Edison High School - One Tiger, Many Stripes - Fresno Unified ...

Edison High School - One Tiger, Many Stripes - Fresno Unified ...
REVISED 8/18/2020

        Edison High School

                    Faculty Handbook
                      2020 – 2021

One Tiger, Many Stripes
Edison High School - One Tiger, Many Stripes - Fresno Unified ...
REVISED 8/18/2020

                                     TABLE OF CONTENTS

          Principal’s Letter                                Student Emotional Counseling Services
          School Outcomes                                             Student in Crisis
          Edison Regional Focus                                       Student Safety
          WASC Areas of Strength and Follow-up                        SAP Referrals
          SPSA Goals 2018-19                                Student Health Services
 TAB 2: PROFESSIONAL LEARNING/INSTRUCTIONAL                           CPS Reports
        LEADERSHIP P. 10-28                                           Nurse Procedures
          Definition of Professional Learning       TAB 6: SAFETY PROCEDURES P. 41-42
             Communities                                    Emergency Procedures
          Professional Learning Communities at              Activity Calendar and Stay Late Procedures
             Edison                                 TAB 7: MASTER CALENDAR, FACILITIES, FIELD
          One Tiger, Many Stripes                          TRIPS, AND GENERAL MANDATES P. 43-45
          Tiger leads                                       Master Calendar, Facility and Maintenance
          Professional Learning Calendars                      Request
          District Calendar                                 Weekend and Holiday Access
          Month by Month Calendar                           Field Trip Protocol and Requests
 TAB 3: TEACHING STANDARDS AND                              Mandates and Process—Emergency
         INSTRUCTIONAL GUIDES P. 29                            Incident Reporting, Confidentiality
          California Standards for the Teaching                Statement, Complaint Process, Sexual
             Profession (CSTPs)                                Harassment
          FUSD Instructional Practice Guide (IPG)   TAB 8: TECHNOLOGY INFORMATION P. 46-48
             Literacy                                       Student Technology Use
          FUSD Instructional Practice Guide (IPG)           General Information
             Math                                           Lab and Mobile Technology Use
 TAB 4: BEHAVIORAL EXPECTATIONS AND                         Technology Support Procedures
     PRACTICES P. 30-38                                     Fresno Unified Staff Portal
          Restorative Practices                     TAB 9: RESOURCES, CALENDAR & SCHEDULES
          Discipline and Referral Procedures            P.49-62
          Re-Engagement Center Process                      Phone Directory
          Tardy Policy and 15 Minute Rule                   Edison Resources (phone list)
          Dress Code                                        Campus Map
                                                            Administration Team
                                                            Counseling Team
                                                            District Calendar
                                                            Bell Schedules
                                                            Calling in an Absence
                                                            Extra-Curricular Supervision Schedule
                                                            Supervision Responsibilities
                                                            First Week Procedures
Edison High School - One Tiger, Many Stripes - Fresno Unified ...
REVISED 8/18/2020

                                               Principal’s Letter
Dear Teachers,

Welcome to Edison High School.

The start of the 2020 school year is unlike any other I’ve experienced. The effects of COVID-19 are being felt by all
districts across the state of California and the United States. As a result, schools in Fresno Unified School District will
begin instruction in an online distance learning platform. Distance learning and the tools utilized to teach students in a
virtual setting, is atypical for many teachers, however I am confident that the educators here at Edison High School are
prepared for the challenge presented by online learning. As we move into the virtual world of online teaching let’s not
forget what we learned and are continuing to learn about distance learning environments. All Edison teachers received a
valuable resource in the “Distance Learning Playbook” by authors D. Fisher, N. Frey & J. Hattie 2020-202. I highly
recommend reading and utilizing the evidence, strategies and insights presented in this book to address what works best
to impact student learning. What makes this book critical especially during these unprecedented times, is the use of
education researcher John Hattie’s study regarding student learning, also known as Visible Learning. The research in
Visible Learning synthesizes more than 1,600 meta-analysis comprising more than 95,000 studies involving over 300
million students around the world.

In my experience as an educational practitioner which includes 13 years of classroom teaching experience in high school
along with nine years of supervision and evaluation of instruction as a high school administrator, I stand by the belief
that “good teaching is good teaching” no matter where it takes place-online or physically face-to-face. We must
continue to build our capacity to create effective learning opportunities that impact student learning at a high level.
Working collaboratively in professional learning teams remains a central focus for us as a professional learning
community. This requires that we nurture and build trusting professional relationships with one another. This is a real
necessity during distance learning especially in terms of building a collective knowledge around what is working. By
sharing best instructional practices regarding academics, social emotional learning and cultural proficiency we learn about
employing effective tools that foster a balance approach to educating the “whole child”.

It would be remiss of me not to share with you the impact of what has been occurring across our country. Not only are
we experiencing a serious and dangerous global pandemic, but many people, including our students and families, are
suffering from the socio-economic and emotional impact of COVID-19. At the same time, there’s social unrest as a
result of the killing of an African American man at the hands of police officers. Moreover, it’s an election year. Be
mindful that students have unique experiences related to this and sharing your personal feelings, either way, can be
problematic. Exercise sound judgement with your students, acknowledge their feelings and equip them with the skills
and competencies for making good decisions. Teach students to have respect for others, to be courageous and
recognize their ethical and civic responsibilities. We have an obligation to educate young people by applying rigorous
instructional practices, but just as critical to academics is teaching social justice. Social justice is the basis for a
democratic way of life and essential in creating and sustaining a social structure in which people are valued and treated

Please familiarize yourself with the content of this Faculty Handbook as it provides valuable information regarding
operations, policies, processes, important dates for instructional activities, professional expectations and other relevant
information about Edison High School. Have a great year my friends.


Joey L. Munoz
Edison High School - One Tiger, Many Stripes - Fresno Unified ...
Edison’s School Outcomes

MISSION: We believe Edison students will learn in a safe and empowering
environment, and take ownership of their social and academic growth, in order to
continue developing as active and productive members of our ever-changing world.

We Think: Tigers will exhibit intellectual curiosity, critical thinking and problem solving by
accessing appropriate tools, persevering through tasks, synthesizing information, providing
sound evidence, and skillfully revising our work

We Act: demonstrating global citizenship by actively participating in the four A’s: academics,
arts, athletics, and activities

We Know: demonstrating high achievement of content knowledge at rigorous and
challenging levels while pursuing academic and career goals by being able to locate, synthesize,
critique, and use knowledge to generate artifacts

We Grow: Tigers will exhibit self-awareness, grit, and ownership of learning by mastering the
competencies of Think, Act, and Know to achieve post-secondary goals.

 Faculty Handbook 2020-2021                                                                        1
Edison High School - One Tiger, Many Stripes - Fresno Unified ...
Edison Regional Focus
Mission: All students will be college and career ready graduates.

Vision: The Edison Region is committed to powerful, productive, and diverse relationships that
promote academic and social successes, representative of our region’s strengths, gifts, and

Motto: One Tiger, Many Stripes

Objectives 2020-2021
• Develop a climate and culture that establishes powerful relationships in order to facilitate
   and nurture collaboration for both students and adults.
• Commit to the PLC process to strengthen Tier 1 instructional practices to meet the needs of
   the whole child.

Regional Principals’ Smart Goals

   By the end of the 2019-2020 school year, the Edison region will have increased the effectiveness of
   Professional Learning Communities as evidenced by:
     • meeting school site CAASPP goals
     • meeting 50% ELA proficiency and 40% Math proficiency region-wide on the CASSPP.
     • growth on AC SMART goals
     • growth on a LBD survey administered to all teachers twice a year, September and April
     • growth on district interim ELA and mathematics assessments
     • growth on IPG data (Tenets 1-3)
     • growth on the CFA process rubric for Accountable Communities and increased effective
         feedback to teachers.

CAASPP Goals (Regional)
   • 50% proficiency in ELA
   • 40% proficiency in Math

 Faculty Handbook 2020-2021                                                                              2
Edison High School - One Tiger, Many Stripes - Fresno Unified ...
WASC Mid-Term Feedback

   ✓ The shared leadership structure utilized by the school is an effective and efficient form
     of leadership to move the school forward to meet the goals outlined in the WASC Action
     Plan and Single Plan for Student Achievement (SPSA).
   ✓ Teacher ownership of student performance is evident and there is a concentrated effort
     by teachers to help their students experience success.

   ✓ The administrative team uses a “hands-on” and “flexible” approach towards school
     improvement. The school is willing to try or change their methods in order to get the
     intended results.

   ✓ More student involvement has improved with the addition of the Campus Culture
     Director (CCD). It is apparent with the multitude of activities students have both during
     and after school.


   ✓ Continue to use formative assessments to monitor student progress and provide
     academic intervention to help students reach proficiency. In addition, as Professional
     Learning Communities (PLC’s), explore ways to use formative and summative
     assessments to improve instruction.

   ✓ Continue to provide a consistent and more strategic approach for “student ownership”
     in the classroom, such as checking for understanding, student engagement and
     academic intervention for struggling students.

   ✓ Continue to find ways to support the academic and social success of the Special
     Education and English Language Learners campus wide.

   ✓ Continue to refine the academic intervention programs, afterschool and during the
     instructional day, to provide an increase in the numbers of students demonstrating
     success. Use data to document the effectiveness of the program or to make
     adjustments for a more desirable outcome.

   ✓ Continue to provide professional development on the use of effective research based
     instructional strategies and allow teachers to collaborate through Accountable
     Communities (AC’s) to plan and implement.

 Faculty Handbook 2020-2021                                                                      3
SPSA Goals for 2020-2021
Goal #1 - All students will excel in Reading, Writing and Math
Action 1: Improve by7% on CAASPP in ELA

Edison will provide a three-tiered approach to literacy support for students. Tier One will include a focus
on increasing common core literacy skills in every classroom through professional learning and school-
wide literacy initiatives. Tier Two will be opportunities for strategic grouping, technology resources to
support struggling students, PLUS, and co-teaching in the targeted core classes. Tier 3 will include
teacher tutoring services, access to technology resources for remediation, PLUS support in the targeted
classroom and student groups, and strategic deployment.

Action 2: Improve by7% on CAASPP in Math

Edison will provide a three-tiered approach to math support for all students. Tier One will include a
focus on common core math skills in every math classroom through professional learning and
collaboration. Tier Two will incorporate opportunities for strategic grouping, reteaching, utilizing
technology resources for struggling students, PLUS teacher support, and co-teaching. Tier 3 will include
teacher tutoring services, technology resources to support remediation, strategic PLUS teacher support
for Tier 3 students, and deployment.

Action 3: Re-designation Rate of English Learners

Edison will improve English Learner re-designation rates by providing three-tiered supports to English
Learners that build literacy skills in alignment with the Common Core State Standards for ELD and
ELA/Literacy. Tier 1 will include staff providing instruction in all curricular areas that require students to
engage in complex text, write regularly, and academic discourse. Staff will be able to identify EL students
and students will be appropriately scheduled and grouped. Accountable communities will incorporate
unit plans that detail EL high leverage EL strategies. Tier 2 supports include reteaching strategies to
target students who struggle in initial assessments. Additional supports include English Learner
conferences for teacher PL, and individual and group chats based on performance levels of the ELPAC
exam, Interim exam, and the number of D/Fs at all grading periods. Tier 3 supports include an English
Language Support team providing targeted academic assistance during the After-School Program.

Action 4: Reduce percentage of students with D/F's on Report Cards

Edison High School will support students to earn passing grades through a system of monitoring, goal
setting, recognizing achievement, in-classroom assistance in challenging courses, tutorial opportunities,
guidance, classroom engagement, and response to intervention.

Action 5: Increase AP exams passed, credits earned, and enrollment

 Faculty Handbook 2020-2021                                                                                      4
Edison High School will provide a response to intervention approach for student support
in order to retain students in AP courses. Tier 1 services will include curriculum that is
designed to focus on the AP course and exam. All AP course syllabi will be approved by the College
Board. In all AP courses, students will learn skills and content specific to the course to help them access
the AP exam, and teachers will collaboratively develop common frequent assessments aligned to the
exam. Tier 2 services will include after-school tutorials, lunchtime tutorials, and study sessions provided
to students to prepare for and to practice skills needed to be successful on the exam. Tier 3 services
include opportunities for deployment, particularly in AP Human Geography and AP European History,
tutorials, and technology resources with an emphasis on supporting EL and African American students.

Goal #2 - All Students will engage in arts, activities, and athletic
Action 1: Increase Student Engaged in Goal 2 Activities

Edison High School is committed to aligning efforts to District Goal 2: All students will engage in arts,
activities, and athletics. Edison High School will work to implement a comprehensive program to
increase the number of student participating in after school and extra-curricular activities such as:
athletics, clubs, academic competitions, theater, Link Crew, music/band, leadership, service projects,
field trips, and other school-wide activities (i.e. homecoming, dances, rallies, assemblies).

Goal #3 - All Students will demonstrate the character and competencies for
workplace success
Action 1: Increase enrollment in CTE courses

Edison High School is committed to providing students with an increased number of Career Technical
Education courses. Data shows that students fair better in post-secondary schooling if options are
available to them that peak their interest. Edison High School is committed to recruiting and training
teachers in high demand industry sectors such as Engineering and Design, Health Science and Medical
Technology, Information Technology, Fashion and Interior Design, and Art Media and Entertainment.

Action 2: College Career Readiness

Edison High School will engage in career and workplace preparation that includes increasing the amount
of students who have met the following criteria: successful completion of A-G courses, completion of
Pathway coursework, increased number of students who have met the criteria for the Seal of Biliteracy,
students who have received a score of 3 or higher on two AP exams. College and Career Readiness will
be evidenced by the number and percentage of students who are identified as prepared on the
California School Dashboard; thereby, expanding the amount of post-secondary options upon

 Faculty Handbook 2020-2021                                                                                   5
Goal #4 - All Students will stay in school on target to graduate
Action 1: Decrease Student Suspension Rate

Edison High School will further develop its multi-tiered system of escalated behavioral and social-
emotional supports for students as a way improving overall suspension rates and for those who are
disproportionately suspended. Tier 1 services will focus on the school-wide implementation of Tiered
Behaviors and classroom behavior supports as well as the continued development and implementation
of social emotional initiatives developed through EHS’ Climate and Culture team along with the
curriculum developed for Class Meetings known as WE ACT lessons. Through the use of data and
teacher input, students in need of Tier 2 and 3 supports will receive escalated, targeted interventions
with the emphasis on mediating behavior and the restoration of the learning process and environment.

Action 2: Decrease Chronic Absenteeism Rate

Edison High School recognizes that attendance is a critical component for student success. In the 2019-
2020 academic school year, Edison High will continue to develop a unified multi-tiered system of
interventions for attendance. These tiered systems of support for attendance will include Tier 1 ensuring
that all teachers are taking accurate attendance. Tier 2 and Tier 3 supports include providing a full-time
school Child Welfare Attendance Specialist who will extend targeted interventions for those who are
identified as chronically absent. Additionally, the school will continue to fund key attendance programs
and activities such as after school attendance meetings that provides parents with pivotal information
regarding attendance and strategies to support the improvement of attendance.

Action 3: Increase Graduation Rate

Edison High School is committed to providing 100% of its students an opportunity to graduate on time
while meeting A-G requirements. Edison High School will work to implement a comprehensive program
to increase the number of contacts counselors have with students, to ensure they are well informed of
graduation requirements, A-G requirements, and all post-secondary options. Tier 1 will include all
students having access to A-G courses and counselor oversight. Tier 2 will include increased counselor
sessions and tutorials for those who are struggling in A-G courses. Tier 3 will include intensive counseling
sessions that are one-on-one.

               Professional Learning and Instructional Leadership
Collective Purpose: As instructional leaders of Edison High School, we will continue to
promote a collaborative, data-driven, progressive teaching and learning community that
strengthens our collective instructional capacity to improve student learning experiences and
student efficacy.

Definition of Professional Learning Communities

 Faculty Handbook 2020-2021                                                                                    6
The PLC process engages practitioners in learning together or learning by doing.
The PLC process is grounded in a solid foundation of common purpose, shared
vision, collective agreements and goals that shape the culture of the school. There
are six characteristics of high performing PLCs as described by Rick DuFour and his
colleagues Rebecca DuFour, Robert Eaker and Tom Many (2010):

   1. Shared mission (purpose), vision (clear direction), values (collective commitments), and
      goals (indicators, timelines, and targets) which are all focused on student learning
   2. A collaborative culture with a focus on learning
   3. Collective inquiry into best practice and current reality
   4. Action orientation or “learning by doing”
   5. A commitment to continuous improvement
   6. A results orientation
                                              DuFour & Fullan, “Cultures Built to Last” Systemic PLCs at Work 2013 (p.14)

Along with the six characteristics, Richard DuFour asserts there are three “Big Ideas” that drive
the work of highly effective PLCs. First, is A Focus on Learning. This is the assurance that all
schools have a fundamental purpose to ensure all students learn at a high level. Second,
educators must commit to Work Collaboratively in teams and take collective responsibility for
the success of each student. Lastly, is Results Orientation. Individuals, teams and the school
seek relevant data and information and use the information to promote continuous
                                              DuFour, DuFour, Eaker, Many & Mattos. Learning by Doing, 2016 (p11-12)

Professional Learning Teams at Edison

✓ All Teachers:
             ▪ Professional Learning Team—The impact on student achievement is a direct
                   result of the instructional decisions made by teachers in the PLCT. It is in this
                   space that teachers engage in collaboration to identify essential standards,
                   create common formative assessments, analyze student work, plan and
                   implement interventions/enrichment based on student results and student
                   learning needs. The four grounding questions along with a system of
                   continuous improvement is at the heart of the collaborative work for
                   teachers on a Professional Learning Community Team.

 Faculty Handbook 2020-2021                                                                                                 7
The four grounding questions:
                     • What do we expect students to learn?
                     • How do we know students are learning it?
                     • How do we respond when students do not learn?
                     • How do we respond when students have already learned?
            Things to consider for Professional Learning Community Teams:
                   • Engage in healthy collaboration & debate
                   • Incorporate Scope and Sequence, Curriculum Frameworks, Content
                       Standards, and Common Core State Standards to drive instructional
                       decision making. Know the essential standards
                   • Implement frequent common formative assessments based on
                       student performance data
                   • Engage in ongoing data analysis (student work, CFA data, etc.)
                       utilizing protocols to improve instruction and/or adjust as necessary
                       using Multi-Tiered System of Supports (MTSS).
                   • Implement the Cycle of Continuous Improvement (Plan for Action,
                       Implement of Strategies, Assessment, Analysis, Reflection).
                   • Incorporate literacy skill development in lesson activities
                   • Establish group norms, learn to care and recognize everyone’s input
                   • Develop an agenda for every meeting & distribute minutes to all
                       members and Vice Principals.
                   • Utilize Microsoft Teams as an online interactive platform where the
                       work produced from the team (CFAs, Essential Standards Unpacking,
                       Units of Curriculum, Interventions, Student Work, Rubrics, Agendas,
      o Departments engage in collaboration around a common problem of practice specific
        to their department or school wide. Through regular established meetings,
        departments spend some time focused on establishing SMART Goals that address
        the problem of practice identified by colleagues within their respective
        departments. Time in department meetings are also devoted to dealing with
        department business. Department meetings also serve as an avenue to disseminate
        school-wide communication.
        Things to consider:
                   • D/Fs within subject areas
                   • Grading policy/practices
                   • Literacy
                   • Plan intervention/enrichment activities
                   • Develop systemic intervention/enrichment opportunities for students

Faculty Handbook 2020-2021                                                                     8
✓ Lead Teachers:
  o Climate and Culture Lead Teachers:
         ▪ Provide professional learning on: Social Emotional Learning (SEL), levels of
             discipline, restorative practices, building effective classroom environments and
             building school culture
         ▪ Implements MTSS supports for all students
         ▪ Promotes self-awareness, self-efficacy, self-confidence and student voice
         ▪ Create and plan positive learning experiences
  o Department Chairs coordinate and support their department members on various items
     including curriculum, instruction, materials/resources, and school-wide communication.
     Department Chairs collaborate with administration in the decision-making process
     regarding departmental and school-wide policy. For WASC, Department chairs will act as
     Homegroup facilitators.
  o Instructional Leadership Team (ILT) will focus on professional learning as it relates to
     building instructional capacity within Professional Learning Communities at the site and
     regionally in support of maximizing student learning. In collaborative settings, the ILT
     makes key decisions, utilizing data, regarding our school's instructional practices that
     ultimately impacts instruction and increases student achievement. Duties of ILT are:
         ▪ Lead and support the work of Professional Learning Teams.
         ▪ Model collaboration, reflection, teamwork, leadership, courage, trust,
             responsibility, data analysis, goal setting, and professionalism
         ▪ Plan professional development
         ▪ Support the regional focus
         ▪ Oversee the team’s work on Microsoft Teams which includes uploading agendas,
             minutes, SMART goals, and data analysis protocols, etc.
  o School Building Committee promotes and maintains unity and harmony between unit
     members and administrators. The primary function of the SBC is to discuss school
     issues, and concerns and/or questions.

 Faculty Handbook 2020-2021                                                                     9
Instructional Leadership Team                                   Climate and Culture Team
       Admin Lead: Joey Munoz, Principal                                Admin Lead: VP Martin Lewis
Katherine Cozad (VAPA)         Brian Nuzzolese (ELA 9)      Leslie Kelly (RP Counselor)     Christina Murrietta (SPED)
Phillip Krumpe (SPED)          Shariya Gray (Geometry)      TBA (Science)                   TBA (VAPA)
Robert Cook (Soc. Sci. 10)     Arthur Mosqueda (Biology)    Tyesha Hendrix (Counselor)      Rosie Rubio (CCD)
Heather Valle (Algebra)        Laurinda Blanco (Admin)      TBA (Soc. Science)              Hector Verduzco (AD)
Sabrina White (ELA 10)         Fernando Santillan (SS 11)   TBA (Math)                      TBA (Classified)
Ana Elias Morales (ELD)        Diane Waite (ELA 11)         McKinley Lee (RP Asst.)         TBA (For. Lang)
Ryan Martens (Algebra 2)       Yadira Solano (World Lang)   TBA (ELA)                       Anicia Quintana (SSW)
Ana Elias Morales (ELD)        Wes Threlkeld (Chemistry)    TBA (PE)                        Carrie Chavez (Proj. Acc. SW)
                                                            TJ Wilkins (RP TSA)             Wayne Jones (School Psych.)

               Department Chair                                           WASC Leadership Team
           Admin Lead: Laurinda Blanco                                  Admin Lead: Laurinda Blanco
Phillip Krumpe (SPED)                                       Janina Schulz, Co-Chair
Kimberly Hau (Biological Science)                           Stefani Williams, Co-Chair
Wendy Martin (Math)                                         Laurinda Blanco, VP
Michele Mazzei (Fine Arts)                                  Lauren Beal, Organization
Sara Meadows (Physical Science)                             Diane Waite, Organization
Kristie Leyba (ELA)                                         Sara Meadows, Curriculum
Nicole Jennison (Social Science)                            John Berg, Instruction
Cliff Rold (PE)                                             Gabriela Ibarra, Instruction
Lori Pieper (Foreign Language)                              Jennifer Click, Assessment
Jamie Vargas (CTE)                                          Ana Elias-Morales,
                                                            Kristie Leyba, School Culture
                                                            Raul Osuna, School Culture

            School Building Committee                                         FTA Representative
SBC Chairperson Patricia Renfro                             Matthew Ethen
Joey L. Munoz                                               Nicole Jennison
Mathew Ethen                                                Andra Linder
Philip Krumpe                                               Dorie Sexton
Andra Linder                                                Trish Renfro
Carlos Arredondo                                            Heather Miller
Laurinda Blanco

Faculty Handbook 2020-2021                                                                                                  10
Professional Learning Calendar 2020-21

    WE ACT Class Meeting Days Postponed for                       Buyback & Institute Day
                   2020-21                                             8:00 – 3:00
 August                                              Buy Back Days
 September                                           August 12
 October                                             August 17
                                                     August 18
                                                     Institute Days
                                                     Aug 13 & 14
 March 26
 May 21
                                                            Professional Learning* (Instruction)
          Instructional Leadership Team^
                                                                    Wednesday, 2:45-3:45 pm
                 Tuesday, 3:00-4:00
                                                        7th Period Teachers, Wednesday, 7:47 – 8:47 am
 August 25                 January 12                August 26 (WASC)       September 30 (WASC)
 September 29              February 16               October 7 (WASC)       January 27
 October 20                March 9                   October 21 (WASC)      February 17
 November 17               April 6                   November 4 (WASC)      April 28
 December 1                May 4                     December 2
                                                         Department/Vertical Articulation Mtgs*
                 Department Chairs^
                                                                    Wednesday, 2:45-3:45 pm
                    Tuesday, 3-4
                                                        7th Period Teachers, Wednesday, 7:47 – 8:47 am
                           January 19                August 19                January 20
 August TBD
                           February 9                September 23             February 10
 September 22
                           March 16                  October 28               March 17
 October 27
                           April 20                  December 9               April 21
 December 8
                           May 11                                             May 12
             Climate and Culture Leads^                        Climate and Culture PL* (SEL)
                                                                    Wednesday, 2:45-3:45 pm
                 Tuesday, 3:00-4:00
                                                        7th Period Teachers, Wednesday, 7:47 – 8:47 am
 August 14                 January 26                September 16               February 3
 September 8               March 23                  October 14                 March 24
 October 6                 May 18                    November 18 (WASC)
 November 10

^Paid Contract                   # 8 Hours of Operational                       *54 Hours Per School Year

 Faculty Handbook 2020-2021                                                                                 11
    MONDAY           TUESDAY              WEDNESDAY           THURSDAY          FRIDAY         SAT/SUN

3                    4                     5                  6                 7                8/9
8:30-12:30 – (A-L)   8:30-12:30 – (M-Z)
9th gr. Orient.      9th gr. Orient.

2:30-4:30pm –        2:30-4:30pm –
10th-12th Schd.      10th-12th Schd Dis

10                   11                    12                 13                14               15/16
                                           Buyback            INSTITUTE DAY INSTITUTE DAY

                                                                                C & C Leads

17                   18                    19                 20                21               22/23
   Buyback             Buyback                 First Day of
Tiger Launch         Tiger Launch              Instruction
 First Day of
    Week-At-A-       Parent/Student             PLC Time       Parent/Student       PLC Time
     Glance           Connections                               Connections

Faculty Handbook 2020-2021                                                                               12
24               25                26                    27               28           29/30
                       ILT          WASC ALL Staff
  Week-At-A-     Parent/Student      (Morning)           Parent/Student   PLC Time
   Glance         Connections                             Connections

MONDAY           TUESDAY          WEDNESDAY THURSDAY                      FRIDAY     SAT/SUN
31               1                 2                 3                    4            5/6
Week-At-A-       Parent/Student    Back to School    Parent/Student       PLC Time
Glance            Connections      Event 5-7:30       Connections
                                   Senior mtg
                                   FASFA Wksp
                                   PLC Time
7 Holiday        8                 9                 10                   11           12/13
Holiday          C & C Leads           WASC                               PLC Time
                 Parent/Student     Morning Mtg.     Parent/Student
                  Connections                         Connections

14               15                16                17                   18           19/20
  Week-At-A-     Parent/Student     C&C All Staff    Parent/Student       PLC Time
   Glance         Connections           PL            Connections

21               22                23.               24                   25           26/27
 NCAA Wkshp.      Department       Dept. Mtgs                             PLC Time
   5:30pm            Chairs                          Parent/Student
  Week-At-A-     Parent/Student                       Connections
   Glance         Connections

Faculty Handbook 2020-2021                                                                     13
                                    Regional Lead

28               29                 30
    Week-At-A-         ILT               WASC
     Glance      Parent/Student         Morning

 MONDAY          TUESDAY           WEDNESDAY THURSDAY                 FRIDAY             SAT/SUN
                                                     1                2                   3/4
                                                     Parent/Student   PLC Time

5                6                  7                8                9                   10/11
                 C & C Leads          PL All Staff
 Week-At-A-       Parent/Student    (WASC Focused)   Parent/Student      PLC Time
  Glance           Connections                        Connections      End of 1st Qtr.

12               13                 14               15               16                  17/18

Faculty Handbook 2020-2021                                                                         14
Week-At-A-        Parent/Student                            Parent/Student         PLC Time
  Glance            Connections          PSAT?                Connections
                                    C & C All Staff PL

19               20                 21                    22                      23             24/25
                         ILT          PL All Staff           Parent/Student         PLC Time
 Week-At-A-        Parent/Student   (WASC Focused)            Connections
  Glance            Connections

26               27                 28                    29                      30             31
 Week-At-A-      Depart. Chairs     Department Mtg                                  PLC Time
                   Parent/Student                            Parent/Student
                    Connections                               Connections

     NOVEMBER 2020
MONDAY          TUESDAY           WEDNESDAY THURSDAY                          FRIDAY           SAT/SUN
2              3                    4                    5                    6                7/8
 Week-At-A-    Parent/Student                            Parent/Student           PLC Time
  Glance       Connections                                Connections
                                        PL All Staff

9              10                   11                   12                   13               14/15
 Week-At-A-    C & C Leads              Veteran’s        Parent/Student       PLC Time
  Glance                                                  Connections

Faculty Handbook 2020-2021                                                                               15
16             17                 18                 19               20           21/22
 Week-At-A-           ILT          C & C All Staff                    PLC Time
   Glance         WASC Visit      PL/WASC (Visit)
WASC Visit      Parent/Student                       Parent/Student
                 Connections                          Connections

23             24                 25                 26               27           28/29
Thanksgiving   Holiday            Break

                                                     Holiday          Holiday


     DECEMBER 2020
 MONDAY          TUESDAY         WEDNESDAY THURSDAY                       FRIDAY   SAT/SUN
                1                2                   3                4            5/6

Faculty Handbook 2020-2021                                                                   16
                 Connections         All Staff   Parent/Student     PLC Time
                      ILT            Meeting      Connections

7               8                9               10               11           12/13
                 Department       Department     Parent/Student     PLC Time
                    Chairs           Mtg          Connections

14              15               16              17               18           19/20
Finals---       Parent/Student       PLC Time    Parent/Student     PLC Time
                 Connections                      Connections

21              22               23              24 Holiday       25 Holiday   26/27
WINTER          BREAK            WINTER          BREAK            WINTER       BREAK

28              29               30              31
WINTER          BREAK            WINTER          BREAK

Faculty Handbook 2020-2021                                                             17
     To Be Updated
MONDAY          TUESDAY           WEDNESDAY       THURSDAY            FRIDAY       SAT/SUN
                                                                  1 Holiday       2/3
                                                                  WINTER          BREAK
                                  WINTER         BREAK

4               5                 6              7                8               9/10
                WINTER            BREAK          WINTER           BREAK

11              12                13             14               15              16/17
                 Parent/Student                  Parent/Student
                  Connections                     Connections

18 Holiday      19                20             21               22              23/24
Holiday         Depart. Chr       Depart. Mtg
                Parent/Student                   Parent/Student
                 Connections                      Connections

                                                                  No Late Start

25              26                27             28               29              30/31
                C & C Leads       PL All Staff
                Parent/Student                   Parent/Student
                  Connections                     Connections

Faculty Handbook 2020-2021                                                                   18
     To Be Updated
MONDAY          TUESDAY           WEDNESDAY THURSDAY                    FRIDAY          SAT/SUN
1               2                 3                    4                5               6/7
                 Parent/Student   C & C All Staff PL   Parent/Student
                  Connections                           Connections

                                                                        WE ACT Lesson

8 Holiday       9                 10                   11               12              13/14
HOLIDAY         Depart. Chr       Depart. Mtg
                Parent/Student                         Parent/Student
                  Connections                           Connections

                                                                        No Late Start

15 Holiday      16                17                   18               19              20/21
                ILT               PL All Staff
HOLIDAY          Parent/Student                        Parent/Student
                  Connections                           Connections

                                                                        No Late Start

22              23                24                   25               26              27/28
                 Parent/Student                        Parent/Student
                  Connections                           Connections

Faculty Handbook 2020-2021                                                                        19
MARCH 2021
     To Be Updated
      MONDAY          TUESDAY          WEDNESDAY THURSDAY                     FRIDAY      SAT/SUN
1                2                 3                    4                5               6/7

Buyback          C & C Leads                            Parent/Student
                  Parent/Student                         Connections     No Late Start

8                9                 10                   11               12              13/14
                  Parent/Student                        Parent/Student
                    Connections                          Connections

15               16                17                   18               19              20/21
                 Depart. Chr       Depart. Mtg
                 Parent/Student                         Parent/Student
                   Connections                           Connections

22               23                24                   25               26              27/28
                                   C & C All Staff PL                    WE ACT Lesson
                 Parent/Student                         Parent/Student
                  Connections                            Connections

29               30                31

Faculty Handbook 2020-2021                                                                          20
APRIL 2021
     To Be Updated
MONDAY          TUESDAY        WEDNESDAY THURSDAY                  FRIDAY          SAT/SUN
                                                  1                2 Holiday        3/4
                                                  SPRING BREAK     SPRING BREAK     ACT

5                6                 7              8                9                10/11
                  Parent/Student                  Parent/Student
                   Connections                     Connections
                                                                   No Late Start

12               13                14             15               16               17/18
                 Parent/Student                   Parent/Student
                  Connections                      Connections

19               20                21             22               23               24/25
                 Depart. Chr       Depart. Mtg
                 Parent/Student                   Parent/Student
                  Connections                      Connections

26               27                28             29               30
                                   PL All Staff
                 Parent/Student                   Parent/Student
                  Connections                      Connections

Faculty Handbook 2020-2021                                                                   21
MAY 2021
     To Be Updated
MONDAY           TUESDAY      WEDNESDAY THURSDAY                 FRIDAY          SAT/SUN

3               4                 5             6                7                8/9
AP testing      AP testing        AP testing    AP testing       AP testing
                 Parent/Student                 Parent/Student
                  Connections                     Connections

10              11                12            13               14               15/16
                Depart. Chr       Depart. Mtg
AP testing      AP testing        AP testing    AP testing       AP testing
                Parent/Student                  Parent/Student
                  Connections                     Connections

17              18                19            20               21               22/23
                C & C Leads                                      WE ACT Lesson
                 Parent/Student                 Parent/Student
                  Connections                    Connections

24              25                26            27               28               29/30
                 Parent/Student                 Parent/Student
                  Connections                    Connections

Faculty Handbook 2020-2021                                                                 22
JUNE 2021
     To Be Updated
      MONDAY          TUESDAY         WEDNESDAY THURSDAY             FRIDAY      SAT/SUN
31 Holiday      1                 2           3                4               5/6
                 Parent/Student               Parent/Student
                  Connections                  Connections

                                                               No Late Start

7               8                 9           10               11              12/13
                 Parent/Student               Last Day of
                  Connections                 School

14              15                16          17               18              19/20

21              22                23          24               25              26/27

28              29                30

Faculty Handbook 2020-2021                                                                 23
Teacher Standards and Instructional Guides
     California Standards for the Teaching Profession (CSTPs)

                            STANDARD ONE                                                                 STANDARD TWO
                                                                                                 STUDENTS LEARNING
1.1 Using knowledge of students to engage them in learning                     2.1 Promoting social development and responsibility within a caring
1.2 Connecting learning to students’ prior knowledge, backgrounds, life            community where each student is treated fairly and respectfully.
    experiences, and interests                                                 2.2 Creating physical or virtual learning environments that promote
1.3 Connecting subject matter to meaningful, real-life contexts                    student learning, reflect diversity, and encourage constructive and
1.4 Using a variety of instructional strategies, resources, and technologies       productive interactions among students
    to meet students’ diverse learning needs                                   2.3 Establishing and maintaining learning environments that are
1.5 Promoting critical thinking through inquiry, problem solving, and              physically, intellectually, and emotionally safe
    reflection                                                                 2.4 Creating a rigorous learning environment with high expectations and
1.6 Monitoring student learning and adjusting instruction while teaching           appropriate support for all students
                                                                               2.5 Developing, communicating, and maintaining high standards for
                                                                                   individual and group behavior
                                                                               2.6 Employing classroom routines, procedures, norms, and supports for
                                                                                   positive behavior to ensure a climate in which all students can learn
                                                                               2.7 Using instructional time to optimize learning

                           STANDARD THREE                                                                STANDARD FOUR
                    STUDENT LEARNING                                                              FOR ALL STUDENTS
3.1 Demonstrating knowledge of subject matter, academic content                4.1 Using knowledge of students’ academic readiness, language
    standards, and curriculum frameworks                                           proficiency, cultural background, and individual development to plan
3.2 Applying knowledge of student development and proficiencies to                 instruction
    ensure student understanding of subject matter                             4.2 Establishing and articulating goals for student learning
3.3 Organizing curriculum to facilitate student understanding                  4.3 Developing and sequencing long-term and short-term instructional
3.4 Utilizing instructional strategies that are appropriate to the subject         plans to support student learning
    matter                                                                     4.4 Planning instruction that incorporates appropriate strategies to meet
3.5 Using and adapting resources, technologies and standards-aligned               the learning needs of all students
    instructional materials, including adopted materials, to make subject      4.5 Adapting instructional plans and curricular materials to meet the
    matter accessible to all students.                                             assessed learning needs of all students
3.6 Addressing the needs of English learners and students with special
    needs to provide equitable access to the content

                            STANDARD FIVE                                                                 STANDARD SIX
                 ASSESSING STUDENTS FOR LEARNING                                          DEVELOPING AS A PROFESSIONAL EDUCATOR

5.1 Applying knowledge of the purposes, characteristics, and uses of           6.1 Reflecting on teaching practice in support of student learning
    different types of assessments                                             6.2 Establishing professional goals and engaging in continuous and
5.2 Collecting and analyzing assessment data from a variety of sources to          purposeful professional growth and development
    inform instruction                                                         6.3 Collaborating with colleagues and the broader professional
5.3 Reviewing data, both individually and with colleagues, to monitor              community to support teacher and student learning
    student learning                                                           6.4 Working with families to support student learning
5.4 Using assessment data to establish learning goals and to plan,             6.5 Engaging local communities in support of the instructional program
    differentiate, and modify instruction                                      6.6 Managing professional responsibilities to maintain motivation and
5.5 Involving all students in self-assessment, goal setting, and monitoring        commitment to all students
    progress                                                                   6.7 Demonstrating professional responsibility, integrity, and ethical
5.6 Using available technologies to assist in assessment, analysis, and            conduct
    communication of student learning
5.7 Using assessment information to share timely and comprehensible
    feedback with students and their families

       Faculty Handbook 2020-2021                                                                                                                       24
Behavioral Expectations and Management Practices
“Within moments of entering a school building, we develop a ‘feel’ for a school. How school
‘feels’ is influenced by a myriad of small and seemingly unimportant things…This ‘feel’ we
experience is indicative of the school’s climate. School climate has a direct effect on whether or
not a student will develop a positive connection to school, which in turn protects against a wide
range of risk factors in students’ lives.”

 Faculty Handbook 2020-2021                                                                          25
Faculty Handbook 2020-2021   26
Restorative Practices
Edison High School is a Restorative Practices site. We strive to meet the academic, social
emotional, and behavioral needs of all students. Restorative Practices consider the impact of
behaviors on those who are harmed as well as the individual who inflicts harm. This approach is
intended to improve relationships and behaviors for all students, with an emphasis on the whole
student. The premise for Restorative Practices is to restore relationships, and effective social
norms, when expectations are not met for the offender, the offended, and other individuals
impacted by the action. It does not remove consequences, but rather, focuses on how to move
forward and improve behavior in the future.

   ✓ In the Classroom
     Restorative Practices are an expectation at Edison High School. We have high
     expectations and high support for all students. A Restorative Practice Approach in the
     classroom strives to demonstrate the 5 Components of Social and Emotional Learning:
     Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and
     Responsible Decision-Making. An example of this Restorative Practice Approach would
     include efforts to build relationships and rapport student to student, student to staff, and
     staff to staff. Mutual respect, high expectations with high support, and a community of
     caring help to improve behavior. One expectation in terms of support, is for classroom
     expectations and norms to be explicitly communicated and reviewed.

 Faculty Handbook 2020-2021                                                                         27
✓ Class Meetings
       Class meetings are designed to support restorative practices in the
       classroom and across the school. This time focuses on subject matter of building
       relationships, effective communication, student interactions, participation, reflection of
       important relevant topics, in order to prepare students for college and career. These are
       intended to support classroom climate, not to be isolated events. If you have questions
       or input about class meetings, please speak with or join our Culture and Climate Team or
       contact VP Lewis.

   ✓ Reengagement Center Process
     In order to support staff and students in building and repairing relationships, students
     that come to the reengagement center will be given the opportunity to reflect on the
     interaction in order to appropriately re-enter the classroom through the use of a
     reflection tool. Each student will use this reflection tool as a guide for re-entry into the
     classroom. When appropriate and agreed upon by both parties, students and teachers
     will be given the opportunity to meet in a restorative circle in order to repair the
     relationship and make things as right as possible. We welcome participation and/or
     feedback from staff, for comments or questions please see TJ Wilkins, Leslie Kelly, Coach
     McKinley Lee, or VP Lewis. The standard operating procedure for the Reengagement
     Center follows the referral form on the following pages (31 – 34).

Social Justice and Cultural Proficiency
                                               As educators, it is important that we no longer
                                               view cultural proficiency as simply changing the
                                               lens through which we see the world, but there is a
                                               greater need to change our vision all together. Our
                                               views of the cultures of others should be guided by
                                               an increasing awareness of what we don’t know
                                               and moving in a positive direction to align our
                                               values and behaviors in such a way that is inclusive
                                               of cultures that are new to us, and different from
                                               our own to produce heathy and productive
interactions with others. The vision that guides our work should be from the perspective of
being instruments for the creation of a socially just democracy that is evident in our
interactions with colleagues, students, families, and the community. Cultural proficiency
requires that we approach instruction with intentionality revealing our desire to be culturally
responsive as life-long learners effectively serving the educational needs of all cultural groups.

 Faculty Handbook 2020-2021                                                                           28
Discipline and Referral Procedures
   * In the virtual classroom, although students are not physically present, some behaviors
   can still present challenges to the virtual instructional environment. If you need
   immediate response for a violation of level 2 and 3 offenses, please contact your
   supervising Vice Principal for follow up with student and parent.

Levels of Misbehavior:

 Faculty Handbook 2020-2021                                                                   29
Re-Engagement Center Process (Level 3 behaviors only):
       1.   Student checks in with Counseling Resource Assistant (Coach McKinley Lee)
       2.   Student fills out reflection tool
       3.   Student meets with Vice Principal
       4.   Vice Principal reads form, investigates, and discusses resolution and consequences
       5.   Parent Contact is made (preferably with student present)
       6.   Incident is logged in ATLAS – Teacher can follow up with resolution in ATLAS
       7.   Student is to check in with VP and create a plan for re-entry

 Faculty Handbook 2020-2021                                                                      30
Tardy Policy and 15 Minute Rule
Research shows that students who arrive on time to class prepared to learn perform better in
school. The district policy attendance expectation states that attendance needs to be taken
within the first 10 minutes of class. This assures safety for all students. Please note that our
policy cannot be enforced without diligent attendance taking by all teachers. Tardy Sweeps will
continue to be used at a site level, with increasing frequency.
Tardy to Class
   ✓   Log tardy students into ATLAS
   ✓   Teachers will use this opportunity to discuss classroom expectations with tardy
   ✓   After 3rd tardy, teacher contacts parent or guardian of student and explains classroom
       consequences and impact on the student and classroom. It is important that teachers
       have a tardy policy embedded in the classroom rules so that the tardy sweeps are in
       addition to consequences and communication provided from the classroom teacher.
Tardy Sweeps
Tardy sweeps are not intended to replace a teacher’s classroom policies, but rather, to be a
support in encouraging all students to be on time to classes. During a tardy sweep the following
procedures take place:
   ✓   Teachers lock doors at the sound of the tardy bell
   ✓   Campus Personnel sweep tardy students to attendance office
   ✓   Students receive a tardy pass from attendance to be admitted to class
   ✓   Students are assigned afterschool detention in the Re-Engagement Center

15 Minute Rule
Unless it is an undeniable emergency based on teacher discretion, students are NOT allowed out
of class during the first or last 15 minutes of class. Outside of these times, students must have a
signed pass with destination, time, and date, or they will be escorted back to class:
   ✓   Restroom Pass
   ✓   Nurse Pass
   ✓   Library Pass
   ✓   Hall Pass: used for main office, or another classroom

Dress Code

 Faculty Handbook 2020-2021                                                                           31
Knowledge of appropriate attire and appearance is necessary to be prepared for
college and careers. As such, Edison High School enforces a dress code that
promotes safety and a healthy learning environment free from distraction. Please
familiarize yourself with the dress code. Students that fail to meet expectations for dress code
will be sent to Administration South to change the article that is out of compliance and leave it
there until the end of the school day. If no options are available for the student to correct the
issue, parents will be contacted to come to the school to rectify the problem in order for the
student to return to classes. Defiance on the part of students during this process may lead to
further disciplinary measures by administration. Please take advantage of instructional time by
abiding by the dress code. The dress code for the 2020-2021 school year, as put forth by Fresno
Unified School District and Edison High School, follows:
“Students' clothing must not present a health or safety hazard or interfere with the
educational process.” ~ FUSD

The following dress code applies to both sexes and will be enforced at school and all school
activities: any apparel, hairstyle, cosmetic or jewelry, even if not specifically mentioned below,
which creates a safety concern, draws undue attention to the wearer, or which tends to detract
from the educational process is not acceptable.

   1. Every high school student must have in their possession a valid student I.D. card.

   2. Clothing, hats, beanies, Do-rags (other than solid black), or accessories with
      logos/mascots of professional sports is prohibited, (e.g. Raiders, 49ers, Oakland A’s,
      Dodgers). Any clothing or accessories depicting bulldogs (word or image of) such as
      Fresno State Bulldogs and Georgetown Hoyas are not acceptable. Gang-related
      symbols, insignias, or “colors” are not to be worn or displayed. Any clothing item or
      accessory that is over 50% bright red, or bulldog red, will not be permitted. Likewise,
      any clothing that is over 50% royal blue, or Dodger blue, will not be permitted.
   3. The use of skateboards/skates/rollerblades/scooters/bikes are prohibited on the school
   4. Permanent paint markers or graffiti tools (sharpies, sandpaper, etching tools, etc.)
      are not allowed on campus. Markers with felt tips 3/8” or larger are NOT allowed on-
   5. Graffiti or graffiti type writing will not be allowed on-campus. Students may not display
      graffiti writing on binders, schoolwork, backpack, or bags used at school. Items with
      graffiti are subject to confiscation by administration.
   6. Clothing with lettering or drawings which depict sexually suggestive expressions or
      actions, profanity, obscenity, drugs, alcohol, or tobacco, or which degrade the integrity
      of individual groups may not be worn.

   7. See-through or sexually suggestive apparel, which exposes the body or skin in a sexually
      suggestive manner, is not acceptable. No undergarments may be revealed. Underwear-

 Faculty Handbook 2020-2021                                                                          32
type sleeveless shirts, spaghetti straps or any top (e.g. tube tops, bandos,
       and halter tops) that does not completely cover the midriff and torso
       are NOT allowed.

   8. Dresses, skirts, and shorts must not be more than 4 inches above the knee.

   9. Attire, which may be used as a weapon, may not be worn (e.g. steel-toed boots, chains,
      items with spikes or studs).

will be made to the Vice Principals for appropriate action.

Dress Code Referral Process
Please refer to the dress code for a list of what students can and cannot wear to school. Items
of concern include potential gang affiliated apparel (colors-red and blue, professional sports
team logos, bulldogs-picture or word) and inappropriate or revealing clothing (short shorts,
undergarments showing).

At the beginning of each period, please check students for dress code violations and follow the
protocol below:

   ✓ Teacher: Notify student of violation and ask to correct, Log in ATLAS:
        o If able to correct, confiscate item out of compliance and send with student name
           and ID# to administration south for student to retrieve at the end of the day.
        o If unable to correct, send student to administration south to see a Vice Principal
           with a dress code pass.

   ✓ VP Calls Home, responds to log in ATLAS
        o Resolved: Student returns to class, item confiscated. Warning / lunch detention
        o Unresolved: Parents are contacted to resolve issue prior to student returning to
             class. If necessary, student does work in alternative setting until resolved.

Repeat offenders (3+ incidents): items must be picked up by parent, detention, potential
suspension of privileges.

 Faculty Handbook 2020-2021                                                                       33
General Health Services

COVID-19 Safety Protocols
Recent developments in our society have led to unprecedented challenges creating a new
normal for our school environments. Through the Coronavirus (COVID-19) pandemic, the
importance of health and safety have led to the implementation of protocols to minimize the
transmission of the virus and its spread. There is a constant need to self-assess, social distance,
utilize personal protective equipment (PPE), and clean and sanitize hands. The due diligence of
all staff, students, and parents is paramount to improve the conditions we face as a nation.

Considering the heightened transmission of Coronavirus (COVID-19), we need every staff
member to self-assess their current health status before coming to the school site. If you have
fever, body aches, and chills; worsening respiratory symptoms, shortness of breath, cough or
sore throat; new loss of taste or smell; and/or have been in contact with someone with a
confirmed case of Coronavirus (COVID-19), please do not come to the school site until you have
been tested and cleared.

Physical Distance
It is the responsibility of every staff member to maintain a minimum distance of 6 feet when
engaging in conversations and/or working in the presence of others. This also applies to
interactions with students and parents. Everyone has to do their part to reduce the potential
for transmission of Coronavirus (COVID-19).

Use Personal Protective Equipment (Face Mask)
It is the responsibility of every staff member to wear proper Personal Protective Equipment
(PPE) for your protection, and the protection of others. This also applies to students and
parents to reduce the risk of transmission of Coronavirus (COVID-19).

Wash and Sanitize Hands
Handwashing and the use of hand sanitizer is essential for every staff member to reduce the
spread of Coronavirus (COVID-19). This virus has the potential to maintain its viability for an
extended period of time on surfaces, which increases the potential for the virus to be spread

 Faculty Handbook 2020-2021                                                                           34
through touching. Hand-to face, or use of hands when eating, can lead to the
transmission of Coronavirus (COVID-19)

                               Student Health Services
Student Emotional Counseling Services
   •   Student in Crisis
          o Call the Vice Principal, School Psychologist, and/or Student Resource Officer if
             student makes threat of suicide
                  ▪ Never leave student alone if they make a threat to harm
                      themselves/another student
                  ▪ 72748 VP Discipline Office
                  ▪ 72663 Psychologist
                  ▪ 72682 SRO (Campus Officer with Fresno P.D.)
          o Do not put into ATLAS
          o If you get notice of a student in crisis after school hours, and you have no one to
             notify on campus, call the Fresno Police Department non-emergency line and
             report that you have knowledge of a student in crisis, and are requesting a
             welfare check. They will ask for student demographic information, please have
             that ready from ATLAS.
   •   Student Safety Issues
          o Never restrain or prevent a student from leaving an area unless they are in
             danger of immediate bodily harm to self or others
          o Call Safety CA Line (72696) or Admin South REC (74865) and provide (Name & ID)
             and/or description of the student
          o Consider confidential rights of students
          o Do not put on ATLAS

 Faculty Handbook 2020-2021                                                                       35
•   Social Worker (74810)
          o Offers onsite counseling for students who may need some assistance dealing
              with emotional issues. Individual and group counseling sessions.
          o Referrals are typically made for students that are not in a crisis situation.
          o The Social Worker should not be used for students in immediate crisis, but if you
              have a student in need of counseling, please fill out a referral and send to the
              Social Worker.
          o The Social Worker will call in the student and set up appointment times for them
              to have one-on-one counseling sessions (lasting 4 – 6 weeks).
If you are not sure whether to report, please error on the side of caution. Student health,
welfare, and safety are the top priority at Edison; we will do everything we can to ensure the
safety of all students.
Student Health Services

   •   When to make a CPS Report
          o Anytime you receive information—either directly or indirectly—that raises
             questions about the health and welfare of a child.
          o Medical concerns/neglect
          o Supervisory neglect
          o Parental Discipline
          o Emotional/Mental Abuse
          o Sexual activity
          o You do not need to “decide” if abuse is actually occurring or occurred.
          o If you are unsure incident is reportable, to be safe, report anyway!! Your career
             could depend on it.
   •   Completing the CPS report
          o Retrieve demographic data from the attendance secretary or the student’s
             emergency card.
          o Be sure to write EVERY DETAIL on the form—marks on the child’s body,
             circumstances surrounding the incident, student’s state of mind, actual
             phrases/words said by the student, etc.
          o Call the CPS Hotline AFTER the form is completed. Within 24hrs of incident!!!
             (559) 255-8320
          o They will ask you questions regarding the student’s demographics and the
          o Write the name of the dispatcher that took your call on the form.
          o The dispatcher will provide a Fax number for you to send the completed form to.

 Faculty Handbook 2020-2021                                                                      36
o Retain the completed form for your records.
                • If you need help, see an Administrative team member, the
                    Social Worker, Police Officer, School Psychologist, or School

   •   Nurse Procedures
          o Send students to the nurse with a pass for minor issues.
          o Never send a student to the nurse who is in danger of passing out or has an
              existing medical condition that could prohibit them from making it safely to the
          o If a student needs assistance transporting a student, please call Nurse Coronado
              @ ext. 72701, or CA line (72656).
          o Health Issues are confidential, including asthma, glasses, pregnancy, HIV.
          o Contact Nurse Imelda Coronado with questions @ x72701.
                                    Safety Procedures
Emergency Procedures
    • If you suspect any safety concerns dealing with student behaviors, i.e. rumors of
       possible fight, drug activity, etc., call the Reengagement Center at (ext. 74865).
    • If you need students picked up due to a violation of level 2 or level 3 offenses, please
       use the CA line (ext. 72656). Please keep in mind, CAs and administration are out on
       the grounds supervising before school, during lunch and after school. If no one is at this
       number, it does automatically transfer to our reengagement center in Admin South
       where Mr. Lee will answer.
    • If you need immediate removal for a violation of level 3 offenses, please use the
       emergency line (ext. 74999). This will send a different ring to all Admin North staff that
       we have a major incident that needs immediate attention, such as a physical altercation.
    • Do not give your keys to students at any time for any reason.
    • Keys are expensive to replace.

Emergency Drills
   •   Fire:
           o Must hold 3 drills per year (1 before/after school, 1 during lunch, 1 during class
   •   Lockdown:
           o Must hold 3 drills per year
                 ▪ (1 before/after school, 1 during
                 ▪ lunch, 1 during class time)
   •   PLEASE REMEMBER---all drills are to be taken seriously! Evacuate the school grounds

 Faculty Handbook 2020-2021                                                                         37
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