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Redhawks High SchoolNew Frontier School District
Table of Contents1. District2. Instruction3. Classroom Management4. Teacher Response to Student
Misbehavior Hierarchy5. School Rules6. School Emergencies
District
District Demographic
Grades K-12 4,100 students Working middle class parents Includes light industry, agriculture, and
small businesses Devoted and productive community Most parents are concerned with their
child’s education
District
School Physical Plant: Site Plan
District
Redhawks High
School
School Physical Plant: Floor plan
School Physical Plant: Photos
Exterior Rendering
School Physical Plant: Interior Media Center
Student Commons
Welcome from the Staff
District
Miss Madeline Van BenschotenHello! My name is Madeline R. Van Benschoten. I’m a Calculus teacher at the Redhawks High School. I recently graduated from Miami University in Oxford, Ohio with a Bachelor in Integrated Mathematics Education. I am also an assistant dance coach at this school! I believe that developing lifelong learners who are skilled in mathematics will be beneficial to the future of our nation.
District
Mr. Peter EnglishHello! I’m a graduate of Miami Oxford University with bachelor’s degrees in Integrated Math Ed and Physics. I teach Physics and Chemistry here at Redhawks High School. I am also the teacher representative of Robotics Club.
I believe my interactive lesson plans and cool experiments will help engage my students and get them interested in science!
District
Miss Abby Kliment I am a graduate of Miami Oxford University with a bachelor’s degree in Integrated Language Arts. I teach creative writing and I am the head of Yearbook staff. I believe learning to critically read and write shapes the mind of a great learner. If we can improve language instruction, this not only helps students in my class, but can be applied to all subject areas.
District
Organizations and Clubs Dance Club
- Contact Miss Van [email protected]
Yearbook -Contact Miss Kliment [email protected]
Robotics Club-Contact Mr. English [email protected]
District
Vision Statement
Our belief is that education empowers all students to successfully realize their individual talents. At Redhawks High School we are committed to provide rigorous, structured learning opportunities that will promote active and life-long learners. We promote an honest and trusting professional relationship between colleagues as they work towards achieving common goals.
District
Mission Statement
Redhawks High School recognizes that each child is an individual, that all children are creative, and that all children need to succeed. Therefore, Redhawks High School respects the individual needs of children, fosters high expectations for all students, promotes a caring, safe, and creative environment, and emphasizes the social, emotional, physical, intellectual development of each child.
District
District Belief System This four part district belief system shapes
Redhawks High School’s decision making, financial support, and planning at all levels of instruction.Total Quality Learning Management ModelIntegrated Systems Model of Knowing
Collaborative Strategic Plan
Performance Pyramid
District
Total Quality Learning Management Model
At Redhawks High School, our number one goal is learner performance.
Professional educator influence is the source of learner performance. It is developed from learner perceptions of quality service and caregiver perceptions of quality service. These perceptions of quality service are derived from the teacher’s classroom management, instructional design, and interpersonal behavior.
District
Total Quality Learning Management Model
Learner Perceptions of Quality Service
Classroom
Management
Interpersonal
Behavior
Instructional
Behavior
Caregiver Perceptions of
Quality Service
Classroom
Behavior
Interpersonal
Behavior
Instructional
Behavior
Professional Educator Influence
Learner Cooperation
Learner Engagement
Learner Performance
District
Integrated Systems Model of KnowingThis model contains multiple intelligences, cognitive styles, and teachers and technologies. The first two are types of learner systems and the third is a learning system. These systems allow a student to go from a point of wonder to a point of knowing.
District
Integrated Systems Modelof Knowing
Point of Wonder
Point of Knowing
1 2 3
Point of Wonder Learnin
g Path
Elapsed Time
District
! ?
*Successfully finding information from your original point of wonder increases the probability of a future question.
Collaborative Strategic Plan
This model contains three different tracks that lead to learner performance gains on proficiency tests. The first track is the curriculum track, which can be compared to the TQLMM Model. The second track is the learning tract, which can be easily compared with the ISMK Model. The third track is the professional development track.
District
Collaborative Strategic Plan
Explicit Curriculum Information
Teaching Teams/ Parents
Quality Service
Knowing
Learner Styles and Strategies
Integrated Learning Systems
Leaner Engagemen
t
Adult Leaner Style
EntrepreneurshipPeer
Coaching
Life Long Professional Developmen
t
Learner Community Strategic
Plan
Learner Performance
Gains On Proficiency
Tests
• TQLMM: Curriculum Track
• ISMK Model: Learning Track
• Professional Development Track
District
Performance Pyramid
“The performance pyramid is web-based model for school district continuous improvement on proficiency tests and systems implementation.”
“The Performance Pyramid offers fourteen critical interventions areas factored from statewide district continuous improvement intervention plans, Ohio Operating Standards, and research-based practice.”
District
Performance Pyramid
Special Education
Early Childhood Education
Middle Childhood Education
Adolescent Education
The Integration of Baldrige Criteria To Improve School District and Learner Performance
Collaborative Learning Networks
Parental Engagement
Identifying Individual Learning Styles
Standards for Learning Outcomes
Curriculum Mapping
Instructional Activity Design
Test TakingSkills
Proficiency Tests
SharedBest
Practices
“The Performance Pyramid is the New Frontier School District web-based model for professional development. Areas of the pyramid directly relate to student achievement and continuous school improvement.”--- NFSD Superintendent Dr. Brooks
The Performance Pyramid offers fourteen critical intervention areas:
Core ValuesOur school is aiming to become a 21st century leading school with the following core values:
Accountability - We will be accountable to the community that created, maintains, and sustains us.
Communication - We will foster open and appropriate communication at all levels.
Continuous Improvement - We will continuously improve teaching and learning through interactive lesson plans and use of technology.
Integrity - We will demonstrate the highest ethical standards in all our interactions.
Respect - We will treat every relationship with respect and dignity.
Positive and safe learning community
District
Instruction
Typical Session Structure: Learner Systems-Based Learning Systems Design
Opening
Optimize Engagem
ent
Closing
Lookers Listeners
Doers Sitters
1 Engagement
2 Review
3 Learning Outcomes
4 Motivation
5 Behavior Expectations
6 Tools & Materials Check
7 Questions
1 Review
2 Reinforce
3 Preview
School Schedule 6:30 AM – Schools open 7:00 AM – Teachers must report by this
time and park in assigned parking places. Sign in through the staff computer system
7:15 AM- Students report to their homeroom (First Class)
Instructional Periods: 46 minutes in length except for Block Days (see Wednesday/ Thursday)
Instruction
Department teams have planning periods throughout the day
First Day This is a list of ten activities teachers can
follow in order to have an effective first day of school.
1. Welcome
2. Opening
3. Role and Seating
4. Student Information
5. Rules and Procedures
6. Course Content
7. Assess Preferred Learning Styles
8. Self-disclosure
9. Closing
10. Post-Instruction
Instruction
1. Welcome
Greet students as they are walking into the classroom
Ask students how they are doing and make sure they know who you are. After introducing yourself, ask the student for their name
Remember to smile!
This makes students feel comfortable and welcome in the classroom. It shows students you care about making the classroom a friendly atmosphere.
Instruction
2. Opening An overview of the session engages them. Put the sequence of activities on the
whiteboard for them to see.
Instruction
3. Role and Seating Teacher will make sure students are seated at a desk by the time
the bell rings. Take roll to make sure the right people are in the room. Teacher will let students know that he/she will be creating a
seating chart so students need to sit where they will feel comfortable.
Create a seating chart so you can use student names. The teacher will ask what students prefer to be called, and write
this down, while taking attendance.
This explains to students how seating will work in the classroom, and helps to provide students with a sense of security.
Instruction
4. Express interest in students:
Student Information
Small note cards will be passed out to students after attendance is taken. These 3x5 cards should have parent contact
information, interests and scheduling information on them.
The teacher will have an example of a note card on the board with all the information that is required.
This gives the teacher a chance to learn more about their students and also shows students that their teacher cares about their personal interests.
Instruction
5. Rules and procedures Go over the rules and procedures of the class. Check students’ understanding on the rules. There are 5 basic ones:
1. Entry: Be in your seat when the bell rings. 2. Listening: Don’t talk when the teacher is talking. 3. Participation: Raise Your Hand 4. Don’t Bother Other People’s “Stuff” 5. Exit: Wait until the teacher dismisses you.
There is also an addition cell phone rule. No cell phones during instruction.
These rules and procedures established a routine that students need for consistent classroom sessions.
Instruction
6. Course Content
This is where the teacher explains goals or methods he/she will use and the types of assessment he/she plans to use(how the teacher will grade).
Teacher will go over the syllabus for the class, making sure that the students have an understanding of what is expected of them for that school year.
Students will then read over the syllabus that night and come back to class the following day able to ask any questions about the syllabus.
Instruction
7. Assess Preferred Learning styles Have each student complete the Cognitive
Style Questionnaire.
Teachers can use this information to appeal the different learning styles of students.
Instruction
8. Self- disclosure Tell students about yourself. Share information with students that gives
you more influence, such as personal interests or school experiences. Be selective.
This makes the students feel like they can approach the teacher and also feel invited in the classroom.
Instruction
9. Closing Before the bell ending the period rings
conclude the class by reminding them what was completed that day and what they will be doing the following day.
Make sure students know about any assignments that need to be completed by the next class.
Instruction
10. Post-Instruction Try to be available for exiting questions
and conversations. This is one of the most important
critical contexts, since it allows you to get to know your students.
Cognitive Style for Teaching Effectiveness
Students have individualized learning cognitive styles, and teachers should be aware of that.
Teachers should vary their instruction to appeal to the various styles.
Instruction
Cognitive StylesIntelligence
End- States
Core Components Instructional Recommendation
Local- Mathematical
ScientistMathematician
Sensitivity to and capacity to discern logical or numerical patterns ability to handle long charts or reasoning.
Have students learn a formula, create a hypothesis, or read/write to aid in problem solving
Linguistic PoetJournalist
Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language.
Have a student read and use this as inspiration to write or invent something
Musical ComposerViolinist
Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness
Write lyrics or listen to music that relates to a specific topic
Spatial NavigatorSculptor
Capacities to Perceive the visual-spatial worlds accurately and to perform transformations on one’s initial perceptions
Paint, label, or sketch a picture that illustrates a particular space
Instruction
Cognitive Styles (cont.)Intelligence
End- States
Core Components Instructional Recommendation
Bodily- Kinesthetic
DanceAthlete
Abilities to control one’s body movements and to handle objects skillfully
Have students put on a play, build an invention, or perform another task that involves physical activity
Interpersonal
TherapistSalesman
Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desire of other people
Have students hold a discussion with a small or large group
Intrapersonal
Person with detailed, accurate self-knowledge
Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one’s own strengths, weaknesses, desires, and intelligence
Have students read, write, or study by themselves. Have students engage in self-questioning strategies.
Instruction
Individualized Education Programs What is an IEP?
“Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.”
To find out more information visit: http://www2.ed.gov/parents/needs/speced/iepguide/index.html
Online IEP Software: http://www.iepwriter.com/
Instruction
Progress Book is web-based software. K-12 educators, parents and students can all access this software for the details of curriculum, learning progress and other useful online resources such as “classroom and student management, IEPs, state reporting, parent access and more”.
Teachers must keep Progress Book up to date. For more information, parents can access: https://progressbook.swoca.net/General/
LoginForm.aspx
Instruction
Spectrum Website http://www.spectrumk12.com/ See this webpage for information on
Student Achievement Management, Response to Intervention, and Individualized Education Programs
Instruction
Blended Learning Blended learning is an optional curriculum structure. According to: http://
thejournal.com/articles/2011/05/04/report-6-blended-learning-models-emerge.aspx
the six models of blended learning include: 1. The "face-to-face driver" model, in which a teacher in a traditional classroom
instructional setting employs online learning for remediation or supplemental instruction;
2. The "rotation: model, in which students move back and forth between online and classroom instruction;
3. "Flex," a model in which the curriculum is delivered primarily through an online platform, with teachers providing onsite support;
4. The "online lab" approach, wherein an online course is delivered in a physical classroom or computer lab;
5. "Self-blend," a model in which students choose on their own which courses they take online to supplement their schools' offerings; and
6. The "online driver" model, where the courses are primarily online and physical facilities are used only for extracurricular activities, required check-ins, or similar functions.
Instruction
Classroom Technology
Use of technology in the classroom to promote student learning is highly encouraged.
It is recommended teachers incorporate Smartboard technology, graphing calculators, computers, document cameras, clickers, etc. into their classroom when at all possible.
Students should also be taught how to utilize these technological devices.
Instruction
Grading System: Grade Point Average GPA = # grade points earned/total credits attempted There is a weighted grading system for Honors and AP
courses. Standard letters are used: A, B, C, D and F with pluses
and minuses Teachers have full control over student grades. Other marks:
I: Incomplete P: Passing W/F: Withdrawal while failing or after the cutoff date N: No grade – contact teacher
Instruction
Grading Scales: Unweighted
Grading Scales: Weighted
Grading System: Grade Report Cards Each semester has three 6-week
grading periods. Grades report cards will be posted
online. The report card will be sent to parents
by request through the mail.
Instruction
Classroom Management
Classroom Rules1. Be on time and in your seat when the
bell rings2. Don’t talk while the teacher is talking3. Raise your hand when you want to be
called on4. Don’t touch anything that isn’t yours5. Don’t leave the room until I have
dismissed you6. No cell phones should be used, seen, heard during class.
Classroom Management
Critical Contexts There are eight critical contexts that
are important elements in any instruction.
On the slides to follow there are explanations and some advice on these 8 critical contexts and how to successfully apply them in your classroom.
Preinstruction
Instructional
Functions
Transitions
Post Instruction
Opening the
Session
Student Questions Closing
Misbehavior
Sequence
Classroom Management
Critical Contexts #1:Pre-instruction1. Make yourself available to the
students2. Greet them as they come in and ask
them about their day (Teacher-Initiated Contact)
3. Knowing the name of the students helps to show that you care
4. Talk about topics that are of interest to the students, do not have to be content related (Individualized Topics)
Classroom Management
Critical Contexts #2:Opening the Session1. Visually scan the class2. Call to Order: Gather the
students’ attention before you start the class
3. Take attendance4. Academic Organizer5. Behavioral Organizers6. Make sure the students have all materials
they will need for class7. Check for student understanding
Classroom Management
Critical Contexts #3:Instructional Functions1. Daily Review: Review what you have done in previous
instructions2. Presentation: Present new information in a way that
engages students3. Guided Practice: Work with the students practicing the
skills they just learned4. Corrections and Feedback: Give helpful feedback and
corrections that encourage the students to keep on trying5. Independent Work: Give the students time to work by
themselves6. Weekly and Extended Review:7. Extended review of the new skill building upon old skills
to keep everything fresh in their mind
Classroom Management
Critical Contexts #4Student Questions1. Establish Access: Make sure that
students are able to approach you2. Actively Listen: Listen to students
questions and give them your full attention
3. Be considerate and patient4. Probe or Inquire: Ask the students
questions to make sure they understand the answer
Classroom Management
Critical Contexts #5:Transitions1. Provide Nonverbal Cue: Give nonverbal cues to hint
the students that change is coming2. Provide Verbal Cue: A verbal signal to explicitly tell
the students that focus is changing3. Maintain Scanning: Scan the class to make sure
transition is going smoothly4. Clearly explain what you expect them to do in the next
part of the instruction5. Signal Beginning: Give verbal and nonverbal cues to
show that you are starting the next part of the instruction
6. Control the noise level so that the students don’t get distracted and lose focus during transitions
Classroom Management
Critical Contexts #6:Closing1. Signal the end of the session2. Review Performance: Go over what the
students have learned today3. Provide motivation to the students4. Introduce Next Session: Give a leading
into the topic of next session5. Answer any questions and clear up any
confusion on the content
Classroom Management
Critical Contexts #7Post Instruction
1. Dismissal: The teacher dismisses the students in order to maintain control
2. Visual Scanning: Keep an eye on the students as they are dismissed to maintain control
3. Permit Learner Access: Allow students to come and ask you questions in regards to the instruction
4. Conference to Concerns: Teachers may use this time to take care of any misbehavior or discipline issues that occurred during the session.
Classroom Management
Critical Contexts #8:Misbehavior Sequence
The Misbehavior Sequence includes the following:
1. Review Rule2. Stare or Get Close (Nonverbal Cue)3. Statement of Closure4. Delayed Meeting (Meeting at the End of Session)5. Immediate Meeting (Hallway)6. Move on to Principal/ Disciplinarian
* A more detailed Misbehavior Sequence is described in the Teacher Response to Student Misbehavior
Classroom Management
Teacher Response to Student Misbehavior Hierarchy
Teacher Response To Student Misbehavior HierarchyIntroduce Expectations:• Tell students what your expectations are
(5 rules: Be in your seat, don’t talk while I’m talking, raise your hand, don’t touch other people’s stuff, stay until dismissed).
Class Wide Reminder:• Remind everyone of rules (not angry or
hostile): “Put down what you’re doing and look at me. This classroom has five rules I’ll be enforcing all year long. Someone tell me what the rules are.” This is the WARNING.
Direct Eye Contact and Use of Student Name:• Address student not following rules,
using the student name to get their attention in a friendly manner. “Eddie, Its time for us to start.”
Student Misbehavior
Teacher Response to Student Misbehavior Hierarchy Cont.
Establish Proximity!• Get behind student(s) not following rules.
This increases student accountability. Let your presence act to control the misbehavior. Proximity increases accountability.
Proximity Combined With Statement of Expectation:• Approach student again. Stand behind them,
and quietly say: “I want this to stop right now.” All business tone of voice. Short comment. No discussion.
Post Instruction Conference:• Tell the student that you want them to
meet you after class at your desk. Conference to the problem in conversational voice.
Student Misbehavior
Teacher Response to Student Misbehavior Hierarchy Cont.Immediate Hallway Conference:• Get behind student and say “Pick up your stuff and go
out in the hallway.” This is done in a businesslike, firm tone. Once in the hallway, stand to the side of the student. Ask the student why they are misbehaving in a conversational tone. (Student won’t feel the need to “show off” anymore.) Figure out what you can do to help the student (change seating?) Ensure student knows your expectations.
Intervention:• Apology to the class
Pre-Instruction Reminder:• Speak to the student before the next class session:
“Today is a new beginning. Learn from yesterday.” If they cooperate, you pay the student a compliment at the end of class. This is where you warn about a detention being the next step. Then everybody is warned when you call parents.
Student Misbehavior
Teacher Response to Student Misbehavior Hierarchy Cont.Contact Parents:• E-mail or call parents reminding them of
the history, steps you have taken to date and potential for a detention.
Detention:• Administer detention: If it gets to this
stage, something else is involved that needs to be investigated
Parent-Teacher Administrator Conference:• What you hope happens here is that there
is an agreement about the seriousness of the lack of cooperation and the consequences from here on.
Student Misbehavior
Teacher Response to Student Misbehavior Hierarchy Cont.In School Suspension:• This is still a school controlled response.
Saturday School• The problem starts being a district
problem now.
Suspension:• This usually requires a school board
action.
Expulsion• This is a school board action.
Student Misbehavior
Cognitive Strategies
Cognitive Strategies: General Research has shown that when instruction is designed to
align with the following cognitive strategies, students remain more engaged and learn more.
Cognitive Strategies include: Mnemonics Imagery Rehearsal Metaphor Analogy Advance Organizer Concept Mapping Frames Chunking
Cognitive Strategies
Cognitive Strategies: Mnemonics Mnemonics- A device, such as a pattern
of letters, ideas, or associations that assists in remembering something. Rating=2, when 10 is high and 1 is low
for Long Term Recall Potential Example:
Cognitive Strategies
Cognitive Strategies: Imagery
Imagery-Visually descriptive or figurative language Rating=7, when
10 is high and 1 is low for Long Term Recall Potential
Example:
Cognitive Strategies
Cognitive Strategies: Rehearsal Rehearsal- Mentally prepare or recite
words or actions one intends to say or do Rating=4, when 10 is high and 1 is low
for Long Term Recall Potential Example:
A student may read a vocabulary list out loud to strengthen retention.
Cognitive Strategies
Cognitive Strategies: Metaphor Metaphor-A figure of speech
in which a word or phrase is applied to an object or action to which it is not literally applicable Rating=8, when 10 is high
and 1 is low for Long Term Recall Potential
Example: Comparing a bucket with a leak in it, to self-image, self-concept, and self-esteem. Or also comparing these concepts to a mechanic, engine, and oil.
Self-image
Self-conce
pt
Self-estee
m
Leaking Bucket Metaphor
A gap in self-concept because of faltering self-images can lead to a decrease in self-esteem
Cognitive Strategies
Cognitive Strategy:Analogy
A comparison between two things, on the basis of their properties and to offer an explanation for something in a different context
Rating=8, when 10 is high and 1 is low for Long Term Recall Potential
Example: Students react similar to math as Dr. Brooks reacts to skits
Cognitive Strategies
Cognitive Strategy:Advance Organizer
A way of organizing and arranging for an upcoming event or activity for the sake of coordinating it smoothly
Rating=9, when 10 is high and 1 is low for Long Term Recall Potential
Cognitive Strategies
Cognitive Strategy:Concept Mapping
Visual and graphic representation used in order to express the relationship between concepts
Rating=6, when 10 is high and 1 is low for Long Term Recall Potential
Cognitive Strategies
Cognitive Strategies: Frames Frames: a boxlike
expression that organizes content into rows, columns or separates the content from other frames.
Rating :10 (10 highest/ 1 lowest)
Highest long term recall potential
Example
Cognitive Strategies
Cognitive Strategies: Chunking
Chunking: group together connected items or words so that they can be stored or processed as single concepts.
Rating: 2/10 Example: Remembering
what chores you have to do by chunking them into categories.
Example 2: Remembering a number like a telephone number (513-344-4873)
Cognitive Strategies
School RulesAttendance
For Students
and Teachers
Attendance Policy: General Students are expected to attend school and to be on time for classes.
A good attendance record has a positive effect on grades. Attending school is critical to a student’s academic success. A
student’s grade is subject to change based on poor attendance for class.
If students do not arrive at school prior to lunch, they will not be able to participate in extracurricular activities that day
Teachers hold the power to not accept requests to take tests early because of absences related to vacations, jobs, or other excused but not required absences. If the absence is excused a make-up time must be scheduled with the teacher.
After ten during a school year occur, a conference will be held with a parent/guardian where consequences, proof of excused absences, or additional support will be discussed.
Ohio law holds the parents/guardians of minor children responsible for assuring school attendance. Instances of truancy will be treated as a violation of the law. When it is determined that truancy has occurred, disciplinary action will be taken.
School Rules
Attendance Policy: Reporting an Absence
When a student is going to be absent, the Ohio Law, “Missing Child Act,” requires parents to call the school office when their son/daughter is absent.
This can best be done between 7:00 -10:00 a.m. by phone.
Each day the student is absent, an additional phone call is required.
The administration reserves the right to ask for a doctor’s written excuse for any prolonged absence or poor attendance habits.
School Rules
Attendance: Pre-arranging
If students are aware they are going to be absent ahead of time, they have the ability to pre-arrange an excused absence.
Parents should called the attendance office as soon as they know about the pre-arranged absence.
Students should pick up a Prearranged Absence Pass in the attendance office prior to leaving, have their parents fill out the form, and show the pass to each of their teachers. Teachers need to be made aware a student plans to be absent.
The pass serves as a pass out of class and back to school after the absence.
School Rules- Attendance
Attendance: Excused Absences The following reasons qualify absences as excused:
Field trips College visits Family death Other family emergency Family vacation Wedding School-sponsored sports absence Religious holiday Court Illness or appointments Driver license tests
School Rules- Attendance
Attendance: Returning from an Excused Absence
1) When a student returns to school after being absent, the student must bring a note from the parent or guardian explaining the absence. The note must contain the following information:
Student’s name Reason for the absence Date(s) of the absence Parent/ Guardian’s signature Telephone number where the parent/guardian can be reached
2) Students who have an excused absence will be given an opportunity to make up work. Students will be told the due date for each make-up assignment by their teacher. It is the student’s responsibility to approach the teacher.
3) Students who will have an excused absence of more than 3 days may wish to request their make up work assignments. Parents should contact their son/daughter’s guidance counselor to make this request. We require at least 24 hours to collect information and have it ready for parents. Students who will be absent for less than 3 days, are encouraged to contact a student in their class for assignments or other relevant information.
Note: Students will be allowed adequate time to make up missed work. Make up day(s) should reflect the number of excused absence day(s). As an example- a student misses two days of school and is excused, this student will have two school days to make up work.
School Rules
Attendance: Leaving Early For safety, students are not to leave the building
without prior permission from the office. Students who must leave the building during the
day should bring a note from their parent/guardian making this request.
This note should contain name, date, reason, signature, and phone number.
This note is to be given to the teacher.
Parents picking up students are asked to meet their child in the office to insure security. You may be asked for identification. A student must wait in the office to be signed out.
School Rules
Attendance: Tardiness An unexcused tardy is when a student is not seated inside the
classroom when the tardy tone stops ringing (this includes being tardy to school).
Hall Sweeps are performed on an intermittent basis. During a Hall Sweep, teachers deny entrance to their classrooms to any students who are not in the room when the bell rings.
Students reported to have an unexcused tardy will: First Offensive: be given a warning. Second Offense: Parents will be notified, and student will be given an
after school detention. Third offense: Parents will be notified, and student will be awarded a
Friday Night Detention. Students are required to serve detentions. Detentions hold top
priority over any other commitment, such as sporting events. Students who continue to be late or exhibit excessive tardiness as
the year progresses will face progressive disciplinary consequences.
School Rules
Attendance: Truancy Truancy- Students are expected to comply with the provision of the Ohio
Revised Code regarding school attendance. Truancy is absence from school for reasons other than those provided by law. The following are the only legal excuses for absence from school:
(1) Personal illness (2) Illness in the family (3) Quarantine in the home (4) Death of a relative (5) Work at home due to the absence of parents or guardians (5) Observance of a religious holiday (6) Religious Reasons (7)Any other emergency reason that must be considered to have good
and sufficient cause for the absence or otherwise listed as an excused absence.
UNEXCUSED absences include but are not limited to: Missed bus Overslept No Parent Note or Excuse offered
The hierarchy of Truancy punishment is available on the following slides.
School Rules
Attendance: Truancy (Cont.) According to Senate Bill 181:
A student with five or more unexcused absences on consecutive school days, or seven or more unexcused absences in on school month, or 12 or more unexcused absences in one school year, may be considered “habitual” truant, under Section 3321.191 of the Ohio Revised Code.
A student with seven or more unexcused absences on consecutive school days or 10 or more unexcused absences in one school month, or 15 or more unexcused absences in one school year, may be considered a “Chronic” truant, under Section 3321.191 of the Ohio Revised Code.
School Rules- Attendance
Attendance: Truancy (Cont.) 1st instance of Truancy: Warning and call to parents 2nd instance of truancy: Students attend a Friday School 3rd instance of truancy: 2 days In-school suspension 4th instance of truancy: 2 days of “out-of-school” suspension 5th instance of truancy: Police picks student up from school.
Parent/school meeting scheduled In the case of either “habitual” or “chronic” truants, Redhawks High
School may: Assign the student to an alternative school Require the student to participate in a truancy prevention program Require the student to receive appropriate counseling Require the parent, guardian or other persons having care of the student to attend a
parental involvement program under Section 3313.472 of the Ohio Revised Code. Require the parent, guardian, or other persons having care of the student to attend a
truancy prevention mediation program Notify the Registrar of Motor Vehicles of a habitual truant Take legal action “Habitual” or “Chronic” students, or parents of these students may receive a citation
to the appropriate Court.
School Rules
Academic Honesty
Academic integrity Is telling the truth. It is presenting school work as your own when in fact it really is.
Academic dishonesty is lying. It is presenting school work as your own when in fact it is not.
Having academic honesty means not cheating or plagiarizing.
At Redhawks High School, falsely representing work as your own when it is not may result in a zero on the entire assignment without the possibility of a rewrite or retake.
School Rules
Student Electronic Use Rules Student cell phones, cameras, radios, tape recorders, televisions, walkmans, CD
players, beepers, pagers, ipods, PDA, or other electronic devices shall not be USED, SEEN, or HEARD during school hours.
MP3 players, ipods, music players with headphones may be used on the bus so long as no disruption is caused, but may not be used while entering or exiting the bus.
The above named items shall be kept in the lockers during school hours. The buying, selling or trading of the above named items or associated parts and or
accessories is prohibited. Violation of this section will result in the device being taken away and returned to the parent/guardian at the parent/guardian’s request. Devices not retrieved by a parent or guardian by the end of the semester in which the device was confiscated shall be discarded, sold, and/or donated at the school administrator’s discretion. Violation of this section may also result in further disciplinary action.
A cell phone may be brought to be used on school field trips with the permission of the supervising adult.
Students bringing such devices to school or on the bus do so at their own risk. The school is NOT liable for any cell phone or electronic device that is lost or stolen; therefore, administrative time will not be used to search for such devices.
Students may only use the Internet and other school electronics for educational purposes.
Food, gum and drinks are prohibited around school technology. Students may not tamper with school computers, which may take the form of
changing the setup or allowing viruses.
School Rules
Student Dress Code Common courtesy dictates that hats, head
coverings, bandanas, sweatbands, an sunglasses not be worn inside the building.
Appropriate footwear must be worn and provide for safe and sanitary conditions. Examples of unacceptable footwear include slippers and loose fitting footwear that cannot safely and securely remain on the student’s feet.
Shirts and tops must have high enough necklines to cover all cleavage. Shirt sleeves, sweater sleeves, and vests must not be so loose or decorative as to create a safety hazard in lab classes, etc. Sleeveless shirts, which completely cover the area from the base of the neck to the top of the arm, do not have oversized armholes or open sides and which do not expose undergarments or skin under the arm are acceptable. Examples of inappropriate apparel include by are not limited to: halters, midriff tops, crop tops, spaghetti strap tops, strapless tops, revealing and/or see-through tops, open mesh garments, garments with open sides which expose skin or undergarments, tank tops, and muscle tops (oversized arm holes).
School Rules
Student Dress Code Lower garments are to be worn at the appropriate level
and cannot drag the floor. Lower garments should not allow any portion of the buttocks or undergarments to be exposed when the student sits, stands, raises his/her hand, or bends over. No form fitting shorts of any kind may be worn unless worn completely under a shirt/dress. Examples include biking, spandex, and lycra-type shorts. If a belt is worn, it must be of proper length.
No skin should be visible between a student’s top and bottom garment when the student sits, stands, raises his/her hand or bends over.
Torn or tattered clothing is not to be worn.
Patches, insignias, buttons, jewelry, clothing, or other items that include obscene, violence, gang, tobacco, drug or alcohol related writing or images are not acceptable. Items of clothing that belittle others may not be worn (i.e., race, religion, gender, etc.)
Coats and jackets meant for outdoor wear, book bags and oversized bags must be kept in the school locker or other designated area during the day.
School Rules
Student Dress Code Exposed chains, jewelry, dog
collars, spikes, piercings and other articles judged to be potentially harmful to students are not permitted.
Face painting is prohibited. Makeup or hairstyles that are disruptive to the educational process are prohibited.
Exceptions to the above dress code will be considered to provide for special events, cultural beliefs and to promote school spirit. Students and/or sponsors must have permission from the principal prior to the activity.
School Rules
Student Dress Code: Appeals and ReviewAppeals Students, with parent permission, may elect to appeal
above limitations described in the code. The administration will process student and parent requests for exceptions to the code as established. Personal parent conference is necessary for an appeal that may lead to the approval of an exception by the administrator.
Review Building administrators are charged with reviewing this
policy annually and establishing administrative guidelines that include common procedures and consequences pertaining to the adopted dress code.
School Rules
Detention In an effort to correct behavior which is not
consistent with Redhawks High School, detention may be assigned.
Teachers may assign detentions for violations of classroom or school rules.
Students are responsible for arranging transportation if they have to serve a detention.
Employment or extra-curricular activities will not constitute an exemption from detention.
Any student failing to serve detention will be assigned to an administrative punishment.
School Rules
Detention: Types Administrative Detentions
Two hour detentions after school (2:30-4:30) Student must bring work to complete during detention. Listening to an iPod/radio is not permitted. No talking during detention. Students’ are NOT permitted to sleep during the allotted time.
Friday School Two and on half hours after school on Friday (2:30-5:00) Same rules as administrative detentions
In School Suspension(ISS) Students assigned to ISS must report to school by 7:15 a.m. and remain in ISS until
3:20. Students will spend school day in ISS room. Students will be given class work which must be completed during the day. Students will receive class credit for work completed in ISS. Students failing to attend ISS, arriving late, or leaving early will be considered
suspended out of school Out of School Suspension (OSS)
Any student assigned to OSS is not permitted to attend school on days of suspension. Students will receive no credit for school work missed during an OSS
Students are entitled to due process
School Rules
Food and Drink Policy Water is permitted in the classroom as long as
it is in a clear and sealable container. Food cannot be consumed in the classroom,
unless otherwise permitted by the teacher. All food must be kept in the cafeteria area or in
a student’s locker at all times Gum is permitted during class times, unless
students do not dispose of gum properly. If damage to school property becomes a problem, the teacher has the right to revoke this rule.
School Rules
Staff Dress Code: General All employees are expected to wear clothing that is neat and clean. Employees
are not to wear clothing that is tight, revealing, short, torn, tattered, dirty and excessively faded, or with visual, written, or implied messages that are likely to disrupt the school environment.
Noisy, distracting jewelry/accessories that could cause a safety hazard may not be worn. In
keeping with professional decorum, earrings may be worn by female employees only, and ears are the only exposed areas of the body on which pierced jewelry may be worn. Tattoos must be covered. Footwear must be worn at all times. Shoes traditionally worn around the home
(i.e. house shoes, pool or shower shoes) are not permitted. Tennis/athletic shoes that are clean and in good condition may be worn.
The site administrator may designate “school spirit” days. On those days, it is permissible to wear wind suits or jeans, and approved shirts (tee shirts with school logos or school colors). On
special days/events (i.e. Western Day, Red Ribbon Week, and Homecoming), the site administrator may designate special attire. The site administrator will determine dress for work days and site-based staff development days.
School Rules
Staff Dress Code for Females
Women may wear slacks of appropriate material. Capri pants (no blue denim except on spirit days or other special occasions) may be worn.
No shorts can be worn unless they are knee length. Women’s skirts/dresses should be at least knee length. Leggings may be worn only under a dress/skirt. Seasonal/decorated shirts and blouses may be worn. Tank tops, backless apparel, midriffs, tops with straps less than 2
inches, sleeveless tops that are revealing (deep or low cut), or see-through blouses are not acceptable.
Any clothing that inappropriately exposes the body, belly or cleavage is unaceptable. Please refrain from wearing tops that gap open when bending down or leaning over. Low cut tops are not appropriate for school wear.
Hats are not permitted.
School Rules
Staff Dress Code for Males
Men are encourage, but not required, to wear ties. Males are encouraged to wear button down shirts. Suits
and sport coats are permitted. Professional sweaters may also be worn.
Socks must be worn with shoes. Hair shall be well groomed. Men’s hair shall not extend
below the base of the neck. All facial hair should be neat, clean, and well groomed No shorts, jeans, or t-shirts (exception: school spirit days). Shoes must have a strap or closed-back. Beach style flip-
flops, athletic shoes, or other casual shoes are not acceptable.
No hats are to be worn during the school day.
School Rules
Staff Attendance Each staff member of Redhawks High
School is permitted 5 absences each semester, whether the absence is for personal use or sickness.
Staff must be present thirty minutes before the school days starts and stay thirty minutes after the school day ends.
School Rules
Bullying There is a zero-tolerance policy. A student shall not harass, bully, retaliate against, coerce,
interfere with, intimidate, inflict injury, cause another to inflict injury or behave in any way which could cause physical injury or mental anguish to another student, teacher or other school personnel.
Fighting - Students caught fighting will face (3) days of suspension. If school personnel find it difficult to stop it, then more days will be added to the suspension with the possibility of criminal charges.
For purposes of this rule, “bullying” is defined as an intentional written, verbal, electronic or physical act that a student exhibits toward another particular student more than once; and behavior both (1) causes mental or physical harm to the student, and (2) is sufficiently severe, persistent, or pervasive that a reasonable person under the circumstances should know will have the effect of:
(a) Placing a student in reasonable fear of physical harm or damage to the student’s property;
(b) Physically harming a student or damaging a student’s property; or(c) Insulting or demeaning any student or group of students in such a way as to disrupt
or interfere with the school’s educational mission or the education of any student. All parents and students should report bullying to school officials. Once reported bullying is received, an investigation will occur. After bullying is investigated, the form of discipline will be chosen. Students are required to attend the informational session on the meaning of bullying and
its consequences
School Rules
Bullying According to Dr. Brooks, in order to prevent bullying and
harassment it starts with the following:1. Everybody knows the expectations.2. Everybody knows the events.3. Everybody knows the consequences.4. The consequences are enforced with immediacy and consistency.
According to [email protected], the five ways to stop bullying and move into action are:
1. Recognize and Respond: Bullying and intolerance manifest as verbal, written or physical acts that harm another person.
2. Create Dialogue: Create opportunities for open dialogue with youth about bullying and intolerance. Let students lead through peer-to-peer action.
3. Encourage Bystanders to Become "Upstanders”: Upstanders are people who stand up for themselves and others.
4. Foster Safety and Inclusion: Foster safe and welcoming environments that promote inclusion and acceptance, places where students feel everyone is respected and their identity is valued.
5. Educate Your Community: Partner with others to take joint action in educating students, teachers and parents about bullying in your school and community.
DisciplineNormal sequence of discipline: 1)Discussion and counseling with
classroom teachera. Detentionb. Parental involvement
2)Referral to a Student Services Administrator
3)Referral to Assistant Principal4)Referral to Principal
School Rules
Medications Providing medical care to a student is the responsibility of the parent
and should not be assumed by the school. Whenever possible, it is preferred that students not be expected to take medication during school hours. If it is absolutely necessary that medication be administered during school hours, the following procedures must be followed:
A written permission for dispensing medication (prescription or over-the-counter) must be obtained from the student's parent and physician.
The "School Medication Permit" must be completed by the parent or guardian and the physician. This form provides parent permission, medical information, and the physician order required by Ohio law. A separate form is required for each medication or dosage. No medication will be administered unless this permission, information, and order is provided.
THE STUDENT IS RESPONSIBLE FOR REPORTING ON TIME FOR MEDICATION(S).
Students are not permitted to carry medication to, from, or during school; consequently, the parent is advised to deliver medication directly to the school nurse or clinic aid. School personnel are not responsible for medication prior to delivery to them.
Medications All medication must be delivered in the original container properly labeled with
directions for administering. The student's name must be clearly visible on the container. The parent must supply the school with the exact dosage.
It is a responsibility of the parent/guardian to assure a continuous supply of medication for the child and to be aware of the quantity of medication supplied to the clinic and when additional medication is needed.
The school nurse or designee will administer the medication in accordance with the physician's instructions. STUDENTS MAY NOT CARRY OR ADMINISTER THEIR OWN MEDICATION because reactions to the medication taken may not be recognized and inappropriate treatment might be rendered. If the physician specifically documents on the medication permit that a life-threatening situation could occur if the student does not have immediate access to that particular medication, the medication may be carried by the student. School personnel are not responsible for medications carried by a student.
The district medication policy and all procedures for implementing the policy also apply to giving Tylenol or Advil for menstrual cramps of discomfort from dental braces and/or to giving any over-the- counter medication.
When a medication has been discontinued, any remaining medication must be picked up by the parent within one week after discontinuation or it will be disposed of by the school nurse.
Tips from the SuperintendentWhat to do: Failing to plan is planning to fail. When you do intervene, do it as quickly and quietly as possible. Respect is something you earn by being competent and compassionate If you need to change something, change it, but always do it in the direction of
improving learner engagement and cooperation. Gain influence so you have it! Hold high expectations for all students!
School Rules
Tips from the SuperintendentWhat NOT to do: Don’t have disorganized room with limited student visibility Don’t provide too much personal information! Don’t assume your students already know certain information Don’t yell at or embarrass students Don’t share student information with others Don’t let learners pick on others or laugh at them when they ask/answer questions
School Rules
School Emergencies
Fire and Tornado Drills For both fire and tornado alarms:
Check the instructions in each classroom (they are posted) indicating how to leave the building in case of fire or where to report in case of a tornado.
Follow the instructions of your teacher. Walk. No Talking. Move quickly and quietly to
designated areas. Setting off a false alarm will result in disciplinary
action.
Drills are conducted for the students’ protection. Teachers will explain the procedures and details.
School Emergencies
Lock Down “Code Red” will be announced over the school
PA system for an intruder. “Code Yellow” will be announced for a drug search.
Then, teachers need to immediately lock their classroom doors after checking hallways for students.
All students should move away from the doors. All school gates will automatically locked down. Dogs will be released in the situation of a drug
search.
School Emergencies
ContactTeachers: -Miss Van Benschoten [email protected]
-Miss Kliment [email protected]
- Mr. English [email protected]
School Emergencies
Contact School Location
121 Birds Nest Drive Hawking, OH 50263
School Administration: Principal:
Dr. McGuffey [email protected]
Asst. Principal:Dr. Bachelor [email protected]
School Emergencies
School Website All information can be found at our
school website.
http://www.newfrontier.k12.oh.edu/RedhawksHigh
Thanks for the contributions from…
http://www.Lakotaonline.com http://www.progressbook.com http://www.spectrumk12.com http://Performancepyramid.muohio.edu [email protected] Winton Woods Student Handbook Supervising from our superintendent Dr.
Brooks School images from: http://
www.designshare.com/index.php/projects/davis-high-reconstruction/images@2321
Google Images