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East Orange Board of Education
Bergson Leneus, President
Terry Swanson Tucker, Vice President
Board Members
Javonna C. Baker, Esq.
Kristie M. Howard
Cameron B. Jones, Sr.
Marjorie Perry
Jenabu Williams
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Table of Contents
LETTER FROM THE PRINCIPAL....................................................................................................3
MISSION AND VISION STATEMENTS.........................................................................................4
OPERATIONS.................................................................................................................................5TEACHER RESPONSIBILITIES.................................................................................................................5SCHOOLPROCEDURES......................................................................................................................6
The First Days of School...............................................................................................................................7DAILY SCHEDULES 2017‐18...................................................................................................................9
Staff Meeting Dates 2017~2018...............................................................................................................11STUDENT CODE OF CONDUCT...........................................................................................................122017‐18 Activities / Programs Calendar.........................................................................................13School Committees.............................................................................................................................15
CURRICULUM & INSTRUCTION...............................................................................................18LESSON PLANS SUBMISSION SCHEDULE.........................................................................................18TEACHING & LEARNING.....................................................................................................................20 Unified district lesson plan template (Appendix / Google Classroom)..........................20 Bulletin boards (See Envirionmental Walkthrough Form)..................................................20 Monthly writing projects (See 2017‐18 Activities Schedule).............................................20 Grading policy (See policy / regulations 2624 / 2624R).......................................................20 Assessment calendar (Appendix).................................................................................................20 2017‐2018 schedule marking period, progress reports (Appendix)................................20 Mid quarter notices (Appendix)...................................................................................................20
LABOR RELATIONS....................................................................................................................21TEACHEROBSERVATION&EVALUATIONPROCESS............................................................21
LRES COMMITTEE SCHEDULE OF MEETINGS........................................................................................232017‐18 SCHEDULE MID QUARTER NOTICES.......................................................................................232017‐18 SCHEDULE FOR GENERATING..................................................................................................23PROGRESS REPORTS.....................................................................................................................................232017‐18 NJ STATEWIDE ASSESSMENT SCHEDULE..............................................................................23ENVIRONMENTAL WALKTHROUGH........................................................................................................233 PART OBJECTIVES: REVIEW THE PARTS..............................................................................................23UNIFIED LESSON PLAN TEMPLATE...........................................................................................................23
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LETTER FROM THE PRINCIPAL
Dear Faculty and Staff:
Welcome to another exciting year at Garvin School. I am very excited as we embark as a team to create significant growth in the academic, socio‐emotional, and physical needs of our students. Together we will work to create a respectful, productive and engaging environment where staff, students and parents will work collaboratively to prepare the leaders of our next generation. Throughout this year I encourage you to focus on two rich themes ‐ Growth Mindset and Rigor Relevance and Relationships (RRR). If we adopt a growth mindset, our students and staff – even those who are targets of negative labels – will use and develop their minds fully. Research has also shown that embracing Rigor Relevance and Relationships leads to improved student performance.
We will continuously provide professional development resources to supplement your own training relating to Growth Mindset, Rigor Relevance and Relationships and many other topics in order to enhance teaching and learning and accelerate student growth. I encourage you to challenge your students to bring out their greatest creativity and to take academic risk.
We look forward to you and your students’ participation in all our support programs, projects, STEM fair, and articulated programs with local universities. As we raise our expectations for student growth, let’s support them with effective academic and behavioral interventions. We will also strive to use research‐based strategies with a proven track record of success to address academic deficiencies.
Finally, I encourage you to embrace technology in every aspect of your profession, especially in teaching and learning. Our students will be best prepared to compete in the 21stcentury work environment if we prepare them with skills that are relevant to our complex evolving global society.
Let's put our best foot forward and once again Garvin team as we will go for gold.
Sincerely,
Fidelia Sturdivant, Principal
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MISSION AND VISION STATEMENTS
Mildred Barry Garvin School
Mission
The Mildred Barry Garvin family provides a safe, academically rigorous and enriching learning environment where students acquire the skills necessary to develop educationally, emotionally, socially and physically.
Vision
To create a school which equips students with 21st Century Skills utilizing innovative and instructional practices, fostering collaboration and developing critical thinkers.
In order to achieve these goals, we employ the talents of a highly qualified staff, involved parents, an active PTO, and STUDENTS who are eager to learn.
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OPERATIONS
TEACHER RESPONSIBILITIES
Teachers are expected to sign in at 8:15 am. Teachers who do not have a
homeroom are expected in the cafetorium at that time to assist with the
supervision of students. Homeroom teachers will escort their classes form the
cafeteria to their homerooms at 8:20 am.
The homeroom teacher(s) and paraprofessionals will escort student to special
classes, lunch, dismissal and scheduled programs. At dismissal, the homeroom
teacher is responsible for insuring that each student is placed in the care of an
approved adult. No student should be permitted to walk home by him/herself
unless a note from the parent/guardian is on file in the Main Office. Homeroom
teachers should maintain a copy of this note as well. Student not picked up by
3:10pm are to be escorted to the cafetorium, and placed in the care of a Teacher
Assistant.
No student should be admitted to class after 8:30 am without a late pass.
AESOP
All homeroom teachers are expected to enter their class attendance into the
FOCUS system by 10 am every morning.
Please insure that all of your students who need lunch money have it when you
take attendance. Please notify a secretary if someone does not have lunch
money.
Teachers are also asked to report any professional concerns to the principal
without delay; this includes student behavior, work ethic and attendance and
punctuality.
Teachers will enforce the district’s student code of conduct and apply due
process as outlined in the student discipline handbook. Teachers are expected to
complete discipline forms electronically using Focus.
Evidence for Danielson Domains 1 and 4 will be uploaded to Frontline on an
ongoing basis, including ratings and commentaries associated with lesson plan
reviews and components of professional performance.
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SCHOOL PROCEDURES 1.ADHERENCETOBREAKFASTANDLUNCHPERIODS
• Breakfastisoverat8:15a.m.andInstructionalStaff(Grades1‐5)shouldbeinthecafeteriaat8:15a.m.TheG.O.L.D.CharacterEducationProgramwillbeginat8:15a.m.
LunchPeriods:11:22‐12:02‐FirstLunch;12:04‐12:44‐SecondLunchDelayedpick‐upisproblematicandwillnotbetolerated.2.SIGN‐IN/SIGNOUTOUT
• Dailysignin/signoutrequiredasperdistrictpolicy
3.PHOTOCOPYING• DuringPrep,before8:10a.m.orafter3:10p.m.• Secretarieswillnotbemakingcopies;thisinterfereswiththeirclerical
duties.
4.EMERGENCYFORMSEmergencyFormsmustbeupdatedmonthlyonthe15thandinitialedbytheteacher.AcopymustbekeptintheClassroom,MainOffice,andNurse'sOffice.5.SUBSTITUTEPACKETS
• Packetsmustbereplenished24hoursafteryourreturntoGarvin.
6.DAILYATTENDANCE• Attendancemustbecompletedby9:30a.m.
7.LESSONPLANS• AlllessonplansmustbesubmittedtoDr.EdwardsviaemaileveryFriday.• Ahardcopyshouldbeplacedontheleftsideofyourdesk.
8.DISMISSAL‐ADHERENCETOSCHEDULE• (Pre‐K@2:45p.m.&Grades1‐5@2:55p.m.)• Dismissalisoutdoor(unlessannouncedotherwise).• Pleasebeatyourdismissalsiteontimesothatparentswillnothaveto
wait.Dismissalshouldbeconductedinanorderlymanner.
9.LUNCHDETENTION• Aformmustbecompletedandsubmittedby10:00a.m.• PleasesubmittoMrs.Sturdivant'smailbox.
10.SCHOOL’SINTERCOM
• Beadvisedand/orremindedofprotocolrelativetomakingannouncementsovertheschool'sintercomsystem.ClearancefromMrs.Sturdivant,Dr.EdwardsorMs.Glovermustbeobtainedpriortomakingannouncementsovertheintercom.
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The First Days of School Harry Wong
One of the greatest gifts a caring teacher can contribute to children is to help them learn to sit when they feel like running, to raise their hand when they feel like talking, to be polite to their neighbor, to stand in line without pushing, and to do their homework when they feel like playing. By introducing procedures in the classroom, you are also introducing procedures as a way of living a happy and successful life.
Seven things students want to know on the first day
1. Am I in the right room? 2. Where am I supposed to sit?
3. Who is the teacher as a person? 4. Will the teacher treat me as a human being?
5. What are the rules in this classroom? 6. What will I be doing this year?
7. How will I be graded?
The three most important student behaviors that must be taught the first day of school
1. Discipline 2. Procedures 3. Routines
Three Step Approach for Teaching Procedures
1. Explain: State, explain, model, and demonstrate the procedure.
2. Rehearse: Rehearse and practice the procedure under your
supervision.
3. Reinforce. Reteach, rehearse, practice, and reinforce the classroom
procedure until it becomes a student habit or routine.
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Learn to use nonverbal language
A nod, a smile, a stare, a frown, a raised eyebrow, or a gesture is often all that is
needed, and it does not even disturb the class at work. Body language can speak
volumes. User it to manage the classroom and minimize disruptions.
The Effective Teacher
Has a discipline plan that does not degrade students.
Makes good eye contact.
Provides a copy of the plan for each student.
Enforces the rules consistently.
Has learned how to discipline with the body, not with the mouth.
Teaches students the concept of consequences and responsibility.
Has self-confidence and faith in his or her capabilities.
The Ineffective Teacher
May have no clearly defined rules.
Communicates rules sporadically and as they are suddenly needed to stifle a situation.
Conveys rules in a gruff, angry, and condescending manner.
Winces, shrugs, or conveys via facial expression or body language disbelief in what is being said.
Conveys that "I'm only doing this because the administration wants me to do it."
Tells students, "If you don't want to learn, that's not my problem."
Berates students with meaningless phrases to convey expectations "Don't you know any better?" or "How many times do I have to tell you?"
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DAILY SCHEDULES 2017‐18
Class Schedule for Specials ‐ Half Days
November 22, 2017 Early Dismissal (1, 2, 3, 4, 5, 6)
December 13, 2017 Staff In‐service (1, 2, 7, 9, 5, 6)
December 22, 2017 Early Dismissal (1, 2, 8, 9, 5, 6)
January 24, 2018 Staff In‐service (7, 8, 9, 4, 5, 6)
February 28, 2018 Staff In‐service (3, 4, 8, 9, 5, 6)
March 5, 2018 Staff In‐service (3, 7, 8, 9, 5, 6)
March 21, 2017 Staff In‐service (3, 7, 8, 9, 5, 6)
June 22, 2017 Last Day of School (1, 2, 3, 4, 5, 6)
Class Time Schedule ‐ Half Days
Period Time Minutes
Homeroom 8:25 – 8:32 7
1st 8:34 – 9:14 40
2nd 9:16 – 9:56 40
3rd 9:58 – 10:38 40
4th 10:40 – 11:20 40
5th 11:22 – 12:02 40
6th 12:04 – 12:44 40
Dismissal 12:45
Teachers will supervise students during lunch if a prep has been provided during the day.
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Mildred Barry Garvin School
2016‐2017
Full Day Class Schedule
Period Time Minutes
Homeroom 8:25~8:32 7
1 8:34~9:14 40
2 9:16~9:56 40
3 9:58~10:38 40
4 10:40~11:20 40
5 11:22~12:02 40
6 12:04~12:44 40
7 12:46~1:26 40
8 1:28~2:08 40
9 2:10~2:50 40
Dismissal 2:55 Please make every effort to release students on time
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Staff Meeting Dates 2017~2018 Please plan ahead. Staff meetings are a contractual obligation and attendance is mandatory.
September 11
September 18
September 25
October 2
October 16
October 30
November 6
November 13
November 20
December 4
December 11
December 18
January 8
January 22
January 29
February 5
February 12
February 26
March 12
March 19
March 26
April 9
April 16
April 23
May 7
May 14
May 21
June 4
June 11
June 18
Meeting dates are subject to change as needed
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STUDENT CODE OF CONDUCT See Policy / Regulations 5600, R5600 under 5000 Pupils in Appendix.
5000PUPILS
5200 Attendance 12 May 2015
R5200 Attendance 12 May 2015
5240 Tardiness 11 October 2016
R5240 Tardiness 11 October 2016
5250 Excusal From Class Or Program 11 October 2016
5300 Automated External Defibrillators (Aeds) 26 June 2014
R5300 Automated External Defibrillators (Aeds) 26 June 2014
R5533 Student Smoking 14 September 2014
5550 Disaffected Students 13 December 2016
R5550 Disaffected Students 13 December 2016
5560 Disruptive Students 13 December 2016
R5560 Disruptive Students 13 December 2016
5600 Student Discipline/Code Of Conduct 13 October 2015
R5600 Student Discipline/Code Of Conduct 13 October 20155610 Suspension 14 October 2014
R5610 Suspension Procedures 14 October 2014
5611 Removal Of Students For Firearms Offenses 14 October 2014
R5611 Removal Of Students For Firearms Offenses 14 October 2014
5612 Assault By Students On District Board Of Education Members Or Employees
14 October 2014
R5612 Assaults On District Board Of Education Members Or Employees
14 October 2014
5613 Removal Of Students For Assaults With Weapons Offenses
14 October 2014
R5613 Removal Of Students For Assaults With Weapons Offenses
14 October 2014
R 5850 Social Events And Class Trips 17 January 2017
It is each homeroom teacher’s responsibility to insure that his/her class walks on
the right side of the hallway in a quiet and orderly fashion when transitioning. Any student whose behavior does not meet this standard, should receive a verbal warning, or be accompanied by the teacher at all times, in addition to consequences listed in the code of conduct.
Teachers are asked to excuse no more than one student at a time to the
bathroom, unless there is an emergency.
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2017‐18 Activities / Programs Calendar DATE ACTIVITYSeptember AuthenticLearningTheme:"9/11"‐ Schoolwide
9/6/17 PTOMeet‐andGreet
9/11/17 GrandparentDay
9/18/17 Terrific30BookCampaignKickOff
9/28/17 PTO‐OpenHouse /PTOBookFair
October AuthenticLearningTheme:NativeAmericans‐Pre‐K,K
10/9‐13/17 Writingcampaignonfirepreventiontofiredepartments.Voterregistrationletterstoparents
10/12/17 PumpkinFarmTrip
10/19/17 PTOTitle1Meeting 8:30‐ 9:30am/NativeAmericansAssembly(Pre‐K/K)9:30
10/31/17 HarvestParade
November AuthenticLearningTheme:Thanksgiving‐Grade1
11/6/17 WritingcampaigntoVeteransHospital / Familiesofveterans.Pre‐K,K andgrade1‐VeteranCards.Grades2,3,4WritingcampaigntoVeteran'sHospital.Grade5–Researchandcontactdistinguishedveterans
11/21/17 ThanksgivingAssembly9:30am /StudentCouncilfoodbasketdistribution
December AuthenticLearningTheme:Holidays‐ Schoolwide
12/7/17 QuarterlyGarvinnewsletter
12/7/17 1stMarkingPeriodAwardAssembly(Plus3school)
12/15/17 Writingcampaigntosickandshutin‐ cardsandletters
12/21/17 PTO/Eveningprograms=WinterHolidayConcertbyteachers
January AuthenticLearningTheme:MartinLutherKing‐Schoolwide
1/12/18 WritingcampaigntotheKingsCenter, AtlantaGA,andlivingmembersoftheMartinLutherKingfamily
1/12/18 MartinLutherKing Jr.Assembly
February AuthenticLearningTheme:BlackHistory‐Schoolwide
2/15/18 QuarterlyGarvinnewsletter
2/15/18 2ndMarkingPeriodAwardAssembly
2/28/18 PTO/EveningprogramsBlackHistoryCulminationProgram
2/28/18 WritingcampaigntocongressmanJohnLewis(Congress)/Lettersto JessieJackson
2/28/18 BlackHistoryProgramsCulmination2/28/18
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DATE ACTIVITYMarch AuthenticLearningTheme:CrispusAttucks‐Grade2
3/8/18 WritingcampaigntoMicheleObama,HillaryClinton,womeninUSCongress,“Sheroesandtrailblazers”,andPrincipalFideliaSturdivant(3/8/17Intl'Women'sDay).
3/8/18 GarvinSTEMFair(TBC)
April AuthenticLearningTheme:Seasons‐Grade3
4/26/18 PTO/EveningprogramsSpringConcert(Daydressrehearsalandeveningconcert)
4/26/17 Writingcampaigntoenvironmentalists,environmentalcenterinRoseland,andEOelectedofficials
4/27/18 QuarterlyGarvinnewsletter
4/27/18 3rdMarkingPeriodAwardAssemblyTBA
May AuthenticLearningTheme:Careers‐ Schoolwide
5/17/18 CareerDay
5/24/18 Writingcampaign onMentalHealth/law,regulations"HealthyMindsHealthyBodies"
5/24/18 PTO/EveningprogramsScienceNight(Pre‐STEMFair)
June AuthenticLearningTheme:MemorialDay‐Grade4
6/1/18 GarvinFieldDay2018
6/12/18 PromotionExercise(Kindergarten)
6/14/18 Graduation
6/14/2018* QuarterlyGarvinnewsletter
6/15/18* 4thMarkingperiodAwardAssemblyTBA
6/15/18 Writingcampaign‐Appreciationletterstoteachers,educators,administrators(district),andparents.
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School Committees HIB Specialist - Mr. Jeffrey Brutus - Guidance Counselor/Social Worker
McKinney-Vento Coordinator - Mr. Jeffrey Brutus - Guidance Counselor/Social Worker
GUIDANCE/SOCIAL WORK DEPARTMENT Ms. Netesha Jones - CST Social Worker Phone: 973-673-5410 x-58009 e-mail: [email protected]
Mr. Jeffrey Brutus - Guidance Counselor/Social Worker Phone: 973-673-5410 x-58002 e-mail: [email protected]
SCHOOL IMPROVEMENT PANEL (ScIP) Mrs. Fidelia Sturdivant - Principal Phone: 973-673-5410 x-58001 e-mail: [email protected]
Dr. John Edwards – Asst. Principal Phone: 973-673-5410 x-58008 e-mail: [email protected] Ms. Jill Rogers - Literacy Coach Phone: 973-673-5410 x-58013 e-mail: [email protected] Ms. Emily Negron - Math Coach, School Testing Coordinator Phone: 973-673-5410 x-58015 e-mail: [email protected] Ms. Yvette William-smith - Elementary Teacher Phone: 973-673-5410 x-58002 e-mail: [email protected]
Mr. Jeffrey Brutus - Guidance Counselor/Social Worker Phone: 973-673-5410 x-58002 e-mail: [email protected] Ms. Victoria Nworu - Nurse Phone: 973-673-5410 x-58004 e-mail: [email protected] Ms. Tiffany Wilson – Technology Lead Teacher Phone: 973-673-5410 x-58007 e-mail: [email protected] Ms. Eugenie Barber – Elementary Teacher Phone: 973-673-5410 x-58002 e-mail: [email protected]
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SCHOOLLEADERSHIP Mrs. Fidelia Sturdivant - Principal Phone: 973-673-5410 x-58001 e-mail: [email protected]
Dr. John Edwards – Asst. Principal Phone: 973-673-5410 x-58008 e-mail: [email protected] Ms. Jill Rogers - Literacy Coach Phone: 973-673-5410 x-58013 e-mail: [email protected] Ms. Emily Negron - Math Coach, School Testing Coordinator Phone: 973-673-5410 x-58015 e-mail: [email protected] Ms. Yvette William-smith - Elementary Teacher Phone: 973-673-5410 x-58002 e-mail: [email protected]
Mr. Jeffrey Brutus - Guidance Counselor/Social Worker Phone: 973-673-5410 x-58002 e-mail: [email protected] Ms. Victoria Nworu - Nurse Phone: 973-673-5410 x-58004 e-mail: [email protected] Ms. Tiffany Wilson – Technology Lead Teacher Phone: 973-673-5410 x-58007 e-mail: [email protected] Ms. Eugenie Barber – Elementary Teacher Phone: 973-673-5410 x-58002 e-mail: [email protected]
GarvinHealthFair2017
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SCHOOLSAFETYMrs. Fidelia Sturdivant - Principal Phone: 973-673-5410 x-58001 e-mail: [email protected] Dr. John Edwards – Asst. Principal Phone: 973-673-5410 x-58008 e-mail: [email protected] Mr. Jeffrey Brutus - Guidance Counselor/Social Worker Phone: 973-673-5410 x-58002 e-mail: [email protected]
Ms. Netesha Jones - CST Social Worker Phone: 973-673-5410 x-58009 e-mail: [email protected] Ms. Jill Rogers - Literacy Coach Phone: 973-673-5410 x-58013 e-mail: [email protected] Ms. Emily Negron - Math Coach, School Testing Coordinator Phone: 973-673-5410 x-58015 e-mail: [email protected] Mr. Keith Hinton – Elementary Teacher Phone: 973-673-5410 x-58002 e-mail: [email protected]
Garvin Health Fair 2017
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CURRICULUM & INSTRUCTION PROFESSIONAL CONDUCT / RESPONSIBILITIES Scholars (students) are to be supervised at all times.
All hallway displays are to be current and relative to instruction/ CCCS, creative and labeled with teacher and students' names, homeroom and grade.
Professional demeanor should be displayed at all times, especially in the presence of students.
All teachers must submit complete substitute packets/ lesson plans (hard copies only ‐ no emails). These plans are to be submitted to Ms. Russel's attention on or before September 15, 2017. Substitute packets will contain appropriate number of copies for each homeroom population. Once plans have been utilized by a substitute, you must replenish them immediately and submit same to Ms. Russel.
No announcements (notices) will be distributed to students, teachers or parents without Principal's approval.
Do not yell at, or make negative comments towards, or about students.
Be mindful of voice tones and volume during school hours, including lunch periods and especially in hallway areas.
Actively monitor your students at all times.
LESSON PLANS SUBMISSION SCHEDULE Lesson Plan submission starts September 8, 2017. All teachers will submit lesson plans by 4:00 pm on the Friday preceding the
week of implementation. Lesson plans must utilize the district’s lesson plan template and emphasize the following elements:
o Three‐Part Instructional Objective that is student focused,
behavioral verb, to name, list, or draw
a condition, During a cooperative activity, After a read aloud
a degree list 3 examples, state 2 differences, 80% accuracy
o Procedure ~ a description on how instruction will be delivered each day o Materials ~ must be listed for each day. o Common Core State Standard being addressed
See Google Drive for lesson plan templates and resources
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Supplies/Materials
It is the responsibility of every teacher to insure that s/he has all of the supplies
and materials which are needed to function effectively. Teachers are expected to notify the Principal in writing if they are short of supplies or materials. Routine requests for supplies and materials must be given to Ms. Ciccone before noon on Mondays. Requests should be entered onto the supply card which is provided to every staff member at the beginning of the school year. Please allow 48 hours for requests to be honored. Please do not ask any secretary or custodian for supplies or materials.
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TEACHING & LEARNING
Non Negotiables included in Appendix Unified district lesson plan template (Appendix / Google Classroom)
Bulletin boards (See Environmental Walkthrough Form)
Monthly writing projects (See 2017‐18 Activities Schedule)
Grading policy (See policy / regulations 2624 / 2624R)
Assessment calendar (Appendix)
2017‐2018 schedule marking period, progress reports (Appendix)
Mid quarter notices (Appendix)
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LABOR RELATIONS TEACHER OBSERVATION & EVALUATION PROCESS
Timeline Overview for Teachers
2017‐2018
Non‐tenured Teachers Tenured Teachers
Review of purpose, process, procedures, timelines and forms by October 1
Review of purpose, process, procedures, timelines and forms by October 1
May – September: Non SGP teachers, Corrective Action Plans (CAP) must be developed, discussed and approved by October 31
May – September: Non SGP teachers, Corrective Action Plan (CAP) must be developed, discussed and approved by October 31
Two Student Growth Objectives and the criteria for assessing performance based on the objective must be completed by October 31.
Two Student Growth Objectives and the criteria for assessing performance based on the objective must be completed by October 31.
Professional Development plans must be updated and submitted by October 31.
Professional Development Plans must be updated and submitted by October 31.
Teachers receiving ineffective or partially effective summative ratings after the beginning of the school year (mSGP) must develop a Corrective Action Plan (CAP) and meet with the principal within 15 days of the receipt of the rating
Teachers receiving ineffective or partially effective summative ratings after the beginning of the school year (mSGP) must develop a Corrective Action Plan (CAP) and meet with the principal within 15 days of the receipt of the rating
1st Observation by November 30 ‐ (followed by a post conference, no more than 15 teaching staff working days following the observation)
1st Observation by November 30 ‐ (followed by a post conference, no more than 15 teaching staff working days following the observation)
2nd Observation by January 30 ‐ (followed by a post conference, no more than 15 teaching staff working days following the observation)
2nd Observation by April 30 – (followed by a post conference, no more than 15 teaching staff working days following the observation)
3rd Observation by April 15 – (followed by a post conference, no more than 15 teaching staff working days following the observation)
Teacher with a Corrective Action Plan, must have an additional long observation by April 15
Teacher with a Corrective Action Plan, must have an additional long observation by May 15
Summative evaluation, conference, and ratings completed by May 30
Summative evaluation, conference, and ratings completed by May 30
Professional Development hours must be submitted to the building/department administrator on or before the Summative conference. If not completed prior to the conference, the teacher is responsible for submitting to the office of Staff Development prior to June 30.
Professional Development hours must be submitted to the building/department administrator on or before the Summative conference. If not completed prior to the conference, the teacher is responsible for submitting to the office of Staff Development prior to June 30.
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MEMORY LANE 2016‐17
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APPENDIX/POLICY / REGULATION LRES COMMITTEE SCHEDULE OF MEETINGS (Page 1)
2017‐18 SCHEDULE MID QUARTER NOTICES (Page 2)
2017‐18 SCHEDULE FOR GENERATING PROGRESS REPORTS (Page 3)
2017‐18 NJ STATEWIDE ASSESSMENT SCHEDULE (Page 4)
2017‐18 SCHEDULE FOR MARKING PERIODS (Page 5)
ENVIRONMENTAL WALKTHROUGH (Page 6)
3 PART OBJECTIVES: REVIEW THE PARTS (Page 8)
UNIFIED LESSON PLAN TEMPLATE (Page 1)
UNIFIED LESSON PLAN TEMPLATE – REFINING EXPECTATIONS (Page 12)
NOTES
Revised 6.14.17
E A S T O R A N G E S C H O O L D I S T R I C T
DIVISION OF LABOR RELATIONS & EMPLOYMENT SERVICES 1994thAvenue
EastOrange,NewJersey07017Phone(973)266-5777 Fax(973)266-1085
www.eastorange.k12.nj.us
Board Members Superintendent of Schools Bergson Leneus, President Dr. Kevin R. West Terry S. Tucker, Vice President Dr. Kristie M. Howard Director Cameron B. Jones, Sr. Marissa C. McKenzie Marjorie Perry [email protected] Joy B. Tolliver, Esq. Schsdddf Jenabu C. Williams, MPA
2017-2018 Labor Relations & Employment Services Committee
Schedule of Meetings Recommendations due to LR&ES
NO LATER than 12:00pm (Wednesdays unless otherwise noted)
LR&ES Committee Meeting Dates 5:00pm
(Mondays unless otherwise noted)
Board Meeting Dates 6:00pm
(Tuesdays unless otherwise noted) July 26, 2017
Tuesday, August 1, 2017 August 8, 2017
August 30, 2017
Tuesday, September 5, 2017 September 12, 2017
September 27, 2017
October 2, 2017 October 10, 2017
November 1, 2017
November 6, 2017 November 14, 2017
November 29 2017
December 4, 2017 December 12, 2017
January 3, 2018
January 8, 2018 January 16, 2018 (3rd Tuesday)
January 31, 2018
February 5, 2018 February 13, 2018
Tuesday, February 27, 2018
Tuesday, March 6, 2018 March 13, 2018
BUDGET HEARING! Thursday, March 29, 2018 Thursday March 29, 2018 April 9, 2018
April 17, 2018 (3rd Tuesday)
April 25, 2018
April 30, 2018 May 8, 2018
ANNUAL RE-ORGANIZATION MEETING ! May 16, 2018 May 30, 2018
June 4, 2018 June 12, 2018
June 13, 2018 June 18, 2018 Thursday, June 28, 2018 (if necessary)
**Please note: All agenda items and professional conference resolutions must be submitted at least
two (2) weeks prior to the scheduled Board Meeting **
Page 1
2017-2018 Schedule for Generating Mid-Quarter Notices
Code: (S) Schools: Elementary, Middle and Senior High Responsibility: School (S), Data Center (D), Compliance (C)
Steps
Responsibility
1st
Quarter
2nd
Quarter
3rd
Quarter
4th
Quarter
1
(C) Teachers receive instructions
10/05/17
12/15/17
02/28/18
05/10/18
2
(D) & (S) Website Opens for teachers to enter Mid-Quarter data
10/11/17
12/22/17
03/06/18
05/16/18
3
(D) & (S) Website Closes for teachers to enter Mid-Quarter data
10/16/17
01/03/18
03/11/18
05/20/18
4
Administrators Review Grades
10/17/17 through 10/18/17
01/04/18 through 01/05/18
03/12/18 through 03/13/18
05/21/18 through 05/22/18
5
(D) Run Mid-Quarter Notices
10/23/17
01/08/18
03/14/18
05/23/18
6
Send Mid-Quarter Notices to Elementary Schools
10/26/17
01/09/18
03/15/18
05/24/18
7
Post on FOCUS
10/27/17
01/10/18
03/16/18
05/25/18
All Mid-Quarter data is entered by teachers via FOCUS.
Please be mindful of the opening and closing dates of the system.
Mid-Quarter notices will be available via FOCUS to all parents.
Page 2
2017-2018 Schedule for Generating Progress Reports
Code: (P) Schools: Elementary, Middle and Senior High Responsibility: School (S), Data Center (D), Compliance (C)
Steps
Responsibility
1st
Quarter
2nd
Quarter
3rd
Quarter
4th
Quarter
1
(C) Teachers receive Grading Instructions
11/13/17
01/26/18
04/09/18
05/31/18
2
(D) Website Opens for Teachers to enter Grades
11/17/17
01/31/18
04/13/18
06/04/18
3
(D) Website Closes for Teachers to enter Grades
11/21/17
02/04/18
04/17/18
06/10/18 (E/M)
06/17/18 (H)
4
Administrators Review Grades
11/22/17 through 11/27/17
02/05/18 through 02/06/18
04/18/18 through 04/19/18
06/13/18 (E/M)
06/18/18 (H)
5
(D) Run Progress Reports
11/28/17
02/07/18
04/20/18
06/14/18 (E/M)
06/21/18 (H)
6
Send Progress Reports to Schools
11/30/17
02/08/18
04/23/18
06/15/18 (E/M)
06/22/18 (H)
7
Post Progress Reports on FOCUS
12/01/17
02/09/18
04/24/18
06/19/18 (E/M)
06/22/18 (H)
Please make sure you notify parents in written format of the following:
Elementary and Middle Schools: Must indicate Promotion in Danger and/or Retention on the 3rd Quarter Report Card. Students may not be retained without it.
High Schools: Graduation on Time in Danger
Page 3
2017-2018 New Jersey Statewide Assessment Schedule
ASSESSMENT
GRADE
COMPUTER ADMINISTRATION WINDOW
PARCC Regular Spring Administration
Grades 3 – 8
April 16 – May 25, 2018
PARCC Regular Spring
Administration
High School
April 16 – May 25, 2018
PARCC Appeals
High School
October 3, 2017 – May 11, 2018
SCIENCE
Elementary and Middle
School Science
The New Jersey Department of Education is currently in the process of developing a new science assessment. The assessment will be aligned with the newly implemented New Jersey Student Learning Standards in Science. Information regarding this assessment and testing dates will be provided as it becomes available.
SCIENCE
High School Science
SCIENCE
APA
DLM
Grades 3-8 and 11
April 9, 2018 – May 25, 2018
Page 4
2017-2018 Schedule for
Marking Periods, Progress Reports, Mid-Quarter Notices
All Reports Are Mailed
Progress Reports
Dates Posted on FOCUS
End Mid-Quarter 10/11/17 10/27/17
1st Quarter 09/07/17 – 11/17/17 12/01/17
1st Quarter = 48 Days
End Mid-Quarter 12/22/17 01/10/18
2nd Quarter
11/20/17 – 01/31/18
02/09/18
2nd Quarter = 44 Days 1st Semester = 92 Days
End Mid-Quarter 03/06/18
03/16/18
3rd Quarter
02/01/18 – 04/13/18
04/24/18
3rd Quarter = 44 Days
End Mid-Quarter 05/16/18
05/25/18
4th Quarter
04/16/18 – 06/19/18
06/19/18 (Elementary & Middle) 06/22/18 (High)
4th Quarter = 46 Days
2nd Semester = 90 Days
TOTAL DAYS 2017/2018 School Year
182 Days
Page 5
MILDRED BARRY GARVIN SCHOOL Environmental Walkthrough
Teacher: Date: Completed by: The following requires your immediate attention (Checked Items):
“I can” statement posted Current Focus Wall poster is visible to students Content area word walls are current with words posted Work board is utilized and reflective of all center activities Classroom libraries organized by levels and/or genre Purposeful rituals and routines artifacts posted Isolated gathering space is established (Except Gr. 5) Classroom closets, desks and floors are free of clutter Effective classroom management system posted Standards Based Hallway Bulletin Boards Independent Menu Writing Journals Teacher Planning Binder
Literacy standards based bulletin board
Task and circumstances for the assignments Commentary or stickies Student Work (within 1 month of today’s date) Student work is in best handwriting or typed; neat presentation Work is scored using a rubric NJ Common Core Standard that is appropriate to the subject represented
Writing standards based bulletin board
Task and circumstances for the assignments Commentary or stickies Student Work (within 1 month of today’s date) Student work is in best handwriting or typed; neat presentation Work is scored using a rubric NJ Common Core Standard that is appropriate to the subject represented
Math standards based bulletin board
Task and circumstances for the assignments Commentary or stickies Student Work (within 1 month of today’s date) Student work is in best handwriting or typed; neat presentation Work is scored using a rubric NJ Common Core Standard that is appropriate to the subject represented
Page 6
Social studies standard based bulletin
Task and circumstances for the assignments Commentary or stickies Student Work (within 1 month of today’s date) Student work is in best handwriting or typed; neat presentation Work is scored using a rubric NJ Common Core Standard that is appropriate to the subject represented
Science standards based bulletin
Task and circumstances for the assignments Commentary or stickies Student Work (within 1 month of today’s date) Student work is in best handwriting or typed; neat presentation Work is scored using a rubric NJ Common Core Standard that is appropriate to the subject represented
Notes:
Page 7
3 Part Objectives: Review the Parts What are objectives?
Objectives are the smaller steps that learners take to achieve goals. Objectives state what the learner will be able to do given certain conditions as well as
indicate the level of performance necessary to consider the objective met. Objectives follow the same rules for verbs and learning domains that goals follow.
Writing Goals Use clear, concise statements of learner outcomes. Use verbs like: Choose Discriminate State Demonstrate Generate Summarize Discover Do not use the following verbs: Know Appreciate Understand
Objectives are written in 3 parts: behavior, condition, criteria. Behavior: What will the learner do? Condition: What are the circumstances in which this learner will do the
behavior? Criteria: What specifications must the learner fulfill in order to consider the
objective met successfully?
Example of a properly constructed objective
Given a list of 5 vitamins and 10 vegetables, the student will match correctly each vitamin with the vegetable that is the best source of the vitamin. Behavior: student will match the vitamin and source Condition: Given a list of 5 vitamins and 10 vegetables, Criteria: correctly according to the best source of the vitamin.
Page 8
3 Part Objectives: Practice Identifying the Parts Identify the 3 components of the following performance objectives by underlining the condition, circling the behavior, and drawing a box around the criterion. 1. Given a list of 10 states and pictures of 10 state flags, the student will match correctly each
state with its corresponding flag. 2. Given the five classifications in Gagne’s Learning Domains, the learner will classify a series
of goal statements according to the learning domain that they address. 3. Given an internal modem, computer, active telephone line, and Eudora software, the learner
will set up a functioning email system on the computer. 4. Given a picture of a screen from the MS WORD program, the learner will identify correctly
the table tool, the indent button, the font color change button, and the save icon. 5. The learner will list three forms of data storage used within an ACCESS Database. 6. The learner will choose to exercise daily when on vacation. 7. When given descriptions of tasks completed by each of three ministries within a church,
students will classify the descriptions as being performed by the music ministry, pastoral ministry, or the education ministry.
8. Collaborative student groups will locate five facts related to the various instrumental sections
of the orchestra using the MS Instruments CD-ROM. 9. Given a box of Lincoln logs, collaborative student groups will build a structure that has 3
sides and a top. 10. Given a camera and a computer capable for connecting the camera to the computer, the
learner will transfer 3 photographs from the camera to computer.
Page 9
3 Part Objectives : Answers to Practice Exercise Identify the 3 components of the following performance objectives by underlining the condition, circling the behavior, and drawing a box around the criterion. 11. Given a list of 10 states and pictures of 10 state flags, the student will match correctly each
state with its corresponding flag.
12. Given the five classifications in Gagne’s Learning Domains, the learner will classify a series
of goal statements according to the learning domain that they address.
13. Given an internal modem, computer, active telephone line, and Eudora software, the learner
will set up a functioning email system on the computer.
14. Given a picture of a screen from the MS WORD program, the learner will identify correctly
the table tool, the indent button, the font color change button, and the save icon.
15. The learner will list three forms of data storage used within an ACCESS Database.
16. The learner will choose to exercise daily when on vacation.
Page 10
17. When given descriptions of tasks completed by each of three ministries within a church,
students will classify the descriptions as being performed by the music ministry, pastoral
ministry, or the education ministry.
18. Collaborative student groups will locate five facts related to the various instrumental sections
of the orchestra using the MS Instruments CD-ROM.
19. Given a box of Lincoln logs, collaborative student groups will build a structure that has 3
sides and a top.
20. Given a camera and a computer capable for connecting the camera to the computer, the
learner will transfer 3 photographs from the camera to computer.
Page 11
DW_2017-2018
East Orange School District Unified Lesson Plan Template
Possible Danielson Framework Connections Teacher & Department: Week of:
Instructional Day
Monday
Date_________
Tuesday
Date_________
Wednesday
Date_________
Thursday
Date_________
Friday
Date_________
Essential Question(s)
(Components 1A, 1B, 1C, 2B, 3A, 3B)
New Jersey Student Learning
Standards (Components
1A,1C)
3-Part Objective • Condition • Behavior• Measure
Demonstration of Learning (DOL)
(Components 1B, 1C, 1D,1F, 3D)
Real World Relevance/ 21st Century
Learning (Component 1A,
1C, 1E, 3C)
Vocabulary (Component 1A, 1E,
3A, 3B, 3C)
Page 12
DW_2017-2018
Do Now (Component 1E, 1F,
2B, 2C, 3C)
Whole Group • Anticipatory
Set• Mini Lesson
(Modeling)(Component 1E,
2B, 3A, 3B, 3C, 3E)
Guided Practice (Component 1E, 2C,
3C, 3D)
Formative Assessment(s);
Checks for Understanding
(Component 1E, 1F, 2B, 3B, 3D, 4A, 4B,
4C)
Closure/Exit Slip (Component 1E, 1F, 2C, 3B, 3C, 3D, 4A,
4B, 4C)
Instructional Resources &
Digital Learning Integration
(Component 1D, 2C, 3C)
Page 13
DW_2017-2018
Independent Practice;
Small Group
Differentiated Instruction;
RTI Tier 2
*Special Needs ELLs
(Component
1B, 1D, 2C, 2E, 3A, 3C)
Group A Group B Group C Group D Group E
Student names:
Student names:
Student names: Student names: Student names
Station Recommendations:
A = Achieve CR = Close Reading RS = Research Skills
V = Vocabulary
W = Writing IRC = Individual RC = Reading Conference
GR = Guided Reading
iR = IRead AP = Applied Math
RS = Reasoning Skills CM = Comp. Math OE = Open-Ended
GMG = Go Math Games
BI = Big Ideas DL = Digital Learning
PT = Performance Task
PBL = Project-Based Learning
DBQ = Document-Based Learning
Group Level
Small Groups NJSLS Activity
**TA role when applicable
Student Resources *Modifications &
Accommodations
A
B
C
D
E
Homework (Component 1E, 2B,
4B, 4C)
Teacher Reflection (Component 3E, 4A)
Page 14
Refining Expectations for the East Orange School District
Unified Lesson Plan Template 2017-2018 OVERVIEW & PURPOSE
This glossary was created as an addendum to establish a unified understanding and
shared language in the lesson planning process in the East Orange School District.
Notably, the Unified Lesson Plan Template identifies possible connections to the
Charlotte Danielson Framework for Teaching which the district adopted as its teacher
evaluation instrument in the 2013 - 2014 school year with the implementation of Teacher
Effectiveness and Accountability for the Children of New Jersey/TEACHNJ Legislation.
The Danielson Framework adds specificity to expectations of effective teaching practices
and possible components are noted throughout the template to provide a correlation
between lesson planning, expected student outcomes and teaching evaluations.
The purpose of the unified lesson plan template is to identify highly effective practices,
strengthen continuity district-wide and ultimately create daily learning environments
where students will achieve academic success preparing them for college, careers and
life.
While the lesson plan template is presented in a linear form, as a committee and as
educators, we know learning is a dynamic process and individual planning is essential to
meeting specific goals, objectives and the needs of your scholars. Therefore, the order of
the lesson may not reflect the order of the template. Planning and intentionality will
guide parts of your daily lesson structure with the understanding that each component
will transpire regularly -as it has been identified as a practice that yields predictable
results in learning.
Failing to plan is planning to fail...Allen Lekein
African Proverb: “For tomorrow belongs to the people who prepare for it today.”
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 15
Essential Question(s)
Essential Questions/EQs are deep, fundamental and often not easy-to-answer questions
used to guide students’ learning.
Essential Questions often reflect historically important as well as current issues,
problems and debates in a field of study and are designed to connect and extend the
purpose of learning. Essential questions are open ended with no single, correct answer.
They are meant to stimulate inquiry, debate, and further questions and can be
reexamined over time. EQs are designed to be thought provoking to students, engaging
them in sustained, focused inquiries, culminating in meaningful connections where
scholars can put their new understandings to work. Essential Questions often begin
with, “Why,” “How” or “To What Extent” but may also begin with other question stems.
Like the Big Idea, students should know the Essential Question(s) in a lesson or unit of
study.
● How does what I am reading influence how I should read it?
● When and why should we estimate?
● How does where you live influence how you live?
● To what extent is aging a disease?
● What should I do in my head when trying to learn a language?
New Jersey Student Learning Standards
The standards provide local school districts with clear and specific benchmarks for
student achievement in nine content areas. The New Jersey Student Learning Standards
include Preschool Teaching and Learning Standards, as well as nine K-12 standards for
the following content areas:
21st Century Life and Careers
Comprehensive Health and Physical Education
English Language Arts
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 16
Mathematics
Science
Social Studies
Technology
Visual and Performing Arts
World Languages
The standards are designed to prepare our students for college and careers by
emphasizing high-level skills needed for tomorrow's world.
3 Part Objective & Demonstration of Learning
A 3 part objective provides a clear picture of the outcome or performance you expect as a
result of the lesson. It should be specific, concise, and, most importantly, observable or
measurable. Objective statements contain three parts: behavior, conditions, and measure
and are completed with a Demonstration of Learning.
Objective Part Description Example
Behavior What students will be able to do?
The students will read a presidential debate and identify the passages that attack a political opponent personally rather than the opponent’s political programs.
Conditions How they will be able to do it?
Students will be given access to debates from various time periods - written on multiple reading levels.
Measure Degree of accuracy observed
Each student will earn a 4 or 5 on the standard rubric.
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 17
3-Part Objective: Given access to debates from various time periods, students will be able
to (or SWBAT) read a presidential debate and identify the three (3) passages that attack a
political opponent personally rather than the opponent’s political programs with an
accuracy of 4 or 5 on the standard rubric.
Demonstration of Learning: Well written essay or presentation (rubric scored)
In this example, the lesson plan would call for the students to have access to written
debates, as well as access to past learning comparing factual writings and opinion pieces.
Students will use close reading strategies to mark the text and have access to tools such
as graphic organizers to structure their thoughts. Students will then share their
conclusions in a well written essay or well developed presentation. Final learning
products will be assessed using a 5 point rubric. Any student who does not earn a rubric
rating of a 4 or better will require additional instruction or reinforcement.
Relevance
Relevance typically refers to learning experiences that are either directly applicable to
the personal aspirations, interests, or cultural experiences of students (personal
relevance) or that are connected in some way to real-world issues, problems, and
contexts (life relevance). Relevance is included in lesson planning to ensure that
teachers are themselves clear on the “Why” of teaching a lesson and plan for connections
that will make the learning powerful and purposeful to students.
21st Century Learning
This component references certain core competencies such as collaboration,
communication, critical thinking, creativity, problem-solving and digital literacy that
teachers must include to prepare students to thrive in today's world.
Vocabulary/Tiered Vocabulary
The intentionality of teaching vocabulary is an essential component to ensuring
students’ understanding of both concrete and abstract learning. It is widely accepted
among researchers that the difference in students’ vocabulary levels is a key factor in
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 18
disparities in academic achievement. Therefore the importance of students acquiring a
rich and varied vocabulary cannot be overstated (Common Core State Standards).
When planning, teachers must incorporate auditory, verbal, and visual (both through
reading and writing) opportunities for learning.
Tiered Vocabulary is defined as an organizational framework for categorizing words
and suggest implications for instruction. The three-tiered framework was developed by
Isabel Beck and Margaret McKeown to stress the importance of explicit and implicit
vocabulary instruction throughout the school day. Below are description of each tier.
Tier 1 - Common, Known Words:
Examples: big, small, house, table, family
Tier 1 words are basic, everyday words that are a part of most students’ vocabulary.
These are words used every day in conversation, and most of them are learned by
hearing family, peers, and teachers use them when speaking. These words are especially
important for English Language Learners who may not be familiar with them.
Tier 2: General Academic/High Frequency Words:
Examples: justify, explain, analyze, expand, predict, summarize, maintain
Tier 2 words include frequently occurring words that appear in various contexts and
topics and play an important role in verbal functioning across a variety of content areas.
These are general academic words and have high utility across a wide range of topics
and contexts.
Tier 3: Domain-Specific Words/Low Frequency Words:
Examples: isotope, tectonic plates, metamorphosis, mitosis, lithosphere
Tier 3 words are domain specific vocabulary. Words in this category are low frequency,
specialized words that appear in specific fields or content areas. We anticipate that
students will be unfamiliar with Tier 3 words. Beck suggests teaching these words as the
need arises for comprehension in specific content areas.
While the term tier may connote a hierarchy, with a ranking of words from least to most
important, the reality is that all three tiers of words are vital to comprehension and
vocabulary development (Common Core State Standards, Appendix A.)
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 19
Do Now
A short activity of scholarly work many times displayed on the board or at students’
work places and is waiting for students to complete as they enter the classroom.
An effective Do Now should conform to four critical criteria to ensure that it remains
focused, efficient, and effective:
1. The Do Now should be predictable so that getting started and completing it is the
habit of all students.
2. Students should be able to complete the Do Now with little or no direction from
the teacher.
3. The activity should take approximately three to five minutes to complete.
4. The activity should generally preview the day’s lesson or review a recent lesson.
Whole Group
Direct instruction during whole group is generally “first time instruction” which is
delivered to the entire class to access core information needed to be successful in
subsequent parts of the lesson.
● Anticipatory Set A brief portion of a lesson, also known as the hook, which is given at the very
beginning to gain students' attention, activate prior knowledge, and prepare them
for the pending lesson.
● Mini Lesson (Modeling) A short lesson with a narrow focus that provides instruction in a skill or concept.
Whether delivered to the whole group or small groups, modeling as an
instructional strategy allows students to observe the teacher's thought processes.
Using this type of instruction, teachers engage students in particular behaviors
that encourage learning.
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 20
Guided Practice Guided Practice is interactive instruction between teacher(s) and students. After the
teacher introduces new learning, he/she begins the student practice process by engaging
students in a similar task to what they will complete later in the lesson independently. A
gradual release of responsibility occurs during this portion of the instruction.
Guided Practice can take place individually, or when appropriate, in pairs or small
groups.
Formative Assessment(s) ● Checks For Understanding
Ongoing assessments that provide information to guide teaching and learning for
improving learning and performance. Formative assessments include both
formal and informal methods, such as quizzes, questioning, observations, and
reviews of draft work. Checks for Understanding allow teachers to continually
verify that students are learning what is being taught and be flexible while it is
being taught. Checks for Understanding provide teachers the opportunity to
make adjustments and improve learning based on student responses throughout
the teaching and learning process. During the planning process, teachers should
anticipate and prepare for both students’ successes and potential
misunderstandings. In highly effective classrooms, assessment techniques are
developed which lead students to monitor the quality of their own work against
the assessment criteria and make active use of that information.
Closure/Exit Ticket The Closure/Exit Ticket is the activity that ends a lesson and creates a lasting
impression. They should be used as a formative assessment tool that give teachers a way
to assess how well students understand the material they are learning in class. Teachers
use this data for adapting instruction to meet students' needs the very next day.
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 21
Instructional Resources and Digital Learning Integration Instructional resources are key resources/materials used every day to help students
acquire knowledge. From textbooks to library books to web sites, a wide variety of
resources are available to help teachers meet the needs and pique the interests of their
students. Digital Learning is learning facilitated by technology that gives students some
element of control over time, place, path and/or pace. Digital learning is more than just
providing students with a laptop. Digital learning requires a combination of technology,
digital content and instruction. When technology integration in the classroom is
seamless and thoughtful, students not only become more engaged, they begin to take
more control over their own learning. Effective integration of technology changes
classroom dynamics, encouraging student-centered, project-based learning.
Independent Practice; Small Group/Differentiated Instruction
Independent Practice gives students a chance to reinforce skills and synthesize their
new knowledge by completing a task on their own and away from the teacher's
guidance. It is the part of the lesson where students are given the opportunity to practice
what they have just learned. Independent Practice can take place individually or in
pairs or small groups.
Small group instruction is based on data and purpose and always anchored in
standards. Typically during this portion of the lesson, a teacher works with a small
group of students on a specific learning objective. Group sizes can range from 2-6
students to provide a reduced student-teacher ratio. Small group instruction usually
follows whole group instruction and can include its own mini-lesson. Differentiated
instruction provides students with a variety of paths to learning. Differentiated plans
can be developed by content, product or process - as well as learning styles and interests.
● Response to Intervention/RTI: Tier 2 Instruction Tier 2 intervention is required for students who are not making adequate
progress in meeting the standards in the core curriculum. Response to
Intervention provides increasingly intensive instruction matched to students’
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 22
needs on the basis of levels of performance and rates of progress. Interventions
include support from teacher(s), Teacher’s Assistant(s) and programs and
materials that scaffold the learning. A variety of data can be utilized to make these
decisions.
● Special Needs Modifications and Accommodations Modifications can change content knowledge expectations as well as assessment
administrative practices. Accommodations are physical or environmental
changes that make learning accessible to students and allow them to demonstrate
learning. An accommodation does not alter what a student is expected to learn.
● English Language Learners
English Language Learners (ELLs) refers to students who are unable to
communicate fluently or have not yet learned to effectively communicate in
English. English Language Learners typically require specialized or modified
instruction in both the English language and in their academic courses. Planning
for English Language Learners includes a focus on both social and academic
language acquisition. Some methods of teaching will include increased and
intentional use of visuals, real objects, manipulatives, as well as physical
movement. Groupings must be intentional and best practices reference grouping
students with more advanced English Language Learners of the same native
language or cooperative mainstream peers.
Homework An assignment given to a student to be completed outside the regular class period to
follow-up, enhance or prepare to meet identified standards.
Teacher Reflection
A process where teachers think over their teaching practices, analyze how something
was taught and how the practice might be improved or changed for better learning
outcomes.
Dr. Dana E. Walker, Assistant Superintendent Curriculum and Instruction, EOSD, June 2017 Page 23
District Policies
Our district policies are available on the school district’s website for your review. You may view the complete set of policies or refer to the desired section.
EOSD Policies July 2017 1000 - Administration 2000 - Programs 3000 - Teaching Staff Members 4000 - Support Staff Members 5000 - Pupils 6000 - Finances 7000 - Property 8000 - Operations 9000 - Community
We strongly encourage all teachers to review the selected
policies / regulations listed in the table below to improve
the levels of comliance for administrators, teachers and
students at all times.
For your convenience, we have downloaded this subset
of selected policies to the Garvin School website.
garvin.eastorange.schoolfusion.us
Policy List
#
Description Approved
2000 PROGRAM
2110 District Mission Statement 3 June 2009 2132 School District Goals and Objectives 10 May 2011
2260 Affirmative Action Program for School and classroom Practices
9 Aug. 2016
2260R Affirmative Action Program for School and Classroom Practices Complaint Procedures
9 Aug. 2016
2330 Homework 3 June 2009 R2330 Homework 3 June 2009 2340 Field Trips 13 October 2015 R2340 Field Trips 10 October 2015
2361 Acceptable Use of Computer Networks/Computers and Resources
11September 2012
R2361 Acceptable Use of Computer Networks/Computers and Resources
12September 2012
2363 Use Of Privately-Owned Technology 11 September 2012 2417 Student Intervention And Referral Services 14 October 2014 R 2417 Student Intervention And Referral Services 14 October 2014 2422 Health And Physical Education 10 May 2016 2436 Activity Participation Fee Program 14 September 2010 R 2624 Grading System 13 December 2016
3000 TEACHING STAFF MEMBERS
3159 Teaching Staff Member/School District Reporting Responsibilities
20 September 2016
3161 Examination For Cause 17 January 2017 3212 Attendance 12 May 2015
R 3212 Professional Staff Attendance Review And Improvement Plan
27 June 2013
3216 Dress And Grooming 16 March 2017 R3216 Dress And Grooming 16 March 2017 3230 Outside Activities 10 June 2014 R3230 Outside Activities 12 March 2013 3270 Professional Responsibilities 16 March 2017 R 3270 Lesson Plans And Plan Books 3 December 2008 3280 Liability For Student Welfare 14 February 2017
R3280 Liability For Student Welfare 14 February 2017 3281 Inappropriate Staff Conduct 12 March 2013 R3281 Inappropriate Staff Conduct 12 March 2013 3282 Use Of Social Networking Sites 9 May 2017
3283 Electronic Communications Between Teaching Staff Members And Students
14 October 2014
3284 Arrest Notification By Certificate Holders 9 December 2014
3310 Academic Freedom 14 February 2017
3322 Staff Member’s Use Of Personal Cellular Telephones/ Other Communication Devices
13 October 2015
5000 PUPILS
5200 Attendance 12 May 2015 R5200 Attendance 12 May 2015 5240 Tardiness 11 October 2016 R5240 Tardiness 11 October 2016 5250 Excusal From Class Or Program 11 October 2016 5300 Automated External Defibrillators (Aeds) 26 June 2014 R5300 Automated External Defibrillators (Aeds) 26 June 2014 R5533 Student Smoking 14 September 2014 5550 Disaffected Students 13 December 2016 R5550 Disaffected Students 13 December 2016 5560 Disruptive Students 13 December 2016 R5560 Disruptive Students 13 December 2016 5600 Student Discipline/Code Of Conduct 13 October 2015 R5600 Student Discipline/Code Of Conduct 13 October 2015 5610 Suspension 14 October 2014 R5610 Suspension Procedures 14 October 2014 5611 Removal Of Students For Firearms Offenses 14 October 2014 R5611 Removal Of Students For Firearms Offenses 14 October 2014
5612 Assault By Students On District Board Of Education Members Or Employees
14 October 2014
R5612 Assaults On District Board Of Education Members Or Employees
14 October 2014
5613 Removal Of Students For Assaults With Weapons Offenses
14 October 2014
R5613 Removal Of Students For Assaults With Weapons Offenses
14 October 2014
R 5850 Social Events And Class Trips 17 January 2017
8000 OPERATIONS
8467 Weapons 12 January 2010 R8467 Weapons 12 January 2010 8468 Crisis Response 12 January 2010 R 8468 Crisis Response 12 January 2010
9000 COMMUNITY
9150 School Visitors 14 January 2009 R9150 School Visitors 14 January 2009 9151 Civility Policy 13 May 2014 9160 Public Attendance At School Events 14 January 2009
9260 Parental Liability For Vandalism 14 January 2009
