Monarch High School
Monarch High School
FACULTY HANDBOOK
School Year 2013 - 2014
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Staff Handbook School Year 2013 - 2014
MONARCH HIGH SCHOOL
“Home of the Mighty Knights”
5050 Wiles Road
Coconut Creek, Florida 33073
www.monarchknights.com
(754) 322-1400
James Neer
Principal
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TABLE OF CONTENTS
Section 1, School Improvement and Student Achievement
The Knights’ Code................................................................................................................................ 7
Mission Statement, School Board of Broward County.................................................................... 9
Mission Statement, Monarch High School........................................................................................ 9
Common Core Standards................................................................................................................... 10
Digital Learning Environment.......................................................................................................... 15
Differentiated Accountability............................................................................................................ 17
Instructional Support Services.......................................................................................................... 18
Section 2, The Teacher
The Noble Teacher............................................................................................................................. 24
The Effective Teacher......................................................................................................................... 26
Section 3, School Support
Guidance ........................................................................................................................................... 29
Section 4, School Procedures and Information ................................................................................ 31
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Staff Handbook School Year 2013 - 2014
The Essence of Success
“Successful is the person who has lived well, laughed often
and loved much, who has gained the respect of children, who leaves
the world better than they found it, who has never lacked appreciation
for the earth’s beauty, who never fails to look for the best
in others or give the best of themselves.”
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WELCOME
The administration welcomes each one of you to the 2013 - 2014 school
year at Monarch High School. In order to help make this year a success,
a collection of information has been included in this handbook to answer
most of your questions about policies, procedures, and the general operation of our school.
Please be advised that this handbook can be accessed online as follows:
http://www.monarchknights.com/StaffInfo.htm
Feel free to ask us for any further information or concern that might not
be covered in this handbook. We also would ask for you to contribute any
ideas or suggestions that would help improve this publication. Also, do not
forget to check CAB conference daily and/or our website for various updates throughout the school year. The administration truly thanks all of you for your support and help in making
the past years successful. We appreciate your continued commitment and
cooperation in developing a positive learning community. If we can assist in
making your year more successful, please do not hesitate to ask. We are
confident that through your ongoing dedication Monarch will become one of
the best high schools in the country.
Together
Everyone
Achieves
More
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Staff Handbook School Year 2013 - 2014
THE KNIGHTS’ CODE
The Knights’ Code is the standard for Monarch Pride. Monarch Knights serve school and
community, value truth, and celebrate diversity. The code consists of timeless character traits
transmitted down through generations. Monarch Knights choose to follow the code. Monarch
Knights choose to do the right things for the right reasons at the right times!
Responsibility Monarch Knights meet obligations by being reliable, accountable, and
dependable to self and others.
Citizenship
Monarch Knights know, understand, and display high regard for rules,
laws, government, heritage, and for those who have served and sacrificed for community and
country. Knights know that compromising on the little rules weakens the fabric of the Monarch
community.
Kindness Monarch Knights are helpful, thoughtful, caring, compassionate, and considerate. Knights exercise kindness in dealings with others, creating a sense of peace and community,
rather than engendering hostility and antagonism.
Respect
Monarch Knights show consideration, understanding, and regard for people,
places, and things.
Honesty Monarch Knights are truthful, trustworthy, and sincere. Knights are faithful to
promises, no matter how big or small the promises may be. Knights understand the importance
of upholding convictions at all times, especially when no one is watching.
Self-Control Monarch Knights exercise self-control. Knights exercise discipline over
their behavior and actions and hold themselves to the highest standards.
Tolerance Monarch Knights recognize and respect differences, values, and beliefs of others. Knights celebrate the diverse community at Monarch High School.
Cooperation Monarch Knights work with others to accomplish the common purpose.
Knights maintain positive attitudes and cheerful demeanors. Monarch Knights inspire others.
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Section 1
SCHOOL IMPROVEMENT
and
STUDENT ACHIEVEMENT
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Staff Handbook School Year 2013 - 2014
The School Board of Broward County
Three Year Strategic Plan
Established 2012 - 2013
OUR GUIDING TENETS
OUR VISION STATEMENT vividly describes our ideal environment and outcomes—
a picture of the future we want to create.
It inspires, energizes, and provides a longterm view that concentrates on the future.
OUR MISSION STATEMENT defines our pur
pose—why we exist and what we do to
achieve our vision. It provides direction and
focus, and helps guide all goals and decisions.
It reminds us why we do the work we do.
> High-quality customer service is a critical component of high-quality education
> Positive stakeholder involvement enhances student
achievement
> Everyone must be held to the highest ethical standards to achieve excellence
> Everyone must contribute to and be held accountable for student achievement
> An equitable education provides all necessary
resources to meet student needs
> All District services must clearly tie to student
achievement
Monarch High School
Vision
“Upon graduation, all students will be prepared
to meet the challenges of our global society in the
21st Century.”
OUR VALUES STATEMENT describes what
values need to be present for our vision to come
to pass, and how our work reflects those values.
It drives culture and priorities, and provides
a framework in which decisions are made.
OUR VISION
Educating today’s students to succeed in tomorrow’s
world.
OUR MISSION
Broward County Public Schools (BCPS) is committed to educating all students to reach their highest
potential.
 OUR VALUES
> All students will learn when their individual needs
are met
> Learning is a lifelong process
> Every student has a right to a highquality educational option
> Engaged families combined with
highly effective teachers and school leaders are the
core components of a successful school
> Positive character education is essential to whole
child development
> The diversity of our community is valuable and
must be embraced
> Students must be prepared as innovative thinkers and responsible citizens to compete in a global
economy
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Mission
“To promote a relevant, rigorous and technology-rich curriculum. All curricular, co-curricular and extra-curricular programs consider and
reflect the needs of all stakeholders. The goal is
to inspire students to become lifelong learners
and responsible citizens.”
Core Beliefs
√
All students can learn.
√
Community and parental/guardian sup
port is crucial to student success.
√
Every student is an individual who has
his/her own unique style of learning.
√
All teachers set high expectations and use
effective instructional strategies to engage students as learners.
√
our schools should be a safe place that
supports the intellectual, emotional, social and
physical development of our students.
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The Common Core State Standards
The Common Core State Standards (CCSS) are the
culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create
the next generation of K-12 standards in order to
help ensure that all students are college and career
ready no later than the end of high school. This is
one of the most important changes in education in
the United States in the last fifty years and stands
to positively affect students, parents, teachers,
communities, and the workforce as we take a firm
grasp on what 21st century learning truly means.
English Language Arts and Literacy (ELA)
the skills, including reading, composition,
speech, spelling, and dramatics, taught in
elementary and secondary schools to give students
a thorough proficiency in using the language.
Students who are college and career ready in
reading, writing, speaking, listening, and language
demonstrate academic independence, build strong
knowledge in the content areas, respond to the
varying demands of audience, task, purpose, and
discipline, comprehend as well as critique, value
the use of evidence and research, utilize technology
and digital media strategically, and come to
understand other perspectives and cultures.
Balancing Informational and Literary Text
Students read a true balance of informational
and literary texts. Elementary school classrooms
are, therefore, places where students access
the world—science, social studies, the arts,
and literature—through text. At least 50%
of what students read in the elementary
classroom, and at least 70% of what students
read in the secondary classroom, is informational.
Grades 3–5: Literacy programs include texts
that are 50 percent literature and 50 percent
informational. Achieving the appropriate balance
between literary and informational text in the
next generation of materials requires a significant
shift in early literacy materials and instructional
time so that equal time and weight are given to
scientific and historical text and to literary text.
(See p. 31 of the standards for details on how
literature and informational texts are defined.)
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In addition, to develop reading comprehension
for all readers, as well as build vocabulary, the
selected informational texts should build a coherent body of knowledge both within and across
grades. (The example of “The Human Body” on
p. 33 of the Common Core State Standards offers
one approach.)
Grades 6–12: ELA programs include substantially
more literary nonfiction. The Common Core State
Standards require aligned ELA curriculum materials in grades 6–12 to include a blend of literature
(fiction, poetry, and drama) and a substantial
sampling of literary nonfiction, including essays;
speeches; opinion pieces; biographies; journalism; and historical, scientific, or other documents
written for a broad audience. (See p. 57 of the standards for more details.) Most ELA programs and
materials designed for them will need to increase
substantially the amount of literary nonfiction
they include. The standards emphasize arguments
(such as those in the Founding Documents) and
other literary nonfiction that is built on informational text structures rather than narrative literary nonfiction that are structured as stories (such
as memoirs or biographies). Of course, literary
nonfiction extends well beyond historical documents to include the best of nonfiction written
for a broad audience on a wide variety of topics,
such as science, contemporary events and ideas,
nature, and the arts. (Appendix B of the Common
Core State Standards provides several examples
of high-quality literary nonfiction.)
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Knowledge in the Disciplines
Content area teachers outside of the ELA classroom emphasize literacy experiences in their
planning and instruction. Students learn through
domain-specific texts in science and social studies
classrooms—rather than referring to the text, they
are expected to learn from what they read.
In English‐language arts, the Standards require
certain critical content for all students, including:
classic myths and stories from around the world,
America’s Founding Documents, foundational
American literature, and Shakespeare. Appropriately, the remaining crucial decisions about what
content should be taught are left to state and local
determination. In addition to content coverage, the
Standards require that students systematically acquire knowledge in literature and other disciplines
through reading, writing, speaking, and listening.
A conscious effort to embed content area literacy
into the Standards is needed to ensure that literacy
instruction is shared across the disciplines and
is not the sole responsibility of the ELA teacher.
Students are expected to read and write with
competency within specific disciplines and content
teachers are expected to provide these experiences
with equal rigor ( i.e., provide models of quality
reading and writing examples specific to a domain;
examine structures inherent to domain specific
reading and writing tasks; provide multiple opportunities for practicing domain specific reading
and writing tasks). Teachers should engage in
collaborative efforts to find common ground in
supporting literacy instruction school-wide (i.e.,
developing a common writing rubric from which
all students and teachers would gauge progress).
Staircase of Complexity
In order to prepare students for the complexity of college and career ready texts, each grade level requires
a “step” of growth on the “staircase”. Students read
the central, grade appropriate text around which
instruction is centered. Teachers are patient , create more time and space in the curriculum for this
close and careful reading, and provide appropriate
and necessary scaffolding and supports so that it
is possible for students reading below grade level.
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Texts align with the complexity requirements
outlined in the standards. Reading Standard 10
outlines the level of text complexity at which
students need to demonstrate comprehension
in each grade. (Appendix A in the Common
Core State Standards gives further information
on how text complexity can be measured.)1 Research makes clear that the complexity levels
of the texts students are presently required to
read are significantly below what is required
to achieve college and career readiness. Far too
often, students who have fallen behind are given
only less complex texts rather than the support
they need to read texts at the appropriate level of
complexity. The Common Core State Standards
hinge on students encountering appropriately
complex texts at each grade level to develop
the mature language skills and the conceptual
knowledge they need for success in school and
life. Instructional materials should also offer
advanced texts to provide students at every grade
with the opportunity to read texts beyond their
current grade level to prepare them for the challenges of more complex text.
All students, including those who are behind,
have extensive opportunities to encounter and
comprehend grade-level text as required by the
standards. Materials aligned with the Common
Core State Standards must provide extensive
opportunities for all students to engage with sufficiently complex text, although some will need
more scaffolding to do so. Curriculum developers
and teachers have the flexibility to build progressions of more complex text within grade-level
bands that overlap to a limited degree with earlier
bands (e.g., grades 4–5 and grades
6–8). In addition to classroom work
on texts at their own grade level,
some students may need further
instruction, which could include
approaches such as instruction on
grade level texts, fluency practice,
vocabulary building, and additional practice with texts from the
previous grade band.
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However, this additional work should not replace
extensive classroom practice with texts at or
above grade level, and all intervention programs
should be designed to accelerate students rapidly toward independent reading of grade-level
text. Materials for students’ independent reading within and outside of school should include
texts at students’ own reading level, but students
should also be challenged to read on their own
texts with complexity levels that will stretch them.
Text-based Answers
Students have rich and rigorous conversations which are dependent on a common text.
Teachers insist that classroom experiences stay
deeply connected to the text on the page and
students develop habits for making evidentiary arguments both in conversation, as well
as in writing to assess comprehension of a text.
A significant percentage of questions and tasks
are text dependent. Aligned curriculum materials
should include rigorous text-dependent questions that require students to demonstrate that
they not only can follow the details of what is
explicitly stated but also are able to make valid
claims that square with all the evidence in the
text. Text-dependent questions can be answered
only by careful scrutiny of the text and specifically by referring to evidence from the text itself
to support the response. They do not require
information or evidence from outside the text or
texts; they establish what follows and what does
not follow from the text itself. Eighty to 90 percent
of the Reading Standards in each grade require
text-dependent analysis; accordingly, aligned
curriculum materials should have a similar
percentage of text-dependent questions. A textdependent approach can and should be applied
to building knowledge from multiple sources as
well as making connections between texts and
learned material, according to the principle that
each source be read and understood carefully.
High-quality sequences of text-dependent questions elicit sustained attention to
the specifics of the text and their impact.
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The sequence of questions should cultivate student
mastery of the specific ideas and illuminating particulars of the text. High-quality text-dependent
questions will often move beyond what is directly
stated to require students to make nontrivial inferences based on evidence in the text. Questions
aligned with Common Core State Standards
should demand close attention to the text to
answer fully. An effective set of questions might
begin with relatively simple questions requiring
attention to specific words, details, and arguments and then move on to explore the impact
of those specifics on the text as a whole. Good
questions will often linger over specific phrases
and sentences to ensure careful comprehension.
Effective question sequences will build on each
other to ensure that students learn to stay focused on the text so they can learn fully from it.
Questions and tasks require the use of textual
evidence, including supporting valid inferences
from the text. The Common Core State Standards
require students to become more adept at drawing
evidence from the text and explaining that evidence orally and in writing. Aligned curriculum
materials should include explicit models of a range
of high-quality evidence based answers to questions — samples of proficient student responses
— about specific texts from each grade. Questions
should require students to demonstrate that they
follow the details of what is explicitly stated and
are able to make nontrivial inferences beyond what
is explicitly stated in the text to what logically follows from the evidence in the text. Evidence will
play a similarly crucial role in student writing,
speaking, and listening, as an increasing command
of evidence in texts is essential to making progress
in reading as well as the other literacy strands.
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Questions and tasks require careful comprehension of the text before asking for further
connections, evaluation, or interpretation. The
Common Core State Standards call for students
to demonstrate a careful understanding of what
they read before engaging their opinions, appraisals, or interpretations. Aligned materials
should therefore require students to demonstrate
that they have followed the details and logic of
an author’s argument before they are asked to
evaluate the thesis or compare the thesis to others. When engaging in critique, materials should
require students to return to the text to check the
quality and accuracy of their evaluations and
interpretations. Students can and should make
connections between texts, but this activity must
not supersede the close examination of each specific text. Often, curricula surrounding texts leap
too quickly into broad and wide open questions
of interpretation before cultivating command of
the details and specific ideas in the text. Productive connections and comparisons should bring
students back to careful reading of specific texts.
Questions and tasks attend to analyzing the arguments and information at the heart of informational text in grades K–5 and literary nonfiction in
grades 6–12. As previously stated, the Common
Core State Standards emphasize the reading of
more informational text in grades K–5 and more
literary nonfiction in grades 6–12. This emphasis mirrors the Writing Standards that focus on
students’ abilities to marshal an argument and
write to inform or explain. The shift in both reading and writing constitutes a significant change
from the traditional focus in ELA classrooms on
narrative text or the narrative aspects of literary
nonfiction (the characters and the story) toward
more in-depth engagement with the informational and argumentative aspects of these texts.
While the English teacher is not meant to be a
content expert in an area covered by the text,
curriculum materials should guide teachers and
students to demonstrate careful understanding of the information developed in the text.
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For example, in a narrative with a great deal of science, teachers and students should be required to
follow and comprehend the scientific information
as presented by the text. Likewise, it is just as essential for teachers and students to follow the details of an argument and reasoning in literary nonfiction as it is for them to attend to issues of style.
Writing from Sources
Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized
prompts. While the narrative still has an important role, student develop skills through written
arguments that respond to the ideas, events, facts,
and arguments presented in the texts they read.
Writing to Sources — a Key Task: The Common
Core State Standards require students not only to
show that they can analyze and synthesize sources
but also to present careful analysis, well-defended
claims, and clear information through their writing. Several of the Writing Standards, including
most explicitly Standard 9, require students to
draw evidence from a text or texts to support analysis, reflection, or research. Materials aligned with
the Common Core State Standards should give students extensive opportunities to write in response
to sources throughout grade-level materials.
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Extensive Practice with Short, Focused Research
Projects: Writing Standard 7 emphasizes that
students should conduct several short research
projects in addition to more sustained research
efforts. Materials should require several of these
short research projects — typically taking roughly
a week and occurring at a minimum quarterly —
to enable students to repeat the research process
many times and develop the expertise needed to
conduct research independently. A progression of
shorter research projects also encourages students
to develop expertise in one area by confronting
different aspects of the same topic as well as more
complex texts and source materials on that topic.
Academic Vocabulary
Students constantly build the vocabulary they
need to access grade level complex texts. By focusing strategically on comprehension of pivotal and
commonly found words and less on esoteric literary
terms, teachers constantly build students’ ability to
access more complex texts across the content areas.
The CCSS require a focus on academic vocabulary that is prevalent in more complex texts
as well as domain-specific words. Academic
vocabulary (described in more detail as Tier
2 words in Appendix A of the CCSS) includes
those words that readers will find in all types
of complex texts from different disciplines.
Some students, including some English language
learners, will also need support in mastering highfrequency words that are not Tier 2 words but are
essential to reading grade-level text. Since teachers
will often not have the time to teach explicitly all
of the high-frequency words required, materials
should make it possible for students to learn the
words’ meaning on their own, providing such
things as student-friendly definitions for high-frequency words whose meanings cannot be inferred
from the context. It can also be useful for English
language learners to highlight explicitly and link
cognates of key words with other languages.
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Mathematics
For over a decade, research studies of mathematics education in high-performing countries have
pointed to the conclusion that the mathematics
curriculum in the United States must become
substantially more focused and coherent in
order to improve mathematics achievement in
this country. To deliver on the promise of common standards, the standards must address the
problem of a curriculum that is “a mile wide and
an inch deep.” The Common Core State Standards are a substantial answer to that challenge.
SHIFT #1: Focus
The Standards call for a greater focus in mathematics. Rather than racing to cover everything in
today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly
narrow and deepen the way time and energy is
spent in the math classroom. They focus deeply
on only those concepts that are emphasized in
the standards so that students can gain strong
foundational conceptual understanding, a high
degree of procedural skill and fluency, and the
ability to apply the math they know to solve
problems inside and outside the math classroom.
SHIFT #2: Coherence
Thinking across grades: Instead of treating
math in each grade as a series of disconnected
topics, principals and teachers carefully connect the learning within and across grades so
that, for example, fractions or multiplication
develop across grade levels and students can
build new understanding onto foundations built
SHIFT #3: Rigor
Rigor requires conceptual understanding, procedural skill and fluency, and application with
intensity.
Conceptual understanding: Teachers teach more
than “how to get the answer” and support students’ ability to access concepts from a number
of perspectives so that students are able to see
math as more than a set of mnemonics or discrete
procedures.
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Digital Learning Environment
What happens when technology is accessible to all students
all of the time? Continuous
learning! New technology,
such as the laptop computer,
benefits educators in two major ways. Technology expands
our choices for teaching and
facilitating learning, and it
also provides opportunities to reflect on effective
teaching practice.
Monarch High School has succesfully implemented a groundbreaking new initiative at our school.
DLE stands for Digital Learning Environment.
These laptop computers arel equipped to function
as a student’s notebook, calendar, homework pad,
and more. Research in the classroom is enabled,
student project presentations are enhanced, and
student collaboration is fostered.
It is useful to consider the advantages that laptop
computers provide in the learning environment,
especially in comparison to desktop computers.
Laptops’ portability helps students use
technology.
* Laptops are lightweight and can operate on
batteries.
* Laptops can be moved around the classroom,
carried in school and on field trips, and taken
home.
* Laptops fit in backpacks and can be carried
anywhere
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Laptops facilitate data sharing and processing
by students
Students can view, input, and analyze data.
Individuals or groups can transfer information
using file sharing programs and/or wireless
connectivity. Students at different locations can
interact through e-mail or videoconferencing, using wireless connectivity among computers, or a
modem. Laptops provide ready access to Internet
resources, even in the field, using wireless remote
access. The ability to process and graph data immediately allows students to check estimates and
make decisions about the next step of an activity
in the field or laboratory. The flexibility of laptops
lets students take more ownership in learning—
ownership which is key to effective education and
positive self-esteem.
Laptops have similar advantages for teachers.
In the classroom, teachers can connect laptops
to monitors or overhead projectors to give
multimedia presentations, clarify assignments,
and review procedures.
* Teachers can use laptops to record and organize
notes on individual student progress.
* Teachers can use the computers in conjunction
with digital cameras to record events for later
student assessment.
* Laptops facilitate communication between
students and teachers: using a laptop at home or
in the field, students can submit assignments or
questions via email or wireless connectivity.
When you consider laptop possibilities and prepare your lessons, always keep in mind.
* When used appropriately,
technology is invisible. Students should be engaged in the
thinking processes, tasks, and
problem-solving central to the
lesson, rather than distracted by
the equipment or software. If the
equipment or computer programs that you intend
to use are new to students, plan orientation time
prior to the activity.
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* Technology such as the laptop computer can
play multiple roles and lead to innovative uses.
Based on your students’ learning styles, your lessons can be adapted, changed.
In order to successfully implement a one to one
laptop initiative, it is important to build a 21st
Century Learning Community. An essential
condition for developing the learning community
is the involvement of the whole community,
including teachers. As we moved into the 21st
century, our way of thinking about education
has changed. Wireless laptops have become the
standard in teacher training. DETA training,
through modeling and mentoring, has helped
teachers visualize the potential of the integration
of the wireless environment with the standard
curriculum.
RAISING THE EDUCATIONAL ACHIEVEMENT OF HIGH SCHOOL STUDENTS
Secondary schools in the 21st century face unprecedented challenges. They must ensure that all students are provided with the opportunity to reach
high levels of academic achievement, increase
graduation rates, prepare students to become
lifelong learners, and provide stimulating and
substantively rigorous coursework. These expectations for high quality service and increased student
performance are quite challenging, particularly
for high poverty schools and for schools serving
a student population with varying needs.
Promising Practices
School-based programs illustrate the importance
of strengthening the quality of learning for all students. Successful practices include developing and
implementing models of school-to-work activities,
creating networks of support that assist students at
risk of dropping out of school, and incorporating
models of other resources for improvement, such
as professional development for teachers and other
school staff. These programs incorporate the following principles to improve academic outcomes
for all secondary school students:
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Strengthening and enriching the secondary
school curriculum engages students in academic
work that they perceive as meaningful and motivating. The curriculum is restructured so that
it reflects substantial depth, interdisciplinary
learning, and has an academic and occupational
focus. It incorporates and promotes activities such
as internships, community service, and service
learning. Related strategies focus on increasing
all students’ access to a challenging curriculum
by replacing traditional tracks with heterogenous
grouping and providing integrated academic and
vocational education.
* Adapting organizations to increase learning.
To support innovations in teaching and learning, successful secondary schools often develop
new organizational arrangements. Programs in
these schools have used two particularly effective practices: creating communities of learners
on a scale that is manageable and restructuring
uses of time
* Linking schooling to the future. Successful
schools help students connect academic success
to future opportunity. Reforms call for students to
graduate as skilled learners, able to continue their
education in college, technical school, or workbased programs and to acquire the skills they
need to achieve their goals. Tech Prep, youth apprenticeships, career academies, and college prep
programs and supports are examples of strategies
used to promote students’ future success.
* Creating networks of support for students that
address students’ academic and personal needs
can enable at-risk secondary students to persist
and succeed in school. Successful schools in this
idea book experiment with various interventions
to support students: an increase in personal and
responsive advising systems; mentoring programs; programs that create partnerships between
parents, families, and schools; programs that
promote safe and disciplined environments; and
comprehensive service networks that reach within
and beyond the school.
These practices create an atmosphere and working environment that supports effective academic
activities.
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DIFFERENTIATED ACCOUNTABILITY
“The goal is to help educators act now to
Florida’s Differentiated Accountability Plan
help schools in every stage of improvement. We must take dramatic action to im- An “A”, “B”, “C”, or ungraded school enters
prove
our
lowest-performing
schools.” Differentiated Accountability (DA) after missU.S. Secretary of Education Margaret Spellings ing Adequate Yearly Progress (AYP) for two
consecutive years. A school must make AYP
What is differentiated accountability? two consecutive years to exit DA. If a school
in DA makes AYP one year, the school’s
* Differentiated accountability means creat- count of “years missing AYP” freezes. Howing a more nuanced system of distinguishing ever, if that school then misses AYP in the folbetween schools in need of dramatic interven- lowing year, the school’s count of “years
tion, and those that are closer to meeting goals. missing AYP” resumes. Reaching AYP for
* This flexibility will help states do what two consecutive years restarts the “years missis necessary to enable all students to read ing AYP” count at zero. To re-enter DA, a
and do math at grade level or better by 2014 school
would
need
to
miss
in a more effective and efficient manner. AYP
for
two
consecutive
years.
* Differentiated accountability is not about
lessening the focus on all students reaching
grade level in reading and mathematics or lessening the imperative to fix struggling schools.
Core
ated
Principles
of
Accountability
DifferentiModels
A state’s program must address the core principles of NCLB, which are organized around four
key areas: accountability, differentiation, interventions for schools, and schools in restructuring.
1. Accountability: The state maintains its
current practice for determining AYP and identifying schools as in need of improvement.
2. Differentiation: The state clearly defines its process for categorizing schools.
3. Interventions: The state clearly defines its system of interventions.
4. Restructuring (or alternate label):
The state clearly defines the interventions for the lowest-performing schools.
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Key Terms and Definitions for
Differentiated Accountability
* Lead Teacher is a teacher within a Lesson
Study Group (LSG) or other Professional Learning Community (PLC) who is providing leadership to the group throughout its work. The teach* Best Practice Daily Lessons are a coler may also provide coaching to team members.
lection of structured lesson plans with eviDepending on staffing, a lead teacher may prodence of effectiveness in helping students
vide leadership to more than one study group.
master benchmarks and learning objectives.
However, the lead teacher must retain some
classroom responsibilities to utilize and dem* Course Curriculum Calendar is an instruconstrate in his/her own classroom the practices
tional calendar that outlines the specific benchthat
are
being
studied.
marks and skills to be taught during the year
for a particular course. It provides a unified ap* Lesson Study is modeled after a practice
proach by scheduling the instruction of targeted
used throughout schools in Japan. Lesson Study
benchmarks in alignment with curriculum maps.
is a very structured type of professional learning community where small groups of teachers
* The FCIM Calendar specifically addresses
work weekly in a cycle of establishing long-term
targeted tested benchmarks. The calendars cregoals, measuring each piece of work against
ate a roadmap for reviewing/re-teaching and asthose longer goals, and then making changes.
sessing specific skills from the tested benchmarks
The cycle involves making small measurable
that were identified based on the analysis of
changes in the instruction, measuring student restudent data. They are used in conjunction
sponses and learning, and refining the instruction.
with FCIM Focus Lessons and FCIM miniMore information may be found at http://www.
assessments.
FCIM calendars should nevnsdc.org/library/strategies/lessonstudy.cfm.
er replace the Course Curriculum Calendars.
* Focused Delivery Professional Development
Plan is the school’s Professional Development
Plan (PDP). It is based upon teachers, in grade
levels or subject areas as appropriate, working
throughout the year in very structured Lesson
Study Groups (LSGs), a specific type of Professional Learning Community (PLC) centered on
student achievement goals, student work and improvement of instructional practice. This type
of school PDP also requires that each teacher’s
Individual
Professional
Development
Plan (IPDP) and any other professional
development offered to the school or
groups within the school reflects alignment
to the associated student achievement goals. The
district’s professional development plan should
reflect close monitoring and significant support of any school that is using this type of PDP.
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* Professional Learning Community is a
group of professionals organized around improving instructional practice and student learning.
* Response to Intervention (RtI) is a multitiered approach to providing services and interventions to students at increasing levels of intensity
based on progress monitoring and data analysis.
* Support Services Personnel includes guidance counselors, school psychologists and school
social workers and any other instructional personnel that serve students in this type of capacity.
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B. Instructional Calendar Development
The 7 Correlates of Effective Schools The instructional team develops a campus timeline
3
that encompasses all Sunshine State Standards,
benchmarks, and time allocations based on the needs
1. Instructional Leadership
of the instructional groups. The team decides how
2.Clear and Focused Mission
much time to spend on each standard/benchmark
3.Safe and Orderly Environment
based on student needs determined by the data.
4.Climate of High Expectations
2. Do
5.Frequent Monitoring of Student Progress
A.
Direct
the
Instructional
Focus
6.Positive Home-School Relation
Using
the
calendar,
a
schedule
stating
the
7.Opportunity to Learn and Student Time on standards/benchmarks,
instructional
dates,
Task
and assessment dates is developed and disseminated to all teachers. For a designated
Florida Continuous Improvement
amount of time each day, teachers instruct stuModel
dents focusing on the standard/benchmark.
1. Plan
3. Check
A. Data Disaggregation
A. Assessment
School test data is broken down into indi- After the instructional focus standards/benchmarkvidual student and classroom reports. The test shave been taught, an assessment to identify masscores are used to identify instructional groups tery and non-mastery students is administered. The
and weak and strong objective areas. Teach- assessments are modeled on the FCAT. Assessment
ers receive training in data interpretation. dates are listed on the instructional focus calendar.
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B. Tutorials
Tutorial time to re-teach non-mastered benchmarks is scheduled. After concepts have
been re-taught, students are assessed again
C. Monitoring
Instructional leaders visit classrooms and
meet regularly with departments and teams to
monitor the instructional progress of students.
4. Act
A. Enrichment
Enrichment sessions are provided for students
who have mastered the standard/benchmark assessed. Related activities that extend the learning
of the concept are provided during enrichment.
B. Tutorials
Quick refresher lessons are given periodically
in order to provide ongoing maintenance and
re-teaching of benchmarks/standards. Through
these quick activities, teachers can identify topics that need to be revisited.
Marzano’s 9 High-Yield Strategies
The 9 High-Yield Strategies, in order of effectiveness:
1. Similarities/Differences
2. Summarizing and Note-Taking
3. Reinforcing Effort/Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
6. Cooperative Learning
7. Setting Objectives/Feedback
8. Generating/Testing Hypotheses
9. Questions, Cues, and Advance Organizers
Response to Intervention
Parents want to see their child excel, and it can be
very frustrating if a child falls behind in reading,
math, writing, or other subjects, or if the child has
difficulty getting along with others or making appropriate choices.
Response to Intervention (RtI) is a process that provides intervention and educational support to all
students at increasing levels of intensity based
on their individual needs. The goal is to prevent
problems and intervene early so that students can
be successful. Visit http://www.florida-rti.org/
for more information.
The RtI process has three tiers that build upon
one other. Each tier provides more intensive levels
of support:
* Tier I includes high quality instruction. The
school provides all students with access to high
quality curriculum, instruction, and behavior supports in the pursuing solutions that lead to
general education classroom.
* Tier II includes additional targeted, supplemental instruction/interventions. The school
provides interventions to small groups of students
who need more support than they are receiving
through Tier I.
* Tier III includes intensive interventions. The
school develops and implements interventions to
meet the individual needs of students.
Together Everyone Achieves More
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Staff Handbook School Year 2013 - 2014
BASIS
The “BEHAVIORAL AND ACADEMIC SUPPORT INFORMATION SYSTEM (BASIS) is
being rolled out in the district to all teachers and
staff members. The BASIS system is designed
to provide teachers with effortless access to
view Tier 1 school-wide information as well
as detailed student grids. Additionally, teachers will be able to enter and track activities/
interventions as well as to make electronic referrals to guidance for student support services.
BASIS is an electronic tool aimed at ensuring
the students of Broward County Schools receive the academic and behavioral support they
need to succeed in and out of the classroom.
o Streamlining of the Student Support referral process to ensure delivery of effective
interventions across settings
Signing on to Virtual Counselor (VC) will
enter you into BASIS, (as BASIS serves
as the umbrella system for Virtual Counselor, the Discipline Matrix System and the
Bullying Matrix System) however, your
view will be no different than what you
see now except for a new link. Your VC
sign on number will automatically prompt
the system to enable you access to the appropriate screens needed for your role.
BASIS is an enhancement of the District’s Virtual Counselor database. This electronic tool provides ALL the data needed to drive instruction.
BASIS enhances our continuing efforts to standardize student achievement management processes district-wide, RtI efforts across the district and the Florida Continuous Improvement
Model. Student assessment, academic, behavior, and demographic information is centrally located to facilitate fully-informed decision making. Progress Monitoring Tier 1 indicators are
automatically updated and provide quick visual
evidence of proficiency rates over time. Tracking and monitoring school-wide and individual
student performance data, BASIS ensures fullyinformed decision making and promotes high
quality instruction to help all students succeed.
Along with serving as an administrative tool for
viewing school wide data needed for decision
making, the system was designed to assist with:
o The early identification and assessment of
at-risk students
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Section 2
THE TEACHER
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Staff Handbook School Year 2013 - 2014
A B Cs
What Knights Need
from A to Z
of Teaching
A+ Attitude
Balance
Courage
Dedication
Enthusiasm
Fairness
Generosity
Heart
Initiative
Joyfulness
Knowledge
Leadership
Motivation
Never-ending Ideas
Optimism
Preparation
Quest for Learning
Responsibility
Sensitivity
Trustworthiness
Understanding
Versatility
Warmth
eXcellence
Your Best
Zeal
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Acceptance
Boundaries
Compassion
Devotion
Encouragement
Fun
Goals
Honesty
Inspiration
Justice
Kindness
Laughter
Modeling
Nurturing
Opportunities
Praise
Quality Time
Respect
Support
Trust
Unconditional Love
Values
Wisdom
eXcitement
You
Zest
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That Noble Title
Teacher
As we begin each new school year, let us re- ways with a vision of the magnificent structure
member the fine nuances and the distinguish- that is about to emerge.
ing essence of that proud word Teacher.
Teacher -- you are a gymnast, as you encourLet us be reminded of the tools you have at age the contortions and gyrations of thoughts
your command, because of your talents, your and the flexing and strengthening of ideas.
traits, and your training . . . and because you
Teacher -- you are a diplomat and the amchose to become a Teacher.
bassador of tact and sensitivity, as you faciliTeacher -- you are a poet, as you weave tate productive, positive interactions among
with your colorful magic language a passion the multiplicity of personalities and cultures,
for your subject. You create a vast and grand beliefs, and ideals.
mosiac of curiosities to imagine, secrets to
Teacher -- you are a philosopher, as your
unfold, connections only to begin the cycle of
actions and ethics convey meaning and hope
learning.
to young people who look to you for guidance
Teacher -- you are a physicists, as you and example.
bring magic, logic, reason, and wonder to the
As you prepare for your first day and each
properties, changes, and interactions of our
day, when your students enter and you enuniverse.
counter their attitudes, ranging from eager,
Teacher -- you are a maestro, a master of enthusiastic anticipation to uncomfortable,
composing, as you conduct and orchestrate uncertain apathy, recall the powers you have
individuals’ thoughts and actions from discor- within . . . from poet to philosopher . . . and
present yourself to those students as a person
dant cacophony into harmonic resonance.
worthy of the noble title . . . Teacher.
Teacher -- you are an architect, as you provide each student a solid foundation, but al- Irish Marcuzzo
Omaha Public Schools
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Staff Handbook School Year 2013 - 2014
If, as a teacher
I present the same lessons in the same manner that I have used in the
past;
I seek no feedback from my students;
I do not analyze and evaluate their work in a manner that changes my own
emphasis, repertoire, and timing;
I do not visit or observe other adults as they teach;
I do not share the work of my students with colleagues for feedback, suggestions, and critiques;
I do not visit other schools or attend particular workshops or seminars or
read professional literature on aspects of my teaching;
I do not welcome visitors with experience and expertise to observe and
provide feedback to me on my classroom practice;
I have no yearly individualized professional development plan focused
on classroom changes to improve student learning; and finally,
I have no systemic evaluation of my teaching tied to individual, grade/
department, and schoolwide goals,
Then
I have absolutely no way
to become better as a teacher.
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The Effective Teacher
Harry K. Wong and Rosemary T. Wong are teachers. They have identified the characteristics of
effective teachers, the strategies and techniques
that effective teachers use, and the procedures that
effective teachers follow.
Student achievement at the end of the year
is directly related to the degree to which
the teacher establishes good control of the
classroom procedures in the very first week
of school.
In the book “The First Days of School”, the Wongs
list techniques to assist teachers in setting the
course for increased student achievement.
Basic Understanding
The Effective Teacher
- Establishes control the first week of school.
- Does things right, consistently.
- Affects and touches lives.
The Effective Teacher
- Works cooperatively and learns from colleagues.
- Seeks out a mentor who serves as a role model.
- Goes to professional meetings to learn.
- Has a goal of striving for excellence.
The Effective Teacher
- Can explain the district’s, school’s, and department’s curriculum
- Realizes that teaching is not a private practice
- Is flexible and adaptable
- Listens, listens, listens
The Effective Teacher
- Understands the research process.
- Teaches with proven research-based practices.
- Knows the difference between an effective
teacher and an ineffective one.
Positive Expectations
The Effective Teacher
- Has a statement of positive expectations ready
for the first day of school.
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- Creates a classroom climate that communicates
positive expectations.
- Goes to professional meetings to learn.
- Has a personal goal of high expectations.
The Effective Teacher
- Helps organize a First Day of School celebration.
- Plans a classroom welcome for the first day.
- Ensures the mental and physical safety of all
students.
- Creates an environment for all students to succeed.
The Effective Teacher
- Comes to work appropriately dressed.
- Comes to teach dressed for success.
- Is a role model for students.
- Thinks and behaves globally.
The Effective Teacher
- Has an inviting personality.
- Creates an inviting classroom environment.
- Works at being intentionally inviting.
- Maintains an inviting stance.
The Effective Teacher
- Addresses people by name.
- Says “Please” and “Thank you.”
- Has a controlled, disarming smile.
- Is lovable and capable.
Classroom Management
The Effective Teacher
- Works on having a well-managed classroom.
- Trains students to know what they are to do.
- Has students working on task.
- Has a classroom with little confusion or wasted
time.
The Effective Teacher
- Prepares, prepares, and prepares.
- Prepares the classroom for effective work.
- Maximizes proximity to the students.
- Maximizes proximity to materials.
The Effective Teacher
- Cultives a positive reputation.
- Communicates with parents and students before
school starts.
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Staff Handbook School Year 2013 - 2014
- Greets the students with positive expectations.
- Has the seating assignment and first assignment
ready.
The Effective Teacher
- Assigns seating on the first day of school.
- Has all the seats facing the teacher for the activities of the first day of school.
- Arranges the seats to expedite the task.
The Effective Teacher
- Has a posted class-opening routine.
- Has the assignments posted daily.
- Posts the assignment in a consistent location.
- Teaches the class where to find the assignment.
The Effective Teacher
- Has a posted assignment ready for the students.
- Takes roll after the students are on task.
- Does not disturb the class during roll taking.
- Takes roll quickly and quietly.
The Effective Teacher
- Knows what results should be recorded
- Modifies a grade record book or program to
record these results.
- Keeps a running progress of student work.
The Effective Teacher
- Has the discipline plan posted when the students
arrive on the first day of school.
- Posts a maximum of three to five rules or responsibilities.
- Explains the posted rules and is willing to make
changes as the class situation requires.
The Effective Teacher
- Thinks through a discipline plan before school
begins and conveys the plan to students when
school begins.
- Discusses the plan so that students understand
the logic of it and consider it reasonable.
- Has high expectations and confidence in his or
her capacity to teach young people self-discipline.
The Effective Teacher
- Has well-thought-out and structured procedures
for every activity.
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- Teaches the procedures for each activity early
in the year.
- Rehearses the class so that procedures become
class routines.
- Reteaches a procedure when necessary and
praises to reinforce when appropriate.
Lesson Mastery
The Effective Teacher
- Teaches students, not a subject or a grade level.
- Maximizes academic learning time.
- Has students earning their own achievement.
- Keeps the students actively engaged in learning.
The Effective Teacher
- Writes objectives that tell the student what is to
be accomplished.
- Knows how to write objectives at all levels of
Bloom’s taxonomy.
- Writes assignments that will increase the rate of
student success.
The Effective Teacher
- Writes criterion-referenced tests.
- Gives both formative and summative tests.
- Uses formative tests to determine the appropriate corrective help.
- Grades and encourages for percentage mastery,
not on a curve.
The Effective Teacher
- Applies all the required factors to set a cooperative class climate.
- Writes structured cooperative activities.
- Works cooperatively and shares with colleagues.
- Helps establish and enhance the school culture.
Future Understanding
The Effective Teacher
- Chooses rather than decides.
- Practices enhancement techniques.
- Can produce an updated, annual portfolio
that shows that he or she is an effective master
teacher.
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The Effective Teacher
- Implements a career risk plan.
- Can document annual professional growth.
- Is able to explain why he or she is a professional
educator.
The Effective Teacher video tapes are available to view
on campus or to checkout. See the Media Specialist,
for more information.
THE INSTRUCTIONAL
PLANNING PROCESS
Focus: This is my “gotcha” part of the lesson. I want
the students to begin thinking about social studies
as they walk in the door.
Objective: I ask myself what new ideas, concepts,
knowledge, or skills my students will learn.
Explanation: I provide information, demonstrate, and
give examples. I provide a link between prior
knowledge and today’s objective.
Check for Understanding: I use questions, discussion,
mini-chalkboards, yes/no cards, and simulations
to check for understanding.
Guided Practice: I place a problem on the board and
we work through it together. I check to see if each
student understands the solution.
Individual Practice: I provide several other problems
for the students to work on individually. Students
work on some of the problems in groups.
Closure: I use several types of closure activities. The
students will tell me one ideal skill they learned today. The students or I will summarize the lesson.
- - “Universal Teaching Strategies”
H. J. Freiberg and A. Driscoll
TEACHING
The art of teaching is the
art of assisting discovery.
You can teach a lesson for
a day but if you teach curiosity, you teach for a lifetime.
It’s too bad that the people
who really know how to run
the country are busy teaching school.
When truth stands in your
way, you are headed in the
wrong direction.
When teaching the love of
truth, never lose the truth
of love.
Teacher’s task: Take a lot of
live wires and see that they
are well-grounded.
The mediocre teacher tells,
the superior one shows, the
great one inspires.
Nothing improves a child’s
hearing more than priase.
-
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Staff Handbook School Year 2013 - 2014
Section 3
SCHOOL
SUPPORT
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Guidance Department
Tom Weber: Guidance Director
*Responsible for all guidance activities
• Responsible for all reports generated through
guidance
• Coordination of time lines for all testing activities, registration, scheduling, and guidance
services
• Assist all counselors in their responsibilities
• Testing coordinator (PSAT, FCAT, ASVAB,AP)
• Administrative Team Designee
• Oversee Florida Bright Futures along with
BRACE
• APEX Credit Recovery Coordinator
• Take Stock in Children Coordinator
• Silver Knight Coordinator
• Homeless Designee
• Project Bridge Coordinator
• All other duties assigned by principal
Reina Lucas: Grades 9-12 (P-Z)
• Co-coordinate Senior Class Awards ceremony
• Testing Assistant
• Eleventh grade Youth Leadership Broward/Valley Forge Scholarship
Coordinator
• Child Abuse Designee
• Guidance website webmaster
• Sign-up and tracking of senior Bright Futures
Scholarships
• Responsible for exit–surveys for At-Risk students within alphabet case load
Bill Mcintyre: Grades 9-12 (A-F))
• Co-coordinate Senior Class Awards Ceremony
• Testing Assistant
• Foster Care Designee
• Broward National College Fair Junior Experience Coordinator
• Boys/Girls State Coordinator
• BPA Test Administrator
• Sign-up and tracking of senior Bright Futures
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Perla Moses: Grades 9-12 (G-O)
• Coordinate Underclass Awards Ceremony
• Testing Assistant
• Mentoring Coordinator
• Women of Tomorrow Program Coordinator
• Suicide Designee
• 10th Grade HOBY Scholarship Coordinator
• Broward County Leadership Team Representative
• 504 Designee
Responsible for exit–surveys for At-Risk students within alphabet case load
BRACE Advisor: Marylin Saidman
• Responsible for all private scholarships
• Coordinate Financial Aid for students and assist
with filling out FAFSA
• Coordinate all college visitations
• Conduct informational class visitations
• Input student information on BRACE track
• Meet with students by appointment when
needed.
• Organize and conduct college information night
for parents
• Disseminate all scholarship opportunities to
students
• Organize and conduct annual career fair
• Assist students in signing up for the SAT/ACT;
order and provide fee waiver
forms when necessary
• Conduct senior survey for post secondary plans
• Produce the end of the year Scholarship Report
• Assist guidance with tracking Bright Futures
Scholarship recipients
All Counselor Responsibilities
•Register new students
•Evaluate transcripts
•Personal counseling/referrals
•Spring registration of existing students
•Dual enrollment registration
•Concurrent enrollment registration
•Vocational enrollment
•Arrange and attend parent-teacher conferences
•Sign-up and track students in Broward Virtual
classes
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Staff Handbook School Year 2013 - 2014
Section 4
SCHOOL
PROCEDURES
and INFORMATION
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ACTIVITY BUSES, SCHOOL OPERATED
1. Buses shall be operated by properly licensed
employees and volunteers only. All activity
bus operators shall undergo the same training
and requirements as a regular bus operator
including mandatory drug and alcohol testing.
School bus operators must have a commercial
driver’s license class “B” with a Passenger
endorsement and have successfully completed
the Pupil Transportation Department’s Bus
Operator Training Course. The Pupil Transportation Department shall be reimbursed by
the school for all training expenses of the activity bus operator. The Pupil Transportation
Department shall be responsible for assuring
that activity bus operators have all state-required licenses. The school principal shall be
responsible to ensure that no one operates a
school-based bus without the proper license
and training.
2. Activity bus operators shall perform the pretrip inspections and record all trips in the
activity bus log. Pre-trip inspection forms and
activity bus logs shall be forwarded to the Pupil Transportation Department on the first of
each month. Schools shall return the activity
bus to the Vehicle Maintenance Department
on a monthly basis for the state required safety
inspection.
3. A flat rate per mile shall be charged to the assigned school for use of the bus as determined
by the Superintendent or designee.
4. Buses are to be used within the tri-county area
(Broward, Dade, Palm Beach) only.
5. The assigned school must provide a secure
parking space for the activity bus.
6. The assigned school shall be charged for damages resulting from vandalism and/or driver
abuse.
7. School buses are strictly controlled by Federal
and State specifications. Modifications or the
addition of non-standard equipment is prohibited. No locking or additional securing equipment may be placed on any door or emergency
exit of a school bus.
8. Abuse of the vehicle or of this policy shall
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paired or inspected will be issued subject to
availability.
10. If an activity bus is returned to the Vehicle
Maintenance department dirty, a cleanup charge will be assessed to the assigned
school.
ADD, IEP’S, 504 PLANS, ESOL, AIP’s
Meeting the individual unique needs of all students is our objective as educators. Federal and
state law, as well as our district School Board policies, require we follow laws and procedures related
to certain populations listed above. Please review
all IEP’s, 504 plans and ESOL-strategy documents.
If you have any questions about an individual
student’s IEP, 504 Plan or ESOL needs, please see
an administrator or counselor. Not following 504
Plans, IEP’s and utilizing ESOL strategies leaves
the individual teacher, school support staff, and
school district open to grievances, court action
and punitive damages to the individual and the
district. The Academic Improvement Plan(AIP)
is an initiative to meet the learning needs of all
students with academic deficits.
ADVERTISING
Schools are not to be used as agencies for the distribution of advertising materials. Materials from
outside of school sources should not be distributed
to homes through pupils without the approval of
the Superintendent.
Materials of sectarian nature should not be accepted.
Other free materials may, however, be accepted for
classroom and school purposes under conditions
that meet all of the following criteria:
1. The initiative for securing the materials should
come from the school.
2. In other words, the materials should be of the
type that teachers seek, not materials that are
thrust upon them to promote the interests of
an outside agency.
3. The material should fulfill a legitimate purpose
of the school curriculum.
4. The selfish or private purpose of the sponsor
should not be prominent or dominant in the
material.
5. The advertising feature of the material should
not be blatant.
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Staff Handbook School Year 2013 - 2014
6. Materials should not be used which violate
recognized ideals of the school system or society.
7. Schools may use films of educational material
which contains the minimum amount of commercial advertising.
NOTE: Any curriculum-related program(s) not initiated
by the Division of Instructional Program Services which
may contain advertising material from the program sponsor
must be submitted for consideration to the Superintendent’s
Screening Committee.
ANTI-BULLYING POLICY 5.9
The School Board of Broward County passed
a policy prohibiting bullying of any student or
employee. At our school, we believe that bullying
of any kind, by any person is unacceptable. All
students should be free from worries about being
bullied. Students who bully others must be taught
other appropriate ways of interacting with peers.
As a result, our school will focus some of our prevention efforts on anti-bullying. All students and
staff at our school will learn universal rules and
expectations about bullying as well as different
skills and tools they can use to prevent or respond
to bullying. As you know, bullying can take different forms, such as physical or verbal, and it can
harm victims’ social relationships with their peers.
Bullying can also be indirect; for example, bullying
can occur through gossip, spreading falsehoods
and cyberbullying. Bullying is hurtful to anyone
who is the target of such behavior as well as to
anyone who witnesses bullying.
We define bullying as:
“Bullying means systematically and chronically
inflicting physical hurt or psychological distress
on one more students or employees. It is further
defined as: unwanted purposeful written, verbal,
non-verbal, or physical behavior, including but
not limited to any threatening, insulting or dehumanizing gestures, by an adult or student, that has
the potential to create an intimidating, hostile,
or offensive educational environment or cause
long term damage, cause discomfort or humiliation; or reasonably interfere with the individual’s
school performance or participation, is carried
out repeatedly and is often characterized by an
imbalance of power.”
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Bullying is a purposeful action that is intended
to injure, involves physical (e.g. hitting, pushing,
shoving, kicking, etc,) and /or mental components (e.g. verbal humiliation, hurtful, threatening
behaviors, gossip, exclusion) and ALWAYS an
imbalance of power.
That is a lot of information but to keep it simple,
we can help determine if a behavior is bullying by
using this acronym. Bullying is:
R – Repeated
I – Imbalance of Power
P – Purposeful
Our anti-bullying goals this year are to create a
positive school setting, increase awareness about
bullying among all educators, staff and students;
enforce school anti-bullying rules; provide enhanced supervision in bully-prone locations; and
to teach students skills to deal with bullying,
problem solving, and making friends.
The policy, which was adopted on July 22, was
designed by the District’s Office of Prevention
Programs and Student Support Services, under the
Safe Schools Healthy Students Grant initiative.
The Florida Department of Education will utilize
the new policy as a model for the state’s other 66
school districts. The policy was developed prior
to the passage of House Bill 669, which mandates
that all districts in the state adopt Anti-Bullying
policies by December 1, 2008.
As stated before, the District’s Anti-Bullying Policy
specifically prohibits bullying of or by any District
student or employee, with consequences for those
acts that meet the definition of bullying as defined
in the policy:
“Bullying” means systematically and chronically
inflicting physical hurt or psychological distress
on one or more students or employees”.
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ATTENDANCE
Checking Class Attendance
Keeping accurate and up-to-date attendance
records is the duty and responsibility of each
teacher. Students should not be permitted to take
roll under any circumstances. This is the most important “non teaching” duty you perform during
each class period. You must follow the procedures
outlined by the administration so as to insure that
each student is credited for class attendance or
marked properly when absent.
Class Tardies
Students are expected to be seated in their assigned
seats at the tardy bell. Tardiness is to be handled
by following the Monarch HS Discipline Plan.
Tardiness is disruptive to the learning environment and can have a negative impact on student
achievement. Tardiness may also count toward
establishing a pattern of non-attendance that may
indicate early signs of truancy. Please refer to the
SBBC Code of student Conduct Handbook for
more updated information.
AUDIOVISUAL MATERIALS
Any audiovisual materials, including films, DVDs
and videotapes, purchased or borrowed from
sources outside the Broward County School System for use in Board-approved courses of study
must meet the guidelines outlined in the Audiovisual Use Policy #6100. All instructional resources,
including audiovisual materials, must:
1. adhere to federal copyright laws.
2. support and be consist with SBBC policies,
educational goals, and the objectives of specific
courses and/or activites.
3. support and be consist with Florida Statutes
1006.34(2)(b), and relevant to the Sunshine
State Standards
4. must be age appropriate and relevant to the
specific instructional goal. MPAA ratings
appropriateness.
5. Prior to showing a full length feature film (such
as Lord of the Rings), teachers must complete
Form #2238 and submit it to the school administration so it can be made available for parent
review. Videos such as National Geographic’s
Colonial America which are not full length
feature films do not require notification
6. exhibit a clear educational purpose
7. meet principal or designee approval prior to
use with students.
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8. be previewed in their entirety before shown to
students by the teacher using the reource, with
special attention paid to assuring that language
theme, violence, and content are consistent with
the maturity level of the students viewing thematerial.
Teachers will use good judment when selecting
a film. Materials should be positive in approach and
have literary, aesthetic or social values. Materials
should be free of bias and help students gain awareness and understanding of the many made to our
society by minority and ethnic groups and women.
Also, audiovisual materials shall be apropriate
in content, timely relevant to curriculum continoum and exhibit quality in language and format.
School Board Policy 6101
Reviewing Curriculum Materials
Curriculum materials and all media developed
within or purchased by the Broward County Public
School System or borrowed from sources outside
the Broward County School System to implement
board-approved courses of study must be examined
and reviewed by the administrator in charge of the
school setting.
Rules
For additional details, refer to School Board Policy 6101 on
the Broward Schools website.
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Staff Handbook School Year 2013 - 2014
ASSEMBLIES
We will have assemblies throughout the year
in the auditorium and gymnasium. Teachers
are required to stay with their students and are
re­sponsible for the enforcement of the following rules of conduct for all assembly programs.
Students from your room must stay together as
a group and re­turn to your room as a group. All
students are to be directed not to walk on the
gymnasium floor. Teachers should instruct their
students thoroughly in proper be­havior and courtesy during assembly programs.
Pep Assemblies may be held periodically throughout the school year. Students do not have to sit
with their class during pep assemblies. However,
we do ask that staff members disperse themselves
throughout the gymnasium during these occasions.
*More specific instructions will be given as necessary.
ATHLETIC ACADEMIC PARTICIPATION
Citizenship
High standards of citizenship are expected from
the student-athlete at Monarch High School. These
high standards must be demonstrated not only
during the season of an activity but also during
the entire year. Continued unsatisfactory conduct
grades throughout the year would seriously affect the student’s future in the athletic program
at Monarch High School.
The school staff believes proper citizenship should
be demonstrated by the student-athlete both on
and off campus. Therefore, if a student is in­volved
in any incident that would be in contrast to the
goals of athletics, or that would cast unwholesome
reflection on the school and its athletic program,
this would necessitate the removal of that student
from the athletic program. Teachers are encouraged to discuss with the athletic director and
coaches those athletes who are failing to maintain
the above standards.
Students entering grade 9
1. All entering ninth graders who are “regularly”
promoted will be automatically eligible for the
entire first semester.
2. Students who are “administratively” promoted to grade 9 will be INELIGIBLE for the
period of one semester.
3. At the completion of the first semester, a
student’s cumulative GPA will determine
eligibility (a required minimum of 2.0)
Students entering grades 9, 10, and 11
Must have achieved a 2.0 GPA for all course
work since entering grade 9.
ATHLETICS AND PERFORMING
ORGANIZATIONS
Monarch High School will participate in football,
basketball, baseball, vol­leyball, softball, track,
tennis, golf, soccer, swimming, wrestling, crosscountry, and female flag football competitions
under the jurisdiction of the Florida High School
Activities Association. The athletic program is an
extracurricular activity and as such will be given
its proper emphasis. Performing music organizations, including the drill team, are under the same
jurisdiction as athletics.
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BLACKOUT PROCEDURE
In the event of a power failure, the following procedures will be implemented. Open windows in
rooms and open doors to provide outside lighting
when possible. Conference rooms and classrooms
without windows are to pass quietly to the nearest outside corridor area. Students are to remain
under the supervision of their teacher. Be sure
girls have taken their purses. Do not panic. The
administration will establish methods of communication with you.
BOMB THREAT PROCEDURE
In the event that a bomb threat is received, the
following procedures will be implemented:
The person receiving the threat will immediately
notify the principal. As soon as possible after notifying the principal, the person receiving the call
will fill out the form, BOMB THREAT CALL.
The principal or his designee will proceed to notify
the area superintendent, the Coconut Creek Public
Safety Department and the Special Investigative
Unit.
The principal will order the evacuation of the
building according to established procedures.
After police investigate and are convinced that
no danger exists, the principal will order an “all
clear” signal and the school will return to normal
activity.
BUILDING AND EQUIPMENT CARE
We must properly care for our buildings and facilities. One of the important responsibilities that we
want our students to realize is thoughtful appreciation and careful use of public property. In addition, the cooperative effort of all staff members
in keeping the building as clean as possible will
facilitate the care of our facility.
BUS RESPONSIBILITY
Teachers must not give a class or group permission
to go to the bus loading area until the bell ending
the session has rung. Teachers must not keep a
class in the room after the final bell has rung, causing students to miss the buses.
CERTIFICATION
Who is Eligible for a Florida educator’s certificate?
1. An individual who holds an acceptable bachelor’s or higher degree in a subject in which Florida
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offers certification (i.e. Candidate has a major in
mathematics, elementary education, political science, etc.).
1. An individual who meets specialization (subjectcontent) requirements in a subject in which
Florida offers certification. (i.e. Candidate wants
to teach math and has a degree in criminal justice.
The candidate must have completed the math
courses Florida requires to teach math.)
2. An individual who presents a passing score on
the appropriate Florida subject area exam and
holds an acceptable bachelors degree or higher,
except in the following areas: Guidance and Counseling, Educational Leadership, Reading, School
Psychologist, and Speech-Language Impaired.
3. An individual who holds an acceptable valid
certificate issued by another state. For more information visit the SBBC website at www.browardschools.com
CHEATING
If a teacher observes a student cheating, the
teacher should follow the consequences as indicated in the Schoolwide Discipline Plan. It is
strongly recommended that the teacher call the
parent to explain the circumstances of the incident.
The importance and value of honesty should be
stressed at all times.
CHILD ABUSE, FLORIDA STATUTE
All educators and child advocates are held legally
responsible under Florida Statute 827.07 for reporting suspected cases of child abuse and neglect to
the Central Registry—telephone 800-342-9152. The
name of the reporter will be requested. Every effort
is made by the Central Registry to avoid divulging the name of the reporter. All suspected cases
of child abuse must be reported to the principal or
designee who is then required to be in compliance
with Florida Statutes 827.07 and report alleged
child abuse or neglect for investigation. Florida
Statute 827.07 indicates that any person including,
but not limited to, any physician, nurse, teacher,
social worker or employee in a public or private
facility serving children must report all suspicions
of child abuse.
Visiting teachers /school social workers are available for consultation concern­ing the identification
and reporting of child abuse and neglect. Clinical
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Staff Handbook School Year 2013 - 2014
social workers are available for providing school
personnel with in-depth consultation on an individual student. They also assist in providing
linkage between schools and community agencies.
Finally, they are available to provide behavior
management techniques for those students who
have been identified as being abused and severely
neglected.
According to the Florida Statutes, child abuse consists of any willful or negligent acts which result in
neglect; malnutrition; sexual abuse; unreasonable
physical injury; material endangerment of mental
health; or failure to provide treatment, attention,
substance, clothing, shelter, or medical services.
(See Florida Statutes Chapter 827).
CLASS RECORD BOOK
All attendance and grades are kept using
the Pinnacle System. Teachers will update
records daily. The roll is to be checked by
the teacher at the beginning of each period.
CLASSROOM RESPONSIBILITY
Teachers must assume responsibility for the room
in which they teach. Before each change of class,
paper should be picked up and deposited in the
wastebasket; chairs should be placed in order; and
the room generally be made ready for the next
group. The arriving group has a right to enter a
clean classroom. The teacher responsible for using
the room last period should turn out the lights.
CLINIC
If any student becomes too ill to remain in class,
he/she should request a pass to the Student Services Office from his teacher. If it is necessary for
the student to be sent home, parents will be called
by the Student Services office. Only emergency
first aid may be administered. The clinic is prohibited by law from giving students any form of
medication. Therefore, students with headaches,
etc., should be encouraged to remain in the classroom or sent to the Student Services Office to call
home.
CONDUCT / COMMENT GRADES
So that there can be consistency throughout the
school, the following guidelines have been set
up for the convenience of the classroom teacher
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in grading students in citizenship. The student’s
citizenship or conduct is reported by the use of the
following:
- Commendable-worthy of recognition (behavior
and/or academic).
- Satisfactory behavior.
- Danger of academic failure/conference suggested, satisfactory behavior.
- Academic work to be completed before next
report card, satisfactory behavior.
- Unsatisfactory behavior/conference suggested.
- Danger of academic failure and unsatisfactory
behavior/conference suggested.
- Academic work to be completed before next
report card and unsatisfactory behavior/conference suggested.
- Conference requested by teacher.
High standards of citizenship are expected from all
students at Monarch High. Every faculty member
has a responsibility to require satisfactory conduct
from his students. If the student’s conduct is not
satisfactory, there should be communication with
the student’s parents, with the assistant principal
and with the guidance department. If the student
is an athlete or is involved in any sort of extra-curricular activity, the student’s coach and/or club
sponsor should also be informed.
COPY MACHINES
There is one copy machine located in the Media
Prep room. There is NO drop-off service available
from the Media Center Staff. Please do not send
students to the media center to have copies made.
When using the copy machine, please observe the
copyright law.
Use of the copy machines is limited to instructional
materials which will be used in your classroom.
Reproduction of any other materials must be approved through your assigned assistant principal.
During “high use times” copy time is limited to five
minutes.
Copyright Laws: There are very specific laws
and School Board Rules which govern copyright
issues. School Board Policy 6318 deals with
copyright as follows:
All school board employees shall conform with all
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existing federal and state copyright laws including,
but not limited to, public law 94-533, The Copyright
Act.
The regular legal and/or liability insurance protection provided by the School Board will NOT
be extended to Board employees who knowingly
violate copyright laws. To avoid violations of
copyright laws by Board employees, the Superintendent’s designee(s) shall make available to
employees appropriate guidelines, training and
assistance with copyright compliance. All information concerning copyright is available through
the media specialist. Please check BEFORE making
copies of materials in question. A publications
titled Library and Classroom Use of Copyrighted
Videotapes and Computer Software is also available in the media center.
COVERING CLASSES
Occasionally it is necessary to have a teacher’s
class covered due to illness, field trips, sports
events, or other emergencies. The teachers must
contact the appropriate administrator so that coverage can be arranged. In the case of an immediate
emergency, buzz the office, and an administrator
will cover your class until other arrangements
can be made.
CURRICULUM FRAMEWORKS
Curriculum Frameworks originate from the State
Department of Education and are required to be
utilized in the teacher’s lesson presentation and
should also be reflected in the teacher’s lesson
plans. Copies of the frameworks are available
from Department Chairperson(s). It is especially
important for teachers utilizing equipment and/or
in areas of the curriculum that involve possible
physical activity to be familiar and adhere to all
safety procedures as encompassed in the frameworks for that area.
CWT / SNAPSHOTS
Classroom walkthroughs are a technique for gathering information about instructional strengths
and weaknesses, and developing action plans for
targeting the profesional learning in the school.
Classroom walkthroughs provides a framework
for organizing and analyzing data and leading
reflective, focused dialogue about teaching and
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learning.
Classroom walkthroughs help a district/school in
raising student achievement by:
* providing a quick, research-based and focused
way to collect data
* describing effective teaching practices
* identifying a baseline, and then measuring
ongoing progress towards achieving established
goals.
DETENTION
The school has adopted the policy that students
will be detained before or after school for disciplinary reasons. Teachers shall give students written notice before requiring attendance for a before
or after school detention so as to relieve conflicts
of transportation, jobs, etc. Repeated refusals to
serve detention shall be referred to the appropriate
administrator for further action. Detentions may
be assigned for infractions of the rules as set forth
by the classroom teacher and the SBBC Discipline
Matrix.
DISABILITY INSURANCE
BENEFITS PROCEDURES
The Elimination Period is the period of time the applicant must be disabled before benefits become payable.
- The first 30 consecutive days of any one period
of disability; or
- Expiration of sick leave/sick bank/vacation
leave
Employee / Applicant’s Responsibility
1. Contact Risk Management, Safety and Benefits
Department for disability application.
2. Apply for disability benefits.
3. Inform the Principal/Administrator that application for disability income has been made.
Disability Specialist’s Responsibility
1. Send application packet to the employee.
2. Send Job Analysis to be completed and
mailed by Principal/Administrator to insurance carrier.
3. Complete Employer’s Statement and mail to
insurance carrier.
4. Notify Principal/Administrator of approval
or denial of disability claim.
5. Verify the employee has been placed on the
appropriate leave codes (Code 5; Code 10).
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Staff Handbook School Year 2013 - 2014
Principal / Administrator’s Responsibility
1. When employee exhausts all sick/vacation
leave, place individual on Code 10 (Shortterm leave) not to exceed ninety (90) days and
forward verification to the Risk Management,
Safety and Benefits Department.
2. An employee on Code 10 will not be permitted
to transfer to another location.
3. Upon notification that employee has been
approved for disability, place individual on
Code 5 (Disability) and forward verification
to the Risk Management, Safety and Benefits
Department.
Disability Carrier’s Responsibility
- Issue a check to the employee only after notification by the Risk Management, Safety and
Benefits Department.
DISCIPLINE
Monarch High School and The School Board of
Broward County have an established standard of
student behavior and discipline. However, each
teacher should establish the standard of discipline
of his/her own classes based upon the adopted
Schoolwide Discipline Plan.
Students should not be sent to the Student Affairs Office unless the Discipline Plan indicates
under Teacher Action “Administrative Referral
or Administrative Notification.” . Please DO NOT
ask to have a student escorted out of class unless
his/her actions warrant the use of the emergency
call button as listed in the Discipline Plans.
It is generally recognized that the most effective
classroom discipline is administered by the classroom teacher. Therefore, teachers should explore
every avenue before referring students to the
administration office. Previous actions taken by
the classroom teacher are to be indicated on the
referrals. This would include such things as conferences with students, telephone and personal
conversations with the parents, counselors, department chair persons and assistant principals.
All teachers must be familiar with and consult the
Code of Student Conduct and Discipline Code,
and the Schoolwide Discipline Plan when unacceptable behavior occurs.
Writing Referrals
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1. Complete the section of the referral indicating
prior action taken by the teacher.
2. Be very specific about the behavior(s) or situation that prompted the referral. Write down
exactly what the student may have said, including profanity, if appropriate.
3. If a referral requires immediate attention,
please make personal contact with the appropriate administrator.
4. If you feel uncomfortable about placing information in writing, see the appropriate administrator.
Teachers are required to utilize the online electronic referral tool via the Discipline Management System.
Tardiness is to be handled by each teacher within
the class. Students are expected to be seated in
their assigned seats at the tardy bell. When a
student is tardy, the teacher should assign the
appropriate consequence. Chronic tardies are to
be referred to administration, only after you have
taken appropriate interventions. Please refer to the
MHS Discipline Plan for guidelines. The six (6)
minute passing time, along with your emphasis
on efficient use of time by beginning class work
promptly and endeavors to help students look
forward to your class, will minimize the tardy
problem.
1003.32 Authority of teacher; responsibility
for control of students; district school board and
principal duties.—
6)(a) Each school shall establish a placement
review committee to determine placement of a
student when a teacher withholds consent to the
return of a student to the teacher’s class. A school
principal must notify each teacher in that school
about the availability, the procedures, and the
criteria for the placement review committee as
outlined in this section.
(b) The principal must report on a quarterly basis
to the district school superintendent and district
school board each incidence of a teacher’s withholding consent for a removed student to return
to the teacher’s class and the disposition of the
incident, and the superintendent must annually
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nually review each school district’s compliance
with this section, and success in achieving orderly
classrooms, and shall use all appropriate enforcement actions up to and including the withholding
of disbursements from the Educational Enhancement Trust Fund until full compliance is verified.
(d) Placement review committee membership
must include at least the following:
1. Two teachers, one selected by the school’s
faculty and one selected by the teacher who has
removed the student.
2. One member from the school’s staff who is
selected by the principal.
The teacher who withheld consent to readmitting
the student may not serve on the committee. The
teacher and the placement review committee must
render decisions within 5 days after the removal
of the student from the classroom. If the placement review committee’s decision is contrary to
the decision of the teacher to withhold consent to
the return of the removed student to the teacher’s
class, the teacher may appeal the committee’s decision to the district school superintendent.
(7) Any teacher who removes 25 percent of his
or her total class enrollment shall be required to
complete professional development to improve
classroom management skills.
DISMISSAL FROM CLASSES
Teachers are required to keep students in the classroom until the bell sounds for dismissal. Students
should remain seated until you dismiss them after
ringing of the bell.
All teachers must stand outside their door during
the changing of classes and final dismissal.
DRUG FREE WORKPLACE
The unlawful manufacture, distribution, dispensing, possession or use of a controlled substance
including alcohol is prohibited at all Board worksites and school activities. This also includes such
activities as booster group banquets, etc. A list of
“controlled substances” as defined by the federal
government and the School Board will be posted
at all job sites.
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The Superintendent of Schools shall continue to
provide district employees with information regarding the dangers of drug and alcohol abuse, the
availability of drug counseling and the Employee
Assistance Program. Each Board employee must
refrain from the unlawful manufacture, distribution, dispensing, possession or use of a controlled
substance including alcohol in the workplace.
The Board must take appropriate disciplinary
action against affected employees who violate
this policy, up to and including termination, or
require the affected employee(s) to participate
satisfactorily in a state licensed drug abuse assistance program. Board employees must notify their
supervisor of any criminal drug statute conviction
for a violation occurring in the workplace no later
than five (5) days after the conviction.
EMERGENCY PROCEDURES
Emergency planning is an important part of the
overall school operation. It is also a required
component of the Safe Schools program. Any facility that is open to the public and has a responsibility for the safety of people should have a plan of
operation to deal with emergency situations. These
emergency situations are classified as follows:
Medical, Behavioral (2 - 4 acting out persons),
Fire, Weather (including emergency dismissal of
school), Civil Disturbance (large groups of acting
out persons
Definitions of Emergencies:
BEHAVIORAL — CODE RED
A behavioral emergency exists whenever it is apparent that one or more stu­dents will be utilizing
“acting out” behaviors (i.e. fighting, running away
from school personnel, etc). Behavioral emergencies
usually involve 2 or 3 students who are about to
behaviorally elevate to the “out of control” level.
Whenever a BEHAVIORAL EMERGENCY occurs,
the following procedures should be followed:
Use the administrative communication system and
announce the following “CODE RED, LOCATION
______________”
All communications over the administrative radios
will stop with the exception of the communications
needed for the “CODE RED”. Communications
CENTRAL will monitor all communications and
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Staff Handbook School Year 2013 - 2014
The research is abundantly clear: nothing motivates a child more than when learning is valued
by schools and families / community working
together in partnership.... These forms of involvement do not happen by accident or even
by invitation. They happen by explicit intervention.
- - Michael Fullan, 1997
be prepared to make further contacts as needed.
The following staff members will respond to a
CODE RED:
All Assistant Principals
School Resource Officer
The CODE RED will end when the administrator
handling the emergency announces the “all clear”
over the radio. This “all clear” should be repeated
by CENTRAL.
CIVIL DISTURBANCE
This condition exists whenever an unauthorized
person(s) comes onto the school grounds with the
intent of disrupting the orderly operation of the
school. This means classrooms and administrative
areas. This condition also exists whenever large
groups of students leave the building, in mass,
without the permission of the school administration. During a civil disturbance, it is extremely
important that everyone remains calm. The decision making process should not be made in haste.
Whenever there is a civil disturbance it is imperative that the Coconut Creek Police and the Public
Safety Department should be called immediately.
They will dispatch a supervisor who will work
in conjunction with the school administration.
The police department can arrange other support
services that are not normally available to schools.
In any event “common sense” must prevail! Be
cautious that you do not elevate the situation by
making harsh decisions under pressure. A good
technique to quell civil disturbances (with large or
small groups of people) is to sit and discuss the
issues. This will allow the participants a sense of
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participating in the decision making process. In
any event, the important concept is remain calm!
Utilize the police department as a resource in the
decision making process.
FIRE EMERGENCY
A fire emergency exists whenever the school fire
alarm is activated from the main panel or from a
remote pull station. This emergency may require
the immediate evacuation of the building in accordance with the established evacuation procedures.
During a Fire Emergency, the administrator in
charge will evacuate the building immediately. All
administrators, security staff and custodial staff
members will report to their designated locations.
During the fire emergency, all communications
over the radios will be limited to the emergency
situation. The office staff member at CENTRAL
will remain at the radio, if possible, in order to coordinate the emergency communications. This staff
member will call “911” and request the Coconut
Creek Public Safety Department. It is important to
give clear directions to the “911” operator. All staff
members will make sure all students are clear of
the building. Administrators must assist wherever
needed in order to protect the students.
MEDICAL — CODE BLUE
This is any condition which could result in a life
threatening injury; a life threatening injury; an injury which, left untreated, will result in serious loss
of blood or the patient going into shock. Medical
emer­gencies can be the result of an injury or can
be caused by an existing medical condition (i.e.
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seizures, heart problems, diabetic, etc.)
Whenever a MEDICAL EMERGENCY occurs, the
following procedures should be followed:
Use the administrative communication system and
announce the following “CODE BLUE, LOCATION ______________”
All communications over the administrative radios will stop with the exception of the communications needed for the “code blue”. Communications CENTRAL will monitor all communications
and be prepared to contact MEDICAL RESCUE
if needed.
The following staff members will respond to a
CODE BLUE:
All Assistant Principals
School Resource Officer
The CODE BLUE will end when the administrator
handling the emergency announces the “all clear”
over the radio. This “all clear” should be repeated
by CENTRAL.
WEATHER
A weather emergency exists whenever there is
a sighting or a reported sighting of a tornado in
the area of the school. This condition also exists
whenever the local police department informs the
administration that there is a strong possibility
that a severe storm will occur or if severe storm
warnings are posted. Teachers should make students aware of this emergency plan several times
each year. Monarch High School will have two
“Tornado Drills” each year in order to familiarize
students and staff members with this procedure.
Signal: The signal for the WEATHER WARNING
will be a very loud siren. The signal will be continued for two (2) minutes. During this time students
should be moved as far away from the windows as
possible and classes moved indoors.
EMPLOYEE ASSISTANCE PROGRAM
(EAP)
All of us experience situations at one time or
another that are difficult to handle. These can be
life’s ordinary troubles or more severe problems.
The more serious issues usually need a plan for
change, not only good intentions.
The Employee Assistance Program (EAP) is a free
benefit program for employees that can help you
start to solve personal problems on a confidential
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basis. When employees seek help on their own, no
School Board administrators and/or supervisors
are notified and nothing appears in any School
Board files beyond EAP files. These employees
can be assured that their use of the EAP will only
be known by the EAP staff itself. The EAP has
worked with thousands of employees and their
families since 1984. Maintaining privacy for our
clients has not been a problem.
Now may be the best time to begin working on
resolving problems in any of the following areas:
Stress
Marital and Family Issues
Relationship Problems
Child Rearing Problems
Emotional Problems
Problems with alcohol, cocaine, other drugs
Food Disorders
Coping with illness and pain
The EAP staff helps the employee:
Gain a better understanding of the problem
Learn about the services and fees, if any, of
helping agencies and professionals
Choose a plan of action
School Board insurance usually provides 100%
coverage for counseling when counseling is
needed. The EAP provides direct referrals to counseling professionals that have expertise with the
specific problem employees are facing. The EAP
will follow through with the employee, agency
and/or professional to offer additional help as
necessary.
You are invited to take advantage of this service
and improve the quality of your life. The Program
operates on a 12-month calendar, so the EAP office is open year-round. By calling us at 754-3229900 you can access the services of the Employee
Assistance Program and schedule an appointment.
EMPLOYEE / STUDENT RECORDS
The 1988 Legislature has re-enacted the following exemptions to Florida Statute 119, the Public
Records Law. These are the items which are not
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Staff Handbook School Year 2013 - 2014
subject to review by the public.
Personnel Records
- Complaints and investigative information related
to complaints against teachers and administrators until the Commissioner of Education determines there is probable cause to take action or
the investigation becomes inactive
-Employee evaluations until the end of the school
year immediately following the school year in
which the evaluation is made (Example: An
evaluation done in March of 2003, will be open
to the public the end of June in 2004)
-Derogatory materials until 10 days after the employee has been notified the material exists and
has had a chance to respond
-Payroll deduction information, employee medical reports
-Examination and related materials pertaining to
certification of instructional employees
Student Records
- Students’ cumulative records, personally identifiable records and reports of students, identity of
exceptional education students who need postschool services to be offered by an appropriate
state agency, student records and juvenile justice
records exchanged by agencies participating
in dropout prevention programs, students’ examination and assessment instruments including developmental materials and work papers
related to the assessment instruments. records
of hearings challenging the content of student
records
Other Records
- Identity and all information identifying donors
and prospective donors to direct-support orga
nizations established by the school board
- Information related to appraisals, offers and
counteroffers which are part of the negotiations
for the purchase of real property by a school
board
- Materials generated during the development or
implementation of an industry services training
program under contract with the State Department of Education
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EXCEPTIONAL STUDENT EDUCATION
SUSPENSION AND EXPULSION
The revised Individuals with Disabilities Education Act (IDEA ’97) and corresponding regulations have increased the safeguards provided to
students with disabilities that exhibit behavior or
discipline problems. The law specifically addresses
the procedures for “removals” (i.e., suspensions)
from the educational setting. The procedures, involving manifestation determinations, functional
behavior assessments and behavior intervention
plans, are quite complex and are confusing to
educators and lawyers alike.
Even so, amidst all of the confusion, there is one
theme in the law that is clear: schools should exercise extreme caution in removing students beyond
the 10 days per school year limit. If a student is
removed for more than 10 days, the student must
continue to receive a Free and Appropriate Public
Education (FAPE). FAPE means that the student
must have the opportunity to make appropriate
progress in the same curriculum as is offered to
non-disabled students and make appropriate
advancement towards the goals identified on
his/her IEP.
In cases involving dangerous weapons or drugs,
the principal does have the authority to place
the student in an interim alternative educational
setting for a maximum of 45 calendar days. The
alternative setting must provide FAPE and, in addition, must provide services designed to prevent
the misbehavior from occurring.
EVACUATION DRILLS
In keeping with the laws of Florida and for the
sake of the safety of the students of our school, we
are required by law and board policy to conduct
a series of building emergency evacuation drills
each year. Follow these basic procedures.
Keep the entire room single file. Students should
be taken 300 feet away from the building to their
assigned location.
Keep a straight line when leaving, re­turning, and
while waiting for return bell. Pupils should walk
fast, but not run or talk during the entire drill.
Groups remain together on leaving the building
and remain together while returning to your room.
Everyone remains outside until the inspection of
the building is completed. Return to classes when
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You cannot have students as continuous learners
and collaborators without teachers having the same
characteristics.
- - Michael Fullan, 1993
the outside bell rings. The teacher will bring up the
rear of the line. Each classroom will be supplied
with individual instructions on evacuation. Be sure
to familiarize yourself with these procedures and
discuss them with each class. These instructions
are to be posted conspicuously and must remain
posted throughout the school year.
EVALUATIONS
The administration recognizes the ultimate goals
of evaluation are to improve the quality of instruction. The Evaluation instrument is the State
approved evaluation model based on the reasearch of Dr. Robert Marzano. This model has been
tentatively namd Broward Evaluation System for
Teachers (BEST). Please see your administrator
for more information.
EXCUSING STUDENTS FROM CLASSES
Once a student enters the classroom, he may leave
only with the permission of the teacher. The six (5)
minutes allowed between classes should be sufficient for students to obtain a drink of water or
go to the restroom. Students are to remain in class.
Teachers will not cause any student to be absent
or tardy from class with­out prior approval of the
teacher whose class the student will miss. Any
student out of a classroom must have an appropriate pass. The pass shall be visible at all times.
Teachers shall not deny a student admission
to class because the student is late. Record the
student as UNEXCUSED TARDY. Implement
BASIS and RTI.
EXTERNAL SUSPENSION
MAKE-UP WORK POLICY
Students have 2 class days to make - up work for
each class day absent, not including the day of
return. However, previously assigned work is due
he day of return. These deadlines may be extended
by the principal for extenuating circumstances.
Make -up work for credit and grade is only allowed for excused absences.
Students who are assigned in-school suspension
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are expected to be in school. These students must
complete assignements and turn in work daily.
Students who are assigned external suspension
and who attend alternative-to-suspension programs are allowed to make up work. Students
who elect not to participate in alternative-to-suspension programs will be marked suspended.
FACILITY LEASE
The rental or use of public school facilities shall
be encouraged when not in conflict with regular
or extracurricular school programs. Policy 1341
must be followed by all parties leasing the facility
including school-allied Booster clubs. Policy 1341
is located in the appendix of this handbook.
FACILITIES SERVICE PERSON SERVICES
We know excellent relations will exist between
the teaching and cus­todial staffs. All members
of the school staff are striving for the same goal.
Each classroom will be cleaned daily. Requests for
additional ser­vices must be submitted on a Work
Order Form and placed in the Assistant Principal’s
mailbox. Forms are available in the Student Affairs Office.
FACULTY LUNCH
Faculty members are expected to eat lunch on campus. They may purchase lunch from the cafeteria
or bring lunch from home. Leaving campus for
lunch is not permitted.
FIELD TRIPS
Students are not allowed to transport any other
student in their vehicle when on a school sponsored activity. Students may drive their own
automobiles only on rare occasions with the specific approval of the ADMINISTRATION and the
completion of proper paperwork. Certain Vantype vehicles are permitted to transport students.
Specific information regarding vans and models
is available in the Club Sponsor handbook.
Local Field Trips, within Tri-County Area
Teachers planning local field trips (within the tricounty area) shall complete the following:
- Schedule each trip with the Activities Director,
completing the request for local field trip form.
Complete all necessary arrangements with the
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organization, firm, and/or owner of the property
to be visited.
- Obtain from parents of all pupils who are to participate in a field trip, WRITTEN PERMISSION,
on county-approved forms, for their children to
be away from school during the time required
for the trip.
- Make provision for proper supervision.
Out-Of-County-One Day Field Trips,
Outside of Tri-County Area:
Teachers planning out-of county-one day field
trips shall:
- Schedule each trip with the Activities Director;
completing the request for out-of county field
trip form.
- All out-of-county field trips must be approved
by the Area Superintendent
- Complete all necessary arrangements with the
organization, firm, and/or owner of the property
visited.
- Obtain from parents of all pupils who are to
participate in a field trip, written permission,
on county-approved forms, for their children to
be away from school during the time required
for the trip.
- Make provision for proper supervision.
Overnight Field Trips:
The principal or his designee must be contacted
before the teacher or sponsor begins to discuss
any overnight student field trip. If the principal
feels that such a trip would be a project worthy
of pursuing, a detailed plan of the projected trip,
its objectives, the number of chaperones required,
and cost(s) must be presented to the appropriate
Area Superintendent for approval BEFORE it is
discussed with students, parents or community.
Any trip outside of the United States also must
have the approval of the Superintendent. A cover
letter indicating the principal’s approval of the
project and having his/her signature shall accompany this presentation. Once the trip has all
the necessary approvals, the teacher or sponsor
shall proceed with the necessary arrangements
as outlined for out-of-county-one day field trips.
Further details regarding chaperones and insurance coverage may be found in Board Policy 6303.
Copies of this policy are available in the Field Trip
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Handbook.
General Field Trip Information:
- Students are expected to abide by all School
Board Policies while participating on any type
of field trip. It is the responsibility of the faculty
member in charge of the field trip to convey this
information and inform participating students
of the consequences of their misbehavior.
- Chaperones of field trips should remember that
chaperoning a field trip is a major responsibility and student safety and well-being should
be kept in mind at all times. Overnight field
trips require the chaperone(s) to be available
at all times and professional behavior on the
part of the chaperone(s) is expected. Copies of
chaperone rules are available in the Field Trip
Handbook.
- Students who wish to participate in field trips
must secure the signature of their classroom
teachers on the school approved form. It is the
responsibility of the teacher planning the trip
to secure these forms from the administrator in
charge and to determine that the forms are properly completed by the student applicants before
the applications are submitted to classroom
teachers for signatures. Applications for field
trips must be submitted for teacher sig­natures
at least four (4) days before the proposed field
trip.
-A complete alphabetized list of students who will
make a trip must be compiled. Distribute this list
to the attendance office and all administrators.
It is the responsibility of the teacher in charge of
the field trip to update the the field trip list just
prior to leaving on the trip. The updated list
must be submitted to administration.
FOOD AND DRINKS
Food and drinks should not be consumed by
teachers in the presence of students during classes.
Students should not be sent to the cafeteria or
vnding machines to get food or beverages and
bring them back to the classroom. No classroom
parties will be held without prior administrative
approval. Squeeze bottles filled with liquid are
not permitted in the classrooms. Students should
be instructed that if they bring them for lunch,
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bottles should be placed in their bags until their
lunch period.
Serving Food From Unapproved Sources
Food prepared in a private home shall not be
used or offered for sale to the public within a food
service establishment. The definition of food service establishment includes schools according to
School Board Policy 6G X6 3.2 Sections 2,5, and 6
of Chapter 10 D-13 of the Florida Administrative
Code.
FUNDRAISING DRIVES
Students and faculty members representing
classes, clubs, or departments may not engage
in money raising drives (solicitation or advertising, selling material things or services, vending
machines, etc.) unless prior approval is given by
the principal through the Activities Director. No
such approval will be given if the proposed project
is in conflict with sound educational philosophy.
Money raising drives, such as March of Dimes,
etc. shall not be conducted by students.
Board Policy 6Gx6-6206 speaks directly about
“Panhandling” Activities. Students who are
representing the Broward County school system in any manner shall be prohibited from
participating in “panhandling” activities. This
also includes activities sponsored by Booster
Clubs.
Sponsors of organizations conducting money raising drives are responsible for proper supervision
of funds, sales, and accounting. A Money Raising
Drive Financial Report will be filed within ten
(10) working days of the conclusion of the drive.
Failure to complete the financial report in a timely
manner will result in disapproval of all future fund
raising events. Sponsors should check monthly
with the bookkeeper to determine financial status
of the club. Failure to use the proper accounting
practices and procedures will cause the organization to have their fund raising activities suspended
and/or the activity cancelled.
Specific, updated information regarding fundraising
guidelines and reports is available in the Sponsor’s
Handbook.
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GRADUATION
Any student with a GPA below 2.0 shall have their
parent or guardian notified that improved work
is necessary to ensure that high school graduation
requirements are met. Students will be assisted in
meeting these requirements through a variety of
options which may include, but are not limited
to:
- forgiveness policy,
- summer school term attendance,
- special counseling,
- volunteer and/or peer tutors,
- school-sponsored help sessions,
- homework hotlines,
- study skills classes
Report Cards
The grading system used in the high schools,
including numerical grades, letter grades and
quality points will be as follows:
Numerical
Letter
Quality Points
90 –100
A
4.0
80 –89
B
3.0
70 - 79
C
2.0
60 –69
D
1.0
incomplete
I
0.0
1. An “I” is given as an opportunity for students
to make up incomplete class work or for students who require additional time to demonstrate mastery of course standards. Class work
should be made up prior to the 40th day of
the next marking period. If the work remains
incomplete or unsatisfactory at the end of
this period, the “I” will revert to an “F”. The
principal may extend the deadline.
2. The student’s attendance for the marking period shall be recorded in the space provided.
3. At the high school level, credit is granted on
the semester basis. One-half credit is given
for passing a semester’s work in a course. The
semester grade for each course is determined
by totaling the points earned in both nine week
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GRADES AND PROMOTION
To be in grade nine, a student must be promoted
from grade eight. Starting in 2009-10, grade designation for high school students
will be determined as follows:
a. Following completion of one year designated
as a 9th grader,
the student will be designated a 10th grader.
b. Following completion of one year designated
as a 10th grader,
the student will be designated as an 11th grader.
c. Following completion of one year as an 11th
grader, the
student will be designated as a 12th grader.
Note: Credits may be reduced one credit per year
(maximum two credits, total) to accommodate
travel to other vocational centers or programs
pursuant to the provisions of School Board Policy.
However, under no circumstances can credits be
reduced below the 24 required for graduation.
GRADING SYSTEM
The high school grading system and quality points
awarded
are listed below.
A......................... 90 - 100 ................................4.0
B......................... 80 - 89 ..................................3.0
C........................ 70 - 79 ..................................2.0
D........................ 60 - 69 ..................................1.0
F........................ 59 - 0 ....................................0.0
I.....................Incomplete .................................0.0
Lettter grades displaying plus (+) signs are used
in the calculation of the local (district) weighted
grade point average for the purpose of determining
class rank. Plus signs are not used for determining
athletic eligibility or graduation requirements.
GUEST SPEAKERS
All requests for guest speakers must be submitted
to the Activities Director two weeks prior to the
date of the class visit. Since it is necessary to obtain
permission from the Superintendent’s Committee
at the District level, there will be strict adher­ence
to this timeline. All guest speakers must be properly cleared by the Special Investigative Unit of
the SBBC.
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HOMEBOUND STUDENTS
The homebound program is usually initiated when
a student will be unable to attend school for a period of THREE WEEKS or longer. Due to health
and emotional factors, each student presents an
individual situation; therefore, the success of the
program depends upon the cooperation of the
student, parents, classroom teachers, homebound
teachers, and the Guidance Department.
Assignments and Books
Our guidance department is contacted by the
county homebound teacher who requests books
and assignments for the homebound student. The
Guidance Counselors, in turn, will contact the
classroom teachers for the student’s assignments,
preferably for a two-week period. The homebound
teacher welcomes all instructional materials which
will be helpful to the students.
Nine-weeks Grades
The method of determining the nine weeks grade
of each student will vary, depending upon the
length of time of homebound service. Time permitting, a conference with the home­bound teacher
and classroom teacher will be completed. On many
other occasions, the homebound teacher will file a
written progress report and estimated grade. The
classroom teacher will make any necessary adjustments and record the grade. A student must be on
homebound instruction for fifteen (15) days before
the homebound teacher will file a report.
Tests and Semester Examinations
If a student is on homebound instruction during
the time nine-weeks or semester examinations
are being administered at school, the homebound
teacher will secure copies of the exams from the
student’s classroom teachers to administer to the
student at home. After the tests have been adminis­
tered, they will be returned to the classroom
teachers to be corrected and recorded; then the
results should be reported back to the homebound
teacher.
HOMEWORK
Homewwork should be assigned in accordance
with SBBC Homework policy. Homework shall be
encouraged and assigned to individual students
when and where appropriate to enhance the learning situation and to provide for skill improvement.
The type of homework and amount assigned
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should be consistent with the ability of the student
as well as his or her age and grade level.
Homework is valuable when it meets the needs of
the individual student and is usually an extension
of his or her school activities.
There are many opportunities for gathering information for enrichment, or group projects which
will serve the best interest of the student if done
with the assistance of the home. Parents and teachers should work cooperatively to make homework
appropriate for the student(s). Teachers should
explain when, how, and to what extent parents
can participate to make homework a meaningful experience. Home activities can also serve to
broaden experiences, stimulate new interests, and
create a bond between home and school. Students
should be encouraged to do voluntary homework
such as working on school projects, listening to
worthwhile radio and television programs, reading good books, practicing music, assuming home
responsibilities and participating in community
activities. It is reasonable to expect the amount of
homework to increase as the student progresses
through the educational program.
Homework Guidelines
- Home Assignments should evolve from the
needs and experiences of the student.
- Homework assignments should be carefully
made and the teacher should follow up the assignments by integrating the material into the
daily class­room procedure.
- A clear and concise explanation as to the contents
of the assignment should be made at the time of
the assignment. Homework should not be “busy
work” or be used to replace or reduce supervised
study.
- Conferences with parents regarding the purpose
and extent of home assignments are advisable
to bring about a better understanding as to the
ways and means in which help at home can be
offered.
INSURANCE FOR TEACHERS
A variety of insurance options are available to
board employees. You also have other fringe benefits which include sick leave, workers compensation, retirement and disability leaves. If you have
specific questions about any of these
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SUCCESS SECRETS
FROM A GREAT COACH
1. Fear no opponent. Respect every opponent.
2. Remember, it’s the perfection of the smallest details
that makes big things happen.
3. Keep in mind that hustle makes up for many a
mistake.
4. Be more interested in character than reputation.
5. Be quick, but don’t hurry.
6. Understand that the harder you work, the more
luck you will have.
7. Know that valid self-analysis is crucial for improvement.
8. Remember that there is no substitute for hard work
and careful planning. Failing to prepare is preparing to fail.
- - Coach John Wooden
options, please contact the main office for additional information and the name of the district
contact person.
INTERCOM
Every attempt will be made to not interrupt classes
during the day with intercom announcements.
Any use of the intercom must be cleared through
an assistant principal.
INTERIM REPORTS / PROGRESS REPORTS
Not later than midway between marking periods,
progress reports will be given to all students.
Teachers are encouraged to notify parents/guardians throughout each marking period of positive
improvements made by students. This can be accomplished with a phone call or a note to the parents. Procedures for the completion of “on-line”
interim reports will be provided by the Assistant
Principal.
INTERNAL SUSPENSION
General Rules and Regulations
Students may be assigned to internal suspension
ONLY by administration. The length of suspension
to be determined by the Assistant Principal will de­
pend on the severity, frequency of the act, and how
the student behaves while suspended. A certified
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ary alternative. They are disciplined through their
isolation from the normal classroom atmosphere,
their restricted periods of silence, and their strict
observation of other rules. Students with continual
disruptive behavior and non-observance of rules
while on internal suspension, will be subject to
longer internal suspensions, or external suspension from school.
Parent communication will be necessary to help
create desirable behavior changes in the student as
well as fostering a positive community awareness
of this school program.
The classroom teachers of each suspended student will provide assignments to be completed
under the supervision of the resource teacher.
Assignments can also be provided though the
referring teacher’s website. This classwork is to
be graded by the regular teacher and credit given
to the student, if completed satisfactorily. The
classwork is to be turned in prior to dismissal from
internal suspension to the resource teacher.
Students are to sign an AGREEMENT that they
will conform to the Student Conduct and Discipline Code.
ID BADGES
As an ongoing security measure, Monarch High
School requires all faculty, staff, and students to
have ID badges at all school-sponsored functions. The student I.D. badges will be used for
attendance, media center, cafeteria and all other
school activities The badges may be worn in a
visible area so that administrators, teachers, and
security personnel are able to identify Monarch
Knights. The ID badge should be worn above
the waist on the upper torso (NOT hanging from
a purse, pocked, book bag, etc.).
LEAVING CLASSES UNATTENDED
In view of the liability laws wherein schools and
personnel may be held liable in case of negligence,
classes are not to be left unattended. If an emergency arises which necessitates your leaving the classroom, another teacher is to be obtained to cover
your class. The office should be notified as soon as
possible of the emergency. If the emergency is such
that the teacher must leave immediately and there
is no time to find coverage, the office should be
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buzzed and an administrator will cover the class
until other arrangements can be made.
Close supervision is needed in the auditorium
during assemblies. When you are using the
auditorium for any kind of rehearsal, students
should never be sent there without you or left
unattended.
Teachers are not to put a student out of class or seat
a student outside of the classroom. This results in
liability concerns for the teacher responsible for
supervision.
LEAVING SCHOOL GROUNDS
Teachers wishing to sign out must first contact an
administrator and then sign out in the Front Office.
Signing out should be only utilized for educational
business. Personal business is to be conducted
after the contracted school day, and personal days
are provided for the purpose of personal business.
Teachers with first period planning who find it
necessary to be late must sign in to school in the
Front Office. Teachers can NOT permit students
to leave school grounds. This permission can only
be granted by the administration, with parent
approval.
LESSON PLANS
It is common knowledge that the best teaching
is well planned in advance. In or­der that student
learning is not interrupted by the unavoidable
absence of the instructor, all teachers are asked to
be uniform with their lesson plans using the lesson
plan template provide by the department chair.
Lesson plans should include the schedule of classes, grade level(s), course and number, and room
num­bers bell and lunch schedule. List texts used
in each class. Each teacher is required to keep his/
her lesson plans completed one week in advance.
Plans may be checked by the principal periodically. Curriculum framework components must
be reflected in lesson plans. Format of the daily
lesson plans will evolve from the department and
guidelines will be agreed upon as set forth by the
department chair­person. Although regular lesson
plans should be used by the substitute, emergency
lesson plans for substitute teachers should be
available an placed in a designated area as determined by the Department Chairperson. Teachers
should also leave a letter to the substitute teacher
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Badges must be worn at all times at all schoolsponsored functions ie:
• During class time
• During class changes
• When out of class on a hall pass
• When checking out a book in the Media
Center
• When signing in or signing out of
school
• When participating in co-curricular
activities
• In the cafeteria
It is the teacher responsibility to ensure that ID
Badge guidelines are followed. Please refer to the
MHS Discipline Plan for appropriate interventions.
INCENTIVES
Basic Incentive
- Teacher Bargaining Unit
- Professional Services or Continuing Contract
(Annual contract teachers are not eligible.)
- 15 semester hours (300 inservice points) beyond
the last degree (bachelor’s or master’s)
- All completed within ten (10) years
- 12 of 15 credits (240 inservice points) must be in
the teaching/job assignment
- Points were earned in Broward County inservice
programs approved by the School Board
- Application received in the School Board Certification Office by September 15th.
Advanced Incentive
- Teacher Bargaining Unit
- Master’s degree (Incentives are not available if
you have a specialist or doctorate degree)
- 10 years Florida teaching experience
Professional Services or Continuing Contract (Annual contract teachers are not eligible)
- Hold, or be eligible for, the basic incentive
- 15 semester hours (300 inservice points) beyond
the master’s degree AND the basic incentive
(Total 30 semester hours or 600 points)
- All 15 completed within ten (10) years
- College credit must be upper division (junior or
senior) or graduate level. (No community college
courses)
- Inservice points or college courses used for Basic
Incentive cannot be used for Advanced Incentive.
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- Points were earned in Broward County inservice
programs approved by the School Board.
- Application received in the Broward County
Certification Office by September 15th
For more information and/or updated infoemation visit the SBBC website at www.browardscools.com
INJURIES
Accident Procedure
In the event of serious or extensive injury, the
teacher to whom the student is assigned or in
the event that injury occurs when the student is
not under specific teacher observation, the first
teacher upon the scene shall adhere to the following procedures:
DO NOT move the injured. Render first aid ONLY
if necessary. Notify the principal or Student
Services Office by the most expedient practical
method possible. Give student’s name and grade.
Possible extent of injury. An accident form must
be filed in the principal’s office and submitted to
the Student Affairs Office for all accidents whether
the student has school insurance or not. This form
is completed by the teacher who was in charge or
witnessed the accident as soon as possible after
the accident occurs. The insurance company will
not honor claims unless this form has been completed.
INSTRUCTIONAL AIDS AND SUPPLIES
Department Chairs are responsible for submitting requests for instructional aids and supplies
for their department or individual teachers to the
budgetkeeper.
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listing standard class procedures and the name
of students who can be relied on for help in each
class, as well as other pertinent information.
LIABILITY
The primary test for determining liability of a
teacher for injury to a pupil is foreseen liability. If
a reasonably prudent person could have foreseen
the harmful consequences of his act, a teacher, in
disregarding the foreseeable consequences, is liable for negligent conduct. When a person is doing
any­thing in which a person or ordinary prudence
can foresee danger or harm to others, the law
imposes upon him a duty to exercise reasonable
care. Be­cause of the teacher - pupil relationship,
the test of foresee ability for a teacher should be
based on what a reasonably prudent person could
have foreseen under the circumstances.
If a teacher is negligent in the performance of his
duties, there is no legal power which can protect
him from the consequences of his negligence.
However, if a teacher exercises due care to foresee
harmful consequences and to provide reason­able
safety measures, the burden of proof of negligence
is placed on the accuser. The courts have up­held
teachers who exercised reasonable care in handling students un­der their supervision.
There are no statutes in Florida which grant immunity to teachers from suits for injuries sustained
by pupils. However, the courts have interpreted
the law to mean that a teacher is not liable for injuries to a pupil unless the teacher is negligent in
his duty. The best course of action for any teacher
to take is to follow known safety rules to instruct
his students as to the best way of carrying out a
specific assignment, and to exercise reasonable
caution in the performance of regular school
duties whether they be in the classroom, on the
playground, or on the field trip. In other words,
teachers should use sound judgment and exercise
initiative.
Individual notices will be given to the students’
second hour teacher for distribution. If students
have overdue materials, they will not be allowed
to check out additional materials until overdue
items are returned.
Faculty Procedurees
Print materials are checked out for one month and
most AV items for one week.
All materials should be returned at the earliest date
so that materials are available to other teachers and
students. Reminders will be send periodically.
AV Equipment
AV equipment is checked out daily or permanently
through the Media Center. Equipment is checked
out permanently only if the supply outnumbers
the demand. (VCR’s and television sets are part of
the standard equipment in each classroom.) Otherwise, equipment is to be returned to the Media
Center at the end of the day. Equipment may be
reserved for a specific time period by contacting
the Media Specialist.
Please learn to use the AV equipment properly.
The Media Specialist will in­struct faculty members
and selected students in the proper use of equipment. Please schedule instruction with the Media
Specialist.
AV Equipment Repair
The Media Center will supervise AV equipment
repairs. Report any problems with the equipment
to the Media Center immediately. Any accidental
damage or theft must be reported in writing. This
is required for the warranty or insurance to be
valid. Do not attempt to repair equipment, films,
videos, computers, etc.
AV Materials
Audio-visual materials may be checked out at
any time.
Computers
The media center has computers available for students and staff members use, including Macintosh
and Dell computers.
MEDIA CENTER PROCEDURES
Faculty Resource Room
Most materials are checked out to students for
two weeks; some materials are checked out for
overnight use only.
Media Resource Center
Circulation of Printed Materials
Student Overdues
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No students are permitted in the Faculty Resourse
Room. This is for the professional library and
faculty study and research.
The card catalog is now available online. See media handbook for additional instructions.
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Films and Videotapes
Films or videotapes rated R,X or NC-17 are prohibited in Broward County Public Schools. Curriculum materials in all media developed within or
purchased by the Broward County Public School
system or borrowed from sources outside the Broward County School system to implement board
approved courses of study must be
examined and reviewed by the department
chairperson.
Classes in the Media Center
Space may be reserved for classes. Two classes at
a time may use the Media Center. Please see the
media specialist when reserving space for class
use. Teachers will accompany and remain with
their classes until the end of the period. Students
will not be permitted to line up at the Media
Center doopr and wait for the bell to ring. Please
instruct your students to remain in their seats until
the bell rings. Your students are expected to work
QUIETLY while in the Media Center. Excessive
noise and talking disturbs other students and will
not be permitted.
Passes to the Media Center
Teachers may send up to four (4) students from
a class to the Media Center at one time. It is the
responsibility of the student to leave his pass at the
circulation desk upon entering the Media Center.
Students on passes must return to class before 15
minutes before the end of the block. They must
have their pass stamped with the time before leaving the media center. A pass with more than one
student’s name on it will not be accepted.
Requests for New Materials
Requests for library materials to be purchased may
be submitted to the Media Specialist at any time
as orders are placed throughout the school year.
Request forms are available in the Media Center.
Books on Reserve
It is the teacher’s responsibility to see that materials are available for class units. The Media Specialist will pull books to place on reserve for classes.
Please notify the Media Specialist at least a week
in advance if books are to be placed on reserve.
students to the Media Center on passes.
Available Supplies
The Media Center carries the following supplies
for instructional purposes: projection bulbs for
equipment, laminating film, blank audio-cassette
tapes, and blank videotapes.
Newspapers in the Classroom and Media Center
Teachers should review all supplemental materials
before using with students. This review is especially critical when using the daily newspaper.
Although a valuable tool, newspapers by their
very nature, carry advertisements, classifieds,
and news stories which may not be appropriate
for children.
Teachers should not assume that the district’s endorsement of Newspaper in Education Programs
absolves them of the responsibility of removing
inappropriate material before classroom use.
MONIES
Financial Responsibility: No money is to be left at
any time in any classroom or of­fi ce desk, whether
locked or unlocked and must be turned in the day
it is collected. Collected money is the responsibility
of the teacher in charge until it is deposited with
the school bookkeeper. A receipt will be given
when this money is deposited. Money left in a
desk, classroom, or a building is a temptation for
students to break into a building.
No monies are to be collected by any teacher unless
the collection and disbursement of this money has
been previously discussed, planned, and approved
by the department head and principal. All monies collected must be documented by an official
receipt. All monies must be deposited into the
internal accounts of Monarch High School
through the bookkeeper. The bookkeeper has developed a training program for any staff member
who will be collecting money. You are required to
use this procedure.
Substitute Teachers
Substitutes are not to bring classes to the Media
Center. If this presents a problem, please see the
Media Specialist. Substitutes also are not to send
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Staff Handbook School Year 2013 - 2014
ORDERING MATERIALS
Department chairpersons are responsible for completing and submitting the purchase order forms
to the budgetkeeper. This completed form must
be used for each order for materials and supplies.
Teachers will work with their department heads
to complete and submit the order form. All infor­
mation to complete the order is necessary: vendor,
address, unit cost, and total cost.
All purchase orders and requisitions must be approved by the administrator in charge of budget
prior to being presented to the budgetkeeper.
Any teacher picking up supplies locally and/or
paying cash must have a purchase order from the
office. The invoice covering this purchase must
bear our tax exemption number and each purchase itemized. To secure reimbursement for cash
purchases, the teacher must present an itemized
receipt addressed to the school. Any staff member pur­chasing materials, equipment, or supplies
without prior approval from the budgetkeeper/
bookkeeper and principal (or designee) will not
be reimbursed for the purchase.
OBLIGATIONS
Student obligations are student debts arising
from unreturned or damaged school property.
While grades and promotion cannot be used as
a deterrent (according to Florida Law) student
participation in extra-curricular activities can be
suspended until obligations are satisfied in full.
Students with obligations will not be allowed to
participate in any extra-curricular activities. These
include band/chorus/drama competitions and
performances. JROTC, attend dances, field trips
etc (students may take the class but they are not
eligible to compete). It is the teachers’ responsibility to keep an accurate list of all items given to
students and that all obligations are submitted in
a timely manner as requested by the administration. The obligation list must be filled correctly
and completely in order to avoid confusion and
misunderstandings
PARENTS, DEALING WITH CONCERNS
When a teacher believes that there may be a conflict with a parent, the teacher should inform the
appropriate administrator so that a solution can
be sought for the problem.
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Do not allow the parent to be the first person to
in­form the principal about an incident which occurred under your supervision.
PARKING LOT
The School Board of Broward County, Florida,
shall not be responsible for fire, theft, or other
damage to automobiles or other vehicles while
parked or operated on school property. Problems
in the faculty parking areas should be reported
to the administration. All faculty members must
display parking decals.
PARTIES
Classroom parties shall not be held in the classroom. See your assigned Assistant Principal if you
have any questions.
PERSONNEL AUTHORIZED TO PURCHASE,
CODE OF ETHICS
1. Grant all vendors equal consideration insofar
as state and federal statutes and The School
Board of Broward County, Florida policies
permit.
2. Strive to obtain, without prejudice, the maximum value for each dollar of expenditure.
3. Decline personal gifts or gratuities in exchange
for favorable consideration.
4. Conduct business with potential and current
suppliers in an atmosphere of good faith, devoid of intentional misrepresentation.
5. Demand honesty in sales representation
whether offered through the medium of a
verbal or written statement, an advertisement,
or a sample of the product.
SEXUAL HARASSMENT
RIGHTS AND RESPONSIBILITIES
All students, employees, volunteers and others
shall have a right to an environment free from
discrimination and/or sexual harassment.
All students, employees, volunteers and others
have the responsibility to conduct themselves
in a manner that is nondiscriminatory and or
harassing.
Sexual harassment is defined as sexual advances
and other forms of oral, written, or physical conduct of a sexual nature when:
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1. submission to such conduct is made either
explicitly or implicitly a term of or condition
of an individual’s employment;
2. submission to or rejection of such conduct
by an individual is used as the basis of employment or academic decisions affecting the
individual; or
3. such conduct has the purpose or effect of interfering unreasonably with an individual’s
performance, or creating an intimidating,
hostile, or offensive environment.
Examples of sexual harassment may include but
are not limited to:
1. suggestive or obscene letters, notes, invitations, derogatory comments, slurs, jokes,
epithets, unwanted physical contact of a
sexual nature, sexual molestation or assault,
impeding or blocking movement, gestures,
display of sexually suggestive objects, posters
or cartoons:
2. continuing to express sexual interest after being informed that the interest is unwelcome.
3. coercive sexual behavior used to affect the
career of another employee, such as withholding support for an appointment or suggesting
a poor performance report will be prepared.
4. offering favors such as reclassifications or favorable duties in exchange for sexual favors.
5. offering favors such as scholarship recommendations in exchange for sexual favors.
Discriminatory harassment other than sexual, shall
be defined as physical or verbal conduct based on
race, color, national origin, religion, age, disability, marital status, or gender directed toward an
individual when the conduct:
1. has the purpose or effect of creating an
intimidating, hostile or offensive academic
working environment.
2. has the purpose or effect of substantially or
unreasonably interfering with an individual’s academic or work performance.
3. has the purpose or effect of demeaning or otherwise disrespecting the dignity of an individual in
the academic or work environment; or
4. adversely affects an individual’s academic or
employment opportunities.
A substantiated allegation of harassment shall
result in appropriate disciplinary action.
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Assistant Principal in charge of school facilities.
These keys must never be duplicated or given to
another person, especially a student. If keys are
lost or stolen, you must file a security report with
the security office.
Teachers are asked to notify the office in case of
emergencies (i.e. trespassers, dis­ruptive students,
etc.)
SEMESTER EXAMINATIONS
Examinations must be administered to all students
at the end of the semester. Starting in the 2009-10
school year, students in grades 9-12 who earn a
grade of “B” or higher may exempt from the midterm and/or final exam in that course. In a 4 X 4
block, a student may exempt up to 2 mid-terms
and 2 final exams in a school semester.
It is a violation of SBBC policy to advise students
they do not have to report to class on exam days
even if the exam grade will not pass or change
their grades. Teachers advising students they do
not have to report to class face liability issues.
Students must stay in the classroom for the full
exam period. Students may not leave except for
emergency reasons. Under no circumstances may
students be excused early from exams.
Teachers must NOT start semester exams until the
study period is over.
One copy of the semester exam shall be given to
the depart­ment chairperson one week before administration. All exams including question booklets and answer sheets which have been completed
by students shall be retained by the department
chairperson.
Examinations for excused or suspended students
who are absent the day of examina­tions may be
administered at a time mutually agreeable. A
ministration of examinations for unexcused a
sentees may be undertaken only if written spec
fied directions to do so are received from the
principal.
Examinations for students who are absent from the
second semester exams should have students
name on them and be given to the Guidance
Director for possible administration during the
summer.
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Staff Handbook School Year 2013 - 2014
SICK LEAVE AND SUBSTITUTE TEACHERS
A teacher who is unable to perform his duty in
school because of illness, or other board approved
reason, shall be granted a leave of absence. Such
leave may amount to ten (10) days for each school
year; these days are cumulative according to board
policy. Personal leaves must be arranged in advance and approved by the administration.
If you are going to be absent from work,use the
automated SUBSEARCH system. It is operational
24 hours a say. Call 754-321-2340 from a touch
tone phone. When the system answers, enter your
PIN when prompted. You will hear cues t walk
you through the reporting system. If you have a
problem call 754-322-1400. Teachers can also use
the online system in order to report absences.
Always keep your SubFinder instructions available. The policy regarding lesson plans must be
complied with if our substitute is to continue
proper insturcion. There are no excuses for noncomplicance with this policy.
Notify the office at (754) 322-1400 if an emergency
or any other situation will make it impossible for
you to arrive at school on time.
SMOKING
Smoking during the school day is a problem that
involves both stu­dents and teach­ers. Teachers can
assist in setting high standards. Smoking is not
permitted at Monarch High School.
STANDARDS OF SERVICE
The Standards of Service policy addresses increased expectations for all Broward students
and responds to the heightened expectations of
all graduates in a competitive global economy. It
is intended to be a basis for ongoing innovative,
programmatic, classroom-based change, which
systematically improves educational opportunities, and achievement for all Broward students.
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The Graduation Policy (Policy 3106) has been
merged with the new Standards of Service Policy
to create a comprehensive policy on student performance. The policy assures that all students have
rigorous and relevant foundations and core curricula competencies and acquire salable skills as
defined in a school to work plan for each student.
The policy:
- establishes a more rigorous graduation requirement of algebra for all students
- embraces national, state and district standards
of excellence for school performance
- recognizes that language arts (reading/writing/speaking/listening) and mathematics are
the foundation for acquiring and applying
knowledge.
- requires all schools to have a plan that addresses
holistically, the reading, writing and mathematics skills of all students with a focus on the needs
of students scoring below the 50th percentile in
reading, writing and mathematics.
- establishes core curricula competencies for
student performance which require students to
demonstrate their ability in relevant ways.
- emphasizes the importance of directing resources towards student achievement.
STUDENT DISCIPLINE
Student discipline is based on the requirement
that all students must adhere to a code of behavior
and to conform with all school rules and regulations. The SBBC has the responsibility to give all
reasonable support and assistance to employees
with respect to the maintenance of control and
discipline in the classroom. The principal, or in
his/her absence, the person designated to be in
charge of the school, shall have the responsibility for maintaining overall discipline within the
school setting. Further, the principal shall delegate
to the employee (teacher) such responsibility for
control and direction of the students as he/she
considers desirable or as required by district policy
and rules. When and where such responsibility,
including Each pupil enrolled in a school shall,
during the time he/she is attending school and
during the time he/she is on the school premises,
be under the authority of the principal or person
designated to be in charge of the school.
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Victim’s Rights
1. Any student/employee/volunteer has the
right to file a sexual harassment claim and
expect it to be fully investigated in a timely
manner.
2. The right of confidentiality, both of the complainant and of the accused, will be fully protected.
3. Retaliatory or intimidating acts against any
individual who has made a sexual harassment
complaint, testified, assisted or participated in
any manner in an investigation are specifically
prohibited and grounds for a separate harassment complaint.
TDIF
TDIF applications will be distributed upon arrival
from District Office. For information, call (754)
321-0000.
SCHEDULE CHANGES
Students requesting a schedule change should
make an appointment with their counselor. No
schedule changes will be made unless s approved
by the Guidance Director and Assistant Principal
in charge of scheduling.
Please do not indicate to students that the change
can or cannot be made, but leave this decision
to the counselor who will evaluate the students’
transcript prior to making the decision.
This information was obtained from a memo written by
Edward J. Marko, Esquire, dated May 3, 1999.
SCHOOL SECURITY
Monarch High School is protected by an electronic
alarm system that is activated from the time the
custodial staff leaves in the evening until the
building is officially opened the following day.
The system is in effect twenty-four (24) hours on
weekends and holidays. Any teacher wishing to
enter the building on school business during other
time periods must make special arrangements
with the Assistant Principal in charge of school
facilities. Keys will be issued through the
The Board shall do everything within its legal
power to protect and support the principal and
employees in their disciplinary role. This shall
include, but not be limited to, legal defense or reimbursement in accordance with Florida statutes
for any civil or criminal action brought against any
employee arising out of and in the scope of his/her
employment unless such employee acted in bad
faith or with malicious purposes or in a manner
exhibiting wanton and willful disregard of human
rights, safety, or property, and provided, however,
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TEACHER CONFERENCES, Tape Recording
A person seeking to tape a private meeting may
only do so with the consent of the other party. The
term “private meeting” means a meeting where
there is an expectation of privacy. Any time a parent is desirous of tape recording a teacher conference, the teacher must first advise the principal of
the parent’s request before any such conference
takes place. A parent cannot audiotape a teacher
conference without the consent of the teacher.
TECHNOLOGY
Broward County School Board Policy 5306 (Section 5) describes the acceptable use of the Broward
County Public Schools’ computer network(s) and
on-line communications. Users of these electronic
resources agree to abide by the provisions and
terms of this policy.
Use of Computer Network and Online Telecommunications Rules
1. All use of telecommunication services and
networks shall be consistent with the mission,
goals, policies, and priorities of the school
district.
2. Successful participation in a network requires
that its users regard it as a shared resource
and that members conduct themselves in a
responsible, safe, ethical, and legal manner
while using the network.
3. Staff and students who are exchanging communication with others outside the school are
representing The School Board of Broward
County, Florida, and should conduct themselves appropriately.
4. Student use of these services shall be properly
supervised and to the extent reasonably possible, users of school sponsored telecommunication services and networks shall be protected
from harassment or unsafe, unwanted, or
unsolicited contact.
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Staff Handbook School Year 2013 - 2014
5. To implement the Acceptable Use provisions
of this policy, it is necessary that all users read
and document in writing their understanding
and willingness to comply with the “Code
of Ethics for Computer Network and Online
Telecommunications Users.”
6. Upon receipt of parental/guardian permission, students will be eligible to receive authorization from the appropriate supervisory
unit (district office or school-based).
Code of Ethics for Computer Network
and Online Telecommunications Users
All users, staff and students, are expected to read
and understand the following privileges, rights,
and responsibilities when using a network in
Broward County public schools.
1. Network use is a privilege and must support
teaching, learning, and research.
2. Students, faculty, and staff in Broward County
public schools will have access to network resources. Class assignments will have priority
over other uses. Unlimited and open-ended
use of telecommunications services or networks in terms of access time will be determined by each individual school principal or
his or her designee.
3. Authorized users shall be ultimately responsible for all activity under their account and
password. Accounts shall be used only by the
authorized user for the purposes specified.
4. Use of an identity other than the user’s own
is prohibited.
5. All network users shall adhere to the rules of
copyright regarding software, information,
and the attribution of authorship. Re-posting
communications of a personal nature without
the author ’s permission or bulletin board
messages without proper attribution is prohibited.
6. Any use of telecommunication services or
networks for illegal, inappropriate, obscene,
or pornographic purposes shall be prohibited.
Illegal activities shall be defined as a violation
of local, state, and/or federal laws. Inappropriate use shall be defined as a violation of the
intended use of the district’s mission, goals,
policies, or procedures. Obscenity and/or
pornography shall be defined as a violation
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that in any case where the employee pleads guilty
or nolo contendere or is found guilty of such action, the employee shall reimburse the Board for
the cost of any legal services for which the Board
paid. The provisions of this section shall not apply to action of the Board against an employee.
In addition, the Board shall assist the principal,
employee and/or other school staff members
in bringing about penalties for the disruption of
school functions or assault or battery upon the
instructional staff as set forth under Florida Statute
231.06 and 231.071006.145 and 784.081.
Classroom Discipline: An employee may impose
customary classroom discipline (except corporal
punishment) where necessary in cases of minor
infractions and may use such force as is necessary
in protection from attack or to prevent injury to
himself/herself or another person. The use of
reasonable force necessary to isolate the disruptive
student from the classroom shall not constitute
corporal punishment as defined and shall not be
used as a basis for the suspension of an employee
nor for holding an employee liable for such an
act unless the force used is degrading or unduly
severe as to its nature.
Each school’s School Advisory Council (SAC),
working with teachers appointed by the school’s
Faculty Council, shall develop a comprehensive
student discipline plan. The Plan shall incorporate the principles of progressive discipline and
provide for clear guidelines and consequences as
well as encourage consistency in its school-wide
application by teachers and administrators. Discipline procedures such as when and how a teacher
should send a disruptive student to the administrative offices should also be addressed.
of generally accepted social standards for use
of a publicly owned and operated communication vehicle, and as defined by School Board
policy.
7. Use of or engaging in offensive or inflammatory speech, profanity, or obscene language is
not permitted at any time.
8. Hate mail, harassment, discriminatory remarks, and other antisocial behavior are not
permitted.
9. Users shall not intentionally spread computer
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viruses, vandalize the data, infiltrate systems,
damage hardware or software, or in any way
disrupt the use of the network.
10. Any attempts to degrade or disrupt system
performance may be viewed as criminal activity in accordance with applicable state and
federal law.
11. Employee generated files are the property of
the SBBC and may be accessed by appropriate
authorized system personnel.
Users who knowingly violate any of the Acceptable Use
Provisions or Code of Ethics for Computer Network
and Online Telecommunications Users will receive
disciplinary action and/or may even be denied future
access.
TELEPHONES
Teachers are requested to use the telephones in
the planning areas, which have been installed for
their convenience. Students are not to be given
permission to use these telephones.
No personal long distance calls may be made on
public school phones. Pay telephones are available
for this purpose. Long distance calls for professional reasons must be made through the school
operator.
Do not call the Information Operator. The school
will be billed for this call.
TEXTBOOK ACCOUNTING
The textbook coordinator has developed a plan for
accounting for textbooks used by your students.
It is important to follow this proce­dure carefully
in order to provide accountability by the end of
the school year. Failure to follow these procedures
will cause undue hard­ship and loss of textbook
funds.
TUTORING
By maintaining a high quality instructional staff
and providing a rich, varied curriculum, the need
for individual tutoring should be minimized.
Every effort should be made by the principal and
teacher(s) to help the student with educational
problems before recommending that parent(s)
engage a tutor. In order to cover exceptional cases
where it might become necessary to recommend
individual tutoring, rules and regulations shall be
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established to protect both the Broward County
school system and teacher(s) from charges of conflict of interest. These rules and regulations shall
be in accordance with Accreditation Standards for
Florida schools, Florida State Board of Education
Administrative Rules and Florida Statutes.
A teacher may not receive compensation for tutoring any student while that student is assigned to
one of his/her classes.
A music instructor may give private lessons to
his/her own student(s) when other qualified tutors on the school staff are not available in that
subject area. Music instructors who tutor students
in music in a district facility must complete and
have on file with his/her principal a rental lease
agreement pursuant to the provisions of the Board
Policy 1341 and a weekly schedule of lessons.
The music instructor’s fee for tutoring shall be
established by the Superintendent in a schedule
that shall be reviewed annually. See Policy 4202
located in the appendix of this handbook.
Work completed under private instruction shall
not be accepted for credit unless strictly in accordance with Accreditation Standards for Florida
State Board of Education Administrative Rules
and Florida Statutes. Parents shall be advised
that individual tutoring shall not provide credit.
If parents persist in such assumption, the teacher
shall not be held liable.
Teachers who receive compensation for tutoring
shall not use public school facilities for such purposes. (An exception to this is the music area of
the school.)
VISITORS
All visitors to our campus must sign the logbook
at the front desk in the main office nad be screened
trough the STAR system.. Please make sure any
visitors to your classroom have signed in and been
cleared to visit. All visits should have a Visitors
Pass displayed.
VOLUNTEERS
All general school volunteers must complete an
application for the 2012 - 2013 school year. This
includes both returning and new volunteers.
Please vivit the SBBC website at www.browardschools.com for a volunteer application. All
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volunteers must be cleared before starting their
volunteer services at the assigned school. Volunteers working one-on-one or in small group
mentoring activities are called Youth Mentors
and must receive special training and background
clearance before service begins. For information
about becoming a Youth Mentor, please contact
Youth Mentoring Programs at (754) 321-1972
WORK CALENDAR
Teachers are required to work 196 days, 180 of
which must be devoted to full-time instruction. A
teacher must be on duty a minimum of seven and
one-half (7 1/2) hours each day.
WORKMAN’S COMPENSATION
The School Board is subject to the provisions of
the Worker’s Compensation Act the same as any
other employer. This Act requires ALL on-the-job
injuries to be reported IMMEDIATELY.
If the employee has an accident and is injured
on the job, he or she is to complete a Worker’s
Compensation Injury Information Form (WC962)
immediately regardless of whether or not the
employee goes to a doctor. If the employee has an
injury that requires medical attention, a completed
Worker’s Compensation Medical Authorization
must be taken with him to the doctor/hospital
and must be signed by the principal.
Any staff member going to a doctor without
prior authorization will be personally responsible for the medical expenses.
The forms and approved medical list are on file
in the Front Office. See the Office Manager if you
have questions.
WEBPAGES (TEACHERS)
It is the responsibility of each individual teacher
to update his/her website on a weekly basis to
reflect current information pertaining to his/her
classes. For more information, please see your
administrator.
Professional Judgement to Avoid
Legal Complications in Teaching
1. Maintain a professional barrier between you
and students. You are the adult, the teacher,
and the professional; act like the expert, not
one of the kids.
2. Keep the classroom door open when talking
with students.
3. Refer students to the appropriate resource person for counseling and/or discussions about
personal matters.
4. Do not flirt with students.
5. Do not discuss your personal life or personal
matters with students. Do not discuss your
husband, wife, girlfriend, boyfriend, or dates
with students.
6. When transporting students, coordinate transportation ahead of time, and use school or
mass transportation if possible. If necessary,
call a taxi for a student. If you must transport
a student in your vehicle, ask a co-worker to
accompany you.
7. Avoid leaving students unsupervised; have an
alternate plan of action.
8. Keep your hands and other parts of your body
to yourself.
9. Use verbal praise and reinforcement.
Provisions for Exceptional Education Students: All
actions regarding exceptional education students
must conform to federal and state statutes, rules,
regulations, and policies. Interim alternative placements must take into account the student’s needs for
appropriate instructional strategies. Suspensions of
students with disabilities, if used as interim alternative placements, must be in accordance with School
Board policy 5006.1. For exceptional students, the
Eligibility, IEP, and Placement staffing committee
will serve as the Placement Review Committee.
PICTURES, CLASSES / CLUBS
Groups scheduling class/club pictures must contact the Assistant Principal in charge of activities
PROFESSIONAL RESPONSIBILITIES
Each member of the instructional staff of the
school, no matter what his/her class load assignment may be, shall carry his fair part of the concerns of the school, including: inservice training,
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Monarch High School
administrative faculty meetings, policymaking,
preschool and post school conferences, committee
assignments and the entire category of professional duties and responsibilities necessary to make the
school function as a total single unit. This will be
performed under the leadership of the principal,
the administrative staff, and department heads.
PROPERTY AND INVENTORY
Teachers are responsible for making sure that all
equipment assigned to their classrooms stays in
the classrooms. Equipmet can only be moved
withthe specific written approval of the princpal.
Property and Inventory control sheets posted in
the classrooms must be signed by the teachers
utilizing said classroom at the end of each mark
ing period.
- grading papers and preparing reports
- consulting with principal, assistant principal,
counselors, department heads, and county
supervisors, as well as studying cumulative
records for additional information regarding
your students.
- exchanging viewpoints and information with
other faculty members having the same planning period
- visiting other classes
- reviewing Standard of Services matrices
PUBLIC VISITATION OF SCHOOL
Any individual or group desiring to tour this
school shall receive permis­sion from the school
administration. Members of the general public,
including parents, wishing to contact teachers or
pupils during the school day must receive permission from the principal’s office. Teachers are asked
to inform former students when possible that they
may not visit the school during the regular school
day while classes are in session. Visitations by
former students are permitted after school.
Loitering by individuals not associated with the
school will not be tolerated. All teachers are asked
to notify the office when they see a person on the
school grounds who has not received permission
from the office. Approved visitors to campus will
have some form of identification from the office.
PLANNING PERIOD
All instructional personnel are assigned a period of
time for instructional planning. This time should
be used to make one a more effective teacher in
the classroom. Teaching is physically strenuous
and there is no objection to teachers relaxing for
a few minutes in the teacher planning area. The
planning time should be used for the improvement
of instruction. The following are recommended
uses for the planning time:
- preparing instructional materials
- keeping plan book up to date
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Information in the Monarch High School
Staff Handbook may change due to action
by The School Board of Broward County,
Florida, the Florida Department of Education, and / or the School Advisory Council. Updates will be provided to staff as
needed.
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Section 5
APPENDIX
Additional forms are included in the
Field Trip packet and the Sponsor’s Handbook.
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CODE OF ETHICS
OF THE EDUCATION PROFESSION IN FLORIDA
SBR-6B-1.001
The educator values the worth and dignity of every person, the pursuit of truth, devotion to
excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential
to the achieve­ment of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.
The educator’s primary professional concern will always be for the stu­dent and for the development of the student’s potential. The educator will therefore strive for professional growth
and will seek to exercise the best professional judgment and integrity.
Aware of the importance of maintaining the respect and confidence of one’s colleagues, of students, of parents, and of other members of the com­munity, the educator strives to achieve
and sus­tain the highest degree of ethical conduct.
Specific Authority229.053(1),231.546(2)(b)FS Law Implemented231.546(2) (b) FS.History-New 3-24-65,
Amended 8-9-69. Repromulgated 12-5-74, Amended 8-12-81,7-6-82, Formerly 6B-1.01
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PRINCIPLES OF PROFESSIONAL CONDUCT
FOR THE EDUCATION PROFESSION IN FLORIDA
SBR-6B-1.006
1. The following disciplinary rule shall constitute the Princi­ples of Profes­sional Conduct for the
Education Profession in Florida and shall apply to any individual holding a valid Florida teacher’s cer­tificate.
2. Violation of any of these principles shall subject the indi­vidual to revoca­tion or suspension of the
individual teacher’s certificate, or the other penalties as provided by law.
3. Obligation to the student requires that the individual:
(a) Shall make reasonable effort to protect the student from conditions harmful to learning and/
or to the student’s mental and or physical health and/or safety.
(b) Shall not unreasonably restrain a student from inde­pendent action in pursuit of learning.
(c) Shall not unreasonably deny a student access to diverse points of view.
(d)Shall not intentionally suppress or distort subject matter relevant to a student’s academic
program.
(e) Shall not intentionally expose a student to unnecessary embarrassment or disparagement.
(f) Shall not intentionally violate or deny a student’s legal rights.
(g)Shall not harass or discriminate against any student on the basis of race, color, religion, sex,
age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual
orientation, or social and family background and shall make reasonable effort to assure that
each student is protected from harassment or discrimination.
(h)Shall not exploit a relationship with a student for personal gain or advantage.
(i) Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
4. Obligation to the public requires that the individual:
(a) Shall take reasonable precautions to distinguish between personal views and those of any
educational institution or organization with which the individual is affiliated.
(b) Shall not intentionally distort or misrepresent facts concerning an educational matter in
direct or indirect public expression.
(c) Shall not use institutional privileges for personal gain or advantage.
(d)Shall accept no gratuity, gift, or favor that might influence professional judgment.
(e) Shall offer no gratuity, gift, or favor to obtain special advantages.
5. Obligation to the profession of education requires that the individual:
(a) Shall maintain honesty in all professional dealings.
(b) Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family
background deny to a colleague professional benefits or advantages or participation in any
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professional organization.
(c) Shall not interfere with a colleague’s exercise of political or civil rights and responsibilities.
(d)Shall not engage in harassment or discriminatory conduct which unreasonably interferes
with an individual’s performance of professional or work responsibilities or with the orderly
processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is
protected from such harassment or discrimination.
(e) Shall not make malicious or intentionally false statements about a colleague.
(f) Shall not use coercive means or promise special treatment to influence professional judgments of colleagues.
(g)Shall not misrepresent one’s own professional qualifications.
(h)Shall not submit fraudulent information on any document in connection with professional
activities.
(i) Shall not make any fraudulent statement or fail to disclose a material fact in one’s own or
another’s application for a professional position.
(j) Shall not withhold information regarding a position from an applicant or misrepresent an
assignment or conditions of employment.
(k) Shall provide upon the request of the certificated individual a written statement of specific
reason for recommendations that lead to the denial of increments, significant changes in employment, or termination of employment.
(l) Shall not assist entry into or continuance in the profession of any person known to be unqualified in accordance with these Principles of Pro­fessional Conduct for the Education Profession in Florida and other applicable Florida Statutes and State Board of Education Rules.
(m)Shall self-report within forty-eight (48) hours to appropriate authorities (as determined by
district) any arrests/charges involving the abuse of a child or the sale and/or the sale and/or
possession of a controlled substance. Such notice shall not be considered an admission of
guilt nor shall such notice be admissible for any purpose in any proceeding, civil or criminal,
administrative or judicial, investigatory or adjudicatory. In addition, shall self-report any
conviction, finding of guilt, withholding of adjudication, commitment to a pretiral diversion
program, or entering of a plea of guilty or Nolo Contendere for any criminal offense other
than a minor traffic violation within forty-eight (48) hours after the final judgement. When
handling sealed and expunged records disclosed under this rule, school districts shall comply
with the confidentially provisions of Sections 943.0585(4)© and 943.059(4)©, Florida Statutes.
(n)Shall report to appropriate authorities any known violation of Florida School Code or State
Board of Education Rules as defined in Section 231.28(1), Florida Statutes.
(o) Shall seek no reprisal against any individual who has reported a violation of Florida School
Code or State Board of Educa­tion Rules as defined in Section 231.28(1), Florida Statutes.
(p)Shall comply with the conditions of an order of the Educational Practices Commission imposing probation, imposing a fine, or restricting the authorized scope of practice.
(q) Shall, as the supervising administrator, cooperate with the Education Practices Commission
in monitoring the probation of a subordinate.
Specific Authority 229.053(1),231.546(2)(b)FS Law Implemented231.546(2), 231-28 FS. History-New 7-6-82,
Amended 12-20-83, formerly 6B-1.06, Amended 8-10-92, 12-29-98.
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THE STANDARDS OF
COMPETENT PROFESSIONAL PERFORMANCE
The State of Florida, through State Board of Education Administrative Rules has established and identified the minimum standards of competent professional performance for the education profession in
Florida. These standards are the basis for the state peer review system. The standards apply to those
who teach and those who supervise and provide administrative services to those who teach. These rules
are set forth at section 6B-5.001—6B-5.001(FAC), State Board of Education Administrative Rules as
follows:
6B-5.001
GENERAL
The standards listed in this chapter are the minimal standards of the education profession in Florida
and are the basis for reviewing the performance of professional educators. The standards shall apply to
those who teach and those who supervise and provide administrative services to those who teach.
Specific Authority 229.053(!),231.546(2)(2)(b)FS.Law Implemented 231.546(2)FS.History-New 10-7-69, Re promulgated 12-5-74, Amended 8-12-81,4-5-83, Formerly 68-5.01.
6B-5.002
DEFINITIONS
As used in Chapter 68-5,FAC, the following words and terms have the following meaning:
1. Administrative-Pertaining to the execution, application, or management of persons or things.
2. Available-Usable or obtainable.
3. Communication skills-The capacity, ability, or art of giving, or giving and receiving, through any
of the senses, information, ideas, and attitudes.
4. Competent-Able or fit to discharge the required duties as set forth in this chapter.
5. Designated task-The duty or assignment for which an educator is responsible.
6. Diagnosis-Identification of needs, strengths, and weaknesses through examination, observation,
and analysis.
7. Educator-Any certified person in the educational program including but not limited to, those engaged in teaching administering, and supervising.
8. Effective-Producing a definite or desired result.
9. Management-The effective control or supervision of people, time, space, and material resources.
10.Policy-Authorized expressions of public intent reflecting general principals guiding the efforts of
a school system or school toward approved goals.
11.Personnel review, assistance-An observation of an educator’s performance which reports observed
strengths, deficiencies and recommendations for strategies designed to produce improvement.
12.Personnel review, competence-A three-day observation of an educator’s performance, which reports
facts observed and conclusions regarding the educator’s competence.
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13.Teacher-One who teaches or instructs.
Specific Authority229.053(1),231.546(2)(a)(b)FS.Law Implemented231.546(2)FS.History-New 10-7-69, Re
promulgated 12-5-74, Amended 8-12-81,4-5-83, Formerly 6B-5.02.
6B-5.003
ADMINISTRATIVE AND SUPERVISORY REQUIREMENTS
Competent educators must possess the abilities and skills necessary to perform the designated task. The
educator, commensurate with job requirements and delegated authority, shall demonstrate competence
in the following administrative and supervisory requirements:
1. Keep records in accordance with responsibilities designated by law and with accepted practices of
the school district.
2. Supervise and evaluate others in accordance with law and accepted practices of the school district.
3. Recognize the role and function of community agencies and groups as they relate to the school.
4. Utilize available instructional materials and equipment necessary to accomplish the designated
task.
5. Adhere to and enforce administrative policies of the school, district rules and State Board rules, in
accordance with Florida Statutes.
6. Adopt or develop a system for keeping records of student progress.
7. Counsel with students both individually and collectively concerning their educational needs.
Specific Authority229.053(1),231.546(2)(a)(b)FS.LawImplemented231.546(2)FS.History-New 10-7-69, Repromulgated 12-5-74,Amended 8-12-81,4-5-83,Formerly 6B-5.03.
6B-5.004
ANALYSIS OF INDIVIDUAL NEEDS AND INDIVIDUAL POTENTIAL
The competent educator shall use or ensure the use of acceptable techniques to analyze the needs and
potential of individuals. The educator, commensurate with job requirements and delegated authority, shall demonstrate competence in the following techniques to analyze the needs and potential of
individuals:
1. Diagnose the entry level and skill of students. Using diagnostic tests, observations, and student
records.
2. Select, adapt or develop, and sequence instructional materials and activities for the designated set
of instructional objectives and student needs
3. Create interest through the use of materials and techniques appropriate to the varying abilities and
backgrounds of students.
4. Use individual student interests and abilities when planning and implementing instruction.
5. Make assignment of tasks and duties consistent with individual abilities and specialties.
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6. Recognize the instructional needs of exceptional students.
7. Recognize patterns of physical and social development in students.
SpecificAuthority229.053(1),231.546(2)(a)(b)FS.Law Implemented231.546(2)FS.History-New 10-7-69, Repromulgated 12-5-74,Amended 8-12-81,4-5-83,Formerly 6B-5.04
6B-5.005
INSTRUCTIONAL PROCEDURE
Each competent educator shall ensure or promote accomplishment of the designated task through selection
and use of appropriate instructional procedures. The educator, commensurate with job requirements
and delegated authority shall demonstrate competence in the following instructional procedures.
1. Establish rapport with students by using appropriate verbal and visual motivational devices.
2. Use procedures appropriate to accomplish the designated task to include but not limited to:
(a) Identify long range goals for a given subject area.
(b) Constructing and sequencing related short-range objectives for a given subject area.
3. Practice instructional and social skills, which assist students to interact constructively with their
peers by encouraging expressions of ideas, opinions, and feelings.
4. Give directions for carrying out an instructional activity by assuring that the task is understood
and using feedback techniques which are relevant to the designated task.
5. Utilize information and materials that are relevant to the designated task.
SpecificAuthority229.053(1),231.546(2)(a)(b)FS.LawImplemented231.546(2)FS.History-New 10-7-69, Repromulgated 12-5-74,Amended 8-12-81,4-5-83,Formerly 6B-5.05.
6B-5.006
COMMUNICATION SKILLS
In communicating with students and educators, each educator, commensurate with job requirement
and delegated authority, shall demonstrate competence with the following communication skills:
1. Use language and terminology relevant to the designated task.
2. Use language which reflects an understanding of the ability of the individual or group.
3. Orally communicate information coherently and logically.
4. Write in a logical and understandable style with appropriate grammar, spelling, and sentence
structure.
5. Comprehend and interpret oral messages.
6. Extract major ideas or themes from the statements of others.
7. Encourage individuals to state their ideas clearly.
SpecificAuthority229.053(1),231.546(2)(a)(b)FS.LawImplemented231.546(2)FS.History-New 10-7-69, Repromulgated 12-5-74,Amended 8-12-81,4-5-83,Formerly 6B-5.06
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6B-5.007
MANAGEMENT TECHNIQUES
The educator, commensurate with job requirements and delegated authority, shall demonstrate competence in the following management techniques:
1. Resolve discipline problems in compliance with the policies of the school, rules of the district school
board and the State Board, and Florida Statutes.
2. Maintain consistency in the application of policy by:
(a)establishing routines and procedures for the use of materials and the physical movement of
students.
(b)Formulating appropriate standards for student behavior.
(c)Identifying inappropriate behavior and employing appropriate techniques for correction.
(d)Maintain standards of conduct required in Rule 6B-5.007(2), Fac.
(e)Use management techniques appropriate to the particular setting.
SpecificAuthority229.053(1),231.546(2)(a)(b)FS.LawImplemented231.546(2)FS.History-New 10-7-69, Repromulgated 12-5-74,Amended 8-12-81,4-5-83,Formerly 6B-5.07.
6B-5.008
COMPETENCE IN SPECIALIZATION
Each competent educator shall possess knowledge within the area of specialization to a degree consistent
with the educator’s professional preparation. The educator, commensurate with job requirements and
delegated authority, shall demonstrate competence in specialization by:
1. Demonstrating an awareness of current developments in the field of specialization.
2. Demonstrating an ability to read, comprehend, interpret, and use professional material.
SpecificAuthority229.053(1),231.546(2)(a)(b)FS.LawImplemented231.546(2)FS.History-New 10-7-69, Re promulgated 12-5-74, Amended 8-12-81,4-5-83, Formerly 6B-5.08
6B-5.009
EVALUATION OF LEARNING AND GOAL ACHIEVEMENT
Each competent educator accepts responsibility commensurate with delegated authority to evaluate
learning and goal achievement. The educator, commensurate with job requirements and delegated authority, shall demonstrate competence in the following techniques used to evaluate learning and goal
achievements:
1. Use several types of evaluative techniques, including but not limited to classroom tests constructed
by the educator to measure student performance according to criteria based upon objectives.
2. Provide frequent and timely responses concerning the work attempted and tasks assigned.
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3. Analyze and interpret effectively the results of evaluation for judging instruction, the achievement
of stated goals or the need for further diagnosis.
4. Utilize the results of evaluation for planning, counseling, and program modification.
5. Explain methods and procedures of evaluation to those concerned.
6. Possess the ability to comprehend and work with fundamental mathematical concepts.
Specific Authority 229.053(1),231.546(2)(a)(b)FS.Law Implemented231.546(2)FS.History-New 10-7-69, Re promulgated 12-5-74, Amended 8-12-81,4-5-83, Formerly 6B-5.09.
6B-5.010
HUMAN AND INTERPERSONAL RELATIONSHIP
The educator, commensurate with job requirements and delegated authority, shall demonstrate competence in the following human and interpersonal relation’s skills:
1. Assist students in developing their values, attitudes, and beliefs.
2. Encourage and support behavior which reflects a feeling for the dignity and worth of other people.
3. Demonstrate instructional and social skills which assist others to interact constructively.
4. Provide leadership and direction for others by appropriate example.
5. Offer constructive criticism when necessary.
6. Comply with reasonable requests and orders given by and with proper authority.
7. Assign reasonable tasks commensurate with objectives and designated responsibility.
8. Demonstrate self-confidence and self-sufficiency in exercising authority.
9. Apply instructional and social skills in developing positive self-concepts.
Specific Authority 229.053(1),231.546(2)(a)(b)FS.Law Implemented231.546(2)FS.History-New 10-7-69, Re promulgated 12-5-74, Amended 8-12-81,4-5-83, Formerly 6B-5.10.
6B-5.011
PERSONAL REQUIREMENTS
In assessing the mental or physical health of educators, no decision adverse to the educator shall be made
except on the advice or testimony of persons competent to make such judgment by reason of training,
licenser and experience. Each educator, commensurate with job requirements and delegated authority,
shall demonstrate competence in the following personal requirements:
1. Engage in physical activity appropriate to the designated task except for temporary disability.
2. Communicate effectively to accomplish the designated task.
3. Exhibit appropriate control of emotions.
4. Perform designated tasks with sufficient intellectual ability.
Specific Authority 229.053(1),231.546(2)(a)(b)FS.Law Implemented231.546(2)FS.History-New 10-7-69, Re promulgated 12-5-74, Amended 8-12-81,4-5-83, Formerly 6B-5.011.
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The School Board Broward County, Florida
Ann Murray - Chair
Laurie Rich Levinson – Vice Chair
Robin Bartleman
Katherine M. Leach
Patricia Good
Maureen S. Dinnen
Donna P. Korn
Benjamin Williams
Nora Rupert
Robert W. Runcie, Superintendent of Schools
The School Board of Broward County, Florida, prohibits any policy or procedure which results
in discrimination on the basis of age, color, disability, gender, national origin, marital status,
race, religion or sexual orientation. Individuals who wish to file a discrimination and/or harassment complaint may call the Director of Equal Educational Opportunities at (754) 321-2150 or
Teletype Machine TTY (754) 321-2158. Individuals with disabilities requesting accommodations under the Americans with Disabilities Act (ADA) may call Equal Educational Opportunities (EEO) at (754) 321-2150 or Teletype Machine TTY (754) 321-2158.