Faculty Handbook 11-12w Table of Contents

8/4/2019 Faculty Handbook 11-12w Table of Contents

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SHAKER HIGH SCHOOL

LATHAM, NEW YORK 12110

F-A-C-U-L-T-Y H-A-N-D-B-O-O-K


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BOARD OF EDUCATION

NORTH COLONIE CENTRAL SCHOOL DISTRICT

NEWTONVILLE, NEW YORK 12128

2011 - 2012

Mrs. Mary NardolilloPresident

Mrs. Linda HarrisonVice President

Dr. Siren Chudgar Mrs. Joan HartMrs. Paula DOrazio Ms. Sandy PangburnMrs. Ann Foster Mrs. Mary-Ellen RaupMr. C. David Gaynor Mr. Thomas Rybaltowski, Clerk

Mr. D. Joseph Corr

Superintendent of Schools

Ms. Kathleen SkealsAssistant Superintendent


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SHAKER HIGH SCHOOL FACULTY HANDBOOK2011 - 2012

TABLE OF CONTENTS

PageI. INTRODUCTION

A. Shaker High School Vision 1

B. The Philosophy and Objectives of Shaker High School 2

C. District Code of Ethics 3

D. Brief History of the North Colonie Central School District 6

E. District Map - see back of book

F. School Map - see back of book

II. FACULTY AND PROFESSIONAL INFORMATION

A. Faculty List 8

B. Credit Union 8

C. Public Relations and Information 10

D. Teacher Absences 11

E. Teachers School Day 11

F. Lesson Plans 11

G. Teacher Office 12

H. Faculty Lounge 12

I. Inclement Weather 12

J. Teacher Evaluation 12

K. General Rules Governing Expense Allowance for Attendance at Conferences 12

L. Leave of Absence 12

M. Role of the Teacher 13


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III. SCHEDULES Page

A. Class Schedules 13

B. Daily Time Schedule 14

C. Time Schedule for School When Opening One Hour Late 16

D. Time Schedule for School When Opening Two Hours Late 16

E. Emergency School Closing 16

IV. ATTENDANCE AND TARDINESS

A. Homeroom Periods 17

B. Homeroom and Classroom Procedures 17

C. Attendance and Tardiness to Class 18

D. Public Address Announcements 24

E. Video Morning Announcements 24

F. In the Event of the Death of a Student or His/Her Parents 24

V. STUDENT PROGRESS REPORTING

A. Philosophy of Grading 25Interim Progress ReportsCommendationand Warning Notice

B. Progress Reporting Infinite Campus 27

C. Entering Progress Reports Infinite Campus 28

D. Grade Reporting 30

E. Some Basic Considerations 30

F. General Grading Information 31

G. Grade Verification Process Infinite Campus 36

H. Mid-Term/Final Exam Grading Infinite Campus 39

I. Incomplete Marks 41

J. Grade Distributions 41


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V. STUDENT PROGRESS REPORTING (contd) Page

K. Frequently Asked Grading Questions Infinite Campus 41

L. Levels of Instruction 43

M. Promotion Policy 43

N. High Honor, Honor, and Merit Roll 43

O. Home Instruction for Students 43

P. Course and Regents Examination Failure Notification 45

VI. PUPIL PERSONNEL SERVICES

A. Component Services

B. Counseling Services 45

C. Health Services 46

D. Psychological Services 47

E. Remedial Reading 47

F. Speech Therapy 48

G. Pupil Personnel Service Team 48

VII. MEDIA CENTER

A. General Structure

B. Resources 49

C. Circulation 49

D. Facilities and Services 50

E. Use of Center by Students and Teachers 51

F. Computer Workstations 52

G. Overdue Materials and Equipment 52

H. Security Measures 52


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VIII. DISCIPLINE Page

A. Philosophy 52

B. Students Rights and Responsibilities 52

C. Why Do Students Misbehave? 53

D. What Can You Do To Lessen Disciplinary Problems? 53

E. Referral for Disciplinary Reasons 53

F. Disciplinary Procedures 54

G. Detention 57

H. Ladies and Gentlemens Rooms 57

I. General Responsibilities for Teachers on Supervision 57

J. Supervision Responsibilities 59

K. Sixth Period Supervision 59

L. Study Hall Conduct LaFollette Hall 60

M. Senior and Junior Preparation Periods 60

N. Guiding Principles for Student Dress 61

O. After School Guidelines

P. Student Use of Cell Phones and Other Electronic Devices 66

IX. EXTRACURRICULAR PROGRAM

A. Philosophy 65

B. Suburban Scholastic Council 65

C. Eligibility 66

D. Extracurricular Organizations 66

E. Use of Passive Alcohol Devices

F. Procedures for Assemblies 69

G. Field Trips 70

H. The Student Board of Finance 74


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IX. EXTRACURRICULAR PROGRAM (contd) Page

I. Sales by School Organizations 74

J. Dances 75

K. Parties 76

L. Fraternities and Sororities 76

M. Use of Teachers Cars for the Transportation of Students 76

N. Chaperone Responsibilities 76

O. Supervision of Athletic Events 76

X. POLICIES

A. Promotion Policy 77

B. Smoking and Tobacco Products 78

C. Students Controlled Substances and Alcohol 79

D. Policy Concerning Alcohol and Other Substances for Adults 80

E. Administrative Regulations Concerning Alcohol and OtherSubstances for Adults 81

F. Students Possession, Use or Threatened Use of Weapons 82

G. Student Release from Class 83

H. Controversial Issues and Guest Speakers 84

I. Guidelines for Handling Requests for Undergraduate, Graduate,and Professional Projects 84

J. Mid-Year and Final Examinations 85

K. Homework Policy and Regulations 864

L. Class Attendance Policy 88

M. Procedure for Remediating Senior Course Failures 88

N. The Final Quarter Grade Below 50 89

O. Guidelines for Make-up of Class Work and Tests During Absences 90

P. Ethical Guidelines for Student Leaders 90


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X. POLICIES (contd) Page

Q. Prohibition of Sexual Harassment 93

R. Use of Technology and Networks 95

S. Plagiarism 96

T. Administrative Attendance Waivers

U. Assignments for Part-Time Teachers 99

XI. SCHOOL CALENDAR 99

XII. SCHOOL EQUIPMENT AND SUPPLIES

A. Care of Rooms 100

B. School Keys 100

C. Requisitions 100

D. Audio Visual

E. Exhibit Cases 101

F. Telephones 101

G. Use of Building 102

H. Regulations for the Use of Shaker High School Auditoriumby School Organizations 104

I. Equipment Maintenance 105

XIII. ADMINISTRATIVE REGULATIONS

A. Emergency Procedures and Approved First Aid Methods 105

B. Fire Drills 113

C. Disaster Preparedness (Severe Weather) 117

D. Shelter-in-Place Drill 118

E. Lockdown Drill 119


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XIV. MISCELLANEOUS Page

A. Fees and Handling of Funds 121

B. Computer Center 121

C. Title IX Sex Discrimination 121

D. Equal Opportunity Information 121

E. Evaluation Instrument 122

XV. NEW POLICIES AND PROCEDURES

Protocol for Teacher Removal of a Student From a Classroom

A. Therapeutic Removals

B. Removal for Disciplinary Reasons 123

FORMS 125

Announcement Form Examination Conduct Warning Form 127Field Trip Request Form 128Field Trip Request Beyond 50 Miles 129Guest Speaker Form 131Non-Numeric Grade Input 132Notice of Teacher Removal of Student 133Plagiarism Form 134Request for Grade Below 50 135Sexual Harassment Formal Complaint Form 136Teacher Evaluation Form 137Video Morning Announcement Form 141

MASTER SCHEDULES (Blue Pages)

Lunch ScheduleMaster Schedule (Supervisors)

Guidance Counselor AssignmentsLaFollette Teacher Class AssignmentsTaft Teacher Class AssignmentsHall Assignments

Attendance Periods


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A. Shaker High School Vision

Our enduring vision is and will continue to be, to maintain a safe and wholesome school environment - onethat constantly improves our comprehensive educational system, providing opportunities, services, andinstruction of the highest quality and value to all children. Therefore, we have developed programs

designed to enable our students to succeed academically and socially and prepare them for the demandsof the global work place. To that end, students need to understand the fundamental principles ofeconomics and economic systems. They must acquire this necessary knowledge in order to becontributing and successful citizens in a democratic society. To achieve these goals, they must becomeindependent learners, mastering core academic and technological skills. This mastery will enable them tosolve problems and communicate effectively, both orally and in writing. We must also encourage Shakerstudents to foster life-long reading and critical thinking habits, as well as to gain knowledge of a foreignlanguage and the fine arts. Lastly, they should learn to embrace healthy life styles and activities, exercisecivility and self-discipline, demonstrate respect for others, make good decisions, and take reasonableresponsibility for their education.


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B. The Philosophy and Objectives of Shaker High School

As a part of our evaluations by the Middle States Association of Colleges and SecondarySchools, the faculty has prepared and unanimously subscribed to the following philosophy andobjectives.

Philosophy

We in the United States live in a dynamic, democratic society - a society with unique political,social, economic and cultural characteristics - existing in a world of many cultures. In thiscontext, we at Shaker High School believe we have the responsibility for providing equaleducational opportunities for the students of our community, for encouraging maximumdevelopment, and for providing leadership in an environment of growth so that our students willbe prepared to live harmoniously and to contribute effectively to our society.

We believe that learning is a personal process for the acquisition of knowledge as a tool that willenable the students to grow, to evaluate, and to make choices beneficial to themselves and oursociety.

We believe that we must strive to inspire an affinity for learning, which will bring continuingenjoyment and enrichment to the individual.

We believe that the role of the school must be one of providing, in its instruction and programs,the examples of high quality that will create a climate for learning and will engender in the studentthe motivation necessary to develop these attributes.

Above all, we so firmly believe in the dignity and the worth of each individual that we aspire todevelop students potential beyond their own awareness and instill the confidence that they needin order to view their world with reality and hope.

Objectives

To implement this philosophy of Shaker High School, we believe the following objectives are vital.Therefore, to carry out beliefs, we strive:

1. to use planned sequences of instruction, relevant to each discipline built upon carefullyselected solid material which will challenge students to succeed to the limit of theirabilities;

2. to provide close, continuous and consistent guidance to help students make sound

vocational and educational plans to achieve to the level of their own capacity and to gainpersonal satisfaction in as many aspects of their lives as possible;

3. to identify and develop those fundamental skills that can be used as a basis for futureunderstanding and action;

4. to stress students understanding of concepts and reasoning processes, thus enablingstudents to transfer knowledge to new but similar situations:


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5. to encourage logical, critical, and creative thought in the use of discipline relative to anyprogram;

6. to develop skills of communications which will enable students to speak, to read, to write,and to listen with facility;

7. to transmit a knowledge, understanding, and appreciation of the literary, historical, and

artistic traditions and forces which have shaped our culture and which will give students asense of pride in their heritage;

8. to develop an understanding of, and an appreciation for, the cultures, motivations, andaspirations of other people;

9. to develop an appreciation for creative forms of self-expression and the potentiality forhuman achievement;

10. to encourage the student to look beyond the classroom situation and to exploreindependently new areas of interest;

11. to encourage students to adopt attitudes of self-disciplined, responsible citizens, and toavail themselves of the opportunity for self-expression in all activities;

12. to develop simultaneously the resources of body and mind and to encourage students tounderstand so thoroughly the concepts involved in good physical and mental health thatthey will recognize the necessity for their continuing development.

C. District Code of Ethics

A resolution establishing standards of conduct for officers and employees of the Board ofEducation of the North Colonie Central School District:

Be it resolved by the Board of Education of the North Colonie Central School District:

1. Ethical Conduct

Pursuant to the provisions of Section 806 of the General Municipal Law, the Board ofEducation of the North Colonie Central School District recognizes that there are rules ofethical conduct for public officers and employees which must be observed if a highdegree of moral conduct is to be obtained and if public confidence is to be maintained inour unit of local government. It is the purpose of this local law to promulgate these rulesof ethical conduct for the officers and employees of the Board of Education of the NorthColonie Central School District. These rules shall serve as a guide for official conduct of

the officers and employees of the Board of Education of the North Colonie Central SchoolDistrict. The rules of ethical conduct of this local law as adopted, shall not conflict with,but shall be in addition to, any prohibition of Article 18 of the General Municipal Law orany other general or special law relating to ethical conduct and interest in contracts ofmunicipal officers and employees.


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2. Definition

Officer or Employee means an officer or employee of the Board of Education of theNorth Colonie Central School District whether paid or unpaid, including members of anyadministrative board, commission or other agency thereof.

a. Interest means a pecuniary or material benefit accruing to a municipal officer or

employee unless the context otherwise requires

3. Standards of Conduct

Every officer or employee of the Board of Education of the North Colonie Central SchoolDistrict shall be subject to, and abide by, the following standards of conduct:

a. Gifts - He/she shall not, directly or indirectly, solicit any gift; or accept or receiveany gift having a value of $75.00 or more, whether in the form of money,services, loan, travel, entertainment, hospitality, thing or promise, or any otherform, under circumstances in which it could reasonably be inferred that the giftwas intended to influence him/her, or could reasonably be expected to influencehim/her, in the performance of his/her official duties or was intended as a rewardfor any official action on his/her part. (BOE Policy No. 2160)

SOURCE: This provision is part of the statutory code, applicable to allmunicipalities - General Municipal Law, 805-a, (1).

b. Confidential Information - He/she shall not disclose confidential informationacquired by him/her in the course of his/her official duties or use suchinformation to further his/her personal interest.

SOURCE: This provision is part of the statutory code, applicable to all

municipalities - General Municipal Law, 805-a, (1).

c. Representation Before Ones Own Agency - He/she shall not receive, or enterinto any agreement, express or implied, for compensation for services to berendered in relation to any matter before any municipal agency of which he/sheis an officer, member or employee of any municipal agency over which he/shehas jurisdiction to which he/she has the power to appoint any member, officer oremployee.

SOURCE: This provision is part of the statutory code, applicable to allmunicipalities - General Municipal Law, 805-a, (1).

d. Representation Before Any Agency for a Contingent Fee - He/she shall notreceive, or enter into any agreement, express or implied for compensation forservices to be rendered in relation to any matter before any agency of his/hermunicipality, whereby his/her compensation is to be dependent or contingentupon any action by such agency with respect to such matter, provided that thisparagraph shall not prohibit the fixing at any time of fees based upon thereasonable value of the services rendered.

SOURCE: This provision is part of the statutory code, applicable to allmunicipalities - General Municipal Law, 805-a (1)


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e. Disclosure of Interest in Legislation - To the extent that he/she knows thereof, amember of the Board of Education and any officer or employee of the NorthColonie Central School District, whether paid or unpaid, who participates in thediscussion or gives official opinion to the Board of Education on any legislationbefore the Board of Education shall publicly disclose on the official record thenature and extent of any direct or indirect financial or other private interest

he/she has in such legislation.

SOURCE: Administrative Code of the City of New York 898.1-0.

f. Investments in Conflict with Official Duties - He/she shall not invest or hold anyinvestment, directly or indirectly, in any financial, business, commercial or otherprivate transaction, which creates a conflict with his/her official duties.

SOURCE: The subject matter of this provision is a required part of a local code,when adopted - General Municipal Law, 806. The language has been patternedafter the existing provision in Public Officers Law, 74 (2).

g. Special Privileges or Exceptions - He/she shall not seek to secure specialprivileges or exceptions for himself/herself or others by interceding in public orprivate with any municipal agency.

h. Nepotism - The appointment of officers and employees shall be on the basis ofmerit. The employment of relatives of members of the appointing Board or ofthe appointing officer shall be prohibited.

i. Private Employment - He/she shall not engage in, solicit, negotiate for, orpromise to accept private employment or render services for private interestswhen such employment or service creates a conflict with or impairs the proper

discharge of his/her official duties.

SOURCE: The subject matter of this provision is a required part of a local code,when adopted - General Municipal Law, 806. The language has been patternedafter the existing provision in Public Officers Law, 74-3 (a).

j. Future Employment - He/she shall not, after the termination of service oremployment with such municipality, appear before any board or agency of theBoard of Education of the North Colonie Central School District in relation to anycase, proceeding or application in which he/she personally participated duringthe period of his/her service or employment or which was under his/her activeconsideration. .

SOURCE: The subject matter of this provision is a required part of a local code,when adopted - General Municipal Law, 806. The language has been patternedafter the existing provision in Public Officers Law, 73 (7).

4. Filing of Claim

Nothing herein shall be deemed to bar or prevent the timely filing by a present or formermunicipal officer or employee of any claim, account, demand or suit against the Board ofEducation of the North Colonie Central School District, or any agency thereof on behalf of


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himself/herself or any member of his/her family arising out of any personal injury orproperty damage or for any lawful benefit authorized or permitted by law.

5. Distribution of Code of Ethics

The Superintendent of Schools of the North Colonie Central School District distributedcopies of this code of ethics to every officer and employee of the School District prior toSeptember 10, 1970. Each officer and employee elected or appointed thereafter shall befurnished a copy before entering upon the duties of his/her office or employment.

6. Penalties

In addition to any penalty contained in any other provision of law, any person who shallknowingly and intentionally violate any of the provisions of this code may be fined,suspended or removed from office or employment as the case may be, in the mannerprovided by law.

7. Effective Date

This resolution shall take effect immediately.

D. Brief History of the North Colonie Central School District

The North Colonie Central School District was formed on June 22, 1950 by the merger of tenformer common and union free school districts. With its geographical center locatedapproximately at the Latham traffic circle, the district forms the rough shape of a kite. The northand south axis is Route 7, from the Watervliet city line nearly to that of Schenectady County.

At the time of centralization, four of the former districts had already closed their one-room schoolsand were sending their children to neighboring districts on a contract basis. Of the six districtsmaintaining their own elementary schools, only two, Loudonville and Latham, had sufficientchildren and large enough buildings to maintain a graded program. The others (one, two, andthree-room schools) operated multiple grades. They were Newtonville, Goodrich, Airport, andBoght.

In the spring of 1952, the Blue Creek and Forts Ferry Schools, and an addition to the LoudonvilleSchool were approved. Upon completion of these facilities, the Airport School was sold andmoved in order to develop the former school bus garage location, the Newtonville Schoolconverted into the administrative office for the District, and the old Boght School was closed.

Mounting enrollments emphasized the need for still more facilities. The educational consultingfirm of Engelhardt, Engelhardt and Cornell were retained to conduct a survey of the needs of ourDistrict. Upon their recommendations a planned long-range program of development was begun.In the spring of 1954, sites were selected for two additional elementary schools and for a future

junior-senior high school as well. In the fall of that year construction of the present SouthgateSchool and Boght Hills School was approved. At the same time, an addition to the GoodrichSchool was begun.

Early in 1956 the voters approved construction of the Shaker Junior-Senior High School, whichwas opened to students in September, 1958.


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A re-survey by the educational consultants determined our continuing goals. School populationhad increased at such a rate that additions to the Southgate, Forts Ferry, and Goodrich Schoolswere authorized in June, 1957.

By 1960 the need for a separate junior high school was apparent, and a referendum was approvedby the voters. Construction began in the spring of 1962 and the building was opened to studentsin September, 1963. At this time Shaker High School became a three-year secondary school.

In 1961 the Board of Education adopted the Hall names of Taft, LaFollette, Webster, Clay, andCalhoun. These famous US Senators had been honored by a bipartisan Senate Committee,headed by John F. Kennedy for their outstanding service to their country.

The long-range projection of a doubled school population during the next decade led to thepurchase, in 1965, of additional property sites. Sites were designated for elementary schoolneeds, an additional junior high school building, and a new administrative office building.

The firm of Engelhardt, Engelhardt and Cornell was retained again in 1965 to conduct a survey ofpresent and future needs. Part of the firms recommendation was that sites be acquiredimmediately for expansion of the Senior High School, construction of another Junior High Schoolsometime in the future, and construction of an additional elementary school on Latham Ridge, aswell as increasing the capacity of Blue Creek School. Such action was approved by the voters ofthe District in the Spring of 1966.

In the spring of 1968 Latham Ridge School was opened.

Plans for an addition to our building were formulated by faculty committees known as the Shaker70 and the Shaker 71 committees. The Shaker 71 committee was a continuation of theShaker 70 committee and served through the successful completion of the Shaker 71 bondissue vote in January, 1969. Construction of the addition to and the renovation of Shaker HighSchool was completed during the 1971-72 school year.

Prior to the passage of the bond issue for Shaker 71 the Board of Education decided thatbeginning September, 1969 Shaker High School would be a four-year high school with Grades 9 -12, and the junior high school would be composed of Grades 7 and 8 with selected sections ofGrade 6.

Since 1976 enrollments at Shaker gradually declined and continued to do so throughout the1980s. An enrollment increase trend started in 1991. The North Colonie Central School Districtcontinues to periodically review enrollment trends.

In 1985, Shaker High School was designated an Exemplary School by the United StatesDepartment of Education as an outgrowth of the Secondary School Recognition Program. This

honor reflects directly on the high ability and professional efforts of the faculty and staff.

In 1991 supervisors, teachers, and administrators determined that the learning needs of ShakerSchool students enrolled in general level programs required the creation of instructional andsupport programs designed to meet their specific needs. Therefore, general level programs werephased out and replaced with the expanded Regents Program in English and social studies. As aresult of the adoption of this program, the majority of Shaker High School students were enrolled inRegents classes in English and social studies. This was the first step in the creation of an allRegents High School.


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In 1995 step two was completed with the introduction of the Integrated Regents Program inmathematics, science, technology, business, and family and consumer science. I.R.P. is a four-year program. The combination of the expanded and Integrated Regents Programs enablesstudents to fulfill the graduation requirements for a Regents diploma.

Throughout its history Shaker High School has received many awards for academic excellence

and its students have been recognized for superior achievement on local, regional, state, national,and international examinations. In 1998 Shaker High School celebrated its fortieth anniversary. Inaddition, it was identified as the top public and private high school in the Capital District andranked in the 98th percentile in New York State. It is important to note that Shaker High Schoolsdynamic engine of teacher effectiveness is the single most significant factor in the academicgrowth, maturation, and scholastic achievement of its students.

During the 2000-2001 school year Shaker High School joined the other seven schools incelebrating the 50th anniversary of the North Colonie Central School District. The schedule ofactivities focused on respect, wellness, and the history of each school. These events gave allmembers of the North Colonie Educational Community an opportunity to not only celebrate butalso to reflect on fifty years of sustainable achievement.

II. FACULTY AND PROFESSIONAL INFORMATION

A. Faculty List

A complete list of faculty members with home addresses and telephone numbers will bedistributed in October.

B. Credit Union

SCHOOL SYSTEMS FEDERAL CREDIT UNION325 Washington Avenue ExtensionAlbany, New York 12205

(5l8) 456-1611or

125 Defreest Drive-Rensselaer Technology ParkTroy, New York 12180

(518) 286-1611WELCOMESchool Systems Federal Credit Union is a unique, not-for-profit and member owned financialinstitution. Unlike banks that are strictly profit-driven, we return excess earnings to our membersin the form of personal friendly service, lower interest rates for loans, higher yields on savings and

investment accounts, and by adding new financial products and services.

A LONG STANDING TRADITIONOur credit union was originally chartered in 1954 and included the school districts of Guilderland,Bethlehem, and North and South Colonie. Tired of the poor service offered by local banks andother financial institutions, they formed the credit union to provide better loan and savings rates, aswell as the personal financial attention they felt everyone deserved. The credit union later mergedwith Sandkill FCU and expanded to include many important Select Employer Groups. We nowserve more than 6,000 credit unions.


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MEMBERSHIP IS EASYTo join the credit union, you must open a Share Savings Account. This is your share in the creditunion. Deposit and maintain $5.00 in this account, and youre immediately eligible for the manybenefits of membership. Once you become a member, your family members by blood or marriageare eligible to join, including your parents, children, grandparents, and other relatives. Additionalapplications are available at the credit union office.

A LIFETIME OF BENEFITSYou are welcome to remain a credit union member for life, regardless of whether you change jobs,move or retire. You can access credit union financial products and services by mail, fax, phone, a24-hour Automated Teller and at nationwide ATMs. If your lifestyle changes, call or visit the creditunion. We will be glad to show you how you can continue to enjoy a lifetime of money-savingfinancial benefits.

WE MAKE IT EASY FOR YOU All of School Systems financial products and services are designed to save you money andprovide convenient advantages hard to find anywhere else.

SAVINGS AND INVESTMENT ACCOUNTS

We offer a variety of savings and investment accounts designed to help you accomplish yourfinancial goals. Savings at the credit union are called shares, and a dividend (interest) is earnedon all accounts. Contact the credit union for current rates and account details.

* Share Draft Checking Account(No minimum balance. No monthly service. No per-check charge. Visa Check Card

available)* Share Savings Accounts* Summer Shares

* Holiday Club* Money Market Accounts

* Share Certificates* IRAs (Individual Retirement Accounts)

* IRA Share Certificate* Roth and Educational IRAs* We can also provide the services of an outside certified financial

planner

LOANS FOR ALL REASONSWe offer full-service, low-interest loans with flexible repayment terms. For your convenience, loanapplications are taken in person, by phone, mail, and fax.

* First and Second Mortgage Loans

* Fixed Rate Home Equity Loans* Variable Rate Home Equity Line of Credit Loans* New and Used Vehicle Loans* Motorcycle, Boat and RV Loans

* Personal Loans* Secured Loans (Share and Share Certificates)

* Education Loans


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You can make your loan payments more convenient and automatic using Payroll Deduction, at nocost to you! We also have Loan Protection Insurance available at minimal cost.

OFFICE HOURSMonday - Thursday

9:00 - 4:30

Friday9:00 - 6:00Saturday

9:00 - 1:00

24 Hour, 7 Days/Week Account Access456-1611, Option 6

Websitewww.school-systems.com

C. Public Relations and Information

1. The Teacher and Public Relations

Nothing is more important to parents and taxpayers than the education of their children.Generally speaking, parents will accept the successes and failures of their childrenproviding there is reasonable assurance that each teacher has been fair, honest and,above all, communicative concerning the progress of their children.

Pupils are a teachers most important public: 2000 public relations agents leave ShakerHigh School daily, each with a story to tell about the happenings in school that day.

To each of these young people, school means their teacher with whom they come incontact daily. Every teacher must remember the worth and dignity of each individualstudent. Deal with them honestly and with an understanding that causes them to placetheir confidence in you. Friendliness and personal interest in each student will create aneducational atmosphere from which almost every student will find some success.

In order to create the proper relationship with each student, teachers must remember theindividual personality involved. Praise will get far better results than constant censure.Education needs the confidence of the public and this is developed largely throughchildren. In order for a school to develop worthwhile educational programs, the support ofthe public is essential.

2. Relations with the Press

It is most important that accomplishments of both students and faculty are made knownto the public. Teachers who are class advisors, or sponsors of clubs or otherorganizations, who wish to advertise their organizations activities or publicize theaccomplishments of students or faculty, should submit their typed news release to thePublic Relations Coordinators, Mrs. Skeals and Mr. Stephen King, Webmaster.


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D. Teacher Absences

The secondary schools of the North Colonie Central School District have arranged for thecoordination of substitutes through the Capital Region BOCES Substitute Coordination Serviceusing the SmartFind Express system. It is the responsibility of the teacher to complete a onetime registration process by calling 464-3920, entering your Access ID, voicing your name andselecting a PIN. Once registered, absences can then be reported 24 hours per day, 7 days per

week by calling 464-3920, or online at www.capregboces.org/SubCoordination.

Absences can be reported for the entire school year. Name, school and subject are stored inthe SmartFind Express database as default information. The teacher will select a reason, dateand time for the absence. A job number will be assigned. Please write down the job number, itis your confirmation that the absence has been recorded.

It is extremely important, that requests for substitutes be placed as early as possible. Anycall made after 6:30 AM will be interpreted as an emergency.

When teachers know in advance they will be absent on a particular day, or days, they shoulddiscuss this with their Department Supervisor before notifying the hiring agent.

In all cases involving a faculty member who must leave the school building during the school day,the decision as to whether or not a substitute is called rests with the administration; thus, notelephone call to the hiring agent is made under those circumstances.

If the Hall Principal determines that a substitute is to be employed, the call will be made by theBuilding Principals secretary.

As per the Agreement: All teachers will at all times have prepared at least three days specialsubstitute plans, relatively easy to follow, providing worthwhile experience for pupils and filed with

their Hall Principal. Substitutes will be expected to follow these plans and no other plans will beaccepted. Any questions concerning this section should be referred to your Hall Principal.

REMEMBER: THE ONLY PERSON TO CONTACT THE SUBSTITUTE- HIRING AGENT FOR ASUBSTITUTE IS THE TEACHER. TEACHERS MAY NOT HIRE THEIR OWN SUBSTITUTES.

E. Teachers School Day

1. The official school day is from 7:30 AM until 3:00 PM on Monday, 7:30 AM until 3:08 PMTuesday through Thursday, and 7:30 AM until 2:30 PM on Friday.

2. Teachers may leave the building during the school day with the approval of their Hall

Principal or Building Principal.

F. Lesson Plans

Sound planning is essential to effective teaching. Therefore, the responsibility to plan carefully foreach class rests with each teacher. In order to help teachers with their planning, the followingpolicy will be followed:

1. Lesson plans are to be written and prepared a week in advance. Teachers will submitthese plans to their Department Supervisor on days designated by the Supervisor.
http://www.capregboces.org/SubCoordinationhttp://www.capregboces.org/SubCoordinationhttp://www.capregboces.org/SubCoordination


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2. Teachers are to have on file, accessible to the Hall Principal, a special set of substitutelesson plans which have been approved by the Department Supervisor and which willprovide for at least three class sessions. These will be used in the event of absence.

After each use, this file must be updated. PLEASE INCLUDE CLASS LISTS.

G. Teacher Office

The teacher office is the heart of the Hall System. Teachers should remember that their office isa place of work. Meetings between teachers and students parents, or other school personnelshould be held in the hall conference rooms at any time with confidence that a professionalatmosphere will exist. Note: Smoking is not permitted at Shaker High School.

H. Faculty Lounge

The faculty lounge is the responsibility of the Shaker High School Faculty Lounge Committee. Although regular cleaning takes place, it is expected those who eat lunch there will return theirdishes to the kitchen.

I. Inclement Weather

In the event of heavy snow or impassable roads necessitating the closing of our schools, anannouncement to this effect will be made over local radio stations, and will be posted on theWebsite: www.northcolonie.org.

J. Teacher Evaluation

1. Please refer to the Agreement between the North Colonie Teachers Association and theNorth Colonie Board of Education.

2. All teachers are evaluated by their Department Supervisor with input from their HallPrincipal or the Building Principal. Teachers going on tenure are evaluated by DecemberTeachers scheduled for formal evaluation are evaluated prior to the closing of school.

The EVALUATION INSTRUMENT can be found in the FORMS section of this book.

K. General Rules Governing Expense Allowance for Attendance at Conferences

Application for conference attendance must be forwarded through the Department Supervisor tothe Building Principal. The Superintendent will act on all requests. Required forms may beobtained in the Main Office.

L. Leave of Absence

Leave of absence may be granted to teachers on tenure. Application should be submitted to theHigh School Principal through the teachers Hall Principal.


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M. Role of the Teacher

The primary role of the teacher is to present well-organized instruction following the establishedcourse outline which includes a variety of teaching techniques and periodic evaluation of studentprogress. While fulfilling this role, teachers shall be expected to remain up-to-date on all aspectsof their subject field and shall conduct themselves as follows: reflect a personal enthusiasmtoward teaching and learning with a genuine concern for the individual student; guide learning

activities so students learn to think and reason, assume responsibility for their actions, and respectthe rights of others; interpret, explain, and enforce school rules and regulations regarding studentbehavior; be firm, fair and consistent in enforcing rules in the classrooms, hallways, restrooms, onthe school campus, and at school-sponsored activities; give positive reinforcement for acceptablebehavior; demonstrate, by word and personal example, respect for law and order and self-discipline; refer to administrator or counselor any student whose behavior requires specialattention; and, inform parents regarding student achievement and behavior while consulting withparents whenever necessary.

III. SCHEDULES

A. Class Schedule

The master schedule consists of eight periods. A normal school day will have seventeaching periods. Periods 1 - 7 will occur at the same time each day they meet. Period 8rotates through the schedule changing each day in sequential order. Each period willoccur seven times in eight days as illustrated below.

SUBJECT PERIODS

1ST 2ND 3RD 4TH 5TH 6TH 7TH 8THDay Day Day Day Day Day Day Day

1st Class 1 (8) 1 1 1 1 1 1

2nd Class 2 2 (8) 2 2 2 2 2

3rd Class 3 3 3 (8) 3 3 3 3

4th Class 4 4 4 4 (8) 4 4 4

5th Class 5 5 5 5 5 (8) 5 5

6th Class 6 6 6 6 6 6 (8) 6

7th Class 7 7 7 7 7 7 7 (8)

Each subject meets seven times every eight school days as the notations on Period 1illustrates. Physical Education classes meet every other time a subject period occurs.Science laboratories meet every fourth time a subject period occurs. Since PhysicalEducation classes and science laboratories are scheduled for the same period each eightperiod segment is assigned a letter A, B, C or D, to identify these classes.


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Each student is assigned to either A and C rotation or the B and D rotation for PhysicalEducation. Science labs, Study Hall and Preparation periods are assigned during thealternate rotations.

Illustration:

Rachel Carson, Grade 9, takes Biology and is assigned to a laboratory first period.Rachels program for first period might be as follows:

Bio Lab A Study Hall CPhysical Education B Physical Education D

Following an eight-day period schedule, she would take the classes as shown below:

1st Class 1A(lab) (8A) 1B(PE) 1C(SH) 1D(PE) 1A(lab) 1B(PE) 1C(SH)

2nd Class 2A 2B (8B) 2C 2D 2A 2B 2C

3rd Class 3A 3B 3C (8C) 3D 3A 3B 3C

4th Class 4A 4B 4C 4D (8D) 4A 4B 4C

5th Class 5A 5B 5C 5D 5A (8A) 5B 5C

6th Class 6A 6B 6C 6D 6A 6B (8B) 6C

7th Class 7A 7B 7C 7D 7A 7B 7C (8C)

If Rachel were not taking Biology, her program for first period might be shown below:

Study Hall - APhys Ed 9 - BStudy Hall - CPhys Ed 9 - D

Copies of the daily schedule will be prepared in advance and made available to facultyand students.

The official school day for all students begins at 7:34 AM with homeroom and concludesat 2:17 PM. If students have no obligations to faculty or activities, they must leave thebuilding after the last class period at 2:17 PM.

B. Daily Time Schedule** 7:30 - 7:34 Pass to Homeroom

* 7:34 - * 7:40 Homeroom

7:40 - 7:45 Pass to First Class

* 7:45 - * 8:31 First Class


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Daily Time Schedule (contd)

8:31 - 8:36 Pass to Second Class

* 8:36 - * 9:22 Second Class

9:22 - 9:27 Pass to Third Class

* 9:27 - * 10:13 Third Class

10:13 - 10:23 Mid-Morning

** 10:23 - 10:28 Pass to Fourth Class

* 10:28 - * 11:14 Fourth Class

11:14 - 11:19 Pass to Fifth Class

* 11:19 - * 12:05 Fifth Class

12:05 - 12:10 Pass to Sixth Class

* 12:10 - * 1:26 Sixth Class (Lunch Period)

Lunch Group A:12:10 - 12:40 30 Minutes Lunch12:40 - 1:26 46 Minutes Class

Lunch Group B:12:10 - 12:33 23 Minutes Class12:33 - 1:03 30 Minutes Lunch

1:30 - 1:26 23 Minutes Class

Lunch Group C:12:10 - 12:56 46 Minutes Class12:56 - 1:26 30 Minutes Lunch

1:26 - 1:31 Pass to Seventh Class

* 1:31 - * 2:17 Seventh Class

2:17 - 3:08 Extra Help/Teach Prep/Class Activities

2:25 Buses Depart from Shaker High School

4:05 Activity Buses Depart from Shaker High School

5:00 Activity Buses Depart from Shaker High School

* Chimes ring at the beginning and end of each class period** Chimes will ring at 7:30 AM and 10:23 AM


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C. Time Schedule for School When Opening One Hour Late

Mid-morning will be available from 8:15 - 8:30 AM8:34 - 8:40 (06) Homeroom

8:45 - 9:21 (36) First Class

9:26 - 10:02 (36) Second Class

10:07 - 10:43 (36) Third Class

10:48 - 11:24 (36) Fourth Class

11:29 - 12:05 (36) Fifth Class

12:10 - 1:26 (76) Sixth Class (Lunch Period)

1:31 - 2:17 (46) Seventh Class

2:25 Buses Depart

D. Time Schedule When Opening Two Hours Late

Mid-morning will be available from 9:15 - 9:30 AM9:34 - 9:40 (06) Homeroom

9:45 - 10:09 (24) First Class

10:14 - 10:38 (24) Second Class

10:43 - 11:07 (24) Third Class

11:12 - 11:36 (24) Fourth Class

11:41 - 12:05 (24) Fifth Class

12:10 - 1:26 (76) Sixth Class (Lunch Period)

1:31 - 2:17 (46) Seventh Class

2:25 Buses Depart

E. Emergency School Closing

If school closes early due to an emergency situation, the next days schedule will be in effect.A new calendar will be produced by the Main Office for distribution to the faculty.


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IV. ATTENDANCE AND TARDINESS

This information is designed to help teachers keep accurate attendance using the Infinite Campus StudentManagement System. The procedures for taking attendance must be followed to insure uniformity andaccurate attendance of our students. Please refer to this information when questions arise.

A. Homeroom PeriodsHomeroom period will occur between 7:34 AM 7:40 AM. A serious and attentiveatmosphere shall prevail.

The purposes of the homeroom period are the taking of attendance, announcements,guidance activities and other activities, approved by the Hall Principal or BuildingPrincipal.

B. Homeroom and Classroom ProceduresHomeroom and classroom attendance must be completed by the end of the period .This information will be used as the basis for the Infinite Campus Daily Planner.

Homeroom teachers should pickup passes and other information in their hall offices in thehomeroom packet prior to the start of homeroom.

The daily homeroom and classroom attendance will be found in the Infinite Campus database. Teachers will have access to their homeroom and class rosters.

For guidelines on homeroom and classroom attendance refer to the following: AppendixA (Homeroom and Classroom Attendance Step-By-Step Procedures) and Appendix B(Attendance Responsibilities).

In homeroom, if a student enters late the student should be marked as tardy. The thirdand all subsequent tardies should be referred to the Hall Principal on a disciplinereferral form. Attendance Events can be found on the Infinite Campus Daily Planner.Parent/guardian contact information can be found in the class roster. A call home shouldbe made on the third tardy indicating to parents that detention will be assigned on thefourth and all subsequent tardies to homeroom.

Parent/Guardian notes are required for all tardies and absences. Such notes may notexcuse an absence or tardy, but acknowledge a students absence.


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C. Attendance and Tardiness to ClassTo determine the attendance procedure, refer to Appendix B see Student returns toclass.

1. Unknown Absences (Yellow As)

Unknown absences (yellow As) must be adjudicated within a day or two of theabsence. If this is not possible, a hall principal must be contacted by theteacher.

The yellow As are adjudicated in two ways: by the teacher notifying theattendance secretaries in the students hall office if a mistake has been made, orby turning in an Irregular Absence Form to the hall principal indicating that theteacher was not able to determine the reason for the absence after calling theparent.

2. Tardy to Class or School

A student who enters his/her classroom after the class has begun is tardy.Follow the procedure outlined in Appendix B (Attendance Responsibilities) seeStudent returns to class.

In the event a student is tardy to school, he/she will be expected to present apink tardy slip to the teacher of the class he/she is entering.

If a student is present in class but grayed out in the roster, the student must besent to the hall office to verify their attendance.


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HOMEROOM AND CLASSROOM ATTENDANCESTEP-BY-STEP PROCEDURES

Login to Infinite Campus

Click on icon for Infinite Campus (available on computer)

Other Options for LoginOpen the following internet browser

MAC OSX open Safari Windows XP open Internet Explorer

o Enter the following address from work or homehttps://nccsic.ncolonie.org

North Colonie Live Site Login Page Displays Enter assigned User Name EnterPassword (created by user)

Strong Password (>8 characters longmust include at least 1 number and 1 letter) Click on OK

Welcome to Infinite Campus screen displays

Access the Attendance screens Teachers can access the attendance screens two ways, by using the quick link under the Process

Inbox on the initial Infinite Campus screen or by navigating to the attendance module, Option 1 Click on the quick link on the initial Infinite Campus screen located in the

teachers Process Inbox. The Attendance screen will display for the period you selected.Option 2 Navigate to Instruction>Attendance (use the index menu).

The Attendance screen will display with tabs to separate the classes by period. Click the tab for the period that you wish to take (or edit) attendance for.

Taking Attendance Navigate to the Attendance screen using one of the methods listed previously. There are three Attendance radio buttons (P=Present, A=Absent, T=Tardy).

Students will default to PresentFor all absences, click on theA radio button next to the appropriate student.For all tardies, click on the Tradio button.

If all students are present for class, teachers must navigate to the period attendance for that classand click save.

Enter comments in the Comments box if appropriate. This box is not available when a student ismarked Present.

Click on the button.

Special Note: If a students radio buttons are gray, the attendance staff has already resolved this students attendance for thisperiod. Teachers cannot override the attendance staffs code. Examples could include:

Student is out Sick for the day Student is on a Field Trip

APPENDIX A
https://nccsic.ncolonie.org/https://nccsic.ncolonie.org/https://nccsic.ncolonie.org/


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Viewing Attendance Events Navigate to the Daily Planner

Instruction > Daily Planner(use index menu) Attendance Events are displayed weekly. To view a different week, input the date (any date in the

week needed) in the Date field and click on the button.Attendance Events are displayed by day and course section.

Events are color Codedo White = Excused, Red = Unexcused, Green = Exempt,

Yellow = Unknown (unresolved)

Report to Assist with Adjudication of Unknown Absences

Teachers may view and/or print a report entitled Section Roster Attendance Summary which will allow teachers toreview absences for each teaching or study hall section for the school year. The report will assist you withidentifying students with unknown absences. The report delineates the attendance code for student absenceand includes a column for Absent Unknown. The report is organized by (1) student and by (2) quarter, andincludes the number of absences for each attendance code. Please follow the directions below to generate thereport.

Click on Instruction Click on Reports Click on Attendance Summary

The screen will display Generate Report Use drop-down menu to select Section Click on Generate Report Review attendance and/or print to review

Course/Section Roster Navigate to the Roster

Instruction>Roster (use index menu) Click on Section drop down to view students in different course/sections

Student data will display in alphabetical order. This report will also allow the teacher to view otherinformation regarding the student; i.e, 504, IEP, etc.Clicking on the student name will provide a link to the Student Information Generalscreen for that student.To view a flag, hover over the students flag. (e.g. Medical, PE Excuse, Document(IEP)) To view a students IEP, click on the students name to link to the Student InformationGeneralscreen. Select the Documenttab and click on the Open IEP Documenticon.This is a view only version of the IEP.

Print a Class/Section Roster for the Class/Section that is displayedClick on the Print button on the Roster Tab


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SHAKER HIGH SCHOOL ATTENDANCE CODES

Code Description Status Excuse

AAW Administrative Approved Waiver A X ABE Absence Excused A E ABU Absence Unexcused A UCUT Class Cut A UEDE Early Dismissal Excused A EEDU Early Dismissal Unexcused A UESC External Suspension Compulsory A X

ESCA External Suspension Compulsory Absent A UESNC External Suspension Non-Compulsory A U

FT Field Trip A XGUID Guidance Office Visit A X

HI Home Instruction A XHOV Hall Office Visit A XINTR Internal Restriction A X

LE Late to School Excused A E

LTE Late to School (Tardy Excused) T ELTU Late to School (Tardy Unexcused) T ULU Late to School Unexcused A U

MOV Main Office Visit A XMUS Music Lesson A XNOA Nurses Office Appointment A XNOV Nurses Office Visit A EPIIP Personal Improvement Intervention Program A XPPV Pupil Personnel Visit A X

PSYC School Psychologist Visit A XRE Return to School Excused A E

REL Religious Observance A ERISE Response to Intervention for Successful Education A XRTE Return to School (Tardy Excused) T ERTU Return to School (Tardy Unexcused) T URU Return to School Unexcused A U

SAS Student Assistance Counselor Appointment A XSBA School Business Absence A X

SBER School Business Early Release E XSBT School Business Tardy T XSC Self-Contained A X

TCWD Take Child to Work Day Exempt A XTDYE Tardy Excused T XTDYU Tardy Unexcused T UTRNT Truant A U

Status: Excuse:A = Absence E = Excused (counts toward loss of credit)E = Early Dismissal U = Unexcused (counts toward loss of credit)T = Tardy X = Exempt (does not count as class absence

for loss of credit)


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SHAKER HIGH SCHOOLATTENDANCE RESPONSIBILITIES

EVENT WHO IS RESPONSIBLE TASK

Homeroom Attendance Homeroom teacher - taken by endof homeroom

Record in IC - attendance choices:Present, Absent or Tardy

Class Attendance Classroom teachertaken by endof the period

Record in IC - attendance choices:Present, Absent or Tardy

Student not present in class due to the following:1. Music lesson* Classroom teacher Student reports to classroom teacher

first. Classroom teacher marks Absentin IC. Type in notes section, ML.

Music teacher confirms student(s)attend lesson

2. Principal/Hall Officeappointment/visit*

Main, Taft or LF hall office staff Follow regular attendance procedures.Check daily planner to resolve reasonand location of absences. Verify the

time. See note below on studentsarriving to class with or without a pass.

3. Guidance Office

appointment/visit*

Guidance counselor or guidance

office staff4. School Psychologistappointment/visit*

Psychologist or psychology intern

5. Student AssistanceCounselor appt./visit*

Student Assistance Counselor

6. Nurses Officeappointment forrequired healthupdates such asheight/weight orphysicals

Health office clerical staff

7. Nurses Office visit** Health office clerical staff8. Special Education

(Student remains withSpecial Ed teacher)

Classroom teacher Sp Ed teacher communicates with GenEd teacher. Classroom teacher recordsabsence. Special Ed teacher informsthe hall office if the absence is excusedor unexcused.

Special Education teacher

9. Student arriving latefor school

Hall office attendance secretary Record in IC time of arrival, andadjudicate absence

10. Media Center visit(LF Hall Students)

Classroom teacher Student reports to study hall class first.Teacher marks student absent in IC.Student returns to study hall withstamped pass, absent changed topresent.

APPENDIX B


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EVENT WHO IS RESPONSIBLE TASK

Student returns to class:Student enters class latewith a pass

Classroom teacher Ifmore than half of the period remains,in IC change Absent to Present.Ifless than half of the period remains,in IC attendance secretary will assign

appropriate attendance code.Student enters class latewithout a pass

Classroom teacher Ifmore than half of the period remains,record Tardy in IC & follow standardattendance discipline procedures.Ifless than half of the period remains,record Absent in IC & follow standardattendance discipline procedures.

Late arriving student whohas not reported to theHall Office

Classroom teacher Send student to Hall Office to check in.

Teacher Absent Teacher Class roster printed & placed in Sub

Folder update roster periodically

Substitute teacher instructed to takeattendance using roster in Sub Folder &return it to hall office attendancesecretary as soon as possible after theclass.

Adjudication ofunresolved absences

Classroom teacher View yellow unresolved absencesthrough the Infinite Campus DailyPlanner. Refer to Class Rosterforcontact information.

Yellow As need to be adjucated withina day or two.

For specific directions see:IV. Attendance and Tardiness,C. Attendance and Tardiness toClass.

* School activity does not count against a students class attendance student recorded in these out of class activities should still receive paper pass

when returning to class

** School activity does count against a students class attendance

* 8/06Rev. 8/07


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D. Public Address Announcements

The public address system will be used to start each school day and to make announcementsapproved by the Building or Hall Principal.

In general, the P.A. system will be used to maintain quiet and control during fire and shelter drills,explain new regulations and procedures, and to announce priority sources of information deemed

necessary by the administration.

However, if you feel that an announcement for a particular hall should be read, it must besubmitted by 7:30 AM to the Hall Principal for his/her approval. General school announcements, ifappropriate, must be submitted to the main office by 7:30 AM the day before the announcement isto be made, and must be approved by the Building Principal.

All announcements must be signed by the responsible faculty member. Announcements must betyped or printed and indicate the day they are to be read. Announcements will be read only duringhomeroom. If an announcement is to be given for more than one day, it must be rewritten andsubmitted each day to avoid repetition. Clarity and brevity are most important. Club meetings andathletic practices should be posted. The form can be found on the last page of this Handbook.

The ANNOUNCEMENT FORM can be found in the FORMS section of this book.

E. Video Morning Announcements (Broadcasting Club)

Video morning announcements will take place each morning of the week. A Wiki page (located onthe Shaker Home website page) has been developed to enable faculty and staff to submitannouncements so that a script for the next morning can be compiled in a timely manner. Toaccess this information go towww.ncolonie.com, click on the SHS Resources link, then click onthe SHS 75 image (Welcome to SHS 75 Bison Broadcasting). You will find the option Submit/Edit

Announcements on the menu at the top of the website. Here you can access daily

announcements and past announcements for the week. This page also contains a web link thatprovides an area to insert an announcement to be broadcast the next day and/or next few days.This link requires an ID name and password. The password is strictly for faculty, staff andstudents who absolutely require it, and it is not to be shared with others. The announcementinformation will be distributed into a database then processed into a script. All announcementsmust be inserted by 7:00 a.m. the morning of the announcement. All ID names and passwords willbe emailed to club advisors, coaches and administrators. If anyone does not receive an ID nameand password, and requires access to the site, please email Kevin Smith [email protected].

F. In the Event of the Death of a Student or His/Her Parents

Faculty members should call to the attention of the Hall Principals and Counselors all informationconcerning serious illness or death in the families of our students.
http://www.ncolonie.com/http://www.ncolonie.com/http://www.ncolonie.com/mailto:[email protected]:[email protected]://www.ncolonie.com/


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V. STUDENT PROGRESS REPORTING

A. Philosophy of Grading

1. Marks are a means of evaluating each students academic progress and achievement. Agrade should be relative to the objectives of each course of study and are designed to

inform the student and his parents of the teachers evaluation in relation to the statedobjectives. Each student then must be evaluated on an individual basis always keepingin mind the ability he/she possesses.

2. The concept of Relative Grading should be followed within each expected range ofachievement. Grades falling out of the expected range are a recommendation for transferto another level of instruction.

3. Care should be taken to insure that grade distributions follow some pattern that can beidentified and that a level of understanding is reached in each area or unit before the nextone is undertaken.

4. Teachers should remember that a grade rests ultimately on teacher judgment. Tests areconstructed on judgment. Credit is given on judgment; recommendations are given toparents, employers, and colleges on judgment. In the final analysis, good judgment andhigh standards cannot be separated. Please remember teachers are human and so arestudents.

5. ALL MATERIALS USED TO RECORD DAILY GRADES AND TESTS AND TODETERMINE QUARTERLY GRADES ARE TO BE RETAINED IN THE SCHOOL ASPART OF THE SCHOOLS PERMANENT RECORDS.

6. In compliance with this requirement, all such materials must be neatly wrapped and

turned in to the Department Supervisors Office before the close of school each June -faculty members leaving Shaker before this time should turn this material in at the time ofleaving.

7. This material will be kept on file for a minimum of 20 years.

Interim Progress ReportsCommendation and Warning Notice

As part of the total student evaluation procedure, Interim Progress Reports are sent home mid-way

through each marking period. The necessity of maintaining regular and close contact withstudents and parents is partially met through the Interim Progress Report.


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The Interim Progress Report notifies students and parents of the students current status in aparticular class, from exceptional achievement to failing. Teachers should not give students failingquarterly grades without first having notified the student of the potential through the InterimProgress Report. If, after the interim notice is sent, a student falls into the failing category, animmediate telephone contact should be made to the parents by the teacher.

Parental reaction to the issuance of these reports will be determined by the follow-up which occurs

through the direct contact between teachers and parent. Teachers should make parental contactby telephone/email whenever possible. However, the importance of each written notificationcannot be underestimated. When discussing students work with parents, please follow theguidelines below:

1. Be honest and sincere.

2. Describe your evaluation completely.

3. Make positive suggestions for correction.

4. Stress the need for cooperative effort between school and home.

All fourth quarter warning notices for seniors who are failing, or potential failures, must be followedup by a verbal communication with the students parent. If no warning notice is sent and a seniorsubsequently falls in the failing range, a call must be made as soon as possible.


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B. Progress Reporting Infinite Campus

1. Navigating Grading By Task

STEP 1 Choose your class using the dropdownbox.

STEP 2 Expand the Instruction module byclicking on the word or the + sign (which becomesa -sign when expanded).

STEP 3 Select Grading By Task by clicking onthe words to reveal a drop-down menu.

STEP 4 Use the drop-down menu to select Q1Progress Report. For other quarters, select theappropriate Progress Report task.

After STEP 4, a new field will show where you may now enterinformation abouteach student in theclass.

Rev. 8/07; Screen shots taken 6/07



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C. Entering Progress Reports

Before entering Progress Reports, Canned Comments must be turned on for each course taught. These directions aswell as the Interim Progress Report Comments Bank will be posted in Infinite Campus when the grading window opensfor Progress Reports.

STEP 1 In the Score column, use thedrop-down box to choose Progress RPT forthe student you wish to comment on.

STEP 2 To bring up the comment list, clickon the small picture of the paper and pencilnext to the large comment field.

NOTE: Steps 3 through 6 correspond to thepicture at the bottom of the page.

STEP 3 If you choose to comment on astudent, you MUST check at least one of the choices between 1 and 6. Check off all comments you wish to include byclicking in the small box to the left of each comment. You will likely need to use the scroll bar on the right hand side ofthe comment window to reveal additional comments.

STEP 4Click on the Update Comment button to accept all of the comments that you checked off. The commentswill now appear in the comment field for that student.

STEP 5 OPTIONAL After you have updated your comments, if you discover an error and wish to delete thecomments, simply click on the X to erase all chosen comments.

STEP 6Save your work frequently byclicking the Save button.



3

4

5

6


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After comments are complete, your comment screen may look something like this:

IMPORTANT NOTES

1. If Progress RPT does not appear in the Score column for a given student (in otherwords, STEP 1 was notcompleted), none of the comments you choose will be printed to the actual progress report. The commentswill show on the screen, but they will NOT print.

2. Remember to SAVE often. It is NOT necessary to save after each student, but you must save beforeswitching to a different class or all data will be lost.

3. Please remember to verify your comments to minimize mistakes.

Should questions arise, please feel free to contact the Information Services office at ext. 3756.




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D. Grade Reporting

All grades are reported directly into the current student management system. The reports are mailed toparents and are not returned to the school. The reports are cumulative and are constructed entirely bymachine from grades input by each teacher.

All grades are numerical. Grades should include the following:

1. Quarterly teacher judgment grades based upon the grades found in the teacher class book.Teachers must weigh their grades in a manner which is consistent for all students in the class andwhich can be defended when necessary.

2. A mid-year test and a final test, each of which is departmentally constructed, will be given. Insome courses, semester tests and final examinations may not be given. These courses will beidentified to students early in the semester.

3. Semester averages are computed from the two quarterly grades and the semester examinationwhen one is given.

4. The Final School Mark (FSM) is the average of the first and second semester averages. Anysemester average or FSM, which computes a .5 or higher, will be raised to the next higher wholedigit. Any FSM which computes as 63 or 64 will automatically be raised to a passing 65.

E. Some Basic Considerations

1. Each quarterly mark is reported in terms of a one-point differential.

2. The lowest mark that may be given as a quarter mark is 50. This is due to our emphasis on classwork. With our system, which rewards consistent class work, a student who does poorly duringany one quarter may make it mathematically impossible to pass the course. For example, a

student who, for unknown reasons, starts poorly might earn a 20 as his first quarter mark. If hewere to find himself and earn 70s for each quarter the rest of the year and receive 70 on his finalsemester test, he would fail with a final school average of 61. Thus, all quarterly marks below 50are marked as 50.

3. Semester tests, final tests, semester averages and final school averages are recorded as they areearned. In order to prevent a student failing as the result of a low mark on a semester or final test,a teacher may raise the actual grade from below 50 to 50. This should be done only if it is felt thatthe students best interest would be served.

4. Students who work at or beyond their expected level of achievement should be marked accordingto their ability. The lowest mark to be recorded is 65 for any student working at his capacity. It is

assumed that most students will score in excess of this mark.

5. The passing mark is 65.


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3. Quarter Grading Infinite Campus

a. Navigating Grading By Task

STEP 1 Choose your class using the drop-downbox.

STEP 2Expand the Instruction module byclicking on the word or the + sign (whichbecomes a -" sign when expanded).

STEP 3Select Grading By Task by clickingon the words.

STEP 4 Use the drop-down menu to selectQ1 - Quarter Grade.




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After STEP 4, a new field will show where you may now enter information about each student in

the class.

IMPORTANT The remaining pages walk through steps to enter grades. Entering numeric

grades is SLIGHTLY different than entering other non-numeric grade types. MOST

teachers will need to enter numeric grades, however, there will be times when SOME

teachers will enter non-numeric grade (Pass/Fail, for example). Any other non-numeric

grades must be approved by the Supervisor and Hall Principal.




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b. Entering Numeric Grades (picture below corresponds with the following steps).

STEP 1Typein the grade the student earned in the Percent field.

STEP 2 Use the drop-down menu in the Score column to enter the SAME NUMBER you typed in thePercent field. This seems repetitive, but is necessary for the computer to correctly calculatefinal marks in courses.

STEP 3 Use the drop-down box to enter a Citizenship comment.

STEP 4 Use the drop-down box to enter an Effort comment.

Make sure all other fields remain blank. ONLY those fields indicated above should haveinformation in them. Therefore, NONE of the Comments fields should have information inthem and the boxes immediately to the right of the Effort and Citizenship fields shouldremain empty just like the picture below.

STEP 5Use the Save button to save your work. You do not need to save after each student, however itis always a good idea to save frequently. If you do not save before moving to another class,you may lose your work.

Please note the blank fields. They MUST remain blank.



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c. Entering Non-Numeric Grades

Non-Numeric grades may only be entered for Science lab students and/or Special Education students takinga course Pass/Fail. All other non-numeric grades should be entered by the respective hall office. A Non-Numeric Grade Input form must be completed and returned to the Academic Supervisor or Director.

Entering non-numeric grades is almost identical to the above with the exception that the Percent columnshould NEVER have information in it. Please follow the steps below. The picture below these steps showswhich fields should contain information.

STEP 1 Use the drop-down box under the Score column to find the non-numeric grade. PLEASE NOTEthat all non-numeric grades are at the bottom of the drop-down list.

STEP 2 Use the drop-down box to enter a Citizenship comment.

STEP 3 Use the drop-down box to enter an Effort comment.

STEP 4Use the Save button to save your work. You do not need to save after each student, however itis always a good idea to save frequently. If you do not save before moving to another class,you may lose your work.

Pleasenote that none of the Percent column boxes or Comments boxes have information in them.

Verifications Please be sure to verify your grades. For specific instructions regarding the verificationprocess, please refer to document G. Grade Verification Process.




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G. Grade Verification Process Infinite Campus

This document is designed to outline the grade verification process for all four quarters throughout the regularschool year. The process is NOT the same for all four quarters. Task verification is directly linked to specificcourses and therefore grading tasks may differ from course to course.

QUARTER 1

- Grading window opens; teachers may begin inputting quarter grades, effort and citizenship.

o For numeric quarter grades, make sure Percent and Score fields are populated and match.o For non-numeric grades (Pass/Fail), effort and citizenship, ONLY populate the Score field using

the drop-down box.o Comment fields should NOT be populated. (They are only used for progress reporting.)

- Prior to close of grading window, error reports will be printed and distributed to all faculty.

o Quarter 1 grades, effort and citizenship can be viewed on the Grades Report in Infinite Campus.

Directions to print the Grades Report will be posted in Infinite Campus when the grading windowopens.

o The grading window will remain open for a brief time to allow teachers to make any final changes.

- Grading window closes.

o All changes must now be given to the appropriate Hall Office.

- Report cards mailed home.

QUARTER 2

- Grading window opens; teachers may begin inputting grades, effort and citizenship.

- Below outlines possible grading tasks:

Semester Courses Full Year Courseso Quarter 2 Quarter Gradeo Efforto Citizenshipo Final Exam (if applicable)o Final Mark (enter if you want to override the

calculation)

o Quarter 2 Quarter Gradeo Efforto Citizenshipo Mid-Term Examo Regents Exam (if applicable)

o For numeric quarter grades, ME and RE, make sure Score and Percent fields are populated andmatch.

o For non-numeric grades (Pass/Fail), FM, effort and citizenship, ONLY populate the Score field.o Comment fields should NOT be populated. (They are only used for progress reporting.)

- Prior to the close of the grading window, verification sheets will be printed and distributed to faculty.

o S1s will be calculated and shown on the 1 st set of verification sheets in addition to applicablegrading tasks (Q2, ME, FE, RE, or FMs).


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o FMs will not be calculated for the 1st set of verification sheets. They will only show if they havebeen populated by the teacher.



- Final Verification sheets will be printed and distributed to faculty.

o Verifications will include recalculated S1s and calculated FMs.o All changes must now be given to the appropriate Hall Office.o Please note that any changes at this time will require the hall office to manually recalculate S1 or

the FM.


QUARTER 3

- Grading window opens; teachers may begin inputting quarter grades, effort and citizenship.

o For numeric quarter grades, make sure Score and Percent fields are populated and match.o For non-numeric grades (Pass/Fail), effort and citizenship, ONLY populate the Score field.o Comment fields should NOT be populated. (They are only used for progress reporting.)

- Prior to close of grading window, error reports will be printed and distributed to all faculty.

o Quarter 3 grades, effort and citizenship can be viewed on the Grades Report in Infinite Campus.Directions to print the Grades Report will be posted in Infinite Campus when the grading windowopens.



o All changes must now be given to the appropriate Hall Office.



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QUARTER 4

- Grading window opens; teachers may begin inputting grades, effort and citizenship.

- Below outlines possible grading tasks:

Semester Courses Full Year Courseso Quarter 4 Quarter Gradeo Efforto Citizenshipo Final Exam (if applicable)o Final Mark (enter if you want to

override the calculation)

o Quarter 4 Quarter Gradeo Efforto Citizenshipo Final Examo Regents Exam (if applicable)o Final Mark (enter if you want to override the

calculation

o For numeric quarter grades, ME and RE, make sure Score and Percent fields are populated andmatch.

o For non-numeric grades (Pass/Fail), FM, effort and citizenship, ONLY populate the Score field.o Comment fields should NOT be populated. (They are only used for progress reporting.)

- Prior to the close of the grading window, verification sheets will be printed and distributed to faculty.

o S2s will be calculated and shown on the 1 st set of verification sheets in addition to applicablegrading tasks (Q4, FE, RE, or FMs).

o FMs will not be calculated for the 1st set of verification sheets. They will only show if they havebeen populated by the teacher.



- Final Verification sheets will be printed and distributed to faculty.

o Verifications will include recalculated S2s and calculated FMs.o All changes must now be given to the appropriate Hall Office.o Please note that any changes at this time will require the hall office to manually recalculate S2 and

the FM.




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H. MID-TERM/FINAL EXAM GRADING Infinite CampusQuarter 2 and 4 Addendum

Quarter 2 is somewhat unique in that many of our courses require Mid-Term grades or, for half year courses, Final Examgrades. Again in quarter 4, many courses require Final Exam grades. The following steps will help to clarify how to enter

ANY Mid-Term and/or Final Exam/Regents grades for any course which may require them. In this example, we willenter Mid-Term grades for a Math course.

PLEASE NOTE: Entering regular Quarter grades for quarters 2 and 4 is not different than before. Please refer to theprevious QUARTER GRADING hand-out for step by step instructions.

a. Navigating Grading By Task

STEP 1 Choose your class using the drop-down box.

STEP 2Expand the Instruction module by clicking on theword or the + sign.

STEP 3Select Grading By Task by clicking on thewords.

STEP 4 Use the drop-down menu to select the task youwish to grade.

NOTE: When you drop this box down, you will notice thatyou have a variety of tasks available to select from. Thetasks for your course are specific to your course andtherefore may NOT be the same tasks available for other courses. For example, if your full year course culminated in aRegents Exam, you should see a task called Q4 Regents. If your full year course culminates in a school final, youmight find a task that will say Q4 Final Exam.




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You will notice that all tasks are associated with a particularquarter. This is necessary for the computer to make a FSMcalculation.This picture shows all tasks available for a fullyear Math course. Remember, your tasks may vary.

We will select Q2 Mid-Term Exam.

Other tasks may be chosen at various times during theyear (based on which quarter we are presently gradingin) and will depend on your specific course.

b. Entering a score (same process as any numeric grading).

STEP 1Type in the score in the Percentfield.

STEP 2 Use the drop-down box to enter thesame score in the Score field.

STEP 3 Repeat for each student.

STEP 4 Save.

NOTE: Make sure to leave the Comments field blank for all students. Also, be sure to check that the score assignedin the Percent field matches the Score field as above.

FINAL NOTE: It may seem redundant to have to enter Quarter Grades separately from Mid-Terms or Finals, but thecomputer needs to treat them as separate tasks in order to calculate Final School Marks.




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I. Incomplete Marks

1. Incomplete marks should not be a problem with our marking system. In extremecircumstances it might be necessary to mark a student incomplete. When this situationpresents itself, first discuss it with your Department Supervisor. If it is agreed that anincomplete should be given, inform the student of the reason and record an I in theGrade Column on the Grade Collection Sheet.

2. All incompletes must be made up before the close of the next warning period. If astudent fails to make up an incomplete, the teacher must record a mark for that quarter.

Any exception to this rule must be discussed with your Hall Principal.

3. When an incomplete is made up, the teacher will complete the Interim Report Card andreturn it to the Hall Office.

J. Grade Distributions

Teachers must constantly be aware of the degree of success being attained by each class. Sincewe operate with a tracking system, the distribution of marks for each class is expected to followwithin the anticipated range of achievement for that particular level. Exceptions may occur ineither the high range or the low range. When any student constantly falls out of the anticipatedrange of achievement, he would then be considered for the movement into the next higher or nextlower level.

A review of all grade distributions should be done regularly by each teacher. With teacher judgment as a basis forour entire marking system, we must never forget the possibility of human error.

K. Infinite Campus Frequently Asked Grading Questions

Many questions about grading have arisen since we went live in September of 2006. This FAQ is

designed to answer some of those questions with the latest information we have available. It is anticipated that thisdocument will need frequent revision, so be sure to pay attention to the revised date located at the bottom of eachpage. Also, please note that this document does NOT cover any attendance based questions.

Q Does the system have the ability to automatically place certain grades in field or do we have to entereverything manually?

AIn some instances, the system can autofill certain information into specific fields. In the Grade by Tasksection after a particular task is selected, a field now exists at the top of the list of students. Teachers mayselect a score and then push fill all or fill empty to have that score instantly populate fields. This feature willbe particularly helpful for pass/fail classes (labs) and may be used for classes that do not have a wide variety ofgrades and/or progress reporting.

QWhy do we have to enter the same grade in both the score column and the percent column?A Infinite campus uses both columns, but for two very different reasons. The score column is used to print marks

for students. This is the mark that appears on the report card. The percent column is used to calculateSemester 1 (S1), Semester 2 (S2) and Final School Marks (FSMs) for students. If the two columns are different,it is possible that the grades indicated on the report card will not properly calculate to the students FSM. Toavoid this, we must match the two columns.


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Q How are we supposed to know when and how to use all of the different non-numeric grades in InfiniteCampus?

AWe are going to handle non-numeric grading predominantly through the Hall Offices from now on. An enormousamount of confusion occurred towards to the end of the year trying to figure out what all the different non-numeric codes meant and when to use them. From now on teachers are only responsible for assigning Pass/Fail non-numeri

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