Copy of 20_21 RHS Staff Handbook

Reading Senior High School STAFF HANDBOOK 2020-2021

RHS STAFF HANDBOOK 7 TABLE OF CONTENTS 8 8 TAB 1: STUDENT SUPPORTS FLOW CHART 9 11 POOR ACADEMIC PERFORMANCE 11 PROCEDURE FOR COURSES 12 PROCEDURE FOR EDGENUITY 12 12 SOCIAL EMOTIONAL ISSUES 12 STUDENT RISKY BEHAVIORS (SAP REFERRAL) 12 STUDENT CRISIS SITUATIONS 13 IN THE BUILDING 13 VIRTUAL LEARNING 13 SUSPECTED CHILD ABUSE 14 MAKING A REPORT 14 SUICIDAL / HOMICIDAL IDEATION 14 IN THE BUILDING 14 VIRTUAL LEARNING 15 15 ATTENDANCE ISSUES 15 WHOLE DAY UNEXCUSED/UNLAWFUL ABSENCE 16 CLASS CUTS 16 LEAVING CLASS EARLY UNAUTHORIZED 17 LATE TO CLASS 18 LATE TO CLASS WITH A PASS 18 LATE TO CLASS WITHOUT A PASS 18 LEVEL 1 & 2 INFRACTIONS 1 LEVEL 1 INFRACTIONS LEVEL 2 INFRACTIONS LEVEL 3 & 4 INFRACTIONS LEVEL 3 INFRACTIONS LEVEL 4 INFRACTIONS

RHS STAFF HANDBOOK 20 TAB 2: BUILDING PROCEDURES 20 AEDY REFERRAL 20 21 IN THE BUILDING 21 VIRTUAL LEARNING 22 BREAKFAST 22 IN THE BUILDING 22 22 REGULAR BELL SCHEDULE 23 COVID BELL SCHEDULE 23 VIRTUAL LEARNING CELL PHONE USAGE (Student) 24 IN THE BUILDING 25 VIRTUAL LEARNING 25 CORE TEAM REFERRAL 25 26 IN THE BUILDING - BOTH REGULAR AND COVID BELL 26 VIRTUAL LEARNING 26 DRUG OR ALCOHOL USE (Suspected) 27 IN THE BUILDING - - BOTH REGULAR AND COVID BELL VIRTUAL LEARNING 27 ESCHOOL ATTENDANCE ENTRY (Teacher) 27 HOMEROOM ATTENDANCE IN ESCHOOL 27 27 IN BUILDING FOR REGULAR BELL SCHEDULE 28 IN BUILDING FOR COVID BELL SCHEDULE 28 VIRTUAL LEARNING 28 CLASS ATTENDANCE PERIOD BY PERIOD IN ESCHOOL 28 IN BUILDING FOR REGULAR BELL SCHEDULE 30 IN BUILDING FOR COVID BELL SCHEDULE 30 VIRTUAL LEARNING FIELD TRIPS 2 IN THE BUILDING

RHS STAFF HANDBOOK 30 31 VIRTUAL LEARNING 31 HEALTH ROOM 31 32 IN THE BUILDING 32 VIRTUAL LEARNING 32 HOMEBOUND INSTRUCTION 33 IN THE BUILDING 33 VIRTUAL LEARNING 33 INCIDENT REPORT 34 IN THE BUILDING 34 VIRTUAL LEARNING 34 ISS, TPC, LSBMS 35 IN THE BUILDING 35 VIRTUAL LEARNING 35 LEAVING CAMPUS UNAUTHORIZED 36 IN THE BUILDING 36 VIRTUAL LEARNING 36 LESSON PLANS 37 IN THE BUILDING 37 VIRTUAL LEARNING 37 LUNCH FOR MAIN CAFETERIA 37 IN THE BUILDING 37 37 REGULAR BELL SCHEDULE 38 SSO POSTS FOR MAIN CAFETERIA PERIODS 4A, 5A, 5B, 5C, AND 6BSSO 38 38 COVID BELL SCHEDULE 38 VIRTUAL LEARNING NON-INSTRUCTIONAL BLOCKS 3 IN THE BUILDING REGULAR BELL SCHEDULE COVID BELL SCHEDULE

RHS STAFF HANDBOOK 38 39 BLOCK A- 7:25-8:00AM (35 MINUTES) Pagan 39 BLOCK B- 8:00-8:35AM (35 MINUTES) 39 BLOCK C- 8:35-9:10AM (35 MINUTES)- PAGAN BLOCK D- 2:10-2:25PM (15 Minutes) 40 VIRTUAL LEARNING 40 41 NORMS 41 IN THE BUILDING VIRTUAL LEARNING 42 TAB 3: SIP/EL ACHIEVEMENT 42 42 RHS MISSION STATEMENT: 42 RHS VISION STATEMENT: 43 PRIORITY STATEMENT 1 43 PRIORITY STATEMENT 2 PRIORITY STATEMENT 3 45 TAB 4: DISTANCE LEARNING 46 TAB 5: RHS INSTRUCTIONAL PRACTICES 47 TAB 6: GRADING 47 47 GRADING PRACTICES 47 SYLLABUS 48 eSCHOOL 49 GRADEBOOK CATEGORIES BY COURSE: 50 50 eSCHOOLPLUS SET-UP PROCEDURES 50 SETTING UP CATEGORIES 50 STEP 1: CATEGORY 50 STEP 2: WEIGHT 50 STEP 3: DROP LOWEST 50 STEP 4: MARKING PERIOD STEP 5: MISSING SCORES 4 STEP 6: SAVE

RHS STAFF HANDBOOK 50 52 STEP 7: ADD A NEW CATEGORY 54 MISSED WORK/MAKE-UP PROCEDURES/LATE WORK READING HIGH SCHOOL ATHLETIC ELIGIBILITY 55 TAB 7: CORE TEAM 55 55 CORE TEAM PURPOSE 55 CORE TEAM PROCEDURES 56 56 IN THE BUILDING - BOTH REGULAR AND COVID BELL 56 VIRTUAL LEARNING 57 CORE TEAM MEMBERS 57 CORE TEAMS 58 CORE TEAM RESPONSIBILITIES 59 CORE TEAM MEETING SCHEDULING & DOCUMENTATION 61 CORE TEAM MEETING EXPECTATIONS 63 COUNSELOR DUTIES SOCIAL WORKER DUTIES 65 SAIP ROLES AND RESPONSIBILITIES 65 TAB 8: SOCIAL EMOTIONAL WELLNESS 69 70 MASLOW’S HIERARCHY OF NEEDS 71 RHS HOMELESS IDENTIFICATION PROCESS 72 CRISIS SITUATIONS 72 73 SUICIDAL/HOMICIDAL IDEATION 75 CHILD ABUSE 77 QUICK TIP: COMPLETING A CHILD ABUSE REPORT 77 MANDATED REPORTING GUIDELINES 78 STUDENT ASSISTANCE PROGRAM (sap) 78 SAP ROLES AND RESPONSIBILITIES SAP MEETINGS 79 SAP LIAISON (from CARON Foundation) 2020-2021 READING SENIOR HIGH SCHOOL SOCIAL WORKERS 5 TAB 9: BEHAVIOR MANAGEMENT

RHS STAFF HANDBOOK STUDENT SUPPORTS 79 LEVELS OF INFRACTIONS AND DISCIPLINARY CONSEQUENCES 81 UNDERSTANDING PROGRESSIVE DISCIPLINE 85 USING RESTORATIVE PRACTICES 85 TAB 10: INSTRUCTIONAL COACHING 86 WHAT IS AN INSTRUCTIONAL COACH? 87 WHAT DOES THE “COACHING CYCLE” LOOK LIKE? 87 WHAT A COACH IS AND IS NOT 89 ASIDE FROM ENGAGING IN COACHING CYCLES, WHAT ELSE DOES AN INSTRUCTIONAL COACH DO TO SUPPORT INSTRUCTION IN THE BUILDING? 89 AS A TEACHER, HOW CAN I ACCESS IMPORTANT INFORMATION I NEED RELATED TO MY PROFESSIONAL 89 RESPONSIBILITIES AND CLASSROOM INSTRUCTION? HOW DO I CONTACT A COACH? 89 WHY WORK WITH AN INSTRUCTIONAL COACH? 90 WHAT ARE THE POSSIBLE TOPICS FOR A COACHING CYCLE? 90 WHAT FROM THE COACHING CYCLE WILL BE SHARED WITH THE ADMINISTRATION? 90 2020-2021 TEACHING AND LEARNING TEAM: 92 21st Century Classrooms 93 TAB 11: SECURITY AND EMERGENCY PROCEDURES 94 2020-2021 SECURITY PLAN 94 CAFETERIA PROCEDURES 95 SSO STAFF ASSIGNMENTS AND OVERVIEW OF RESPONSIBILITIES 96 99 PROCEDURE FOR REPORTED INCIDENTS OF PHYSICAL ALTERCATIONS AND VERBAL DISAGREEMENTS 99 SSO PROCEDURE OF REPORTED INCIDENCES OF BULLYING (CYBER) 99 RESTRAINING STUDENTS 100 PROCESS FOR DOCUMENTING INCIDENTS/VIDEO AT RHS 100 EMERGENCY GUIDE: 101 FIRE DRILLS: TAB 12: CUSTODIAL PROCEDURES 104 6

RHS STAFF HANDBOOK TAB 1: STUDENT SUPPORTS FLOW CHART 7

RHS STAFF HANDBOOK POOR ACADEMIC PERFORMANCE PROCEDURE FOR COURSES Teachers will monitor gradebooks weekly and will complete teacher interventions for failing students. If a student has a ​Course Failure and their ​Current grade is below a 60%, the teacher will follow the below interventions. 1. Teacher Intervention #1:​ ​ Teacher will conference with student (ie. in person, Google, Email, Remind) about missing assignments & late work policy within 5 school days. ● Did academics improve to passing during the next weekly gradebook check? ○ If yes, continue to monitor students grade weekly ○ If no, move to intervention #2 2. Teacher Interventions #2:​ ​ Teacher will make contact with parent/guardian via phone call or email (use POA if Spanish speaking) ● Did academics improve to passing during the next weekly gradebook check? ○ If yes, continue to monitor students grade weekly ○ If no, move to intervention #3 3. Teacher Interventions #3​: Teacher will complete CORE Team Referral and submit to student’s AP. ● The School Counselor will schedule a Core Team meeting within 48 hours. *Teachers will attend the meeting. 8

RHS STAFF HANDBOOK ● The Core Team will initiate an Action Plan. ● The Core Team & teacher will implement & monitor the student’s success on Action Plan. PROCEDURE FOR EDGENUITY Teachers will monitor Edgenuity Database weekly and will complete teacher interventions for ​not making adequate weekly progress. If a student’s ​Edgenuity Weekly Progress Report/Database reports that a Student completes < 5% Progress in any given week,​ the teacher will follow the below interventions. 1. Teacher Intervention #1​:​ Teacher will conference with student (ie. in person, Google, Email, Remind, Edgenuity Email) about Edgenuity/CR expectations within 5 school days. ● Did progress improve to at least 5% weekly progress during the next weekly progress check? ○ If yes, continue to monitor students grade weekly ○ If no, move to intervention #2 2. Teacher Intervention #2:​ Teacher will make contact with parent/guardian via phone call or email (use POA if Spanish speaking). ● Did progress improve to at least 5% progress during the next weekly progress check? ○ If yes, continue to monitor students grade weekly ○ If no, move to intervention #3 3. Teacher Intervention #3:​ Teacher will complete CORE Team Referral and submit to student’s AP ● The School Counselor will schedule a Core Team meeting within 48 hours. *Teachers will 9

RHS STAFF HANDBOOK attend the meeting. ● The Core Team will initiate an Action Plan. ● The Core Team and teacher will implement and monitor the student’s success on the Action Plan. 10

RHS STAFF HANDBOOK SOCIAL EMOTIONAL ISSUES STUDENT RISKY BEHAVIORS (SAP REFERRAL) ● Students are observed exhibiting risky behaviors that impact success at school that may lead to the student dropping out of school, drug and alcohol use, anger issues, peer problems, family issues, possible mental health issues, etc. ● Teacher will complete a SAP Referral and send it to the students’ Social Worker by the end of the school day. Link for SAP Referral ○ Core Team members ● SAP Process begins (Link for SAP Process) ● Social Worker will send SAP checklists to ● Administration, School Counselor, Teachers, & Nurse to collect data. ○ *Checklists must be returned to Social Worker within 1 week upon receipt of the SAP Referral ○ *FYI: Specifics related to the SAP referrals must remain confidential. SAP Referrals should be made for students who exhibit RISKY behaviors that impact success at school and may lead to the student dropping out of school, drug and alcohol use, anger issues, family issues, peer problems, and possibly mental health issues. ● Teacher will complete a yellow SAP referral o Complete all information on the form making sure the information is observable behavior, and does not include opinions 11

RHS STAFF HANDBOOK ● SAP Referrals will be given to the student’s Social Worker ● SAP Team begins process o Social Worker will distribute a Behavior Observation Form to all staff members who work with the student o Staff Members will complete the Behavior Observation Form and return it to the Social Worker within four days o Social Worker will obtain parent permission ● Social Worker will notify the referring teacher that the SAP referral was received ● FYI:​ Specifics related to the SAP referral must remain confidential due to school law Yellow SAP Referral forms can be found in the RHS Teacher Portal, in the main office, 3​rd​ floor Guidance Suite, or 4t​ h​ Floor teacher copier room. STUDENT CRISIS SITUATIONS ● Crisis Situations: This could include self harm, suicidal/homicidal ideations and more. Link for more examples of crisis situations C​ risis Situations ○ IN THE BUILDING ■ The teacher must keep the student in the classroom and call an AP or Social Worker immediately. If you are unable to make contact with AP or Social Worker, the teacher must call the front security desk and have the student escorted to the health room. ● Teacher will complete an incident report immediately to be sent to the AP & Social Worker. ○ VIRTUAL LEARNING ■ Teacher will call SAM Crisis immediately - Service Access Management (SAM Crisis) at 610-236-0530 or Text ruOK to 484-816-ruOK (7865) ● SAM is a Berks County Mental Health Crisis Intervention and Emergency Services Agency ● Teacher will then make contact with the AP & Social Worker following the SAM Crisis phone call and provide a detailed email regarding the incident and steps taken with SAM Crisis. Teacher will complete a SAP Referral. SUSPECTED CHILD ABUSE As an employee of the Reading School District, you are considered a ​“mandated reporter”​ under the Child Protective Services Act. When in doubt about making a child abuse report, MAKE THE REPORT! MAKING A REPORT ● If you need coverage to make a report, contact the Principal’s secretary at ext. 81910 ● An oral or electronic report must be made​ IMMEDIATELY ○ ChildLine: 1-800-932-0313 ■ If making an oral report, a follow-up written report (CY-47) must be made within 48 hours to Children and Youth ○ Electronically: ​www.compass.state.pa.us/CWIS ■ This requires a Keystone ID 12

RHS STAFF HANDBOOK ● Keystone ID can be obtained by registering on the above website as a mandated reporter ● If you are making the report d​ uring the school day ○ Notify the student’s Administrator and Social Worker ○ If the student’s Administrator or Social Worker is unavailable, notify a​ ny​ Administrator or Social Worker ● If you are making the report ​after the school day ○ Email the student’s Administrator and Social Worker SUICIDAL / HOMICIDAL IDEATION If you are ever concerned about a student hurting themselves or someone else ● IN THE BUILDING ○ Notify an Administrator or Social Worker immediately ○ Do not allow the student to leave your classroom until an Administrator or Social Worker comes to pick them up ■ If the student leaves your classroom before they are picked up, please call the main security desk at ext. 81955 and provide the student’s name, id#, a description of what the student is wearing and the direction they went when leaving the classroom (if known) ■ If you are unable to reach the main security desk, call the main office at ext. 81051 or ext. 81052 or call the principal’s office at ext. 81910 and provide the above information to them ● VIRTUAL LEARNING ○ If you are unable to get assistance from an Administrator or Social Worker, call S​ ervice Access Management (SAM Crisis) at 610-236-0530 or T​ ext ruOK to 484-816-ruOK (7865). ○ SAM is a Berks County Mental Health Crisis Intervention and Emergency Services Agency. 13

RHS STAFF HANDBOOK ATTENDANCE ISSUES 1. WHOLE DAY UNEXCUSED/UNLAWFUL ABSENCE (S​ tudent misses a whole day of school (either in person or virtual)​ ○ When a student has 3 (three) or more unexcused absences, the school will hold a School Attendance Improvement Conference (SAIC) to review the student’s absences and reasons for absences and develop a plan to improve attendance. ○ If the student does not improve their attendance and reach their attendance goals within 30 days, the consequence could be a court hearing with a fine. 2. CLASS CUTS (S​ tudent skips an assigned class (either in person or virtual​). ○ 1st class cut: Teacher gives a verbal warning to the student and a Blackboard Global Connect Call is made to notify the parent. ○ 2nd class cut: Teacher will contact parent/guardian via phone call or email (use POA if Spanish speaking) and also a Blackboard Global Connect call is made to notify the parent/guardian. ○ 3rd class cut: Teacher will make a Core Team Referral to the Assistant Principal. ■ The Core Team will initiate an Action Plan. Core Team & teacher will implement & monitor the student’s success on Action Plan. 3. LEAVING CLASS EARLY UNAUTHORIZED (​Student was present at the start of class, left and did not return (either in person or virtual)​ . 14

RHS STAFF HANDBOOK ○ 1st Offense: Teacher will conference with the student to determine the reason for leaving and not returning to class ○ 2nd Offense: Teacher will contact parent or guardian. ○ 3rd Offense: Teacher will make a Core Team Referral to the Assistant Principal ■ The Core Team will initiate an Action Plan. Core Team & teacher will implement & monitor the student’s success on Action Plan. 4. LATE TO CLASS (​Student arrives to class after the late bell or after the first 5 minutes of google class period.​ ) ○ LATE TO CLASS WITH A PASS ■ Students ARE allowed in the class and the teacher will mark a late in eSchool. Students are allowed to complete missed work. ■ If this is a noticeable pattern, the teacher will conference with the student and/or with the staff member who issues the pass(es). ■ If this pattern continues, the teacher will make a Core Team Referral to the AP. ○ LATE TO CLASS WITHOUT A PASS ■ Students ARE allowed in the class and the teacher will mark a late in eSchool, deduct points for class participation, and will conference with the student to determine the reason for the late. 1. 1st Offense: Teacher will conference with the student. 2. 2nd Offense: Teacher will contact Parent or Guardian. 3. 3rd Offense: Teacher will make a Core Team Referral to the AP. 15

RHS STAFF HANDBOOK LEVEL 1 & 2 INFRACTIONS ● LEVEL 1 INFRACTIONS ○ Minor Disruptions within the classroom. ■ FIRST INFRACTION​: The t​ eacher will utilize appropriate interventions and document behavior and interventions on eSchool as a c​ lassroom issue. ● Did the behavior improve? ○ Yes: Teacher will use positive reinforcements to encourage on task behaviors ○ No: Move to Infraction 2. ■ SECOND INFRACTION​: The t​ eacher will utilize appropriate interventions and document behavior and interventions on eSchool as a c​ lassroom issue.​ ● Did the behavior improve? ○ Yes: Teacher will use positive reinforcements to encourage on task behaviors ○ No: Move to Infraction 3. ■ THIRD INFRACTION:​ The t​ eacher will link a​ll three classroom issues​ with interventions in eSchool and escalate them to a ​discipline referral​. ● AP/Dean addresses referral. 16

RHS STAFF HANDBOOK ● LEVEL 2 INFRACTIONS ○ Minor Disruptions outside the classroom, but within the social environment. ■ FIRST INFRACTION:​ The ​teacher will utilize appropriate interventions and document behavior and interventions on eSchool as a ​classroom issue. ● Did the behavior improve? ○ Yes: Teacher will use positive reinforcements to encourage on task behaviors ○ No: Move to Infraction 2. ■ SECOND INFRACTION:​ The ​teacher will utilize appropriate interventions and document behavior and interventions on eSchool as a c​ lassroom issue​. ● Did the behavior improve? ○ Yes: Teacher will use positive reinforcements to encourage on task behaviors ○ No: Move to Infraction 3. ■ THIRD INFRACTION:​ The ​teacher will link ​all three classroom issues​ with interventions in eSchool and escalate them to a d​ iscipline referral.​ ● AP/Dean addresses referral. 17

RHS STAFF HANDBOOK LEVEL 3 & 4 INFRACTIONS ● LEVEL 3 INFRACTIONS ○ These infractions include prohibited behaviors during school, during school-sponsored activities on and off school property, and while students travel to and from school. ○ Due to the seriousness of these infractions, they need an immediate Incident Report – within 24 hours. ○ Examples of Level 3 Infractions: ■X ○ Teacher will complete an incident report for the infraction and submit it to the student’s Assistant Principal/Dean within 24 hours. ○ Assistant Principal/Dean will address the referral and involve all necessary team members (i.e., counselor, social worker, law enforcement, etc.) ● LEVEL 4 INFRACTIONS ○ These offenses include behaviors that represent an ​immediate danger​ to the safety and well-being of the school community. ○ Due to the seriousness of these infractions, they need an immediate incident report (same day as incident). ○ Examples of Level 4 Infractions: ■X 18

RHS STAFF HANDBOOK ○ Teacher will complete an incident report for the infraction and submit it to the student’s Assistant Principal/Dean within 24 hours. ○ Assistant Principal/Dean will address the referral and involve all necessary team members (i.e., counselor, social worker, law enforcement, etc.) 19

RHS STAFF HANDBOOK TAB 2: BUILDING PROCEDURES AEDY REFERRAL IN THE BUILDING RHS AEDY PROCESS *This is completed by Administration, School Counselors, Social Workers, Special Education Case Managers, Attendance and Discipline (A/D) Clerks, and SPO. 1. The administrator will complete a discipline referral indicating a superintendent suspension. a. The administrator will call home to notify the parent of the superintendent suspension and that they will be contacted with a date/time for an AEDY hearing with Mr. Butler’s office. 2. The administrator will check if the student has an IEP and if so will contact the IEP Case Manager to complete the Manifestation Determination Review (MDR). a. The administrator will contact the IEP case manager to review compliance of IEP and RR dates. b. The administrator will share details of the incident leading to the suspension with the IEP case manager for their completion of the MD paperwork. c. The administrator will review the student’s disability- if the student is identified as AS or ID, the administrator will contact the RHS program coordinator for further directions. 3. The administrator will notify their Attendance/Discipline (A/D) Clerk that a superintendent suspension has been issued and will turn over the discipline referral and a​ ny supporting evidence (i.e., photographs, incident reports, etc.) with the discipline referral to the A/D Clerk. a. The administrator will notify the School Police Officer that the charges for the offense need to be submitted in the AEDY packet (if charges are being filed). 4. The A/D Clerk​ will notify the Alternative Education Clerk (Crystal Harris) and start the AEDY process by completing the demographics page via the following link: https://www.leaderservices.com/_aedy/app/lea/students/index.aspx User name: 114067002 Password: 1770 5. A/D Clerks will send an email to the student’s corresponding AP, School Counselor and Social Worker stating that the AEDY process has begun using the same link, username and password as listed above. This should be completed within 24 hours of the email being sent. a. AP will complete their section of their AEDY referral. b. Counselor will complete ​ALL 3 SECTIONS​ of the counselor tab of the AEDY referral. c. The Social Worker will complete their section and upload the SAP and SAIP forms to the AEDY referral using the link above. d. The AP, School Counselor, and Social Worker will send an email to their A/D Clerk indicating their section on the AEDY form has been completed. 20

RHS STAFF HANDBOOK 6. The Alternative Education Secretary will schedule the AEDY hearing and send an invite through Outlook to the Alternative Education Administrator (Wyton Butler), AP, A/D Clerk, School Counselor and Social Worker. 7. A/D Clerks will notify parent(s) of the scheduled hearing date via telephone. a. If a translator is necessary, A/D Clerk will utilize a translator (POA) to call the parent. i. If a POA is necessary to communicate with the parent, the A/D clerk must add her/him to the calendar invite sent out by the Alternative Education Secretary for the AEDY hearing. b. A/D Clerk will send a letter via USPS to the parent notifying them of the date/time of the meeting, regardless if the parent was contacted via telephone. i. This will occur on the same day that the telephone call was made. 1. If the turnaround time is too short notice, the Home School Visitor (HSV) can be utilized to drop off the letter at the home. ii. The A/D Clerk will retain a copy of the letter for the AEDY packet. 8. The A/D Clerk will email ​Teacher Input Forms​ to all current teachers on the student’s schedule. a. The AP will be “CC’d” on this email. b. A deadline of 48 hours will be included on the email to return completed forms. c. Teacher Input Forms​ will be returned electronically to the A/D Clerk and “CC’ing” the AP. i. If the A/D Clerk does not receive ​Teacher Input Forms​ within the 48 hour timeframe, they are to notify the AP immediately for further follow up. 9. The A/D Clerk will verify that all sections of the AEDY referral are complete and make sure that the SAP and SAIP forms have been uploaded. a. For drugs, weapon or bodily injury, the A/D Clerk will complete an e​ mergency letter due to no SAP. 10. The A/D Clerk will print the completed AEDY form and acquire the AP and Counselor’s signature. a. The A/D Clerk will then scan the AEDY packet to Alternative Education Clerk (Crystal Harris) no later than 24 hours prior to the AEDY hearing (preferably 48 hours if able). b. The Alternative Education Clerk (Crystal Harris) is responsible for sending the paperwork to LATF. 11. The A/D Clerk will complete the remainder of the AEDY packet using the AEDY Checklist to cross reference all necessary printed documents needed for the file. They are as follows: a. AEDY Form b. Bio c. SAP Referral d. Schedule e. Emergency Card f. Attendance g. Course Schedule & Grades h. State Testing (If Applicable) i. Incident List (+Prior) j. Teacher Reports (Input Forms) k. Administrative Suspension Letter l. Statements 21

RHS STAFF HANDBOOK m. Incident Reports n. Photos: Drugs, Weapons, Assault o. Video Evidence (If Applicable) p. Citation Documentation from SPO q. Home Language Survey r. Manifestation Determination (MD) Paperwork, Current IEP & NOREP (LATF Placement) 12. The A/D Clerk will have the student file prepared for AP review 24 hours prior to the AEDY hearing to ensure all necessary components are in the file and all information is accurate. a. The file will be organized according to the AEDY checklist listed in #12. RHS Admin Team 7/27/2020 VIRTUAL LEARNING 22

RHS STAFF HANDBOOK BREAKFAST IN THE BUILDING REGULAR BELL SCHEDULE ● The main cafeteria will serve breakfast for students who choose to eat starting at 7:00AM. ● Students will enter in the rear of the building (by the breezeway) up the steps that lead directly to the back door of the cafeteria. ● Safe School Officer(s) and the Dean of Students will be present to greet and supervise the students during this time. ● Students will immediately go to the serving line to get their breakfast and sit down to eat ● Students will throw away all of their trash. ● When students are finished eating they can do either of the following: ○ Leave the building using the cafeteria exit door and wait outside until the building officially opens at 7:25 AM. ○ Wait in the cafeteria until the building officially opens at 7:25 AM. ● Students are ​NOT p​ ermitted to do the following: ○ Take food outside of the cafeteria. ○ Enter the building unauthorized before the building is officially open at 7:25AM. COVID BELL SCHEDULE ● Breakfast will be offered at 9:00AM in the main cafeteria ○ Students will be allowed to pick up one bagged breakfast ○ Students will report to ​Homeroom​ with their bagged breakfast ■ Students will eat in the classroom ■ Students will throw trash away in the large trash can inside the classroom VIRTUAL LEARNING Check ​Reading School District Website​ for meal information and pick-up locations. 23

RHS STAFF HANDBOOK CELL PHONE USAGE (Student) IN THE BUILDING Students are not permitted to use their cell phone during instructional times during the school day, unless it is for instructional purposes. This includes the use of headphones/earbuds. Possession of a cell phone by students on school grounds is a privilege that comes with rules and consequences. Students are not permitted to: ● Access their social media or any inappropriate websites during the school day ● Use their cell phone during a quiz, test or examination ● Take, store, disseminate, transfer, view, or share obscene, pornographic, lewd, or otherwise illegal images or photographs ● Cyberbully Students who chose to use their cell phones which, as a result, interferes with their ability to participate in the lesson for the day, are subject to: ● Losing class participation points for that class period ● Parent/guardian contact by teacher (for chronic usage) ● For chronic usage and defiance follow the interventions below ○ FIRST INFRACTION​: The t​ eacher will utilize appropriate interventions and document behavior and interventions on eSchool as a ​classroom issue. ■ Did the behavior improve? ● Yes: Teacher will use positive reinforcements to encourage on task behaviors ● No: Move to Infraction 2. ○ SECOND INFRACTION​: The ​teacher will utilize appropriate interventions and document behavior and interventions on eSchool as a ​classroom issue.​ ■ Did the behavior improve? ● Yes: Teacher will use positive reinforcements to encourage on task behaviors ● No: Move to Infraction 3. ○ THIRD INFRACTION​: The t​ eacher will link a​ll three classroom issues​ with interventions in eSchool and escalate them to a ​discipline referral.​ ■ AP/Dean addresses referral. 24

RHS STAFF HANDBOOK VIRTUAL LEARNING Check with team if we need a procedure 25

RHS STAFF HANDBOOK CORE TEAM REFERRAL IN THE BUILDING - BOTH REGULAR AND COVID BELL If a teacher has concerns regarding a student’s academic performance, behavioral and/or attendance issues, they can submit a core team referral for intervention. ● Teacher will fill out a C​ ore Team Referral.​ ● Teacher will submit it to the students A​ ssistant Principal.​ ● The School Counselor will schedule the Core Team Meeting and invite the Student, Parent, Teacher, AP, Social Worker, IEP/ESL Case Manager. ● The teacher will request class coverage from the Principal’s secretary when the Core Team meeting is scheduled during a teacher’s instructional period (Regular Bell Schedule) and/or outside of Block B ( Covid-19 Bell Schedule). o Teacher attendance to Core Team meeting(s) will be a priority during Block B (Covid Bell Schedule) o If a teacher can not attend the Core Team meeting due to a teacher absence, the teacher will provide written input to the school counselor prior to the meeting. ● The Core Team will address the concerns and develop an Action Plan for the student. ● The School Counselor will email the teacher a copy of the Action Plan. ● The Core Team, including the Teacher will actively monitor the student’s progress. Core Team Referral forms can be found on the RHS Teacher Portal or by using this C​ ore Team Referral link. VIRTUAL LEARNING *​Covid Bell Schedule will be followed during virtual learning.​ Core Team Meetings will still occur during Virtual Learning. ● Teacher will fill out a ​Core Team Referral.​ ● Teacher will submit it to the students ​Assistant Principal.​ ● The School Counselor will schedule the Core Team Meeting and invite the Student, Parent, Teacher, AP, Social Worker, IEP/ESL Case Manager. o Teacher attendance to Core Team meeting(s) will be a priority during Block B (Covid Bell Schedule will be followed during virtual learning). o If a teacher can not attend the Core Team meeting due to a teacher absence, the teacher will provide written input to the school counselor prior to the meeting. ● The Core Team will address the concerns and develop an Action Plan for the student. ● The School Counselor will email the teacher a copy of the Action Plan. ● The Core Team, including the Teacher will actively monitor the student’s progress. Core Team Referral forms can be found on the RHS Teacher Portal or by using this C​ ore Team Referral link. 26

RHS STAFF HANDBOOK DRUG OR ALCOHOL USE (Suspected) It is a teacher’s professional responsibility to report a student’s “suspected” drug and/or alcohol use. A “suspicion” could include smelling, hearing, or seeing something related to drug/alcohol use. IN THE BUILDING - - BOTH REGULAR AND COVID BELL o Teacher will call security at ​81955​ and notify them of their concern. o Teacher will not accuse the student and only will express their “suspicion” to security. o Security will report to the classroom and escort the student to the health room to be evaluated. o Following the health room evaluation, security will escort the student to their Administrator. o If warranted, security will conduct a search. o Administrator will call home to notify the parent. o The teacher will make SAP referral if deemed necessary by the Administrator. VIRTUAL LEARNING o Teacher will ​NEED TO TALK TO BRITT o Administrator will call home to notify the parent. o The teacher will make SAP referral if deemed necessary by the Administrator. 27

RHS STAFF HANDBOOK ESCHOOL ATTENDANCE ENTRY (Teacher) HOMEROOM ATTENDANCE IN ESCHOOL Teachers are required to take homeroom​ a​ ttendance daily. This includes full-time self-contained classrooms. IN BUILDING FOR REGULAR BELL IN BUILDING FOR COVID BELL VIRTUAL LEARNING SCHEDULE SCHEDULE 1. The homeroom teacher will take 1. The homeroom teachers will 1. The homeroom teachers will attendance during homeroom every take attendance during take attendance during day. homeroom every day. homeroom virtually every day. ​What does this look like? 2. Students enter the building at 7:25 2. Students will enter the building AM with the ringing of the bell. at ​9:10 AM​ with the ringing of 2. Students will log into their the bell. homeroom Google Meet at 3. Students who arrive after 7:37 AM 9:15 AM​ daily for attendance. must report to the late line as they 3. Students who arrive after 9​ :23 enter the building and have a late AM must report to the late line 3. If a student is absent from pass with time. as they enter the building and school, the student must have a late pass with them. email an absentee note to 4. If a student is absent from school, the homeroom teacher. the student must bring an absentee 4. If a student is absent from d. Homeroom teacher will note . school, the student must bring forward it to the a. The note is to be given to the an absentee note . corresponding homeroom teacher. a. The note is to be given to attendance clerk the b. Homeroom teachers are to the homeroom teacher. same day​. ensure the student writes their b. Homeroom teachers are to e. Homeroom teachers are full name, ID number, grade, and ensure the student writes to ensure that the homeroom on the note. their full name, ID number, following information is c. Teachers will submit absent grade, and homeroom on on the absentee note: notes to the attendance clerk the the note. full name, ID number, same day. c. Teachers will submit grade, and homeroom on absent notes to the the note. attendance clerk the ​same day. If teachers fail to take attendance following the will occur: a. Infraction #1​: The teacher will receive a reminder email from their supervising AP regarding their missing attendance submission. b. Infraction #2:​ Supervising AP will record an anecdotal in PA-ETEP. c. Infraction #3​: Verbal Warning given. d. Infraction #4:​ Written Reprimand is given. 28

RHS STAFF HANDBOOK *T​ he teacher will be responsible for correcting their attendance with the attendance clerk by the end of the next school day. CLASS ATTENDANCE PERIOD BY PERIOD IN ESCHOOL Teachers are required to take ​ a​ ttendance every class period daily. This includes full-time self-contained classrooms. IN BUILDING FOR REGULAR BELL IN BUILDING FOR COVID BELL VIRTUAL LEARNING SCHEDULE SCHEDULE 1. The teacher is required to take 1. The teacher is required to take 1. The teacher is required to take daily attendance for every class daily attendance for every class daily attendance for every (including all special education (including all special education class (including all special classrooms). classrooms). education classrooms). 2. “Attendance Missing Submission 2. “Attendance Missing Submission 2. What does this look like? Report” will be run daily by an Report” will be run daily by an 3. “Attendance Missing attendance clerk for teachers that attendance clerk for teachers have not taken student that have not taken student Submission Report” will be attendance. attendance. run daily by f​ loater a. This will be compared to the a. This will be compared to the attendance clerk​ for teachers AESOP list, and the designated AESOP list, and the that have not taken student attendance clerk will make a designated attendance clerk attendance. note if the teacher was will make a note if the a. This will be compared to absent. teacher was absent. the AESOP list, and the 3. Designated attendance clerk will 3. Designated attendance clerk will designated attendance send an email to all Admin. send an email to all Admin. clerk will make a note if regarding the teachers that did regarding the teachers that did the teacher was absent. not complete period by period not complete period by period 4. Designated attendance clerk class attendance. class attendance. will send an email to all Admin. regarding the teachers that did not complete period by period class attendance. If teachers fail to take attendance following the will occur: a. Infraction #1:​ The teacher will receive a reminder email from their supervising AP regarding their missing attendance submission. b. Infraction #2​: Supervising AP will record an anecdotal in PA-ETEP. c. Infraction #3:​ Verbal Warning given. 29

RHS STAFF HANDBOOK d. Infraction #4:​ Written Reprimand is given. *​The teacher will be responsible for correcting their attendance with the attendance clerk by the end of the next school day. *Once the corrections are complete, the teacher will email their supervising AP notifying them that the attendance was rectified. 30

RHS STAFF HANDBOOK FIELD TRIPS IN THE BUILDING ● Field trip permission forms should be distributed to students one month before the scheduled field trip. This is the responsibility of the teacher, group leader or club leader ● The teacher, group leader or club leader must give a class list or club roster to the building Certified School Nurse of the field trip 10 school days before the scheduled field trip to review ● The Certified School Nurse will complete the Teacher Field Trip form detailing information re: students that will require medication while on the trip, in addition to those students who do not have the required physical on file ● The teacher, group leader or club leader will email a roster to the main office within 24 hours of the trip to be sent to staff ○ On the day of the trip the teacher, group leader or club leader will send an email to the main office updating current roster on who is in attendance and who is not ● The Certified School Nurse will complete a Health Room Field Trip List and prepare all medications and field trip bags the day before the field trip to be picked up by the teacher, group leader or club leader on the day of the trip ● Teachers must return field trip bags and all medications to the health room upon returning to the school building ● If there is an accident or illness that occurs on a field trip, teachers must: ○ Contact the building Administrator and CSN or Supervisor of School Health ○ Contact 911 if the injuries are life-threatening or as advised by the building Administrator or CSN ○ The CSN or building Administrator can contact the parent/guardian ○ In no instance should an ill or injured student be transported by a staff member ● 2020-2021 Field Trip Form VIRTUAL LEARNING No field trips will be occurring during Virtual Learning. No in-person field trips will be occuring during the 2020-2021 school year. 31

RHS STAFF HANDBOOK HEALTH ROOM IN THE BUILDING We need Guidance From Anne Fisher Link Health and Safety Plan* Students are seen throughout the day with illness and injury in the school's health room. T​ he health room is closed d​ uring homeroom and period 8 with the exception of an emergency. An emergency is defined as: ● Breathing difficulty. ● Severe allergic reaction. ● Significant bleeding wound (not just a small scratch). ● Injury that just occurred to a limb or head. ● Extreme dizziness that the student cannot safely walk. ● Seizure activity. ● Bad vomiting (witnessed by staff). ● Diabetic students can come at any time for symptoms of blood sugar issues. Wait 15 minutes into 5A,5B,and 5C to send students. We have a large number of diabetics and medications that are a priority during lunch times. All students ​must h​ ave a pass. VIRTUAL LEARNING COVID blurb 32

RHS STAFF HANDBOOK HOMEBOUND INSTRUCTION Once a student is approved for homebound by the Director of Student Supports and School Health: IN THE BUILDING ● The student services clerk will send an email to the teachers of record with the name of the student, id#, the dates of the homebound and who the homebound teacher is. ○ When there is a homebound teacher assigned to the student: ■ The guidance suite clerk will send an email to the teachers of record once a week to remind them to send the work for the student. ■ The guidance suite clerk will then send the work to the homebound teacher. ■ The homebound teacher will send the completed work back to the guidance suite clerk and she will forward it back to the teachers of record at RHS. ■ All work including what was given to the student and all work completed by the student is to be recorded in the student homebound folder which is housed by the guidance suite clerk. ○ When there is not a homebound teacher assigned to the student: ■ Work is still collected and parents are called to pick it up. ■ Parents can either drop off the completed work at RHS or the student can submit the work upon their return from homebound. VIRTUAL LEARNING We need to ask Anne Fisher about process ● The student services clerk will send an email to the teachers of record with the name of the student, id#, the dates of the homebound and who the homebound teacher is. ○ When there is a homebound teacher assigned to the student: ■ The guidance suite clerk will send an email to the teachers of record once a week to remind them to send/post the work for the student. ■ The homebound teacher will send the completed work back to the teachers of record at RHS. ■ All work will be graded by the teacher of record and recorded in eSchool gradebook. ○ When there is not a homebound teacher assigned to the student: ■ Work is still provided via the teacher of record’s Google Classroom. ■ Students should still complete all work and communicate with teacher via Google Classroom or Remind. 33

RHS STAFF HANDBOOK INCIDENT REPORT IN THE BUILDING An Incident Report should be prepared for any event or situation which results or is likely to result in injury to a person or damage to or loss of property that occurs on school premises or during school activities that is not minor. This includes Level 3 and 4 infractions. ● Teacher will complete a Reading School District Incident report, via a google doc, to provide a written statement of the event or situation ● Teacher will submit the Incident Report by sharing the completed google doc to the student’s Administrator immediately. ● Administrator will conduct an investigation ● Administrator will decide on the disposition *In certain circumstances, a teacher may be requested to complete an ​incident report​, via a google doc, to support in an administrative investigation. VIRTUAL LEARNING An Incident Report should be prepared for any event or situation which results or is likely to result in injury to a person or damage to or loss of property that occurs during virtual learning that is not minor. This includes Level 3 and 4 infractions. ● Teacher will complete a Reading School District report, via a google doc, to provide a written statement of the event or situation. ● Teacher will submit the Incident Report to the student’s Administrator immediately via email ● Administrator will conduct an investigation ● Administrator will decide on the disposition * In certain circumstances, a teacher may be requested to complete an i​ ncident report​ to support in an administrative investigation. 34

RHS STAFF HANDBOOK ISS, TPC, LSBMS IN THE BUILDING In-school​ ​suspension​ (ISS) is an Temporary Placement Classroom Learning Support Behavior alternative setting that removes (TPC) is a strategy similar to ISS Modification Support Classroom students from the classroom for a but can be used temporarily on a (LSBMS) is a temporary placement period of time while still allowing period by period basis while still for special education students. students to attend school and allowing students to remain in This placement can serve as an complete their work. school and complete the assigned alternative to ISS or TPC for this class work for that class period. population. ● ISS, TPC and/or LSBMS will be located in room #15. ● Only an Administrator can assign ISS, TPC and/or LSBMS. ● Teachers will receive notification the student is assigned to I​ SS, TPC and/or LSBMS by the room #15 teacher. ● Classroom teachers will provide class assignments directly to room #15. ● ISS ​teacher will collect the students completed classwork and put it in the classroom teacher’s mailbox. ● Students assigned to ISS will be excluded from participation in all extra-curricular activities, including assemblies, sports practices/games or any other activity after school. o Exclusion will continue until the suspension period is completed. *Removal of a disruptive student from class is warranted if the disruption is such that it takes away the education of others. ● Teachers will call security at 81955. ● SSO will report to the classroom. ● Teacher will verbally communicate to the SSO regarding the disruptive behavior. ● Security will contact the student's Administrator. ● Administrator will follow through with consequences. VIRTUAL LEARNING No ISS, TPC, LSBMS will occur during Virtual Learning. 35

RHS STAFF HANDBOOK LEAVING CAMPUS UNAUTHORIZED IN THE BUILDING Students are not permitted to leave the building unauthorized and/or are not permitted to open any exterior door for outsiders at any time. ● Teachers will call security at 81955 and notify them of their concern and provide the who, what, when, where and why’s to security ● Security will identify the student on cameras and report it an Administrator ● Administration will follow through with consequences VIRTUAL LEARNING Not applicable to Virtual Learning. 36

RHS STAFF HANDBOOK LESSON PLANS IN THE BUILDING Per RSD School Board Policy 111: ● Lesson plans shall be required for three (3) days in advance ○ Full and complete lesson plans shall be required for one (1) day and skeletal plans for subsequent two (2) days ● Plans shall reflect standards and include activities and procedures, resources being utilized, assessment strategies to be implemented in support of the benchmarks and standards ● Lessons plans shall remain on the teacher’s desk or available on the teacher’s computer ● A sample lesson template is included in this ​lesson plan template link​. VIRTUAL LEARNING Pagan- what is this going to look like? 37

RHS STAFF HANDBOOK LUNCH FOR MAIN CAFETERIA IN THE BUILDING REGULAR BELL SCHEDULE ● Students will enter the cafeteria prior to the late bell and seat themselves at a table in either section 1, 2, 3, 4, or 5 ● Students will socialize at an appropriate decibel and will remain seated in an orderly manner ● An Administrator will call one section at a time for students to proceed to the lunch line ● Students are permitted to go through the lunch line one time only ● After students get their food from the lunch line, they must proceed directly to their table and remain seated ● Students who need to use the lavatory, must ask permission from the Administrator to leave the cafeteria ○ Lavatories will be closed the first ten minutes and last ten minutes of the period ● Students who need to leave the cafeteria are required to have an appropriate pass with name, id#, date, period, time,location and teacher signature ● At no time are students permitted to take food or drinks outside of the cafeteria ● Students will be dismissed from the cafeteria, one section at a time, by the Administrator four minutes prior to the end of the lunch period ○ At dismissal, students will exit through the back double doors of the cafeteria located near the bathrooms SSO POSTS FOR MAIN CAFETERIA PERIODS 4A, 5A, 5B, 5C, AND 6BSSO ● Administrator will stand in the back of the cafeteria by the double doors ​to monitor student access to bathrooms as well as monitor students inside of the cafeteria ● 4 SSO’s will be stationed at the main café during lunch periods ○ Lead SSO will be roving throughout the cafeteria to ensure student safety ○ 1s​ t​ SSO will be positioned at the lavatory doors to ensure that students use it in an orderly manner and make sure they do not leave down the G Hallway ○ 2​nd​ SSO will be positioned in the center of the c​ afé w​ here the 2 middle lunch lines form ○ 3​rd​ SSO will be positioned at the JROTC double doors COVID BELL SCHEDULE Need to talk to Turman about this VIRTUAL LEARNING Check ​Reading School District Website​ for meal information and pick-up locations. 38

RHS STAFF HANDBOOK NON-INSTRUCTIONAL BLOCKS IN THE BUILDING REGULAR BELL SCHEDULE *Non-instructional blocks are not applicable during the regular bell schedule. COVID BELL SCHEDULE Session A- 7:25-8:00AM (35 MINUTES) Pagan Session A will be for Enrichment, Department Meetings, PLC’s, C​ ase-management (More than 1 day a cycle possibility??) etc ● IEP/ESL Case Management Progress Monitoring Time​: IEP and ESL Case Managers will be able to monitor their caseload students progress during this time. ​(Case management database and monitoring of students will be required for both in-person and Virtual Learning). ○ IEP/ESL Case Managers will establish and maintain a database of their caseload of students. ○ IEP/ESL Case Managers will complete weekly check-ins with student’s teachers and record notes in the database. ○ IEP/ESL Case Managers will ensure the students team teachers will have access to the students IEP’s. ■ If the IEP on Eschool is not the most up to date version, the Case Managers will email a PDF version of the IEP to the team teachers. ○ IEP/ESL Case Managers will update their database weekly and monitor students progress. ■ Case Managers will have building wide access to eschool. If there are any red flags such as failing grades, missing assignments, and/or poor attendance as reflected in our attendance tab , these students will now be considered “at risk” and the IEP/ESL Case Manager will do the following: ● IEP/ESL Case Manager Intervention #1​: CM will conference with the student (ie. in person, Google, Email, Remind) about missing assignments and late work policy within 5 school days. ○ Did academics improve to passing during the next weekly gradebook check? ■ If yes, continue to monitor students' grades weekly. ■ If no, move to intervention #2. ● IEP/ESL Case Manager Interventions #2​: CM will make contact with parent/guardian via phone call or email (use POA if Spanish speaking) ○ Did academics improve to passing during the next weekly gradebook check? ■ If yes, continue to monitor students' grades weekly. ■ If no, move to intervention #3. ● IEP/ESL Case Manager Interventions #3:​ CM will complete Core Team Referral and submit to student’s AP. 39

RHS STAFF HANDBOOK ○ The School Counselor will schedule a Core Team meeting within 48 hours. *The Case Manager will attend the meeting​. ○ The Core Team will initiate an Action Plan. ○ The Core Team and teacher will implement and monitor the student’s success on the Action Plan Session B- 8:00-8:35AM (35 MINUTES) Session B will be for teacher intervention time. This time can be used for such things as: attending Core Team meetings, IEP/ESL Case Manager check-ins with Regular Education Staff, student check-ins, and teacher tutoring. ● Attend Core Team Meetings​: Teachers will be able to attend Core Team meetings during this block. ○ The School Counselor will schedule a Core Team meeting within 48 hours after receiving a core team referral. ○ The School Counselor will send an Outlook invite to the team with the date, time and google link for the meeting. ■ Teacher attendance to Core Team meeting(s) will be a priority during this block. ■ If a teacher can not attend the Core Team meeting due to an absence, the teacher will provide written input to the school counselor prior to the meeting. ● Teacher Tutoring​ : T​ eachers teachers will be able to provide academic instruction to individuals or small groups outside of the classroom through Google Meet. ● IEP/ESL Case Manager check-ins​: Teachers will be able to check in with IEP/ESL Case Managers regarding individual student cases. ● Student Check-Ins:​ T​ eachers will be able to check in with students through Google Meet, Remind, phone calls, and/or emails who present any red flags to learning such as failing grades, missing work and/or poor attendance. ● Intervention Log Template Session C- 8:35-9:10AM (35 MINUTES)- PAGAN Session C will be for content related meetings and for IEP/ESL case management progress monitoring. ● Content Related Meetings​: PAGAN Session D- 2:10-2:25PM (15 Minutes) ● Session D will be for Teachers to enter attendance into eSchool. ● Session D will be for Teachers to make parent phone calls. 40

RHS STAFF HANDBOOK VIRTUAL LEARNING 41

RHS STAFF HANDBOOK NORMS IN THE BUILDING ● Come to class on time & be prepared. Attend class daily and complete assignments. ● Stay on task. Listen to others and participate in class discussions. ● Respect Each Other - Students are to respect the rights, property, and opinions of the teacher and fellow students. ● Reach out for help. If you are stuck, do not be afraid to reach out to your teacher on Remind, Google Classroom and/or a school email address. ● Cite your sources. Your work is valuable in your own words. ● Remember - everything posted and shared virtually is permanent. Stay appropriate. VIRTUAL LEARNING ● Log in! Attend assigned courses daily and complete assignments. ● Stay on task. This means all of your posts should pertain directly to schoolwork. ● Respect Each Other - Students are to respect the rights, property, and opinions of the teacher and fellow students. ● Reach out for help. If you are stuck, do not be afraid to reach out to your teacher on Remind, Google Classroom, a school email address, and/or teacher office hours. ● Cite your sources. Your work is valuable in your own words. ● Remember - everything posted and shared virtually is permanent. Stay appropriate. ● Be patient. This is new for all of us. We will work together to figure this out! 42

RHS STAFF HANDBOOK TAB 3: SIP/EL ACHIEVEMENT Reading High School SIP At A Glance 2020-2021 RHS MISSION STATEMENT: Reading High School empowers all students to reach their highest academic potential by providing a positive and rigorous learning environment, celebrating diversity, and collaborating with our family and community partners. RHS VISION STATEMENT: Reading High School will prepare students for successful futures in a complex and ever-changing global community by providing support, opportunity, and choice. PRIORITY In order to foster high expectations, we will develop vision and value statements STATEMENT 1 for all stakeholders; in addition, we will create plans to support each stakeholder Goal #1 to achieve this vision. Action Plan Summary 80% of students will have the appropriate number of credits to be promoted to the next level at the end of the 2020 school year. After implementing Freshman Seminar and Junior Achievement in 9th grade last year, RHS Career Counselors will focus on implementation of career pathways in 10th grade. Specifically, they will coordinate speakers, activities, virtual field trips, and events for each pathway for 10th grade students. Students will provide feedback on each activity through Naviance, which will be used to adjust implementation. The Teaching and Learning team will continue developing new electives for the 2022-2023 school year. Goal #2 The staff will analyze and make adjustments to the Student Achievement Plan to ensure rigorous outcomes by the end of the 2021 school year as measured by the Future Ready Index at least three times across the 2020-21 school year. Action Plan Summary The Teaching and Learning team will construct the Student Achievement Plan, an internal website which will contain all of the key data points for the Future Ready Index, as well as local assessment data, in an accessible format. Staff will engage in data analysis to drive their instruction using the Student Achievement Plan during in-service Data Days. The Student Achievement Plan will also be 43

RHS STAFF HANDBOOK used in smaller PLC meetings, such as 9th grade literacy meetings and Keystone meetings. PRIORITY In order to empower staff and build their leadership capacity, we will restructure STATEMENT 2 the decision making process to gain input from stakeholders and create open opportunities for staff to serve in leadership positions. Goal #1 By the end of the 2021 school year, the proficient use of instructional strategies Action Plan Summary will increase by 25% as measured by walkthroughs. Administrators will engage in weekly walkthroughs, gathering data on 10 key instructional areas: Higher Order Thinking Skills, Assessment, Classroom Management, Positive School Environment, Collaboration, Scaffolding, Technology and Relevance. The data will be analyzed monthly by the Teaching and Learning Team. Professional learning opportunities will be informed by the analysis of the walkthrough data. Goal #2 The Professional Learning structure will add two new designs with a 50% increase in teacher facilitators (teacher leaders and session leaders). Action Plan Summary Building on the work that began last year, the Teaching and Learning team will continue to differentiate professional learning for staff by including at least two new designs. This might include virtual training sessions developed by teacher leaders or opportunities tied to PLNs. The Teaching and Learning team will also continue to recruit more teacher leaders and session leaders to increase shared decision making as well as build leadership capacity. PRIORITY In order to create a positive school environment, we will create a culture of STATEMENT 3 collaboration and respect for the various voices within stakeholder groups. Goal #1 The communication plan will contain defined processes and a minimum of two strategies to reach each stakeholder group: students, staff, parents and Action Plan Summary community. The Communications Team will focus on refining communication processes put in place last year like the Teacher Portal, RHS social media structures, student announcements, Google Classroom and Remind. A major focus this year will be to better communicate school improvement efforts to community partners through a newsletter and a community advisory meeting. 44

RHS STAFF HANDBOOK Goal #2 70% of students will attend school at least 90% of the time by the end of the 2021 school year. Action Plan Summary Due to its success last year, “R Peers” mentoring program will implement the same model, but expand its recruitment of peer mentors and peer mentees this year. Mentors will continue to meet monthly with their advisor; quarterly monitoring of attendance, behavior and grades will be shared with the Teaching and Learning Team throughout the year. 45

RHS STAFF HANDBOOK TAB 4: DISTANCE LEARNING Material in handbook folder looks like it was for 2019-2020 46

RHS STAFF HANDBOOK TAB 5: RHS INSTRUCTIONAL PRACTICES 47

RHS STAFF HANDBOOK TAB 6: GRADING GRADING PRACTICES SYLLABUS All teachers: ● Prepare and send course syllabus to Department Chairs. Department Chairs review and approve all course syllabi. Department Chairs upload all syllabi to the 1​ 9-20 Course Syllabus​ Google Share Drive Note: the outline of the standard course syllabus is available on the 1​ 9-20 Course Syllabus Google Share Drive ● Department Chairs will upload syllabi for RKAA campuses to the RKAA site folders ○ A template for a course syllabus is available ○ Teachers can customize the syllabus, but must adhere to the agreed-upon course components on the syllabus template. ○ New teachers should use approved course syllabi from this directory (See your department chair with any questions) ● Prepare and print course syllabus for students for each course they teach ● Provide the course syllabus to each student ○ This includes students who join the course after the day the syllabus is initially distributed ● Review the syllabus with all students at the beginning of each course ○ Review the course syllabus with new students as they arrive ● Clearly state grading practices ○ Follow all grading practices as stated in the handbook (page 6 and 7) ○ Include Missed Work and Late Work policy (page 6 and 7) eSCHOOL All teachers: ● Be sure your gradebook follows the category weights below based on the level of each course b​ efore the first day of class ● Do not weight individual assignments ○ Individual assignments receive the default weight of 1.0 ○ Weighting is established in the categories for the course ● All grades (all categories) should be updated on a w​ eekly ​basis ○ Assignments must be graded with grades posted within one week of the due date of the assignment 48

RHS STAFF HANDBOOK ○ Class Participation grade should be updated weekly at a minimum ○ All other grading categories should have multiple assignments throughout the quarter ● All assignments in the gradebook are “Published” GRADEBOOK CATEGORIES BY COURSE: ● AP/ Advanced Courses o 60%- Texts and Quizzes o 30%- Class Participation (Classwork, Papers, Labs, etc.) o 10%- Homework ● Honors Courses o 50%- Tests and quizzes o 40%- Class Participation (Classwork, Papers, Labs, etc.) o 10%- Homework ● Core/ Elective Courses o 40%- Tests and Quizzes o 30%- Alternative Assessments (Projects, Writing Assignments, etc.) o 20%- Class Participation (Classwork, Class Assignments, Engaged in Lesson, etc.) o 10%- Homework *Some elective courses have varied approved grading weights 49