
Kathy Strong
Barbara Cantu
Debbie Naylor
Ria Morrison
Kristin Williamson
Nan Hudson
Martha Arriaga
Holly Caley
Dina Wuenschel
Tonnie Brown
Allison Nahhas
Laura Jones-Davis
Wendy Marsh
Nallely Avelino
Amanda Gibson
Cheree Barnette
Barbara Gatlin
Laura Washington
Laura Ortez
Dawn Pruitt
Ryan Figueroa
Melody Pine
Betty Nance
Misti DeLaSierra
Aimee Deckard
Natalie Dhanoolal-Rubio
Monica Cervantes
Lewis Hill
Shilah Lyman-Lipan
Angela Knight
Mary Dorwaldt
41
Appendix Q
CHRISTMAS SHOPPING DAYS!!!
 Full time staff will be able to leave campus at 1:30 to go shopping. You will split your class among your
colleagues. The office must be given written notice of the names of staff supervising which students in your
class and / or who will cover your duty while you are out.
Monday, December 2
Wednesday, December 4
Renee Gann
Fernando Rubio
Sandra Mercado
Jose Robles
Kelly Born
Jannet Vasquez
Rosie
Renee Elam-Battle
Angela Fuller
Briony Houchin
Steve Huynh
Marilyn Watson
Jodie Langhorne
Ann Boodt
Martha Castro
Liane McMillan
AideeLomeli
Thursday, December 5
Monday, December 9
Megan Ewing
Italo Pacheco
Ashlee Sembroski
Sylvia Naples
Cheryl Gaston
Stuart Bates
Linda Gavilanez
Jan Ayers
Brittney White
Sarah Merriweather
Selee Ranchos
Abigail Stewart
Jessica Akin
Ivonne Chavez
Karrie Hodges
Yolanda Horsch
Kelly Fisher
Shelly Panter
Wednesday, December 11
Monday, December 16
Lori Cadwallader
Kathy Strong
Barbara Cantu
Debbie Naylor
Ria Morrison
Kristin Williamson
Nan Hudson
Mary Dorwaldt
Martha Arriaga
Holly Caley
Dina Wuenschel
Tonnie Brown
Allison Nahhas
Laura Jones-Davis
Wendy Marsh
Nallely Avelino
Tuesday, December 17
Wednesday, December 18
Amanda Gibson
Cheree Barnette
Barbara Gatlin
Laura Washington
Laura Ortez
Dawn Pruitt
Ryan Figueroa
Melody Pine
Betty Nance
Misti DeLaSierra
Aimee Deckard
Natalie Dhanoolal-Rubio
Monica Cervantes
Lewis Hill
Shilah Lyman-Lipan
Angela Knight
42
Appendix R
Pledge/Profile Schedule 2013 – 2014
Date
Learner Profile Characteristic /
Attitude / Transdisciplinary Skill
Teacher
August 26-30
September 3-6
September 9-13
September 16-20
September 23-27
September 30-October 4
October 8-11
October 14-18
October 21-25
October 28-November 1
November 4-8
November 11-17
November 25-29
December 2-6
December 9-13
December 16-20
January 7-10
January 13-17
January 20-24
January 27-31
February 3-7
February 10-14
February 17-21
February 24-28
March 3-7
March 17-21
March 24-28
March 31-4
April 7-11
April 14-18
April 21-25
April 28-May 2
May 5-9
May 12-16
May 19-23
May 27-30
June 2-5
Inquirers
Caring
Communicators
Open-Minded
Knowledgeable
Risk-Takers
Thinkers
Principled
Reflective
Balanced
Enthusiasm
Curiosity
Integrity
Commitment
Tolerance
Respect
Appreciation
Cooperation
Independence
Creativity
Empathy
Confidence
Thinking Skills
Social Skills
Communication Skills
Self-Management Skills
Research Skills
Thinking Skills
Social Skills
Communication Skills
Self-Management Skills
Research Skills
Thinking Skills
Social Skills
Communication Skills
Self-Management Skills
Research Skills
Cantu
Stewart
Deckard
Wuenschel
Houchin
Rubio
Gann
Strong
Caley
DeLaSierra
Ranchos
Pacheco
Cadwallader
Nance
Merriweather
Fuller
Ewing
Arriaga
Naylor
Naples
Watson
Robles
Akin
Born
Gaston
Langhorne
Chavez
Morrison
Cervantes
Dhanoolal
Brown
Sembroski
Mercado
Huhyn
Langhorne
Chavez
Morrison
**Please make sure 2 – 3 students are in the office no later than 7:45!
43
Appendix S
International Greetings for Announcements Schedule
Date
August 26
September 6
September 9September 20
September 23October 4
October 8October 18
October 21November 1
November 4November 15
November 25December 6
December 9December 20
January 7January 17
January 20January 31
February 3February 14
February 17February 28
March 3March 21
March 24April 4
April 7April 18
April 21May 2
May 5May 16
May 19May 30
June 2-6
Language
Country where it is spoken
Greeting
Greek
Greece, Cyprus
Kalimera
Italian
Cent. Europe, E Africa
Buon giorno
Vietnamese
Vietnam
Chao buổi sáng
French
Europe, Africa, Canada
Bonjour
Chinese: Mandarin
China
Zao shang hao
Cantonese
China
Jo san
Russian
Russia
Dobroye utro
Japanese
Japan
Ohayo gozaimaz
German
Central Europe
Guten Morgen
Farsi
Iran, Afghanistan, Pakistan
Subbakhair
Spanish
North, Central, & South America
Buenos dias
Tibetan
Tibet
Nyado delek
Vietnamese
Vietnam
Xin chao
Afrikaans
South Africa
Goeie môre
Arabic
Middle East, Egypt, N. Africa
Sabah-il-kheir
Portuguese
Portugal, Brazil
Bom dia
Indonesian
Indonesia, Surinam
Selamat pagi
Tagalog
Philippines
Magandang umaga
Review of various greetings
44