Edison High School - One Tiger, Many Stripes - Fresno Unified ...
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REVISED 8/18/2020
Edison High School
Faculty Handbook
2020 – 2021
One Tiger, Many Stripes
REVISED 8/18/2020
TABLE OF CONTENTS
TAB 1: SCHOOL OUTCOMES AND GOALS P. 3-9 TAB 5: STUDENT HEALTH P. 39-40
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
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
fairly.
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.
Respectfully,
Joey L. Munoz
Edison’s School Outcomes WE ARE EDISON TIGERS! 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 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
talents.
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
WASC Mid-Term Feedback
Commendations:
✓ 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.
Recommendations:
✓ 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 3SPSA 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 graduation. 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 6The 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
improvement.
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 7The 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,
etc.)
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 9Instructional 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,
Assessment
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 10Professional 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
November
Institute Days
February
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 11AUGUST 2020
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN
1/2
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
Dis.
10 11 12 13 14 15/16
Buyback INSTITUTE DAY INSTITUTE DAY
C & C Leads
(3:00-4:00)
17 18 19 20 21 22/23
Buyback Buyback First Day of
Tiger Launch Tiger Launch Instruction
First Day of
School
Week-At-A- Parent/Student PLC Time Parent/Student PLC Time
Glance Connections Connections
Faculty Handbook 2020-2021 12SEPTEMBER 2020
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
pm
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 13OCTOBER 2020
Regional Lead
mtg?
28 29 30
Week-At-A- ILT WASC
Glance Parent/Student Morning
Connections
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN
1 2 3/4
Parent/Student PLC Time
Connections
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 14Week-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
Glance
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
(WASC)
9 10 11 12 13 14/15
Week-At-A- C & C Leads Veteran’s Parent/Student PLC Time
Glance Connections
Day
Holiday
Faculty Handbook 2020-2021 1516 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
30
DECEMBER 2020
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN
1 2 3 4 5/6
Faculty Handbook 2020-2021 16Parent/Student
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
Parent/Student
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 17JANUARY 2021
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
ILT
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 18FEBRUARY 2021
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 19MARCH 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
Connections
8 9 10 11 12 13/14
ILT
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
SPRING BREAK SPRING BREAK SPRING BREAK
Faculty Handbook 2020-2021 20APRIL 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
SPRING BREAK ILT
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 21MAY 2021
To Be Updated
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN
1/2
3 4 5 6 7 8/9
ILT
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 22JUNE 2021
To Be Updated
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN
31 Holiday 1 2 3 4 5/6
HOLIDAY
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 23Teacher Standards and Instructional Guides
California Standards for the Teaching Profession (CSTPs)
STANDARD ONE STANDARD TWO
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR
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
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES
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 24Behavioral 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 28Discipline 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 30Tardy 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
students
✓ 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 31Knowledge 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
grounds.
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-
campus.
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 32type 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).
ENFORCEMENT OF THE EDISON DRESS CODE IS THE RESPONSIBILITY OF ALL STAFF. Referrals
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 33General 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. Self-Assess 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 DO NOT INVESTIGATE!
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
incident.
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 36o 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.
• 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
nurse.
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
Classroom
• 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.
Keys
• 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
time)
• 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
immediately.
Faculty Handbook 2020-2021 37You can also read
