Copy of 20_21 RHS Staff Handbook

RHS STAFF HANDBOOK eSCHOOLPLUS SET-UP PROCEDURES ● Before you can begin entering grades, you need to set-up your categories. ● At the top global navigation toolbar, hover over Gradebook. When the menu displays: ○ Select Setup ○ The screen looks like: ● The first tab is Categories ● eSchooPlus pre-populates a category for you that is ready for editing ● You will select options for: ○ Category ○ Weight ○ Drop Lowest ○ Marking Period ○ Options for what to do with Missing Scores 50

RHS STAFF HANDBOOK SETTING UP CATEGORIES The district has predefined categories to select from. Remember to use the categories that are called out in the grading procedures for the type of course that you are teaching. ● Do not separate Tests/quizzes. ● The category called “Assessments” refers to our Alternative Assessments. Do not use the “Projects” category. STEP 1: CATEGORY ● Click on the drop down arrow to reveal the preset district categories that you can use. ● Scroll down the list to select the category you want to use. STEP 2: WEIGHT ● Once you have selected the category, you have the option to weigh the category. ● To enter a weight for the category, place your cursor in the weight box and enter the weight for that category. ○ Remember, each type of course (AP, Honors, and Core) all have categories and weights that have been pre-defined. Make sure that you are using the correct category names and weights as defined by the type of course that you are setting up in eSchool. STEP 3: DROP LOWEST ● Do NOT use the Drop Lowest box. Leave it blank. STEP 4: MARKING PERIOD ● To copy the categories to all of the marking periods, click the boxes under S1 and S2. This establishes your categories for the year. STEP 5: MISSING SCORES ● The next selection deals with what to do with Missing Scores ○ There are two options ■ Exclude/excuse Missing Scores from Average ■ Make Missing Scores count as Zero o S​ ELECT ​– M​ ake Missing Scores count as Zero STEP 6: SAVE ● Once all of the options are chosen for the first category, click on the save icon at the end of the line. STEP 7: ADD A NEW CATEGORY ● To add a new category, locate the three-bar icon with the + sign in it on the top right of the screen. Click this icon. 51

RHS STAFF HANDBOOK ● A new category that is ready for editing is added to the top of your list. Choose all of the information for this category. ● Populate all of the categories as described. *If you have questions with this procedure, please visit your Department Chair or any Assistant Principal. 52

RHS STAFF HANDBOOK MISSED WORK/MAKE-UP PROCEDURES/LATE WORK *The information below ​MUST ​be included on Course Syllabi* Field Trips ● In the event of a field trip, the trip sponsor/organizer ​must e​ mail a list of student participants Athletic Events to the main office at least 24 hours in advance of the trip Suspensions ● Students on a field trip are encouraged to ask the teacher for work prior to the trip ● Students are allowed to make up missed work due to a field trip Educational Trips ● In the event of a sports event, the coach/athletic director ​must e​ mail a list of student participants to the main office 24 hours in advance of the event Absences Class Cuts ● Students participating in a scheduled sporting event are encouraged to ask the teacher for work prior to the event ● Students are allowed to make up missed work due to a sporting event ● For In School Suspension (ISS): o Students should be completing classwork sent with them or from a teacher ▪ If work was not sent down or a student did not arrive with work, the ISS teacher will call the current period teacher to have work brought down. o ISS Teacher will collect the students completed classwork and put it in the classroom teachers mailbox ● For Out of School Suspension (OSS): o Students must complete work missed as a result of suspension within a period equal to the length of the suspension (i.e., a 3 day suspension results in a 3 day allotment for make up work) ● In the event of an educational trip not organized by the school, the student completes an educational trip form and submits the form to their Assistant Principal ● The student’s Assistant Principal approves or declines the trip request ● Once an educational trip is approved, teachers should provide work to the student prior to the trip. It is the student's responsibility to make up the work ● Students must complete work missed as a result of the educational trip within a period equal to the length of the trip (i.e., a 4 day educational trip results in a 4 day allotment for make up work) ● Absences will include an excused, unexcused and/or unlawful absence​ (NOT A CLASS CUT) ● The teacher and student will coordinate a time mutually agreeable for both to review missed instruction. ● Students must complete work missed as a result of absences within a period equal to the length of the absence. ● It is at the teacher’s discretion if additional time is provided to the student to complete make-up work. ● The opportunity to complete work missed due to class cuts will be at the discretion of the course teacher. ● The procedure for making up work as a result of class cuts will be clearly communicated to 53

Late Work RHS STAFF HANDBOOK Students in the student and noted in the course syllabus. Alternative ● It may be necessary, at times, for students to be permitted to make-up work. These Placements extenuating circumstances will be communicated to the course teacher by the student’s Assistant Principal. ● Late homework and classwork will be accepted for ½ credit for up to one week from the assignment due date. Alternative assessments will be accepted late for a 10% penalty per day. o The teacher has the discretion to extend the timeline for accepted late work. ● If a student is dropped from the rolls during the marking period and re-enrolled before the end of the quarter, the student will be excused by marking “EX” in the teacher’s gradebook for all assignments assigned during their time of non-attendance. ● Upon the student returning to RHS, a CORE team meeting will be scheduled to discuss work missed and the development of a timeline and alternative assessments and/or assignments in order to appropriately assess the student and assign grades for the marking period. o Alternative assignments and/or assignments should reflect the course of study that was completed during the current marking period o An incomplete (“I”), may need to be issued and then grade re-submitted depending on the timing of when the student re-enrolls ● If advanced notice is provided by the parent, the CORE team will communicate information (as deemed appropriate by the Assistant Principal) to staff that works directly with the student 54

RHS STAFF HANDBOOK READING HIGH SCHOOL ATHLETIC ELIGIBILITY Course Requirements: Students participating on an athletic team must be enrolled and passing a minimum of four one credit courses. One credit courses are courses that meet five times a week and at least forty-five minutes per day. Athletes who are failing two credits during the week or do not meet the minimum requirements, will not be allowed to compete in interscholastic competitions from Monday through Sunday of the following week. Reporting Athletic Eligibility: E-school will generate a report for all teachers listing current athletes. On T​ uesday​ of each week, you will receive an Athletic Eligibility List email from the Athletic Department, requesting you provide a grade for any athlete who currently has a D or F in your class. Please respond to Allen McCloud by T​ hursday​ 11:00 AM ​by email only​ to m​ [email protected]​ . If you do not reply via email it will be assumed that all athletes in your class have a current grade of C or better. Grade Changes: Teachers have the ability to submit a grade update for their student. Students will have the opportunity to improve their grades from the Thursday of reporting to Monday at 10:00 AM. The grade update m​ ust​ be submitted by the teacher to Allen McCloud in the Athletic office via email (m​ [email protected])​ ​ b​ y 10:00 AM on Monday.​ The Athletic Department will review the grade change and update the Athletic Eligibility list as necessary. Example: 55

RHS STAFF HANDBOOK 56

RHS STAFF HANDBOOK TAB 7: CORE TEAM CORE TEAM PURPOSE Core Team is a process in which the team comes together to support the student with staying on track with academics, attendance and behavior. ● Teachers, social workers, school counselors, students and families can request a Core Team meeting if they need support or have questions. Purpose of Core Team: ● The purpose of Core Team is for the team to come together to address and support students exhibiting any “red flags” or facing any barriers to learning. Goal of Core Team:​ ● The goal of Core Team is to identify the root causes and to make a success plan with supports in place to move forward in a positive direction. Progress monitoring of the plan occurs throughout the year. ○ Supports could include differentiated classroom assignments, accommodations, restorative practices, progress monitor tracking booklet, increased school to parent communication, School Attendance Improvement Plan (SAIP), IEP/ESL support, teacher tutoring, after school tutoring, School Assistant Program (SAP) and Progressions Counseling. CORE TEAM PROCEDURES 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 ​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. ● 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. 57

RHS STAFF HANDBOOK ● 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 ​Core Team Referral link. VIRTUAL LEARNING *C​ ovid 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 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. 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 ​Core Team Referral link. CORE TEAM MEMBERS ● CORE TEAMS o TBD, 10th-12th Grades ​(A-GAR)​ ▪ Traci Fake, School Counselor ​(A-COLl)​ ▪ Abby Kretowicz, School Counselor (​COM-GAR) ▪ TBD, Social Worker ▪ CORE Team Meeting Day: Tuesday o Ms. Hamlin (Weitzel), 10th-12th Grades (​GAS-PD​) ▪ Christine Schuler, School Counselor (G​ AS-MAL​) ▪ Edwin Romero, School Counselor (​MAN-PD​) ▪ Nakeeshia Green,​ Social Worker ▪ CORE Team Meeting Day: ​Thursday o Mrs. Kehres, 10th-12th Grades (P​ E-Z)​ ▪ Liza Hoppes, School Counselor (​PE-SANS)​ ▪ Monica Lacey, School Counselor (​SANT-Z​) ▪ TBD​, Social Worker 58

RHS STAFF HANDBOOK ▪ CORE Team Meeting Day: W​ ednesday o Mrs. Di Blasi, 9th Grade (A-L) ▪ Kathryn Moser, School Counselor ▪ Ashley Berg, Social Worker ▪ CORE Team Meeting Day: ​TBD o Mrs. Hession, 9th Grade (M-Z) ▪ Kelley Daye-Barton, School Counselor ▪ Michelle Mace, Social Worker ▪ CORE Team Meeting Day: ​TBD o Mrs. Sepulveda-Torres (RKAA- City Line) ▪ Jen Oakes, School Counselor ▪ Ariel Parker, Social Worker ▪ CORE Team Meeting Day: ​TBD o Mr. Schwambach (RKAA- Glenside) ▪ ? , School Counselor ▪ ?, Social Worker ▪ CORE Team Meeting Day: T​ BD o Ms. Joey Schubert (RKAA-Thomas Ford) ▪ Lindsay Carlson, School Counselor ▪ ?,​ Social Worker ▪ CORE Team Meeting Day: ​TBD o Mrs. Davis, RKLA Evening Program ▪ ?,​ School Counselor CORE TEAM RESPONSIBILITIES ● CORE TEAM MEETING SCHEDULING & DOCUMENTATION o Counselors will each schedule a minimum of 6 Core Team Meetings per week (per counselor). ▪ These meetings will be based upon received referrals from teachers and data from quarterly interims, quarterly “F” reports and attendance reports, Edgenuity progress and any student returning from placement. o Document scheduled meetings in the database under the “Core Team Referral” column. o School Counselors and AP’s will share calendars with one another at the beginning of the school year (b​ y 2:55pm on Friday, 9/6/19)​ . o School counselors will send a calendar invite via email to the AP, Social Worker and referring teacher when a meeting is scheduled with the parent. ▪ If a translator is needed, the school counselor must invite a translator to attend or be prepared to use Transperfect translation service. ▪ If the student has an IEP, the case manager MUST be in attendance. ▪ If the student is an ESL student, an ESL resource teacher MUST be in attendance. o If there is a recurring concern in regards to student attendance after intervention by the team social worker, the Truancy Officer will be invited to attend the meeting. 59

RHS STAFF HANDBOOK o School counselors will send a pre-meeting email to all scheduled teachers for the student to gain written input regarding the student’s performance in each class. This information will be shared during the meeting. ▪ Sample - “A CORE team meeting has been scheduled for the above student. If you are unable to attend it is your responsibility to provide written input in regards to the students behavior, attendance, academics, current grade and missing work. This information is due 24 hours prior to the meeting.” o All attempts should be made to schedule the Core Team meeting during the referring teacher’s prep period. If this is unable to occur, then the referring teacher must request class coverage from the Principal’s Office in order to attend. o If a parent is unwilling to attend the meeting or is unable to be contacted to attend the Core Team meeting, the Core Team meeting is still to be scheduled with the RHS team members and the student to address concerns. ● CORE TEAM MEETING EXPECTATIONS o Social Workers will: ▪ Prepare attendance data in preparation for meeting ● If a SAIP is to be completed, the social worker will come prepared with the SAIP template to be completed. ● Progress Monitoring booklet to be prepared if being issued due to attendance concerns. ▪ Prepare SAP referrals, if there are social-emotional concerns. o Counselors will: ▪ Contact/email teachers for student progress updates. ▪ Provide teacher updates of progress at meetings. ▪ Provide credit check and grade updates. ▪ Provide Credit Recovery (CR) update. ▪ Take meeting notes on RHS Core Team Meeting Referral and Action Plan. ▪ After the Core Team meeting is held, the school counselor will scan the action plan to “all scheduled teachers” for the student and “CC” the AP on the email. The school counselor will make a copy of the referral for their reference and the original Core Team referral will be submitted to the Attendance Clerk to be filed in the student’s discipline folder. 60

RHS STAFF HANDBOOK COUNSELOR DUTIES ● Credit Checks (For grades 10th-12th only) ○ Database will include: ■ Counselors (10-12) will supply Assistant Principals with a hard copy of credit checks by Friday October 4th​, signed. ■ Counselors will also keep an electronic copy on the U-drive and update as needed. ■ Counselors will continue to supply credit checks to AP’s for all new incoming students. ■ Counselors will update credit checks as needed and supply AP’s with updated credit checks. ● Schedule Core Team Meeting ○ AP will receive the Core Team Referral from the teacher ○ AP will review the Core Team Referral and will notify the School Counselor ○ School Counselor will schedule the Core Team Meeting within 48 hours by sending an Outlook Calendar invite. ○ School Counselor will invite: ■ AP ■ Social Worker (if needed) ■ POA (if needed) ■ IEP Case Manager (if applicable) ■ ESL Representative (if applicable) ■ Parent/Guardian ■ Student ○ The Core Team will meet to identify the root cause of the situation and initiate an Action Plan. ○ School Counselor will email the Action Plan to the student's team of teachers ○ The Core Team & teacher will implement & monitor the student’s success on Action Plan. ● Database ○ Database will include: ■ For 9th-12th Grade Students ● CORE Team Referral Date Received/Submitting Teacher ● CORE Team Meeting Date ● Counselor Notes ● Inputting of Interims (within 1 week of receipt of report) ● Inputting of Fs (within 1 week of receipt of report) ■ For 12th Grade Students ● Credits ● Credit Checks for Graduation ● Graduation Status ● Credit Recovery Sign-Up, Courses, % checks ● Independent Gym ● Graduation Plan (if student has IEP, IEP team will determine if student graduates on their IEP goals) 61

RHS STAFF HANDBOOK ● Naviance ■ Enter number of credits for all students (For grades 10th-12th only) ■ Priority as follows: ● Caseload for 10th-12th Grades: 12​th​, 10t​ h​, 11t​ h ○ Complete/add number of interim reports received per student each quarter within 1 week of receipt of data. (i.e., if the report is emailed at 2:00pm on a Tuesday, the data entry is due by 2:00pm on the following Tuesday; see your AP for clarification, if needed) ○ Complete/add quantity of F’s received per student each quarter within 1 week of receipt of data. (i.e., if the report is emailed at 2:00pm on a Tuesday, the data entry is due by 2:00pm on the following Tuesday; see your AP for clarification, if needed) ○ Enter subject/course F’s were received in per quarter ■ Priority as follows: ● Caseload for 10th-12th Grades: 12​th,​ 10t​ h,​ 11​th ● Caseload for 9th Grade: All students are priority! ● Credit Recovery Process (For grades 10th-12th only): ○ Core Team Meeting is required for each student prior to enrollment in a CR Course. o The Student with Parent/Guardian will sign a contract that outlines the expectations for participating in the Credit Recovery Program. o The Counselors will monitor the progress of students who are assigned credit recovery (CR) (Biweekly documentation on database). o Counselor is responsible for tracking the following CR information for their caseload on the AP Google Caseload Database: ▪ Course Enrolled, Percent Complete, All Courses Needed for Graduation, Date Course Completed, Notes/Other Information, Date of 1 on 1 Counselor Meeting. ● AP Team Progress Meetings Biweekly (Week Day and Time TBD by AP) o AP, school counselors and a social worker (attendance secretary, if/when needed) participate in bi-weekly team meetings. o Team discusses updates, concerns, and issues, including gradebook concerns. o Counselor provides a hard copy of the credit check for any new seniors. o Counselors provide AP with updates of any newly enrolled students on the team. ● Sight Lists o Counselors will set up sight-lists of 10 students daily in order to meet with ALL students on caseload. Email these sight lists to your AP daily. o Documentation of check in’s from sight list must be in the database o Sight List communication will be determined by you individually. Examples of communication with your caseload are REMIND, Google Classroom, email (Naviance accounts), and classroom phone calls. Students should be meeting with you during their study hall/electives. * Please try not to pull students from their major courses. 62

RHS STAFF HANDBOOK SOCIAL WORKER DUTIES 1. Attendance ● Social Workers will use attendance data from reports run and shared by the Attendance Clerk (absences and lates) to reduce habitual truancy. ○ Based upon attendance data, Social Workers will create weekly sight lists upon target group identification. Email these sight lists to your AP weekly. ○ Sight List communication will be determined by you individually. Examples of communication with your caseload are REMIND, Google Classroom, email (naviance accounts), classroom phone calls. Students should be meeting with you during their study hall/electives. Please try not to pull students from their major courses. ○ Based upon attendance data, Social Workers will schedule School Attendance Improvement Conferences (SAICs) and complete Student Attendance Improvement Plans (SAIPs). ■ All SAICs and SAIPs must be documented on the CORE Team database ○ Assign and monitor Student Progress Monitoring Booklets, as necessary ● Use the 30 Day Watch Program to monitor students that have any type of truancy fines, provided by Home & School Visitor (HSV) ● Notify AP immediately regarding concerns of validity of progress monitoring booklet 2. Core Team Meetings ● Schedule Core Team meetings for attendance concerns ● Address attendance in Core team meetings for all students ○ Have student attendance printed to present to the team during the meeting; break down data by unlawful/unexcused absences, in addition to tardies and class cuts. ○ Identify and discuss patterns of attendance concerns and develop interventions to be utilized to support improved attendance. ○ Monitor the implementation of the above interventions and communicate with all members of the CORE team as needed. 3. Collaboration with Agencies ● Communicate with the police department, child welfare, alternative schools, juvenile probation and residential treatment programs, as needed. ● At parent request, refer to community agencies for additional support outside of the school community. 4. CORE Team Database ● Database to be updated with the following information: ■ Social Worker 1:1 Notes, Date of SAIP, Date Progress Monitoring Booklet was issued, Home Visits. 4. Student Services ● Complete biopsychosocial assessments and refer students to intervention programs (i.e., county-wide services, therapeutic supports) when necessary. ● Conduct peer mediations as determined by the AP and Social Worker. 63

RHS STAFF HANDBOOK ● Support students in accessing The Knight’s Closet. 5. SAP Referrals ● Complete SAP Referrals as needed during CORE Team meetings. ● Process SAP Referrals as submitted by RHS staff and/or parents for students on caseload. ● Schedule SAP meetings based upon referral submissions. ● Collaborate with members of the CORE/SAP Team in regards to implementing and monitoring interventions to support the student. ● See SAP Procedures document. 6. Home Visits ● Home Visits will be completed on an as needed basis as determined by the Core Team. ● Social Worker will collaborate with the AP in regards to date/time frame that home visits will be conducted. ● Social Worker will notify all Core Team members in addition to the other social workers in the building of their presence outside of the building during the school hours. ● In addition, the social worker will notify security via the walkie-talkie of their leaving the building. 64

RHS STAFF HANDBOOK SAIP ROLES AND RESPONSIBILITIES ATTENDANCE -Runs trends by period detail report daily for unlawful absences 3+ and provides copy to HSV, CLERK SW, Dean, and AP and Linda Pauley. -Runs attendance report weekly for unexcused absences 10+ 1-2x per week; copies provided to HSV, SW, Dean, AP and Linda Pauley to be run on a Thursday or Friday. -Floater clerks in the Principal's office will run out of eSchool the attendance criteria calculation report. An email will be sent to all attendance clerks (including RKAA sites) with the report attached. -Attendance Clerks will go into Cognos and print the absence reports 4A and 4B. -(4A) 3+ absences print report and call parent/guardian with a warning. SAIC letter gets printed and mailed home with date on letter for 1st SAIC meeting. ● If email is listed on e-school, email and not mail via USPS.. ● If email gets returned as undeliverable, mail home via USPS. ● Document both phone calls and letter notification on E-school. -(4B) 6 absences print report and call parent/guardian with a warning. SAIC letter gets printed and mailed home with date on letter for 2nd SAIC meeting. ● If email is listed on e-school, email and not mail via USPS.. ● If email gets returned as undeliverable, mail home via USPS. ● Document both phone calls and letter notifications on E-school. -Communicate with SAIC meeting participants of the meeting date ● 1st SAIC meeting is with a social worker; HSV may be included in this meeting at the direction of administration. ● 2nd SAIC meeting is with HSV. -Mail a copy of the SAIP to parents who did not attend; SW will provide a copy of the SAIP to the clerk. -Receives original copy of SAIP from SW to: ● File original in attendance folder within 24 hours of receipt ● Scan copies to AP, Dean, SW, HSV and Director of Social Services secretary (Each SAIP Individually; not a mass email of completed SAIPs) ○ Subject line should read as follows: ■ 20192020_studentID_SAIP1 ■ 20192020_studentID_SAIP2 -Correct any discrepancies in HR absences; Mark student as present by taking out unlawful or unexcused homeroom absence- there will be no more “comment not absent - HR only absence”. -When attendance concerns are discovered by the clerk (i.e. patterns of attendance issues), communicate directly with the social worker. SOCIAL WORKER -Obtains from attendance clerk 3+ unlawful absences list of students. -SAIC held for those students with 6+ absences, regardless if the parent attends. SAIP is developed during the SAIC (AP, SC, SW, HSV, Parent/Guardian, Student can be attendees) -SAIP progress is monitored for 30 days. ● If attendance does not improve or worsens, schedule another SAIC and request that the HSV be in attendance. SW is required to schedule a parent meeting to review SAIP progress 30 days after the start date of SAIP. This includes from initial SAICs where parents were not present at meetings. The 2nd SAIC meeting should be documented 65

RHS STAFF HANDBOOK on the original SAIP. ● If attendance improves, continue to monitor the plan. -Inputs SAIP data (date of meeting) on attendance spreadsheet database. -Provides original copy of SAIP to the attendance clerk to file. -Provide a copy of the SAIP to the parent at the meeting. -Coordinates with HSV regarding home visits for those students with negative attendance trends. -Hold open office hours on designated Core Team meeting day for SAICs to be completed from letters sent home to parents. HOME SCHOOL -Utilizes unexcused absences report that is run and provided by the attendance clerk to VISITOR coordinate home visits in conjunction with the SW. -Weekly Check-In schedule for those at high-risk for court and truancy fines -Places students on “30 Day Watch” program when encounters students at court for truancy; PM book is issued by HSV at court during this time. -HSV completes a weekly check-in schedule for those students that he previously met with in court to monitor the success of the plan. -Attends second SAIC for students when initial SAIP has not demonstrated to be successful. -Attends initial SAIC for students with a history of truancy red flags when requested by the team. -Attends initial SAIC for students at the request of the SW or AP. SCHOOL -Participates in SAIC meetings. COUNSELOR -Supports in the implementation of interventions documented in the SAIP. ASSISTANT -Reviews reports emailed by Attendance Clerk regarding 3+ and 10+ absences. PRINCIPAL -Participates in SAIC meetings. -Supports in the implementation of interventions documented in the SAIP. -Collaborates with HSV and SW when seeing attendance concerns when handling discipline issues. 66

RHS STAFF HANDBOOK TAB 8: SOCIAL EMOTIONAL WELLNESS MASLOW’S HIERARCHY OF NEEDS 67

RHS STAFF HANDBOOK Basic Needs Internal Physiological Need ​Knight’s Closet​: If a student or their family is in need of any basic needs the student/teacher or family member may contact a Social Worker at school. The Knight Closet will provide toiletries, food, clothing, cleaning products, school supplies, paper products, etc. Once this need is recognized, the social worker will assist the student or their family in accessing the Knight’s Closet and providing information on community resources. H​ ousing: Homeless Liaison links students/families with shelters, transportation assistance, housing options and case management. Families may contact the Homeless Liaison for assistance at any time. Families do not have to be homeless at the time. The Homeless Liaison may work with the student and the family in accessing services to prevent homeless situations or provide assistance in securing housing. S​ tudent Assistance Program (SAP): The SAP program provides leadership for developing a safe and drug-free environment along with mental health wellness. The SAP program allows for removal of academic barriers and student academic achievement enhancement through collaborative prevention, intervention, and post-intervention services, specifically achieved by collaboration with teachers, administration and ancillary support staff as needed. The SAP process is described below. Step 1:​ Anyone can refer a student to SAP when they are concerned about their behavior. The students can also refer themselves to the program. The SAP caseworker will contact the parent for permission to proceed with the SAP process. Step 2:​ ​The SAP team gathers objective information about the student’s performance in school from all school personnel who have contact with the student. A plan is developed that includes strategies for removing the learning barriers and promoting the student’s academic and personal success to include in-school and/or community-based services and activities. Step 3:​ A plan is then put into place. The team assists in linking the student to in-school and/or community-based services and activities. The team may recommend a substance abuse or mental health assessment. Step 4:​ The SAP team continues to work with and support the student and their family. Follow-up includes monitoring, mentoring, and motivating for academic success. 68

RHS STAFF HANDBOOK Safety and Security Needs ​Social Worker Needs Assessment: If a teacher/student/family member thinks that a student has ​an immediate​ safety concern and it is during school hours a Social Worker n​ eeds to be notified via phone or in person.​ The Social Worker will assess the situation and will provide appropriate interventions such as: ● Crisis Intervention ● Suicidal/Homicidal Assessments ● Emotional De-Escalation ● Emotional Support ● Homeless Referral If there are safety concerns about a student that are n​ ot immediate​, a Social Worker should be contacted via phone/email. The Social Worker will assess the situation and may complete one or more of the following interventions: ● Assess and support victims of child abuse/neglect and complete a ChildLine referral as warranted by law ● Emotional support ● Assist students with accessing mental health/domestic violence/substance abuse treatment ● Assist students/families with accessing appropriate medical insurance ● Connect students/families with outside programs for employment ● Student Assistance Program ● Collaborate with teachers and AP’s to provide support as needed *If a situation occurs after school hours students and parents may contact C​ risis Intervention at 610-236-0530​. Psychological Needs Belongingness and Love Needs ● Social and emotional support ● Assist students with accessing mental health/domestic violence/substance abuse treatment ● Crisis Intervention ● Suicidal/Homicidal Assessments ● Assess and support victims of child abuse/neglect and complete ChildLine referral as mandated ● Emotional support ● Offer support groups to encourage social and emotional learning ● Assist with conflict resolution ● Student Assistance Program ● Peer support ● Collaborate with teachers and administration to provide support as needed 69

RHS STAFF HANDBOOK Self Esteem ● Self-esteem support group ● Social and emotional support ● Assist students with accessing mental health/domestic violence/substance abuse treatment ● Crisis Intervention ● Suicidal/Homicidal Assessments ● Assess and support victims of child abuse/neglect and complete ChildLine referral as mandated ● Emotional support ● Offer support groups to encourage social and emotional learning ● Assist with conflict resolution ● Student Assistance Program ● Peer support Self-Fulfillment Needs Self-Actualization ● Develop intervention strategies to increase academic success ● Link students with Mentor Program ● Collaborate with teachers and AP’s to provide support ● Emotional support ● Goal setting to empower and educate students to meet goals 70

RHS STAFF HANDBOOK RHS HOMELESS IDENTIFICATION PROCESS 71

RHS STAFF HANDBOOK CRISIS SITUATIONS Contact Social Worker: This is not an exhaustive list and includes all in person and virtual platforms. ● If a student expresses suicidal/homicidal ideation. ● If a student reports feeling fearful of going home. ● If a students’ basic needs are not being met (i.e. housing, food, clothing, etc.). ● If a student reports physical/sexual abuse and or neglect. ● If a student is under emotional distress regarding non-academic related concerns. ● If a student identifies having difficulty coping/adjusting to grief and loss (this may occur simultaneously with the Crisis Flight Team). ● If student behavior has changed as a result of possible substance use evidenced by sudden change in mood, class cuts and/or visible signs of intoxication etc. (complete a SAP referral). ● If a student is requesting more social support in or out of school. ● If a student is requesting therapeutic intervention. ● If a student reports they are being bullied *(AP’s/School Counselors/Social Workers/Behavioral Specialists should work collaboratively). ● If a student is expressing stressors in their biopsychosocial environments. ● If a student/family needs assistance accessing community resources. ● Please remember we are here as a support to the students and staff. Please contact us if you have a concern about a student. 72

RHS STAFF HANDBOOK SUICIDAL/HOMICIDAL IDEATION Teacher Hears….. Teacher Sees… Teacher Hears Second Hand… Example: “Rose posted on Example: “I am going to go Example: Teacher sees cuts on a Facebook that she does not want to live anymore.” home and take my mother’s pills student’s arm Teacher will… Call Social Worker/AP/school this weekend.” counselor immediately Teacher will…… Teacher will… Do not leave a voicemail Call the Social Call Social Worker/AP/school If you know the student, make Worker/AP/School counselor counselor immediately SAP referral immediately Do not leave a voicemail If medical attention is necessary, call a nurse Do not leave the student alone Do not leave the student alone Do not ask any follow up Do not ask follow up questions questions Use security as last resort Use security as a last resort Make a SAP referral Make a SAP referral ● If you are ever concerned about a student hurting themselves or someone else and you are not able to get assistance from an AP or Social worker call ​SAM(Service Access Management) crisis 610-236-0530. 73

RHS STAFF HANDBOOK CHILD ABUSE Teacher Hears It… The student is over 18... Teacher Sees….. Example B: A student tells you Either Example A or B Example A: Marks on a student they are being abused Teacher will… Teacher will… Teacher will…… Call Social Worker/AP/school Call Social Worker/AP/school counselor counselor immediately immediately Pull the student aside using discretion Call for coverage to Call ChildLine Social Worker can assist in determining if immediately Adult Protective Services (APS) needs to Call AP/Social Worker/school be called or if it is a ChildLine call counselor immediately Complete CY- 47 form (for Call for coverage to call Physical Abuse) ChildLine immediately Do not call home/remember Please use active listening (do confidentiality not interrogate student) Follow up with an email to AP Complete CY-47 form (can be and Social Worker that call was found in Nurses office) made to ChildLine Make a SAP referral Make a SAP referral Follow up with AP/Social Worker via email that the call was made to ChildLine *Please note you must call ChildLine (​ 1-800-932-0313)​ if you suspect abuse or neglect. Reporting the incident to an AP or Social Worker is not sufficient and you must make the call. A report must be made IMMEDIATELY via ChildLine or electronically: QUICK TIP: COMPLETING A CHILD ABUSE REPORT ● Electronically: ​www.compass.state.pa.us/CWIS o Requires a Keystone ID o Be sure to set up a Keystone ID prior to first day of school ● Orally: o ChildLine: 1-800-932-0313 o Must be followed up with the written CY-47 report, completed and sent to Berks County CYS within 48 hours. 74

RHS STAFF HANDBOOK MANDATED REPORTING GUIDELINES ● As an employee of the Reading School District, you are considered a​ “mandated reporter​” under the Child Protective Services Act. ● When must you make a report: o When you come into contact with the child in the course of your employment or through a regularly scheduled program, activity, or service. o When you are directly responsible for the care, supervision, guidance, or training of the child or affiliated with an agency, institution, organization, or other entity that is directly responsible for the same. o When a person makes a specific disclosure to the mandated reporter that an identifiable child is the victim of child abuse. o When an individual 14 years of age or older makes a specific disclosure to you that he/she has committed child abuse. ● Do you need to see or speak to the child before making a report of suspected abuse? o NO ● Do you have to be able to identify the person responsible for the child abuse to make a report? o NO ● What are my specific obligations in making a report? o An oral report must be made ​IMMEDIATELY ​via ChildLine or electronically: ▪ ChildLine: 1.800.932.0313 ▪ Electronically: www.compass.state.pa.us/CWIS ● Requires a Keystone ID o If making an oral report, a follow-up written report (CY-47) be made within 48 hours to Children and Youth. ● Have you satisfied your obligation as a mandated reporter by telling a principal, nurse, school counselor, colleagues, etc.? o NO; however, in order to confidently make a report, you can utilize the offices of either a nurse or a school counselor. These individuals are always willing to explain the process to you. The reporting obligation is, however, yours. ● Must you get permission from your supervisor before making a report of suspected child abuse? o NO, and you should not wait to speak to that individual before making a report. The obligation to report is y​ ours, ​and that obligation is not satisfied by telling a supervisor. o It is expected, however, that you will alert your supervisor/building principal to the report if it involves a student and/or staff member in his/her school. o Please note that any allegation that a student may have suffered physical injury should be referred to the nurse for evaluation/assessment.​ This DOES NOT mean that you should not make a ChildLine Report if you believe that child abuse has occurred. It is just prudent practice to have a medical professional see the student and document his/her observations. Regardless of that assessment, if you believe abuse has occurred, you must make the ChildLine Report. 75

RHS STAFF HANDBOOK o It is NOT the nurse’s responsibility to make the report, and they will NOT make the report for you. In addition, all nurses have been advised by the Department of Human Resources, through the Director of Student Support, to report any staff member who attempts to delegate this responsibility to the nurse. ● Must you​ ​obtain permission from a building principal, supervisor, or association/union representative before making a ChildLine Report when you believe that a student is the victim of suspected child abuse by a Reading School District staff member? o NO. While it is expected that you alert the building principal or supervisor of this concern, you are responsible for i​ mmediately​ making the required ChildLine Report. As confidentiality is an essential component of this process, you ​must not i​ nvolve other personnel or individuals in this situation, including your association/union representative. o The principal/supervisor ​immediately w​ ill contact the Department of Human Resources for guidance, as the law now requires that, upon notification that an investigation involves suspected child abuse by a school or child-care service employee, the school shall immediately implement a plan of supervision or alternative arrangement for the individual under investigation. ▪ This plan of supervision or alternative arrangement shall be approved by the county agency and kept on file with the agency until the investigation is completed. ● What type of “investigation” must I undertake before making a report? o SHORT ANSWER​: Essentially none​. We risk compromising the investigation by questioning a student, witnesses, or alleged perpetrator. While it is acceptable for you to ask a parent/guardian to provide information should that individual bring a concern to your attention by seeking facts as to the alleged abuse, such as, when did it occur, who was involved, was the child sent to the nurse, are there any visible bruises, etc., staff SHOULD NOT be questioning students about any alleged abuse, nor should a staff member – regardless of position – interview witnesses or question an alleged perpetrator. o Even more importantly, no one should, at this stage, be attempting to counsel or warn a student/child about false allegations. ● What are the penalties when a mandated reporter fails to report? First Violation 2​nd​ Degree Misdemeanor Subsequent Offense 3​rd​ Degree Felony Child Actively Being Abused 1​st​ Degree Misdemeanor Abuse is 1s​ t​ Degree Felony or Higher 3r​ d​ Degree Felony Abuse is 1​st​ Degree Felony or Higher and Direct Knowledge 3​rd​ Degree Felony Subsequent Abuse 3​rd​ Degree Felony Child Actively Abused and Abuse is 1s​ t Degree Felony or Higher 3​rd​ Degree Felony Subsequent Abuse 3r​ d​ Degree Felony 2n​ d​ Degree Misdemeanor: Penalty of up to two (2) years in jail and a fine of up to $5,000 Felony of the 3r​ d​ Degree: Penalty of up to seven (7) years in jail and a fine of up to $15,000 Employees face disciplinary action by the District, up to and including termination of employment. Professional educators could also lose their certifications. 76

RHS STAFF HANDBOOK ● As with all issues involving students, ​confidentiality i​ s key. The issue of making a report or being involved in an investigation is not and should not be break room fodder. STUDENT ASSISTANCE PROGRAM (sap) The SAP program provides leadership for developing a safe and drug free environment along with Mental Health Wellness. The SAP Program allows for removal of academic barriers and student academic achievement enhancement through collaborative prevention intervention and post intervention services specifically achieved by collaboration with teachers Administrators and Ancillary support staff as needed. Anyone can refer a student to SAP when they are concerned about the students behavior or mental health wellness. A student can also refer themselves to SAP. The SAP Process is described below. SAP PROCESS Step 1 ● A student is observed exhibiting risky behaviors that impact success at school that may lead to Step 2 ○ the student dropping out of school Step 3 ○ drug and alcohol use Step 4 ○ anger issues Step 5 ○ peer problems ○ family issues ○ possibly mental health issues ● Referring person (ie. staff or student) will complete a yellow SAP referral ○ Complete all information on the form making sure the information is observable behavior and does not include opinions ■ Examples of “acceptable” and “unacceptable” will be shared ● SAP Referrals will be given to the student’s Team Leader (social worker) ● Social Worker will develop a SAP folder for each referral ● Social Worker will present new referrals at the weekly SAP Meeting ● Social Worker will input student information into SAP Team Google drive ○ Google Drive will be separated by tabs per team ○ Building SAP Coordinator will create and share database with all social workers ● A Case Manager will be assigned to the referred student case at the weekly SAP meeting ● SAP team will determine best interventions and available resources for the referred student ● SAP team will develop tentative intervention plan called the S​ AP Intervention Checklist ○ See template ● Case Manager will give “Thank you” note to referring teacher to notify them that the SAP referral was received ● The Case Manager will contact the student’s parent/guardian 77

Step 6 RHS STAFF HANDBOOK Step 7 ○ Send a consent form, SAP Brochure, parent checklist, Step 8 ○ Request an in-person interview Step 9 ○ If a parent or guardian is unavailable to attend the meeting, the Case Manager will Step 10 Step 11 send a SAP screening form to the parent/guardian to sign. Step 12 ● Parent form will be returned to Case Manager. Step 13 ● A verbal consent from parent/guardian may be accepted for students to participate in the Step 14 SAP process. Case manager must note the date and time on the consent form. Step 15 ● If the parent/guardian agrees to proceed with the SAP Process, continue to Step 8. ● If parent/guardian does not agree to continue with SAP Process, the case manager will send a refusal letter to the parent/guardian and continue to monitor student ● The SAP team can proceed with a Core Team meeting ○ See Core Team Procedure in RHS Staff Handbook ● Do not continue to the next step ● Case Manager will distribute a Behavior Observation Form (blue checklist) to all staff members who work directly with the student within one school day of receiving the referral. ● Staff Members will complete the Behavior Observation Form (blue checklist) ○ Return the completed form to the Case Manager within four days ● Case Manager will review all completed observation forms for referred student ● Case Manager will meet with referred student ● Case Manager will consult with the​ Building SAP Coordinator ​and the SAP Liaison from Caron Foundation ● Case Manager will present information obtained from Behavior Observation Forms and student interview to the SAP team at weekly SAP Meeting ● SAP Team will determine if behavioral health assessment should be completed by SAP liaison. ○ If yes, the Case Manager will send a consent form to the parent/ guardian. This consent must be written; verbal consent is not permissible. ○ If consent is denied, the case is deemed closed. ● Team Leader (social worker) will complete paper 4092 form ● Completed paper 4092 form will be placed in the student SAP folder. ● Team Leader (social worker) will pass student SAP Folder to Building SAP Coordinator ○ Student SAP folders will be housed in a secured, locked environment by the Building SAP Coordinator. ● Case Managers will continue communication with the referred student and with the parent/guardian until the case is determined to be closed. 78

RHS STAFF HANDBOOK Assistant Principal & SAP ROLES AND RESPONSIBILITIES Dean of Students Team Member(s) Social Worker SAP Team Leader & Case Manager School Counselor Secretary (Complete Team Meeting Agenda) & Case Manager Case Manager School Nurse(s) Case Manager Case Manager Home School Visitor CARON Foundation Resource Teachers Team Member & Case Manager SAP Liaison (Caron) Building SAP Coordinator Who SAP MEETINGS What Assistant Principal, Social Worker, School Counselor, Nurse, SAP Liaison, When Teacher, B​ uilding SAP Coordinator? Where Complete SAP Agenda How Weekly (schedule to be determined by team) TBD by team Complete SAP Database / Maintain SAP Files / Complete SAP State paperwork 79

RHS STAFF HANDBOOK SAP LIAISON (from CARON Foundation) RHS Main Building Name: Amber Putt E-mail: (Grades 9-12) Phone: E-mail: RKAA Campuses Name: (Grades 9-12) Phone: 2020-2021 READING SENIOR HIGH SCHOOL SOCIAL WORKERS Leanne Eckenrode, MSW, LCSW Kelly Colbey, MSW, LSW Department Chair Assistant Principal​: Room: 123 Room: Ext: 81375 Ext: Email: e​ [email protected] Email: C​ [email protected] Kelli Mest, MSW, LSW Lauren Heydt, MSW, LSW Assistant Principal:​ Assistant Principal:​ Candace Kehres Room: Room: 369 Phone: 484-258-7474 Ext: 81369 Ext: Email: H​ [email protected] Email: m​ [email protected] Emily Brown, RKAA-Thomas Ford Ariel Parker, RKAA-C​ ity Line Assistant Principal:​ Schubert Assistant Principal​: Sepulveda-Torres School Counselors​: Carlson Room: 110C Room: 148 Ext: Ext: Email: [email protected] Email: ​[email protected] Liliana Moore, MSW, LSW TBD Social Worker Red Knight Accelerated Academy​-Glenside Reading High School Assistant Principal​: Jason Schwambach Room: Room: 104 Ext: Ext: 38104 Email: Email: M​ [email protected] 80

RHS STAFF HANDBOOK TAB 9: BEHAVIOR MANAGEMENT STUDENT SUPPORTS Student Supports Flow Chart includes five categories, 1) poor academic performance 2) Social Emotional Issues, 3) Attendance Issues, ​4​) L​ evel 1 & 2 Behavior Infractions and 5) Level 3 & 4 Behavior Infractions. * This BEHAVIOR TAB addresses Levels 1-4 Behavior Infractions. 81

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RHS STAFF HANDBOOK LEVELS OF INFRACTIONS AND DISCIPLINARY CONSEQUENCES Level I Infractions:​ These infractions include behaviors that disrupt the learning environment and occur within the classroom. Infractions, supports/interventions, and consequences will be addressed and documented by the classroom teacher. ● All supports/interventions and consequences must be implemented before referring to school administration. LEVEL I INFRACTIONS​ (This is not an exhaustive list)​ ❏ Careless/abuse of school ❏ Goofing around ❏ Sleeping in class ❏ Inappropriate/profane ❏ Tardiness to class property ❏ Throwing objects ❏ Computer/technology misuse language ❏ Unauthorized use of ❏ Disruptive Behavior ❏ Lying, cheating, ❏ Drinking or eating outside of medications misrepresentation ❏ Unprepared for class designated area ❏ Non-permanent, minor ❏ Unruly play/horseplay ❏ Excessive talking ❏ Unexplained absences ❏ Failure to meet classroom vandalism ❏ Articles disruptive to class ❏ Not changing for gym ❏ Other responsibilities/rules ❏ Not completing work ❏ Failure to return school forms ❏ Not following directions ❏ Not keeping hands to self ❏ Out of assigned area ❏ Public display of affection LEVEL I SUPPORTS/INTERVENTIONS​ (This is not an exhaustive list)​ Each classroom teacher will develop a Classroom Interventions may include but are not limited to: Management Plan. The plan will include a ■ Conference with student/warning description of expected student behaviors within ■ Restorative Practices (ie. conflict the class and consequences for failing to adhere to the procedures. resolution/mediation) ■ Parent/Guardian phone call home Teacher will post classroom norms in the classroom ■ Intervention time out to another classroom and on Google Classroom. ■ Loss of classroom privileges/incentives ■ eSchool Discipline referral to AP/Dean for a repeated offense with documented interventions 83

RHS STAFF HANDBOOK Level II 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 on a District provided vehicle (School Bus). Misconduct that meets the definition of a Level II infraction is referred to an administrator for appropriate disciplinary action within guidelines established by the building administration. ● All supports/interventions and consequences must be implemented before referring to school administration. LEVEL II INFRACTIONS​ (This is not an exhaustive list)​ ❏ Bus infraction ❏ Late to school ❏ Unauthorized presence outside of ❏ Cafeteria violation ❏ Leaving class/ school without ❏ Class cut school building ❏ Cutting/not serving in-school permission ❏ Other: Forgery Gang ❏ Leaving in-school suspension suspension activity/affiliation display ❏ Disrespect/Defiance in w/out permission ❏ Articles disruptive to school ❏ Parking violations ❏ Unauthorized sale/distribution of language or actions ❏ Safety violation (i.e. student ❏ Mutilate or deface ID badge materials ❏ Inappropriate/use of hall/cell allowing other students in the ❏ Petty theft/stealing Menacing phones building) statement noncriminal, etc. ❏ Late to class ❏ Student brought in by police ❏ Unacceptable actions/inappropriate, language/gestures LEVEL II SUPPORTS/INTERVENTIONS​ (This is not an exhaustive list​) ❏ Any Level I intervention or consequence ❏ Bus assigned seat ❏ Documented warning ❏ Check in- check-out ❏ In-school suspension (ISS) Temporary ❏ Stay-away agreements ❏ Parent/student conference with Placement Classroom (TPC) ❏ Confiscation of banned materials (hats, cell administrator/teacher (s ❏ Peer mentoring phones, laptop computers, digital music devices, ❏ Behavior contracting, etc. ❏ A consequence at the administration’s and other electronics) by administrator discretion which might include out-of-school consistent with Dress/Grooming and/or suspension to the Principal & loss of Electronics Policies ❏ Class schedule/classroom change extracurricular privileges for repetitive level II ❏ Restorative practices/restitution ❏ Loss of school privileges, school-wide incentives infractions ❏ Positive practice (example: cleaning up cafeteria for misbehaving in cafeteria) 84

RHS STAFF HANDBOOK Level III 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 referral – within 24 hours. LEVEL III INFRACTIONS ​(This is not an exhaustive list)​ ❏ Assault on student(s) ❏ Minor altercation * ❏ Unlawful restraints * ❏ Bullying ❏ Criminal trespass * (simple) ** ❏ Possession, use, or sale of ❏ Failure of disorderly persons to ❏ Racial/ ethnic intimidation * ❏ All other forms of vaping products disperse upon official order * ❏ Cyberbullying ❏ Stalking * harassment/intimidation * ❏ Sexual harassment: verbal * ❏ Other: ❏ Fighting (without serious ❏ Sexual harassment: physical * ❏ Possession, use or sale of ❏ False activation of fire bodily injury) * ❏ Robbery ** tobacco * alarms ❏ Theft ** ❏ Verba fighting/harassment * ❏ Sexual harassment * ❏ Indecent exposure ** Firecrackers/poppers, ❏ Threatening school ❏ Open lewdness ** ❏ Irresponsible/illegal use of ❏ Obscene & other sexual official/student(s) * district’s network and ❏ Burglary ** materials & performances ** ❏ Vandalism * computers ❏ Possession, use, or sale of ❏ Gang activity that creates a tobacco products* major disruption in class/school, etc. LEVEL III SUPPORTS/INTERVENTIONS​ (This is not an exhaustive list)​ ❏ Any Level II consequences assigned ❏ Referral to community human services agencies ❏ Possible referral to AEDY (Alternative Education for by administrator ❏ Corrective interventions: Disruptive Youth) ❏ Certain infractions may be referred to the Superintendent mini-courses, conflict mediation (may of schools for an expulsion hearing before the Board of never be used for bullying), victim School Directors of the Reading School District. safety plan, etc. ❏ All violations of the PA Crimes Code will be reported to ❏ Suspension to the Principal up to the police and may be reported to juvenile probation (if three (3) days ❏ Written behavior contracting applicable) and to the Berks County Office of Children and ❏ Completion of a behavioral Youth. assessment 85

RHS STAFF HANDBOOK Level IV Infractions:​ These offenses include behaviors that represent an immediate danger to safety and wellbeing of the school community. ● Due to the seriousness of these infractions, they need an immediate incident report — within the same day. LEVEL IV INFRACTIONS (​ This is not an exhaustive list​) ❏ Assault on school ❏ Possession of knife (2 ½” or ❏ Statutory sexual assault ** ❏ Sexual assault ** employee (simple) ** longer) ** ❏ Aggravated indecent assault ** ❏ Homicide/murder/volunta ❏ Possession of other weapon ** ❏ Indecent assault ** ❏ Possession or use of a ❏ Possession of rifle/shotgun** ry manslaughter/ ❏ Possession of cutting instrument controlled substance * involuntary manslaughter ❏ Sale/distribution of a (razor, box cutter, etc.) less than ** controlled substance * 2 ½”** ❏ Kidnapping/interference ❏ Sale, possession, use, transfer ❏ Possession of an explosive with custody of child** or under the influence of (bomb, missile, etc.) ** ❏ Reckless endangerment * ❏ Possession of bb/pellet gun ** ❏ Arson ** alcohol * ❏ Other: ❏ Rioting * ❏ Suicide – attempted * ❏ Disorderly conduct ** ❏ Suicide – committed * ❏ Bomb threat ** ❏ Assault on student ❏ Terroristic threats (aggravated) ** (including bomb threats) ❏ Assault on staff (aggravated) ** ** ❏ Possession of firearm ❏ Rape ** (09B) ❏ Involuntary sexual deviate (handgun) ** intercourse ** LEVEL IV SUPPORTS/INTERVENTIONS​ (This is not an exhaustive list)​ ❏ Mandatory Administrative ❏ Possible referral to AEDY (Alternative Education for Responsibilities: investigate, collect Disruptive Youth). witness statements, notify the superintendent’s office, and notify law ❏ Students may be referred to the Superintendent of school enforcement. for an expulsion hearing before the Board of School Directors of the Reading School District. (IEP students will ❏ Suspension to the Superintendent up follow the MDR process). to ten (10) days 86

RHS STAFF HANDBOOK UNDERSTANDING PROGRESSIVE DISCIPLINE Understanding discipline as a “teachable moment” is fundamental to a positive approach to discipline. PROGRESSIVE DISCIPLINE​: ● Uses incremental interventions to address inappropriate behavior with the ultimate goal of teaching prosocial behavior. ● Does not seek punishment but instead, instead seeks concurrent accountability and behavioral change. ● Seeks to prevent the recurrence of negative behavior by helping students learn from their mistakes. ● Ensures that every reasonable effort must be made to correct student behavior through counseling and other school-based interventions. ○ Supports and interventions are essential because inappropriate behavior or violations of school expectations may be symptomatic of more serious problems that students are experiencing. ● Emphasizes prevention and effective intervention to foster resiliency, prevent disruption to students’ education, and promote positive school culture. USING RESTORATIVE PRACTICES RESTORATIVE PRACTICES​ is an effective strategy to support a successful return to the student’s regular program. HELPING STUDENTS LEARN FROM THEIR MISTAKES​ is essential to the implementation of progressive discipline in assisting students who have engaged in unacceptable behavior to: 1. Understand why the behavior is unacceptable and the harm it has caused. 2. Understand what they could have done differently in the same situation. 3. Take responsibility for their actions. 4. Be given the opportunity to learn pro-social strategies and skills to use in the future. When a student’s misconduct results in a placement out of the classroom, RHS will consider, where appropriate, using: ● Conflict mediation/resolution. ● Restorative circle process. For a ​ STUDENT WITH DISABILITIES​ whose behavior impedes his/her participation in school, a functional behavioral assessment (FBA) is an essential tool to understand the causes of the student’s behavior. A behavioral intervention plan (BIP) after an FBA provides specific approaches to address the student’s behavior. 87

RHS STAFF HANDBOOK TAB 10: INSTRUCTIONAL COACHING Mission: ​To build staff capacity by bringing evidence-based practices into classrooms through collaboration with teachers and school leaders and increase student achievement Vision: ​Embedded on-site professional development consisting of one-on-one coaching cycles, small group PLC’s, and building-wide staff development 88

RHS STAFF HANDBOOK WHAT IS AN INSTRUCTIONAL COACH? Instructional coaches team with teachers and provide one-on-one and small group, side-by-side assistance, working together on identified instructional goals. They provide professional development for teachers with real-time support focused on changing practice, increasing student engagement, and improving student achievement. WHAT DOES THE “COACHING CYCLE” LOOK LIKE? The coaching “menu” centers around the B​ , D, A (before, during and after) cycle​ of consultation and feedback. Specifically,​ BEFORE​ classroom visits, coaches co-plan with teachers to create goals, determine strategies, and identify materials and resources to use. The coach and teacher identify the “look fors” in the class; that is, they generate a list of things on which the coach will focus his/her attention during the class period. This list is limited and is constructed once the coach and teacher collaborate on the expectations of that class lesson. At this time, the teacher and coach also schedule the “after” visit with the specific day and time devoted to debriefing and providing feedback for the class period visited. DURING​ class visits, coaches work with teachers to implement a specific research-based instructional approach which supports the building’s ongoing initiatives. Collins Writing, Power Teaching, Reading Apprenticeship, Project Based Learning, Restorative Practices, and the integration of technology into the classroom are a few possible topics a coach and teacher could explore. Instructional coaches could be 89

RHS STAFF HANDBOOK collecting data while observing the lesson, they could be co-teaching or modeling parts of the lesson or they could be accompanying a teacher on a peer observation. AFTER​ the class visit, coaches and teachers discuss what goals were met and what worked well, focusing on their next steps to improve student performance. This is a non-evaluative process that encourages teachers to try innovative ways to engage students in a risk-free environment. 90

RHS STAFF HANDBOOK WHAT A COACH IS AND IS NOT A Coach is... A Coach is not... ● A confidant ● An administrator ● A collaborator ● A disciplinarian ● A supporter ● A clerical helper ● An innovative thinker ● A gossiper ● A challenger ● An expert ● A co-teacher ● A person to make judgments on your or ● A resource ● A non-evaluative observer to provide your classroom feedback ASIDE FROM ENGAGING IN COACHING CYCLES, WHAT ELSE DOES AN INSTRUCTIONAL COACH DO TO SUPPORT INSTRUCTION IN THE BUILDING? In addition to coaching cycles, coaches foster professional development by: ● Facilitating small group professional development opportunities ● Planning and delivering building-wide professional development ● Assisting in department or 9th-grade team meetings ● Reviewing and analyzing data ● Continuing to learn about new trends and best practices ● Participating in learning walks AS A TEACHER, HOW CAN I ACCESS IMPORTANT INFORMATION I NEED RELATED TO MY PROFESSIONAL RESPONSIBILITIES AND CLASSROOM INSTRUCTION? The Teaching and Learning Department offers it’s own website/portal where important information and files can be found. To access this website you will need to be logged into Google with your Reading School District Credentials. ● https://sites.google.com/readingsd.org/rhsteacherportal HOW DO I CONTACT A COACH? There are several ways of contacting an instructional coach at RHS: ● Complete the Google Request Form on the Coaches Corner website. http://bit.ly/2GwYIJ9 ● E-mail one of the Instructional Coaches: ○ Christy Hetrick - h​ [email protected] ○ Courtney McCarroll - m​ [email protected] 91

RHS STAFF HANDBOOK ○ Angie Rodriguez -​ h​ [email protected] WHY WORK WITH AN INSTRUCTIONAL COACH? ● Teachers can work with an instructional coach ○ Upon teacher request ■ Trying out new strategies or instructional practices ■ Integrating technology ■ Targeting skills that were identified through classroom assessments or other sources of data ■ Growing in personal professional development goals ○ In response to a referral from a consultant or an administrator ○ Through an improvement plan WHAT ARE THE POSSIBLE TOPICS FOR A COACHING CYCLE? ● Possible topics and areas of focus are (but not limited to): ○ Initiative support ○ Lesson planning ○ Differentiation (RA/Collins/Power ○ Cooperative learning ○ Higher-order thinking and Teaching/PBL) ○ Classroom management questioning ○ Engagement strategies ○ Strategies for ELL or Special ○ Formative assessment ○ 21st-century learning skills Ed. students ○ Integration of technology ○ Co-teaching WHAT FROM THE COACHING CYCLE WILL BE SHARED WITH THE ADMINISTRATION? Teachers can work with an instructional coach upon teacher request, by an outside consultant’s referral, by administrative referral or through an improvement plan. ● Coaching cycle initiated through teacher request:​ Upon request by an administrator, the coach can only share the teacher’s name, the topic/focus of the coaching cycle and the date of the coaching activity. ● Referral by an administrator or a consultant:​ Upon request by an administrator, the coach can only share the teacher’s name, the topic/focus of the coaching cycle, the date of the coaching activity and the frequency of the coaching cycles. 92

RHS STAFF HANDBOOK ● Coaching cycle in support of an improvement plan:​ Upon request by an administrator, the coach can only share the teacher’s name, the topic/focus of the coaching cycle, the date of the coaching activity, the frequency of the coaching cycles and the next steps that were determined in the post-conference. 93

RHS STAFF HANDBOOK 2020-2021 TEACHING AND LEARNING TEAM: Christy Hetrick Courtney McCarroll [email protected] [email protected] Office- Library Rear Office- Library Rear Ext: 81399 Ext: 81399 RHS Instructional Coach Professional Development Facilitator RHS Instructional Coach Professional Development Facilitator Angela Rodriguez [email protected] Office - 205b Ext: 81183 RHS Instructional Coach Professional Development Facilitator Data Coordinator School Improvement Plan Coordinator Nicole Pagan [email protected] Office: 205a Ext: 81904 Assistant Principal of Teaching and Learning Administration 94

RHS STAFF HANDBOOK 21st Century Classrooms Does your classroom include 21st century learning opportunities? 95

RHS STAFF HANDBOOK TAB 11: SECURITY AND EMERGENCY PROCEDURES 2020-2021 SECURITY PLAN This document is designed to provide RHS staff members with an overview of security staff locations and responsibilities. Continue to contact the Security Desk at Extension 81955 to report an issue or request assistance. Overview of the Responsibilities of Safe School Officers (SSO’s) Late Line Location:​ Ground Floor Door Behind Security Booth (13​th​ Street) ID Card Operator 1. ID’s will be issued during periods 4 and 6 only in Room 008. 2. Will create ID cards for students and employees when necessary. Monitoring Hallways/Stairwells SSO will: Respond to all calls for assistance (i.e., radio transmissions, administrative/teacher requests, 1. any incidents in your vicinity, etc.). Maintain clear and quiet hallways during class periods. 2. Ensure that all students go to class in a timely manner between classes. 3. Ensure that all persons within a school building have an ID card, visitor, or hall pass. 4. Ensure that all hallways are cleared of students ​before​ late bell rings. 5. Monitor hallways/lavatories/stairwells for any suspicious activity. SSO’s should be walking up 6. and down the hallways, monitoring at all times. Monitor stairwells at your assigned post. 7. Ensure that all exterior doors within the vicinity of your post are secure. 8. Attend immediately to any altercations and call for backup as needed. 9. Check any areas that are off camera. 10. Assist teachers in need of an escort. 11. a. Upon arrival to the classroom SSO will ask the teacher for specific details. b. SSO will determine the destination of the student by communicating with the Assistant Principal. c. SSO will direct the student out of the classroom to be relocated to a new destination for the remainder of that period. If student refuses to leave classroom: 96

RHS STAFF HANDBOOK a. Call for additional SSO’s and/or appropriate Administrator via two way radio. b. Await additional personnel to intervene with student. c. If a student still refuses, ask the teacher to escort students out of the classroom. d. If a student still refuses to leave, notify police and allow police to intervene. e. Stay until completion of incident, or as directed by Lead SSO or administrator. SSO’s ​ shall only use physical force to prevent injury to students, staff or other persons including self.. Safety Care t​ echniques are to be used only as a last resource. CAFETERIA PROCEDURES Main Cafeteria Periods 4A, 5A, 5B, 5C, and 6B : ● 3 SSO’s will be stationed at the main café during lunch periods. ○ The 1st SSo will be positioned at the JROTC doors to ensure that students do not leave the cafeteria. ○ The 2​ ​nd ​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. ○ The 3r​ d​ SSO is positioned in the center of the c​ afé ​where the 2 middle lunch lines form. ○ The Lead SSO will be roving throughout the c​ afé t​ o ensure student safety. ■ Students are dismissed from the ​café ​4 minutes before the end of each period. ■ For 9th grade lunch periods 4A and 6B, at least 1 SSO will walk out of the cafeteria with the students as they dismiss and are enroute to their next class. ● 1 Administrators will be stationed at the main café during periods 4A, 5A/B/C and 6B positioned as follows: ○ One at the Main Café double door entrance to monitor student access to bathrooms as well as monitor students inside of the cafeteria. Senior Cafeteria: ● One SSO will be stationed at the senior café during all lunch periods. ● Dean will be checking in periodically. 97

RHS STAFF HANDBOOK SSO STAFF ASSIGNMENTS AND OVERVIEW OF RESPONSIBILITIES School Police Officer: 1. Contact the Reading Police Department at administrator's discretion. 2. Write citations. 3. Conduct investigations including fights, threats, or any incidents that occurred outside of school which interfere during school hours. 4. Conduct student searches and complete seizure of all drugs, weapons, and contraband. 5. Provide the parent notification letter for a student that is randomly searched when arriving late to school. 6. Ensure that the camera room is used for only professional related duties and responsibilities. Reading High Lead Officer: 7. Cafeteria duty: Circulate throughout the main cafe to monitor students. 8. Lead hall sweeps throughout the school day. 9. Make and disseminate SSO daily staff assignment schedules to all building staff. 10. Ensure that all incident reports are completed by all SSO’s by the end of the day. 11. Reconcile remaining incident record keeping that needs to be completed from day shift SSO Position 1. Transfer remaining incident record keeping responsibilities to the second shift SSO Position 3. 12. Contact the Reading Police Department at administrator's discretion. 13. Provide the parent notification letter for a student that is randomly searched when arriving late to school. 14. Ensure that the camera room is used for only professional related duties and responsibilities. Position 1: Camera Room/Ground Floor 1. Monitor all hallway camera feeds. 2. Monitor all exterior camera feeds. 3. Alert SSO’s and administrators of any suspicious activity. 4. Be prepared and able to search the digital video stream to capture clips of individual incidents. 5. Create and maintain an incident folder on the U drive under security to store electronic incident records that include statements, pictures, and video clips. 6. Place all video clips in the incident folder on U drive. 7. Designate times when student IDs are made. Position 2: Security Desk First Shift 1. Answer internal and external calls. 2. Dispatch calls to SSO per floor. 3. Complete ID check of all visitors through eSchool. 4. Provide visitors with a Visitor ID sticker. 5. Notify the administrator of waiting visitors and gain approval for escort to their office. 6. Arrange a security escort for the visitor to the destination office. 98

RHS STAFF HANDBOOK Position 3: Mid-shift 11:00AM-7:00PM 1. 11:00 to 12:00 Rover. 2. 12:00 to 2:30 relieve SSO’s for breaks and lunch and assume any position that needs to be filled as per the direction of the Lead Officer. 3. 2:30-7:00 Main Security Desk. 4. Answer internal and external calls. 5. Complete ID check of all visitors through eSchool. 6. Complete building rounds including Knight Academy. 7. Scan investigative documents to the U drive. Position 4: 3r​ d​ Floor Front (Room 306) 1. Always be posted within line-of-sight to both lavatories on the floor. 2. Periodically monitor stairwell G. 3. Periodically checks lavatory to ensure the safety of students. 4. Monitor Cafe period 5 (*see Cafeteria Procedures) 5. Monitor hallways (​*see Monitoring Hallways/Stairwells Expectations​). Position 5: 2​nd​ Floor Front (Room 206) 1. Always be posted within line-of-sight to both lavatories and senior cafe. 2. Periodically monitor stairwell G. 3. Periodically checks lavatory to ensure the safety of students. 4. Monitor hallways (​*see Monitoring Hallways/Stairwells Expectations​). Position 6: Geigle Gym Ground Floor 1. Monitor students during CTC transitions. 2. Monitor use of lavatories/locker rooms on the floor. 3. Circulate around the entire floor area. 4. Monitor South Drive Door. Ensure that the door is locked at all times. Direct visitors to the Main Entrance. 5. Be a presence in Room 015 to support teachers and paraprofessionals who are monitoring ISS. 6. Monitor stairwells C and D, LGI, and the Welcome Center. 7. Periodically check the lavatory to ensure the safety of students. 8. Monitor Hallways (​*see Monitoring Hallways/Stairwells Expectations​). Position 7: 1​st​ Floor North Side (Room 116) 1. Circulate around the entire floor area including the South Driveway exit and Stairwell B near the greenhouse exit. 2. Monitor use of lavatories on the floor. 3. Periodically check the lavatory to ensure the safety of students. 4. Monitor hallways (​*see Monitoring Hallways/Stairwells Expectations​). Position 8: Geigel Annex 3rd Floor (Room 385-389) 1. Monitor stairwells F, G and the inside stairwell for students.​ (*​ see Monitoring Hallways/Stairwells 99